English 7 Period 6 Assignments

Students are close reading, citing evidence, and annotating the text as they respond to questions that analyze the reasons for conflict in the article,

"The Most Daring of Our Leaders" found in the CLOSE READER, pp 95-100.

Homework: Bring in newspaper for "Black out poetry"  Review notes on article.

Students are researching the Nashville lunch counter sit-ins, as we focus on

reasons for people dedicating themselves to a cause.  They are responding to images from the protest and citing quotations that capture the main idea of an article based on the event.

Homework: Complete research

Students are perusing a variety of book, games, and gift items at the BOOK FAIR.

Remember, creating your  child's own library is one of the best gifts you can give, not to mention visiting the library with your child, and even setting aside when you read together.

Homework:  Take time to read the newspaper, and bring in a newspaper for Monday, along with your "Close Reader,"  Happy Memorial Day Weekend! 

Students are collaborating in sharing comments and suggestions on the creation of original concrete poetry, shape poems or picture poems where the form of the poem mirrors the topic of the poem.

Come and see the results and share in a student led conference as students discuss the writing portfolios, rich in the different writing genres, art, and original poetry.

Students are creating original "concrete" or picture poetry---graphic designs that are poems shaped from letters and words.  There are three traditional ways of forming these poems (1) The poem can follow the outline of the object (2) The poem can fill a shape that is the subject of the poem (3) the poem can use the way words are written on the page to form an image.  Please join us for OPEN HOUSE

to see the results!

Using "calligrams" which means beautiful writing, and other "Shaped poetry" or

"Pattern poetry" students are responding to questions about theme, imagery, and techniques used to read these picture poems. e.g. "Forsythia, with acrostic,

"Butterfly" by David Schondelmeyer, "Sailboat" by Court Smith, "Apple" by Reinhard Dohl, and "the Thinker" by Apollinaire.

Students are responding to the film version of Richard Wright's short story,

"Almos A Man" with comments on character traits, plot development, and theme.

They are also relating their own experience to that of the main character.

Students are actively listening to a variety of speakers who are sharing their professional experience in such varied careers as music composing, promotion of solar energy, acting in film and television, to name a few.

Students are posing questions that might offer them more information on these varied career pathways.

Students are illustrating an important scene from their AR book as an original

cover design.  Colors should be vivid, and details should convey elements of character, plot, theme....all in an original design that makes us want to read the book.  AR Journals due at end of class.

Students are completing their AR test focused on character, plot, conflict, theme.

Homework:  Complete quotes in AR dialectical journal, Total of 20 quotes focused on important aspects of character traits, conflict, theme, and plot.

Students are responding to text dependent questions focusing on inference, character traits, conflict, and theme in the Langston Hughes' story "Thank You, M'am."

Homework: Review for AR test tomorrow....character, plot, conflict, theme.

Students are engaging in collaborative reading as they work with a partner, taking turns reading the Langston Hughes' story "Thank You Ma'am."  They are responding to text dependent questions , and citing evidence to support inference, character traits, and theme.

Homework: Focus on theme in AR book, 1 quote 2 sentences of analysis. AR test is Wed. 5/17. Journal due end of class 5/18  total 20 quotes with 2 sentences of analysis for each quote.

Students are completing their comments on theme, and character interaction as they view the film, "The Goonies."

Homework:  Read for 60 minutes, 2 quotes with analysis. 18 quotes total for

Monday.  Ar test on 5/17.  AR journal due on 5/ 18 end of class.

Students are recognizing character traits and theme as they view the film "The Goonies" noting techniques in character development and changes of setting, along with the use of suspense in plot.

Homework:  Focus on character interaction and conflict in AR book, 1 quote with 2 sentences of analysis.

Students are creating a body paragraph responding to the question,

"Is Space Exploration Worth The Cost?" as they cite evidence from the text to support their opinion.  Quotes should be well integrated, and comments original and convincing as they support their argument.

Homework: Read 30 minutes AR book, 1 quotes with analysis...focus on conflict.

Students continue to annotate text and res pond to text dependent questions,

citing evidence to support their opinion of the argument featured in

"Is Space Exploration Worth The Cost?" on page 65 of the Close Reader.

Homework:  Read for 30 minutes AR book, focus on conflict.

Review notes on argument.

Students are collaborating in a class discussion, as we read the argument,

"Is Space Exploration Worth the Cost?" found in their Close Reader.

They are annotating the text and responding to text dependent questions.

HOmework: Review notes on the argument.  Focus on conflict in AR book,

1 quote with analysis.

As students complete their CAT computer adapted test, they are taking time in class to catch up on their independent reading of their AR book.

Homework: Bring in Close Reader for Monday.  Read for 60 minutes,

AR book, focus on character traits, 2 quotes with analysis.

Students continue responding to text dependent questions and applying listening skills on the CAT computer adapted test.

Homework: Focus on character interaction in AR independent reading books,

1 quote/2 sentences of analysis.

Students are completing the computer adapted section of the SBAC test.

Homework: Continue to read AR book, 1 quote with 2 sentences of analysis.

Note: AR test 5/17

Students continue to respond to the CAT, Computer Adapted Test of SBAC.

Homework: Read AR book, 30 minutes, 1 quote/2 sentences of analysis focus

conflict

Students are responding  to the Computer Adapted Test (CAT) of SBAC.

 

Homework: Read 30 minutes AR book,1 quote/2 sentences of analysis focused on character traits.

Students are completing SBAC Performance Task

Homework:  Read for 60 minutes,2 quotes with analysis focused on character traits.

Students are completing Part II of the Performance Task of the Smarter Balance Assessment.

Homework:  Read for 30 minutes, 1 quote with 2 sentences of analysis, focus character

Students are completing part I of the Performance Task for the Smarter Balance Assessment.

Homework:  Continue to read AR book, 30 minutes, 1 quote with analysis, focus on character traits.

In preparation for the Smarter Balance Performance task, students are reviewing the different writing genres, narrative, argumentative, and informative essays by looking at their completed essays in their portfolios. Writing skills as using transitions, developing a thesis, using a counterargument, using sensory language are discussed as students collaborate in reviewing the comments on work in their portfolio.

Homework: Read 30 minutes AR book, 1 quote with analysis, focused on setting and point of view.

Students are selecting new AR book in the library and focusing on point of view

and setting as they begin reading.

Homework: Complete nuclear research.  Read for 30 minutes 1 quote with 2 sentences of analysis, AR journal.

Students are illustrating an original and important scene from the AR novel asa the cover for their AR journal, due at the end of the period.

Homework:  Complete research on nuclear disaster and storing of nuclear waste.

Students are completing their AR test  with text dependent questions that focus on elements of character, plot, setting, and theme in their independent reading novel.

They are also researching the effects of the nuclear disaster in Japan of 2011, commenting on images and causes.

Homework: Complete research sheet on nuclear disaster and storing of nuclear

waste in the United States.

Final copies of science fiction short story are due.  Students are creating original cover for AR journal.  AR Journal should be complete with 20 quotes and 2 sentences of analysis for each quote.

Homework:  Review for AR test 4/20.

Students are completing rough draft of original science fiction short story.  Word processed final copies due Wednesday 4/19.

Homework: Proofread and word process short story.  AR journals due end of class

4/19.  AR test 4/20.

Students are responding to a narrative writing prompt-creating an original science fiction short story.  They will be able to use dialogue, pacing, figurative language, and theme in a narrative that describes escaping from our earth in search of a new home.  Theme should send a message about the necessity to care for our environment before it is too late.

Homework:Complete AR journal and book. AR test 4/20, AR journal due 4/19 end of class.20 quotes with analysis and original cover  RENEW AR BOOK!

Students are collaborating with a partner  using dialogue to create an original ending to the drama,"Monsters are Due on Maple Street."

Homework:  Students should continue to read AR book and have completed 19 quotes with 2-3 sentences of analysis for 4/17.  Focus should be on theme in quote.  Note AR test is 4/20. 

Students are recognizing elements of conflict and identifying theme while watching the drama, "Monsters are Due on Maple Street."  They are defining important terms as "scapegoat" while commenting on the pressures of "mob rule."

Homework:  Focus on elements of conflict in AR book, read 30 minutes 1 quote with analysis.  Note: AR test is 4/20.  AR Journals due 4/19, end of class- 20 quotes with original cover

Students are citing evidence to support their opinion of theme found in the short story, "He-y, Come On Ou-t!"  They are offering original language in their anaysis of the short story.

Homework: Read 30 minutes AR book-2 sentences of analysis. AR test is 4/20/17,

AR journals due end of class, 4/19/2017.

Students continue to annotate text and  close read the short story, "He-y, Come On Ou-t!"

Homework:  Review notes and gather evidence in preparation for writing body paragraph discussing theme in the short story.

Students are annotating text as they complete a close reading of the short story,

"He-y, Come On Ou-t!" by Shinichi Hoshi, found in their Close Reader.

Homework:  Review notes on short story, read 30 minutes AR book, 1 quote,

2 sentences of analysis.

Students continue to identify elements of theme, by citing evidence from the short story "EARTH: (A Gift Shop) pp 249-254 Collections text.

They are paraphrasing sentences that reveal irony and writing original comment on the universal truth about human nature that the work reveals.

Homework: Read 60 minutes, 2 quotes with 2 sentences of analysis each- AR book.  Note:  Bring "Close Reader" on Monday.

Students are identifying elements of science fiction by reading the short story, "EARTH:(A Gift Shop) found in their Collections textbook. pp.249-254.

They are citing details from the text as they explore elements of the story that develop the theme.

Homework: Review text dependent questions on short story.  Read 30 minutes AR book, 1 quote / 2 sentences of analysis focused on conflict.

Students are continuing to respond to ELA SMARTER BALANCE Practice test.

Homework:  Continue to focus on elements of plot that build suspense, and character traits in AR book.  1 quote with 2 sentences of analysis on character, setting, conflict or theme.

Students are responding to questions on the ELA SMARTER BALANCE Practice Test.

Homework:  Read AR book for 30 minutes, 1 quote with 2 sentences of analysis., focus conflict and character interaction.

Collaborate with partners to critique body paragraphs, noting perceptive comments on theme, and use of original language in analysis.

Homework: Read AR book 30 minutes, focus on character interaction, 1 quqote with 2 sentences of analysis.  Bring Collections textbook Monday.

Continue supporting opinion with evidence from X.J. Kennedy's poem "Dump"

commenting on the use of imagery and tone.  Use original language in commentary.

Homework:  Proofread body paragraph, check use of capitalization, complete and varied sentence structure.  Read AR book, 30 minutes,1 quote/2 sentences of analysis

Using images and figurative language, to support opinion, create a body paragraph commenting on tone and theme in X.J. Kennedy's poem, "Dump,"

pages 241-244 Collections, Unite 5.

Homework: Proofread paragraph.  Read 30 minutes AR book, 1 quote, 2-3 sentences of analysis   Bring Close Reader to class tomorrow!

Respond to text dependent questions interpreting images and figurative language in X.J. Kennedy's poem, "Dump," pp.241-244 Collections.  Relate images in poem to "Big idea"  just how much stuff do we need in this consumer society?

Homework: Practice reading poem, review questions ,checking for complete sentences and correct grammar and usage.  Read for 30 minutes AR book, 1 quote with 2-3 sentences of analysis. Bring Collections textbook to class tomorrow.

Review critique of Literary analysis essay, Hughes '"Mother to Son," and work from 2nd quarter in portfolio. Whole group discussion of essential question for new unit,

"How much stuff do we need?".....the consumer society.  View visual text of a "dump" and how it affects our environment.

Homework: Focus on conflict in AR book, read 30 minutes, 1 quote/2 sentences of analysis.

 

Use vivid and creative language to describe original collage of family experience,

inspired by the abstract art of Romare Beardon's collage "Sunday After the Sermon."   Collaborate in a gallery walk, commenting on the artistic achievements of fellow classmates in creating their collages.

Homework:  Read 30 minutes AR book, 1 quotes/2 sentences of comment

Complete collage inspired by Beardon's "Sunday After the Sermon," using images from magazines, textures, and colors that convey personal experience of a family gathering.

Homework:  Gather additional images if necessary for collage.  Read for 30  minutes, AR book, 1 quote/ 2 sentences of analysis

Using Beardon's "Sunday Afterthe Sermon," as inspiration, create original collage of personal experience with family that includes setting, colors, images, and people arranged in a united whole.

Homework: Read AR book 30  minutes, 1 quote/2 sentences of analysis focused on character traits, setting.

Respond to visual text, Romare Beardon, African American painter from the Harlem Renaissance -collage "Sunday After the Sermon."  Collaborate with partner is completing text dependent questions that interpret the artist's use of color, images, and setting in abstract art form to convey personal experience.

Homework: Bring in magazine and photos to for collage

Read 30 minutes AR book, 1 quote , 2-3 sentences of analysis

Identify point of view in new AR book, identify setting and its influence on character interaction AR book, 2 quotes with 2-3 sentences of analysis.

Harlem Renaissance research due.

Homework: Bring in magazine and photo for collage inspired by Romare Beardon

Continue reading AR book, 30 minutes 1 quote with analysis

Select new AR book, and create new AR journal.  Focus on characters and setting  with 2 quotes and analysis.

Homework:  Read 30 minutes, 1 quote, 2 sentences of analysis- focus setting and characters.  Total of 2 quotes , 20 pages read for Monday 3.13

Final drafts due Literary Analysis, "Mother to Son," Periods 1,2,3

Students are designing original cover for AR Journal, journals due end of class

Homework: Complete research on Harlem Renaissance

 

 

Final drafts due word processed, "Mother to Son," periods 5 & 6

Periods 1,2,3  Complete rough draft of Literary analysis, "Mother to Son."

Homework: Periods 1,2,3 Word process final draft - due Thursday 3/9

All periods: AR journal due end of class Thursday 3/9

Students are completing their rough drafts of literary analysis of symbol and imagery in Langston Hughes' poem, "Mother to Son."

Homework:  (Periods 5 & 6 )Proofread, and word process final draft

Periods 1,2,3  Proofread rough draft so far.

Complete 20 quotes in AR Journal

Using their text dependent questions and notes, students are responding to a writing prompt analyzing the use of symbol and imagery in Langston Hughes' poem, "Mother to Son."

Homework:  Students are proofreading their rough draft of their analytical essay.

They are completing their AR book in preparation for Wednesday's test.

They should have a total of 18 quotes in their AR Journal.

 

Students are focusing on conflict and theme as they continue to read their AR books.  Their AR test is on Wednesday, March 8, and AR Journals with 20 quotes and a new cover are due on Thursday March 9.

Homework: Continue to read AR book with quotes and analysis

Students are completing online Interim assessment "research" in preparation for the SMARTER BALANCE exam in April.

 

Homework:  Review notes and comment  on poem"Mother to Son" in preparation for writing rough draft in class tomorrow, Friday.

Continue reading AR book. 30 minutes, 18 quotes total, 2 sentences of analysis with each quote.

Students are completing the interim assessment on research in preparation for the SMARTER BALANCE exam in April.

 

Homework: Review comments interpreting use of symbol and imagery in langston Hughes poem, "Mother to Son"

Continue to read AR book.  total 18 quotes,  Quiz 3/8.AR journals due 3/9

Cite evidence and create imaginative comment interpreting Langston Hughes' poem, "Mother to Son," focusing on imagery and use of symbol.

Homework: Proofread rough draft.  Word process final copy.

Continue reading AR book.  Total 17 quotes with response  AR test 3/8, AR journals due 3.9     20 quotes with original cover

Complete text dependent questions focused on use of imagery and symbol in Langston Hughes' poem, "Mother to Son," citing evidence from the poem to support opinion.

Homework: Review poem and notes,read 30 minutes AR book, 1 quote w/ analysis focus conflict

Students are drawing inferences and interpreting figurative and connotative language in Langston Hughes' poem, "Mother to Son."  They are commenting on the use of color and expression in the painting "Organdy Collar" as a lead in to our discussion of tone in the Langston Hughes' poem, "Mother to Son."

Homework: Complete and review notes on "Mother to Son."  Read 30 minutes  AR book, 1 quote with 2 sentences of analysis focused on conflict.

While completing a close reading, students are recognizing and interpreting the use of symbol and imagery in Langston Hughes' poem, "Mother to Son."

Homework:  Read for 30 minutes AR book, 2 sentences of analysis focused on conflict in work.

With an emphasis on risk and exploration, students are exploring the use of extended metaphor and tone in the poem "Your World" by the African American poet, Georgia Douglas Johnson, found in "Collections" textbook on paged 213.  Students are completing a close reading of the poem and responding to text dependent questions.

Homework:  Students should have completed a minimum of 16 quotes in their AR journaland have read a minimum of 160 pages in their AR book. Read 30 minutes, 1 quote with analysis. AR test on 3/8.  AR journals due 3/9.  Students should review notes on "Your World."

Students are responding to the film version of Bradbury's "All Summer in a Day,"

analyzing the effects of techniques unique to each medium-completing a comparison/contrast of film version to written text of short story.

Homework: Read 30 minutes AR book, 1-2 sentences of analysis focused on conflict in work.

Students are creating an original story ending for Ray Bradbury's short story, "All Summer in a Day," using dialogue, imaginative language, and original details that are true to style and tone of story.  They are presenting their ending orally to the class, with an interpretative reading that captures the emotion of the story.

Homework: Read for 60 minutes, AR book, 2 quotes with analysis of character traits.

 

Students are completing text dependent questions."All Summer in a Day"

Homework:  Review notes on the poem. Read for 30 minutes AR book, 1 quote,2 sentences of analysis.

Students continue to collaborate in small groups as they read the short story, "All Summer in a Day," by Ray Bradbury, citing specific evidence from the text that identifies character traits, and elements of conflict.  The will be creating original dialogue as they create a new ending to the story.

Homework: Read for 30 minutes AR book, 1 quote with analysis.

Students are recognizing the importance of setting in Ray Bradbury's short story,

"All Summer in a Day."  They are responding to text dependent questions that compare and contrast characters, draw inferences, and identify theme.

Homework: Read for 30 minutes, 1 quote/2 sentences of analysis

Students are completing their projects of original posters and game boards in conjunction with their study of health and wellness in their science classes.  They will be commenting on the results of their peers in a gallery walk, making note of persuasive language and powerful images.

Homework: Read 30 minutes AR book, 1 quote-2 sentences of analysis-conflict

Students continue to collaborate on public service posters and original game boards focused on health and wellness.

 

Homework: Read 60 minutes AR book, focus on character traits.2 quotes with analysis  Minimum 60 pages read, 6 quotes for Mon.2/13

Students are collaborating in small groups---creating a slogan for their public service poster addressing "Health and Wellness" through nutrition and exercise.

Using notes from their research, they are designing an eye catching poster with a clear message and persuasive images. This project is in preparation for the Steam Fest School Fair to be hosted at Cleveland High School in Maarch

Homework: Focus on character traits in AR book, read 30 minutes, 1 quote with analysis.

Students are creating posters and game boards in co njunction with their science class projects that focus on "Thriving in Our World" with Health and Well Being.

They are collaborating in small groups as their complete their projects , using knowledge from their study of nutrition and healthy activity in their science class.

Homework: Read for 30 minutes, AR book, 2 sentences of analysis.

Students are in the library selecting new AR books. They are creating a new AR journal and focusing on setting, where their story takes place for their first quote with 2-3 sentences of analysis.

Homework: Read for 30 minutes, 1 quote with 2 sentences of analysis, focused on setting.

Students are illustrating the Greek myth "Daedalus and Icarus" in cartoon form, using captions and details to emphasize elements of the story, and the lesson that is represented of a particular Greek value.

Homework: Complete research on images of public service ads.

Students are putting the finishing touches on their AR journals, including 20 quotes with 2 sentences of analysis each.  Quotes should comment on character, conflict, theme, setting, and important elements of the plot.  Cover designs should be original, rich in color and depict an important scene from the novel.

Students are completing AR quiz on their selected novel focused on text dependent questions from the book that include character interaction, conflict, elements of plot and theme.

Students are researching images of public service ads that display messages related to health and welfare as we prepare for the Steam Fest Global Issues Fair.

Students are designing an original cover for their AR journal that illustrates an important action scene from the novel.  Covers should be rich in detail and character.

Homework: Review for AR test on Thursday 2/2/17

Students are reviewing for theAR quiz on their AR book,and competing quotes in AR journal that focus on character, conflict, tone, and theme.  They are collaborating with partners to read out loud sections of their AR book that illustrate  character traits.

Homework: Review AR book for test on Thursday 2/2

Students are creating cartoon versions of the Greek myth Arachne, focusing on elements of the story that illustrate the theme or lesson to be learned that comments on the human condition.

HOmework:  Complete quotes in AR journal.  AR quiz on Thursday 2/2/17

Students are collaborating with their partner reading the myth "Arachne" out loud for nuance in tone and emotion.  They are continuing to annotate text and answer text dependent questions.

Homework:Review elements of myth in close reader, Read AR book 30 minutes,

1 quote with 2 sentences of analysis.

Students are reading the Greek myth "Arachne" found in their close reader and annotating the text, noting main ideas and character qualities as revealed by the main characters actions.

Homework: Read AR book for 30 minutes, 1 quote.2 sentences of analysis

Students are completing their analysis of the Greek myth, "Daedalus and Icarus"

focusing on the theme or comment on the human condition that the myth illustrates.

Homework:  Read AR book for 30 minutes, 1 quote, 2 sentences of analysis.

Note:  Students should have a total of 17 quotes in their AR journals at this point and have read a total of 170 pages.

Students are reading the Greek myth "Daedalus and Icarus"  focusing on theme and character qualities, and answering text dependent questions.

Homework:  Students are reading their AR book for 30 minutes, 1 quote with 2 sentences of analysis.

Final drafts of argument essay are due.

Students are reading their AR book, focusing on character traits with 2 quotes and 2 sentences of comment/analysis for each quote.

Homework: Continue to read AR book.  AR test is Thursday FEB.2, AR journals with 20 quotes and an original cover are due end of class Wed. Feb.1

Students are completing their rough draft of their argument essay with a strong conclusion.

Homework:  Final drafts are due Monday word processed, 12 point font, Times New Roman. 

Students continue to develop their rough draft in response to the argument writing prompt.  Focus is on developing original comment as their develop their argument based on strong and logical evidence.

Homework: Proofread and edit rough draft.  Read 30 minutes AR book-1 quote with 2 sentences of analysis.

Students are beginning their rough draft by writing an introduction and developing a thesis statement in response to the argument writing prompt focused on whether or not Abby Sunderland was too young to sail.  They are citing evidence to support their opinion as they develop their body paragraphs.

Homework: Proofread and edit rough draft.  Read 30 minutes AR book. 1 quote with 2 sentences of analysis.

Students are reviewing and organizing their evidence in preparation for writing their argument essay.  They are recognizing the counterargument they will use in answer to their claim.

HomeworK: Review notes and read 30 minutes AR book, with 1 quote and 2-3 sentences of analysis.

After viewing the interview video of Harry Smith of CBS news, "Was Abby Too Young to Sail?" pp. 28-30,students will comment on their impression of the Sunderland family based on responses to the interview questions and their appearance.  They will also comment on how Abby is characterized through video clips,, photos. and family description.

Homework:Read 90 minutes over 3 day weekend, 3 quotes, with analysis, AR book  Total of 6 quotes minimum 60 pages shouldbe read by Tuesday, 1/17/17

Students will be able to identify and analyze the writer's

 claims and support in the editorial, "Ship of Fool," pp 24-27 in Collections Text.

Homework:  Read 30 minutes AR book, 1 quote, 2-3 sentences of analysis

Students will be able to infer the central idea in the news article, after close reading and note taking...
"Parents of Rescued Teenager Accused of Risking Her Life," pp 20-23 in Collections text.  They will respond to text dependent questions that reveal central idea, and supporting details.

Homework: REad 30 minutes AR book, 2-3 sentencesof analysis

Students will be able to analyze setting and its affect on plot and characters as they choose new AR book, create new AR Journal, and choose 1 quote focused on setting followed by 2-3 sentences of analysis.

Homework Read 30 minutes AR book, 1 quote 2-3 sentences of analysis

Students are completing storyboards focusing on elements that build suspense and contribute to the rising action, climax, falling action, and resolution in the short story, "Rogue Wave" found in their Collections text on pp. 3-18. 

Homework: Review plot elements, character qualities, and theme in short story.

Reminder- Bring collections text to class for entire week!

Students are continuing work on their storyboard version of "Rogue Wave," focusing on major scenes that capture character, setting, conflict, and major elements of the plot.

Homework:  Have a very Happy Holiday!  Best Wishes for the New Year!

Students are reviewing their portfolios and comments on their recent informative essays about the Burmese python and how it is affecting the Florida everglades.

Students are completing comments on character, conflict , theme, as they finish viewing the film version of "A Series of Unfortunate Events," a popular AR book.

Students are creating an original storyboard that captures setting, conflict, climax, and resolution of the short story "Rogue Wave."  Students are describing the events of the narrative using evidence from the text.

Students are continuing to read the short story, "Rogue Wave," found in the Collections text, pp 3-18. Students are citing evidence to identify the climax, the highest point of interest in the story, and responding to text dependent questions

that illustrate external and internal conflict and elements of the plot.

Homework: Review major scenes in the short story in preparation for storyboard.

Students are making inferences and recognizing element of the plot as they read the short story, "Rogue Wave," found in their collections text, pp.3-18.

As we read the story together as a class, students are responding to text dependent questions that focus on conflicts found in the setting, and character qualities of Scoot and Sully, her brother, as they face challenges.

Homework: Review the story elements , and questions up to the point that we reached.

Students are collaborating on a "rescue plan" that will save more passengers,

inspired by mistakes made that were described in an article of a whale watching ship that was sunk by a rogue wave.

Students will not only create a poster listing necessary safety changes, but will present the changes to the class.

Homework: Review article for main ideas. Bring Collections textbook Monday!

Students are completing a close reading of an essay "Finding Your Everest"

and creating a body paragraph in which they cite evidence that supports an opinion about the family involved.

Homework"  Complete research on "rogue wave."

Students are designing an original book cover for their AR journal that illustrates an important scene from the novel.

Journals are due at the end of class.

Homework:  Complete research on "rogue wave."

Students are completing their AR test focused on elements of plot, theme, characterization and conflict.

Students are also viewing images of rogue waves and commenting on the peril and danger involved for boats on the sea....as preparation for a short story we will be reading next week.

Homework:  Complete research on "rogue wave."

Students are completing their quotes and analysis in their AR journals of their books and reviewing for quiz on novel.

 

Homework: Review for the AR test tomorrow, Tuesday 12/6.

Information essays discussing the effect of the Burmese python on the ecosystem in the Florida Everglades is due at the end of the period. 

Homework:  Students are completing their AR journal with 20 quotes due on Dec 7th at end of the period.  They are co mpleting the reading of their AR book.  AR test on Tuesday 12/6.

Students are completing an informative essay focused on the ways the Burmese python is changing the ecosystem of the Florida Everglades, using main ideas, details and facts from their notes on the different sources.

Homework:  Read AR book for 30 minutes 1 quote with 2-3 sentences of analysis.

20 quotes by Friday DEC.2.  AR test Tuesday DEC. 6th  AR Journal due Wed. Dec. 7th.

Students are completing annotation of text, and note taking on a blog focused on problems with the Python Challenge sponsored by the Florida Wildlife Commission.  They are watching videos of a python hunt, and the results of the 2013 Python Challenge, and are noting pro's and cons of the Challenge.

Homework:  Review notes for tomorrow's "Writing on Demand" of an Informative Essay discusiing the way the Burmese python is changing the Florida Everglades.

Read AR book for 30 minutes, 1 quote with 2-3 sentences of analysis.

Students are continuing to annotate text, close read and take notes on a newspaper article and advertisement focused on the change in the Florida Everglades brought about by the Burmese python.

Homework:  Read AR book for 30 minutes, 1 quote with 2-3 sentences of analysis.

Continue to explore the website pythonchallenge.org

Students are close reading and taking notes on various sources discussing the problem of the Burmese python in the Florida Everglades.

 

Homework: Read for 30 minutes AR book, 1 quote with 2-3 sentences of analysis

Research website pythonchallenge.org for more information on the Burmese python problem

Students are completing the online SBAC assessment.

 

Homework:  Read AR book each day of vacation for 30 minutes.  Respond to a selected quote with 2-3 sentences of analysis.  A total of 16 quotes, minimum of 160 pages in AR book due on Monday, November 28.  The AR test will be given on Dec. 6th.  AR books and journals should be completed by that date.

Students are completing the SBAC online assessment.

Homework:  Read AR book for 30 minutes 1 quote/2-3 sentences of analysis

Focus on characterization

Students are taking the SBAC interim assessment reading text and preparing to write an informational essay.

Homework:  Read AR book for 30   minutes. 1 quote with 2-3 sentences of analysis.

Students are completing a close readang and annotation of the text, "Arch Hunters" in their Close Reader from Collections.  They are recognizing the main idea and supporting their opinion with evidence.

Homework: Read  for 30 minutes AR book, 1 quote with 2-3 sentences of analysis.

A total of 4 quotes, 40 pages minimum for Wednesday, 11/16.

Students are close reading "Arch Hunters" pp 51-53 in their Close Reader, identifyinng the main idea, and supporting their choice with evidence.  They are annotating the text and providing details and summaries as they collaborate in discussion of the essay.

Homework:  Read AR book for 30 minutes, choose 1 quote and comment with 2-3 sentences of analysis.  Review notes on "Arch Hunters."

Students are creating a new AR journal, and selecting their new AR book. They are reading for 30 minutes, focusing on setting and narrator in selecting a quote, and adding comment of 2-3 sentences.

Homework: Read for 30 minutes,AR book, 1 quote with analysis.

Students are commenting on character, setting and theme in the film version of :A Series of Unfortunate Events," originally an AR book series of adventures by a trio of young orphans.

Students are continuing to present their original poems to the class, doing an interpretive reading that captures tone and emotion of poem

Homework:  Practice interpretive reading of original poem

Students are collaborating in groups close reading their original poems on nature, and commenting on the use of imagery and figurative language.

Students are performing an interpretive reading of their poems in an oral presentation to the class.

Homework: Students are completing their research on the poet  Mary Oliver.

Students are creating an original poem using imagery and figurative language that describes a personal experience with nature .

Homework:  Students are word processing their poem.

Students are responding to a writing prompt discussing the use of imagery and word choice by the poet Mary Oliver in her poem, "Sleeping in the Forest."

Homework:  Students are completing their research on the poet, Mary Oliver,focused on a particular nature poem, and commenting on the imagery and theme in the poem.

Students are collaborating on a close reading of the poem "Sleeping in the Forest" by the poet Mary Oliver, and responding to text -dependent questions.

Homework: Students are reviewing their notes and questions in preparation for a "Writing on Demand" essay on Thursday.

 

Students are completing AR test focused on characterization, setting, conflict, theme in their AR books.

Students are completing research on finding a "nature" poem written by the poet Mary Oliver.

Homework: Complete research on Mary Oliver, commenting on imagery in a poem on nature written by the poet, Mary Oliver.

Students are designing original cover for their AR journals.

AR test 11/1

Students are creating a "Calaveras" poem using satire to describe a death or poking fun , in this case at a lost pet.

Homework:  Complete quotes and AR book. Journals due Mon., AR test Tues 11/1

Students are interpreting the poem, "Tornado at Talladega" by Gwendoyn Brooks, citing examples of figurative language as they respond to text dependent questions. 

Homework: Complete AR book 1 quote with analysis

Students are annotating text of poem "Problems with Hurricane" by Victor Hernandez Cruz, noting use of figurative language and interpreting the imagery

as it relates to the power and mystery of nature.

Homework: Read 30 minutes, 1 quote with analysis of conflict character, or theme

Students are collaborating in discussion of Silko's poem, "Prey to the Pacific," on p.58-59 of the close reader.  They are recognizing tone, the poet's attitude toward the text by citing evidence to support their opinion.

Homework: Read for 30 minutes, 1 quote with analysis

Students are completing their comments and analysis of the poetry and discussing the big idea of how we are inspired by the force of nature.  They continue to analyze tone, the emotion in the poem.

Homework: total of 19 quotes in AR book for Friday.

Students are meeting in teacher/student conferences to discuss their writing portfolios, and noting their recent writing assessments and future plans for improvement.  They are also focusing on conflict in their AR book, citing evidence for quotes and analyzing their choices with 2 sentences of comment.

Homework:  Read for 60 minutes, 2 quotes with analysis, AR book, total of 14 quotes for Monday.

Students are completing comment on video "Inside Hurricane Katrina" using figurative language, personification, simile, and metaphor as they note the power and destruction of "Nature" the focus of this unit.

They are also noting three elements of argument that are raised in questions relating to the handling of the "Katrina" crisis.

Homework:  REada for 30 minutes, AR book, 1 quote with analysis.

Using the video by National Geographic "Inside Hurricane Katrina" students are viewing a change in tone from the memoir to the power and destruction that "Nature" can bring as they comment on images using figurative language in their writing.

Homework: Read for 30 minutes, 1 quote with analysis.AR book

Students continue to close read and answer text-dependent questions focused on writer's style and use of personification, simile, and metaphor in Eddy Harris's memoir, "Mississippi Solo" p. 137 in Collections text.

Homework: Read for 30 minutes, 1 quote with analysis.

Students are doing close reading of the memoir " Mississippi Solo" a memoir

by Eddy Harris in their "Collections" text, p. 137 as we begin a unit on the pwer, beauty, and mystery of Nature.

Working collaboratively in groups, they are answering text-dependent questions, focused on writer's style and use of figurative language.

Homework: Read for 30 minutes, 1 quote with analysis

Students are completing the SBAC reading literature.

Homework: Read 60 minutes, total of 7 quotes for Monday, minimum 70 pages read in AR book.

 

Students are taking the SBAC interim assessment, for reading literature.

Homework: Read 30 minutes 1 quote with analysis

Students are taking AR test from their AR book, focusing on text dependent questions on character, theme, conflict, setting.

Students are also researching a "nature" poem by Emily Dickinson that teaches a lesson or focus on a theme from nature.  They are citing evidence and paraphrasing lines chosen from the poem, finally commenting on theme

Homework: read 30 minutes, 1 quote with analysis

AR journals are due, 20 quotes focused on character, setting, conflict, theme, with an original cover.  AR test tomorrow, Tuesday.

Students will be selecting a new AR book in the library.

Homework: Begin reading new AR book, 30 minutes 1 quote with analysis. Focus on setting

Continuing the collaborative discussion on figurative language and theme, students are completing a body paragraph citing imagery in one of the two poems,

"Sonnet 43" or "Song of the Wandering Aengus" found on pages 72-74 in the Collections text.

Homework: AR Journals are due on Monday 10/10 with 20 quotes and an original

cover.  AR books should be completed. AR test on Tuesday 10/11.

Students are interpreting the imagery and figurative language in the poem, "Song of the Wandering Aengus" by W..B. Yeats, and "Sonnet 43" by William Shakespeare. pp.72-74 Collections Collaborating with their partner in a discussion, they are responding to text dependent questions and analyzing themes found in the poems.

Homework: Read 30 minutes AR book, 1 quote with analysis.

Note: AR books should be finished by Monday 10/10. AR Journals due Monday 10/10/  AR test on Tuesday 10/11.

Students are choosing an important scene from their AR book to illustrate as an original cover for their AR journal.  No stick figures.  Cover should help to sell the book and "catch our eye" in its design and color.

Homework: Complete cover, read 30 minutes AR book, 1 quote with analysis.

Total 18 quotes  AR test is Tuesday 10/11, AR journals due beginning of class Monday 10/10

Students are listening to the short story "Heartbeat" being read to them, and responding to text dependent questions focused on character interaction,

character traits, and theme.

Homework: Read 30 minutes AR book, comment on 1 quote with 2-3 sentences of analysis.

Students are choosing a particular passage focused on conflict to read to a partner from their AR book, after reading for 20 minutes. To develop listening skills, partners are then creating an original question based on what they have heard. Students are then responding with 2-3 sentences of analysis.to a particular quote they have chosen.  Again partner B takes a turn reading a passage out loud, etc.

Homework:  Read for 60 minutes, 2 quotes with analysis. Note: 16 quotes, minimum 160 pages read for Tuesday, October 4th.

Students are discovering new scientific techniques for addressing brain activity for patients in a vegetative state by reading and annotating the text  of "Saving the Lost" in their CLOSE READER.  After responding to text dependent questions, they are writing a summary, noting main ideas and important details of the text.

Homework:  Read for 30 minutes, 1 quote with 2-3 sentences of analysis.

Students are interpreting the art of Juilien Beever, "Meeting Mr. Frog" and "Accident in a Railway Station" found in the text. Collaborating with their partners, they are discussing the effect of perspective on the viewer, and elements of shading, color, and theme found in the works of both Beever, and Esher.

Homework: Read for 30 minutes, 1 quote with analysis.

Students are comparing/contrasting the video version of "Sorry, Wrong Number," to the text, commenting on:

Setting, lighting, characterization.

Homework: Read for 30 minutes, respond in AR journal, 1 quote with analysis

Final drafts, literary analysis, focused on the character traits of Mrs. Stevenson in the drama "Sorry, Wrong Number." Drafts should be word processed,, 12 point font, Times New Roman.

Students will be responding in their AR journals to quotes they have chosen on character interaction and character traits.

Homework: Read for 30 minutes, 1 quote with analysis

 

 

 

 

 

Students are completing their rough draft of the writing prompt  discussing the character traits of Mrs. Stevenson.

 

Homework:  Final drafts are due on Monday, September 26th.  They should be word processed, Times New Roman, 12 point font, double spaced.  Do not bring in flash drives!  If printer isn't working then hand write final draft.  Both hard copies are due on Monday, rough draft and final draft.

Students are creating a rough draft of an essay that discusses the difference between Mrs. Stevenson's view of herself  and that of those around her.

Using evidence from their graphic organizer, students are citing evidence to support their opinion.

Homework:  Proofread thesis statement and two body paragraphs.

Students are completing their graphic organizer, citing evidence and offering comment/analysis on Mrs. Stevenson and how she treat those close to her and the operators along with Sergeant Duffy when she finds herself in a crisis.

Homework: Complete comments on evidence using original language.

Read 30 minutes AR book, 1 quote with analysis

Students are citing evidence from the text that reflects characters traits of Mrs. Stevenson.  They are adding original language  in theircomment/ analysis on their graphic organizer

Students are completing "Readers Theater" reading of the drama,

"Sorry, Wrong Number," using props and lighting as per stage directions.

They are responding to text dependent questions as they read, focused on character interaction, character traits, and theme.

Homework: Review drama, read for 30 minutes, 1 quote for analysis

Students are selecting new AR book in library and responding in new AR journals with 1 quote of analysis, focused on the setting in their new book.

 

Homework: Read for 30  minutes REspond to 1 uote with analysis of setting, conflict, character

Students are taking AR test in computer lab, answering text dependent questions relating to character, conflict, theme.

 

Homework:  Review book choices and reading level.  New AR book will be selected in library on Friday 9/16.

Students are illustrating an original book cover with an important scene from the novel.  AR journals are due at the end of class with original cover, and 20 quotes with analysis on character, setting, theme, and conflict.

Homework:  Review for AR test on Thursday 9/15.

Cont'd readers' theater performance of "Sorry, Wrong Number" by students in class, with focus on character traits of Mrs. Stevenson.  Elements of dramatic plot are emphasized, Exposition, Rising Action, Climax, Falling Action, and Resolution.

Homework:  Review AR book for test in computer lab on Thursday 9/15.  Begin designing original book cover.

Students are performing the radio play "Sorry, Wrong Number," using readers' theater with realia "props, lighting, etc" to acquaint themselves with elements of drama. pp.111 in text

Homework: 20 quotes are due today in AR journal.  Begin reviewing AR book for  Thursday test in computer lab.  Design original book cover for AR journal.

Internal and external conflicts within the main character of their chosen AR book

is reviewed and students are engaging ina collaborative discussion to identify the type of conflict in their AR book.  They should be catching up with their reading of their AR book  AR test will be taken next Thursday  9/15 as a class.

AR journals with 20 quotes are due at the end of class on Wednesday, 9/14.

Homework: Read AR book for 30 minutes. for on theme in chosen quote.

Students are completing text dependent questions after a close reading of the short story, "Another Place, Another Time." p. 93 in text.

Using evidence from the text they are creating a body paragraph that traces the changes the main character, Gilbert, undergoes on his journey through another dimension of time.

Homework: Review story.  Read AR book for 30minutes, 1 quote with analysis.

 

Students are completing a collaborative discussion focused on :

a. character traits

b. changes in character

c. theme (How time controls us; we are caught in the web or binds of time).

Homework: Review story, read for 30 minutes AR book, respond with 1 quote and analysis focused on character, conflict, setting, or theme.

Students are reading the short story, "Another Place, Another Time" p.93 in Collections text  , recognizing theme-the message about life and human nature the writer shares with the reader.

Homework- Review story. Read 30 minutes in AR book/ 1 quote with analysis.

total of 16 quotes, minimum 160 pages in AR book.

Students are completing a worksheet on the usage of "Their, there, and they're" and creating a quiz for their partner practicing usage.

Homework:  Read for 60 minutes AR book, 2 quotes with analysis.

Word process original poem (periods 1, 5, and 6)  Complete research on Nikki Giovanni.

 Students are taking the STAR reading test to guide in their reading level.  They are also researching poet, Nikki Giovanni's life and poems.

Periods 1,2,3, and 5 will complete research sheet for homework.

Homework: Read AR book for 30 minutes 1 quote with analysis

Students are creating an original poem inspired by the poem "Knoxville, Tennesse," using their own memories of childhood to inspire the language they use.

Homework:  Read for 20 minutes AR book, quote and comment.

 

Students are interpreting imagery in the poem "Knoxville, Tennesse" looking at language of the senses and commenting on tone.

Homework:  Read AR book for 20 minutes and comment on quote, focused on Character,setting, theme and conflict.

Students are "Writing on Demand" creating a narrative that describes an important event in their life that has had a lasting effect on the way they think and behave.

Essays are completed in class using effective technique, well -chosen details, sensory language, and dialogue.

Homework:  Read AR book for 20 minutes, respond with 2-3 sentences of original analysis focused on character, conflict, theme, or setting.(total 30 minutes)

Students are focusing on setting and narrator in their AR book,selecting quotes that illustrate the affect of setting on the characters.Collaborating in groups, students are identifying the various points of view, 1 st person, third person limited, and third person omniscient and discussing the aspects of each.

Homework: Read 20 minutes, 1 quote with analysis.

Using body paragraph structure with concrete details and original language in their analysis, students are creating a body paragraph focused on theme in the folk tale, "That People Could Fly."

Homework : Read 20 minutes AR book, 1 quote with analysis, total 30 minutes

Students are collaborating with a partner to respond to text -dependent questions after a close reading of the folk tale, "That People Could Fly."

Students are citing evidence from the text to support their opinion and interpreting figurative language (metaphors) to understand character.

Homework: Review responses.Read 20 minutes AR book, 1 quote with analysis-total 30 minutes.

Students are reading the folk tale "That People Could Fly", in Collections ELA text, taking notes, recognizing main idea, drawing inferences and interpreting figurative language.

Homework:  Review notes and text. Read 20 minutes AR book. 1 quote with analysis.

Mandalas are due, illustrations of symbol , plus description using complex sentences and original language

Create dialectical journal, select AR book in library.

Read 40 minutes, Two quotes from AR book, focused on character, setting, conflict, or theme.  Comment on quotes with 2-3 sentences of analysis.

 

 

Complete illustrations of symbols in mandala.

Vary sentence structure and use precise and original

language in symbol description. Choose a particular border for the outside edge of mandala.  Interpret the significance of the border in relationship to your personality.  Use rich and vivid colors in symbols and border.

Review student interview, proofread, and check for original language.

Create mandala, using five symbols to illustrate your personality.

Describe the symbols' meaning using complex sentences with original language.