page contents

 

 

Homework

 

 

 

Read 20 minutes each night.   

No reading log for Quarter 4 will be required.

 

 

 

 

Classwork:

May 14

Take the IR TEST

Click on Career Survey Link Below: 

 

https://docs.google.com/forms/d/e/1FAIpQLScTXE-iik0OcurS7PlJW_PyjpjTlqWhRGni8tkiNhcMfiM-0A/viewform

 

  The Cat Ate My Gymsuit Paragraph Assessment.docx 

 

May 15

 

Finish Willy Wonka and The Cat Ate My Gymsuit paragraphs (most students are finished unless they were absent.)

Read Myth "Arachne"  Write a letter to Arachne giving advice about being boastful and talk about how we will loose team points on field day if we are not good sports.

May 16

Read Play "Damon and Pythias"  Write who is a more loyal friend and why.

Begin Charlie and the Chocolate Factory Use text evidence to prove what some main characters learn in the movie.

 

4th period:  Create a project for the book/story we read in class.   Bloom's Ball  

May 17 Fourth Peiord: Finish project/movie  Read "Uncle Septimus' Beard"  Write a poem/song/rap about his beard and life story with a partner.

Continue movie and use text evidence to prove what some characters learn in the movie.

May 18  Field Day!

May 21  Finish movie Bloom's ball Activity

May 22  Career Day Rotation

May 23  Last Day Party Rotation

 

 

May 7

Students finished the well-developed paragraph for Willy Wonka and the Chocolate Factory and wrote three adjectives to describe the children who win the golden ticket.

May 8  Some students worked on the well-developed paragraph for Willy Wonka and others continued to watch the movie.

1st period and 5thperiod read The Cat Ate My Gymsuit

May 9  Finish reading The Cat Ate My Gymsuit  Choose which writing prompt you will complete for the well developed paragraph at the end  of the novel.  The Cat Ate My Gymsuit Paragraph Assessment.docx 

May 10  Continue finishing the novel assessment Finish Book Report Project Presentations  Students should take home their reports.

May 11  Finish watching Willy Wonka and the Chocolate Factory

May 14

May 15

May 16

May 17

May 18 (Field Day)  Bring a bottle  of water and wear sunscreen.

 

 

 

May 30

Students will take a Touchstone reading test

Students will answer the following questions about the novel in class.   Ch. 9-10.docx 

May 1  Students finished the Ch 9-10 Questions for The Cat Ate My Gymsuit

May 2  Students turned in their book report projects  Students read The Cat Ate My Gymsuit up to page 112

4th period finished the book.

May 3  Students completed costa level 2 or 3 questions for each book report project presented in class. 

May 4  Watch Willy Wonka and the Chocolate Factory and complete the well-developed paragraph, make a list of flat and round characters, write adjectives to describe the children who won the golden ticket.

April 23

Watch bainpop.com username: palmerms  password: brainpop  Watch the movies called Book Report, Types of Writing and Biography  Answer the questions at the end click on Quiz Review Answer question 1-10 on your own paper.

 

April 24

Read the novel called The Cat Ate My Gymsuit  Infer why characters are acting, thinking and feeling a certain way.  

April 25

Continue to read the novel called The Cat Ate My Gymsuit up to page 53  Review the answers to the questions in the orange packet.  Create three questions 1. prediction question 2. A question about something you don't understand 3. A question for the class to answer from the book (include page where you can find the answer)

April 26  Students read The Cat Ate My Gymsuit   Complete a ticket-out-the door 1. make a prediction 2. Ask a question about something you don't understand 2.  Ask a question the class can answer (include the page number where we can find the answer.   4. Name one thing in chapter 6 that Ms. Finney does in her class that you would like to do in this class.  5. Name one good idea from page 65 and 66 to help solve the problem.

April 27 Students read The Cat Ate My Gymsuit  1st period page 77  2nd period page 75

3rd period page 76  4th period page 112  5th period page 79

April 16

Annotate  Charlie and the Chocolae Factory  by Roald Dahl

Underline 9 descriptive details 

Circle 9 sensory details and phrases that show imagery.

Write a list on the back of the packet of 12 things you find in the factory.  Example:  Green meadows,  Brown River, etc.

 

April 17 Watch two different versions of the chocolate room scene:  Charlie and the Chocolate Factory  by Tim Burtonand Willy Wonka and the Chocolate Factory by Mel Stuart. Complete the Venn Diagram in the packet.  List 7 differences and 7 similarities.  Write a well-developed paragraph arguing which was a better interpretation of the factory.  

 

•Watch Mel Stuart’s vision of the Chocolate Room:

 

 

 

•Watch Tim Burton’s vision of the Chocolate Room:

 

 

 

•Which one was better???

 

 

What will your version look like???

April 18  Revise and edit the paragraph about the Chocolate Factory room.  Be sure the Topic sentence includes the title and author of the chocolate version you prefer.    Next, draw a detailed version of your own chocolate room and include 10 detailed items from the orginal author (Roald Dahl)

April 19 Read Ch1-4  The Cat Ate My Gymsuit.  Answer questions 1-9 in the organge packet in complete sentences

April 20  Read your book for your book report project and write three descriptive sensory details that show imagery.  

 

April 9  Students analyzed a poem called "The Moon" by Emily Dickinson

They were asked to type a paragraph answering the question:  What is the tone of the poem called "The Moon" by Emily Dickinson?  Use text evidence to prove how the author feels about the subject of the poem.

April 10

Students completed the 9 comma rules review 

April 11

Students began to read "The Cat Ate My Gymsuit"

April 12 

Students read Charlie and the Chocolate Factory excerpt from the book and looked for imagery

April 13

Students read their own book for the book report project, completed the book project plan and found desciptive imagery in the book they read

March 26

Students will finish typing their essay about keeping animals at the zoo.

Students will use the milestone study guide to prepare for the milestone end of the year assessment.

March 27

Some students did not have time to print their essay today in class.  We will go to the Media Center tomorrow and print our essay.

Students used the milestone study guide to prepare for the milestone end of the year assessment.

March 28

Students will print essays about the zoo.

Students will use the milestone study guide rubric to assess their essays.

March 29

Students will read a practice packet and answer questions that are similar to those that will be on the milestone test.

March 30

Several students have told me they are going to be out of school today.  Please ask them to look at the milestone study guide and prepare for the milestone test.  The test will be Tuesday after the break.  

 

March 19

Students will be in lab 1 and should finish typing the argumenative essay on eliminating school sports.

March 20

Students are starting to prepare to debate "Should animals be kept in a zoo?"

Some students are going to a success block to finish their essay about eliminating school sports and a review of argumentative writing terms if they did not pass the end of the unit test.

March 21

Students debated "Should animals be kept in a zoo?"

Students read articles and looked for text evidence to use for their essay Due Friday by the end of class.

We are typing the essay in class.

Students should be working on their essay in class.  This is a timed assignment to see how they will perform for the end of the year milestone state testing.

March 22 

Students will use the documents below to find text evidence to support their argument about keeping animals at the zoo.

 Mrs. Dukes Rough Draft.docx   (Use this concept map to organize your ideas for your essay.  

 

 

IR Choice Board Project and Rubric.docx   

 

March 12

Review for argumenative writing test

March 13 

Argumenative writing test

March 14

Ticket out the door  Write three things to put in the introduction of an essay

Name three ways to hook the reader

Add answers to test in irespond web app

brainpop.com  (debate, citations)

mobymax.com  5 paragraph essay persuasive speech

March 15

Ticket out the door  Write three things to include in a body paragraph  Write two things to include in a concluding paragraph

Finish writing essay "Should school sports be elimanated?" Due Friday, March 16

March 16

Use writing checklist, outline, and rubric to be sure you are ready to turn in the sports essay

 Argumentative Writing Checklist 3(2).docx 

 argumentative essay outline.docx 

 

 

Monday, March 5

Students will continue writing/typing an essay in Lab 1 answering "Should schools eliminate sports?"

Students will revise their essays about cell phones.

Students will study the argumentative writing Quizlet above. Argumentative Test Tuesday, March 13th

Students will read articles to find text evidence to prove their claim in their essay

Tuesday, March 6

 Students will continue working on their essay "Should schools eliminate sports?" and revising the essay "Should cell phones be allowed in class?"

Students will review vocabulary words using the quizlet on the blog.  

Students will use articles to find text evidence to prove their claim in their essay about eliminating schools sports.

Students will use the writing checklist to be sure they have written their essay correctly.   Argumentative Writing Checklist 3(2).docx 

Students will use the Dodgeball essay example to help them study for the test on Tuesday, March 13th. school sports.docx 

Wednesday, March 7

Students used Quizlet to review for the test, Tuesday, March 13th.

Students worked on brainpop.com  username: palmerms  password: brainpop    Watch video and complete quiz review for:  Debate, conjunctions, fragments, run-ons, and citing sources.  

Students were given a practice test/study guide for the test, Tuesday, March 13th

Thursday, March 8

Students had time in class to work on the practice test/study guide TEST TUESDAY, MARCH 13TH

Students completed the first page of the practice test and we reviewed the answers in class.  

Friday, March 9

Students finished the practice test/study guide for the BIG argumentative writing TEST TUESDAY, March 13th Argumentative Study Guide with answers.docx 

 

 

 

Monday, Feb. 26

Students worked on a laptop to finish their argumentative writing assignment: Should Cell Phones be Allowed in Class?

Students completed a writing workshop in mobymax and/or brainpop conjunctions/run-on sentences/Debate

Some students in 4th period worked on the writing contest essay.  

Tuesday, Feb. 27

Collect book report projects

Read article and ad in class and look for persuasive techniques.  Analyze passages and explain how techniques are being used.

Page 886-887 in big yellow book under student desks.  If students are absent, see teacher to check out a book.

Wednesday, Feb. 28

Collect late book reports

Complete Cornell Notes on argumentative writing

Debate Should school sports be eliminated?

Thursday, March 1

Students will meet in Lab 2 to type a rough draft for the essay about eliminating school sports.

Students will also be given time to finish their essay about keeping cell phones in class, working on mobymax.com writing workshop or completing brainpop.com run-on sentences/conjunctions/debates (complete the review quiz for each)

Username for brainpop is palmerms and password is brainpop

Friday, March 2

Students will give book report presentations

Students will debate keeping wild animals as pets.

Students will decide on their writing topic for next week. Student Choices are: Eliminate school sports or Keep a Wild Animal as a Pet

Students will use their writing from the cell phone essay and the feedback to be sure they do not make the same mistakes in the next essay due Friday, March 9th

Students will work on a thesis statement,(claim plus three ideas) hook, organizing ideas, explaining and giving examples, using rhetorical appeals, using a counter-argument,  using text evidence to support their claim and citations, using transitions to connect ideas, avoiding run-on sentences and fragments, closing an essay with a summary and a call-to-action, etc.

 

 

 

 

 

 

 

Monday, Feb. 12

Take the Ethos, Logos Pathos TEST in irespond and complete a state health survey

Work on station rotation work for argumentative writing.  Stations should be completed by the end of the week Feb. 16

Tuesday, Feb. 13

Work on station rotation work pages 209-219 in the workbook.  Find evidence to support your claim for the question: Should cell phones be allowed in class?

Wednesday, Feb. 14

Meet in the computer lab to type your response to Should cell phones be allowed in class?  Use the argumenative writing checklist.   Argumentative Writing Checklist 3.docx 

 Scoring Guide.docx 

Thursday, Feb. 15  Finish Station Rotation work for argumentative writing.  Turn in your station rotation packet.

Friday, Feb. 16  Finish argumenative response to the question "Should cell phones be allowed in class?"  Turn in your argumenative response and rubric.  

 

Monday, Feb. 5

Turn in Persuasive Assignment (4th peirod)

Complete a writing assignment (type on the laptops)

 

Tuesday, Feb. 6

Review Vocabulary words (Red light (no idea)  Yellow light (Heard of it but can't say what it means)  Green Light (Know the word and can tell what it means)

Read a persuasive example and look for some of the words from the vocabulary list and label the example

 

Wednesday, Feb. 7

Type and answer the question Should cell phones be allowed in class?

Use Springboard workbook page 209--219 to find text evidence to support your answer.

Read the argumenative writing checklist and rubric to be sure you have all the requirements.

 

Thursday, Feb. 8  

Station Rotation

Complete your station work and the vocabulary cornell notes

Ethos Logos Pathos Test Monday 

Study notes from class  Also, use the quizlet at the top of the blog.

 

Friday, Feb. 9

Complete station rotation work (2-3 stations)  and cornell note vocabulary

Complete Ethos Logos Pathos Quiz Review for test

 

 Use this site to complete assignments for Language Arts.

Mobymax.com sign in under Palmer Middle School Kennesaw, GA

Username and password=both are the student's  lunch number/ID  

Some students wrote their password on their birthdate in their agenda.  

Students should complete the assignments on mobymax.com called:  1.  Structure of Poetry, 2. Figurative Language, 3. and Connoation and Denotation

 

New Quizlet for Poetry:  https://quizlet.com/_23ltpy  TUESDAY, JANUARY 30TH  POETRY TEST!!

 

Jan. 15  No School for MLK Day

Jan. 16  Analyze the MLK Poem Complete a quickwrite about the poem

Infer why the author wrote the poem and give examples from the poem to prove your ideas.

Jan. 17   No School (SNOW DAY)

Jan. 18 RI Testing  will be rescheduled  (SNOW DAY)

Jan. 19   (SNOW DAY)Poem TEST will be Tuesday, Jan. 30th. In class students will read and analyze poems 

Jan. 22  Collect the Martin Luther King Packet  Students should have a full paragraph with text evidence explaining why the author wrote the poem.  Students should analyze the Grandfather Clock poem using their poetry cornell notes.

Jan. 23   Students took the reading inventory test in lab 1 today and were asked to finish the analyzing the Grandfather Clock poem using their cornell notes.  They were also given a poem packet in class.  Both the Grandfather Clock Poem and the Poem Packet are due Jan. 24. Poetry Practice Blacksmith.docx    

 MLK poem.docx 

Jan. 24  Review Martin Luther King, Grandfather Clock and Poem Packet in class.  Review for Poetry TEST in class.

Jan.  25  Finish reviewing Clock and Poem Packet in class. Collect Clock Poem  Poetry TEST STUDY GUIDE  due Monday, Jan. 29th (First period will get this Friday, Jan. 26th)

Jan. 26  Mobymax.com time to finish lessons.  Review Poem Packet and study guide.

Jan. 29   Mobymax.com time to finish lessons  Review Quizlet Live  Review Study guide

Jan. 30   Poetry Assessment and idependent reading time Complete the reading project plan.

Jan. 31   Idenpendent reading time  Turn in reading project plan  Persuasive Vocabulary Introduction

Feb. 1  Persuasive Vocabulary QHT  

Feb. 2  Persuasive  Lesson

 

 

 OLD  REVIEW

https://quizlet.com/_3zlnzy

 

 

https://quizlet.com/_3urjlq

 

 

https://quizlet.com/_3urpmv

 

 

 

 USe Brainpop.com to review skills

username: palmerms

Password: brainpop

Theme, dialogue, main idea, fragments 

 

Login to the NEW Springboard Textbook:

 

https://cobbga.springboardonline.org/ebook/login

Click new to springboard

Type class access code

Type your name and student number.

Create your password  capitalize first and last initial student number period  Example:  TD1243567.

Write your username and password in your agenda on page 118.  

 

 

READ 20 minutes every night.

 

  Reading Log 2017.doc  (This is the original reading log, but students should have a blue reading log for the Six Flag tickets.  See Mrs. Duke for another copy if you do not have one.) Parent signature required to count for a grade.  Due Feb. 16

 

 

READING LOG and Choice board project:  

 NEW IR Choice Board Project and Rubric.docx  Due Tuesday, Feb. 27th

Monday, Jan. 8  Poetry Vocabhttps://quizlet.com/_23ltpy

Tuesday, Jan. 9  Field Test

Wednesday,  Jan. 10  Poetry Analysis

Thursday, Jan. 11 Mobymax (Complete Structure of Poetry) Poetry Analysis of poems about cockroaches and lyrics for Man in a Mirror.

Friday, Jan. 12 Mobymax

 

 

Monday, Jan. 1  Happy New Year!

Tuesday, Jan. 2  Teacher Work Day

Wednesday, Jan. 3 Teacher Work Day

Thursday, Jan. 4  Welcome Back  Review Rules/Procedures and Behvior Policy  Complete the Pencil Parable Journal

 

Pencil Parable Power Point Journal PENCIL~1.ppt  

 

Students should write a paragraph describing how they can put themselves in the place of the pencil.  

 

Rules and Procedures:  Be sure to follow the procedures and responsibilites.  Students turned in the Cornell Note Rules and Procedures sheet Friday, Jan. 5, 2018. ( If absent see Mrs. Duke for a copy of the sheet.)

 

 

 

Friday, Jan. 5  Review Rules and Procedures for Behavior Policy (Teacher collect this.  See teacher for a copy if absent.)

Review Pencil Parable Paragraph

1. Allow yourself to be helped just like a pencil has to be held.  Also allow others to access help from you when they need your talent or abilities.

2. You will face adversity/problems that may be painful in life, but learn from them and become better just as a pencil has to face a painful sharpening from time to time.  Don't let the birds of sorrow next in your hair.

3. You have the ability to erase mistakes just like a pencil.  You can ask for forgiveness, forgive others, and apologize for your mistakes.  You can also learn from your mistakes and try to be better.

4.  What is on the inside is most important.  Just like led is important for a pencil so is our kindness, thoughtfulness, ability to forgive others and generousity.

5.  Leave a mark in this world that his positive.  Remember your reputation should be that you are kind, forgiving, and caring.  You want to be known as a person who works hard, tries their best, and is respectful/kind to everyone.

 

 

Monday, Dec. 11  No School (Snow Day)

Tuesday, Dec. 12  

Students read the first three chapters on the book called Walk Two Moons

If a student is absent, they can google Walk Two Moons audio.  Please only listen to the first three chapters.  I would like all students to read in class and stay on the same chapter as their peers.  

 Walk Two Moons No Answers.docx 

 Walk Two Moons Trailer Vocab.docx 

Wednesday, Dec. 13

Read chapters 4,5,6, and 7in Walk Two Moons

Review academic vocab, figurative langauge, and Plot 

Write text to answer the embedded assessment questions:  Explain how plot, characters, or conflict contributes to the them of the novel Walk Two Moons.  OR    Explain how internal or external forces create a change for the main character's life in the novel Walk Two Moons

Thursday, Dec. 14

Read chapters 7, 8, 9, 10, and 11 in Walk Two Moons

Students will continue to collect eviedence to support the embedded assessment in their journal.

 Walk Two Moons.docx 

Friday, Dec. 15

Read chapters 12,13,14,15, 16 in Walk Two Moons

 Continue to collect evidence to support the embedded assessment.

Students from other classes joined us today to listen to the audio of Walk Two Moons.

Students were asked to make predictions on chart paper in their group and share. 

Students were also asked to answer questions to check for comprehension. 

 

 

 

Monday, Dec. 18 

Students are reading Walk Two Moons in class.  Most students were able to read to Chapter 28.  

Students are answering comprehension questions as we are reading in their groups.  The questions are posted below.

Listen to the book online if you are absent.  Google Walk Two Moons Audio if you are absent.  

 Walk Two Moons Day 2.docx 

 

Tuesday, Dec. 19

Wednesday, Dec. 20

 

Monday, Dec. 4

Students reviewed unit one vocabulary terms playing a vocab rotation game.

Students began taking the unit one review assessment for data purposes.  Third period will begin the test tomorrow.

Tuesday, Dec. 5

Students finished the unit one review assessment and entered their answers into the computer.  

Students began reading the touchstone passage for the second assessment.  

Wednesday, Dec. 6

Students will finish the two unit review reading comprehension assessments.

Students will practice vocabulary extension and reading comprehension on the computer when they finish.

Thursday, Dec. 7

Students will rate their vocabulary knowledge about Unit 2 and analyze the embedded assessment they will be asked to complete after reading the novel Walk Two Moons

 Embedded Assessment 2.docx 

 My Current Level of Vocabulary Understanding Unit 2.docx 

Friday, Dec. 8

4th and 5th period did not have class.

1st-3rd period reviewed the new academic vocab for unit 2 and wrote a paraphrased version of the embedded assessment.   

Monday, Nov. 27

Students read the story "Eleven" and completed questions about the story in groups.

Tuesday, Nov. 28

Students turned in their reading log and book choice project.

Students also reviewed the questions from the story "Eleven" 

Students read and annotated a story called King Midas's Golden Touch.  All classes except first period have to finish this assignment for homework if they did not finish in class.  

Wednesday, Nov. 29

Students reviewed King Midas's Golden Touch and turned in the assignment.  

Students complete a comma  practice worksheet with partners.

Some students who did not complete their book report had to complete an alternative assignment, and must turn in the King Midas's Golden Touch and comma practice tomorrow.

Thursday, Nov. 30

Students reviewed the comma rules worksheet

Students reviewed idioms (figurative language)

Students wrote notes to peers about the book report project

Monday,Nov. 13

Students took the pronoun quiz

Students read a book for their book report project and completed a Project Plan sheet.

Tuesday, Nov. 14

Students learned sentence variety and sensory details as a technique for revision.

Students completed a journal entry about a place they could describe well.  Students began station work for revision of their journal entry.    Students began cornell notes about brushstrokes (a revision technique to help add sentence variety).

Wednesday, Nov. 15

Some Students were asked to complete pronoun test recovery if they did not pass the quiz on Monday.  

Other Students continued revising their journal/ revising their personal narrative/ in stations, and writing in the perspective of a child at the first Thanksgiving or a child's first time on a roller coaster. 

Thursday, Nov. 16

Some students will finish working on pronoun test recovery.

Some students will continue working on revision techniques with the mom's perspective/point of view of the roller coaster ride. 

The goal is to have a final copy of one of the journal entries and for students to see how sensory details, sentence variety (brushstrokes),  connotation, dialogue and figurative langauge can help make writing better. 

Friday, Nov. 17

Students will have a conference time with their teacher about their book report plan.

Students will write about the first Thanksgiving in the perspective of a child.

Students will choose a journal entry to write for the final copy.

Monday, Nov. 6

Students review pronouns, connotation, denotation, and theme.  Use the quizlet above to review pronouns.

Students complete a study guide and should finish it for homework.

Tuesday NOSchool

Wednesday, Nov. 8

Shortened classes due to AM advisement

Review pronoun study guide

Pronoun placement game/quizlet

Study pronouns and theme using study guide

Thursday, Nov. 9

Quickwrite:  Write about a place you loved and remember well as a child.

Add sensory details or brushstokes(paint a picture with your words)  show not tell sentences

Study pronouns and theme using study guide

Friday,Nov. 10

Review pronouns, theme,sensory details and brushstrokes.  Due to the school dance and AVID field trip the Pronoun TEST wil be  Monday, Nov. 13 

Monday, Oct. 30

Students took a theme quiz.  They had two sets of notes in their binder to study.  The quiz was going to be on Friday, Oct. 27th, but it was postponed to today.

Students also received notes about denotation and connotation.  We only finished one side in class today.  We will finish the other side tomorrow.

Tuesday, Oct. 31

Students review denotation and connotation and completed notes in class. Student also learned how to create better (complex) sentences using the mad scientist formula.

Homework:  Study denotation and connotation, read 20 min. and log it, finish mad scientist formula.

Wednesday, Nov. 1

Studnents took a denotation connotation practice quiz.  Students review their theme quiz.  Students reviewed their mad scientist formula sentences.

Thursday, Nov. 2

Students reviewed the mad scientist formula for sentences, took pronoun notes and reviewed different types of pronouns.  (Use the quizlet on the blog to study)

Students watched a brainpop video and took a quiz on pronouns.

4th period also completed a sensory detail activity with KSU student teachers.

Friday, Nov. 3

Students finished pronoun notes and reviewed connotation and denotation.

Students watched another brainpop video and took a quiz in class.

 

 

Monday, Oct. 23

Students continued typing their final copy of their personal narrative. 

Students also entered the Narrative TEST answers into the computer to find out the score for their test.  Students who did not pass the test will have to complete a test recovery assignment.  

Final copy of personal narrative is due Wednesday, Oct. 25th at the beginning of class.  Students who do not finish typing tomorrow will have to print what they have done, and finish with blue or black ink pen.  Students who have a flash drive can finish typing at home and print at home.  If the printer at home is not working, this is not an excuse.  They can print in the media center during home room or write the rest of their essay in blue or black ink.

Homework: Bring Flashdrive  and Plot diagram Due Tuesday.

Tuesday, Oct. 24

Students turned in their Plot diagram.

Students finished typing their personal narrative stories.  

Students had a mini lesson on Dialogue.  They found errors in the dialogue of an example story.

Students printed their final copy of their personal narrative.  

Some students will finish writing their final copy in blue or black ink.

Some students will use their flashdrive and finish typing at home.  They will be responsible for printing their final copy.

Wednesday, Oct. 25

Students worked in groups helping each other find errors in their personal narrative.  Each student had two or more students read their personal narrative.

Students completed a fragment/run-on warm-up

Students should be studying their plot notes and can use the quizlets at the top of this blog to help them study.

Thursday, Oct. 26

Students completed a dialogue review warm-up.

Students took theme notes

Students reviewed the Narrative TEST "The Fish"

Students who did not pass will be given a test recovery opportunity Friday, Oct. 27.

Friday, Oct. 27

Students completed more theme notes, reviewed for test recovery or reviewed theme on brainpop.com

4th period reviewed plot by completing a plot pass story and some chose to type it for a grade. 

Homework:  READ  Finish theme notes (read the three stories on the back of the notes and answer: What is the theme?  for each story.  

 

Monday, Oct. 16

Simple, compound, run-on worksheet  First period did not get this assignment.

In class we read for 15 minutes and then completed a journal entry  What? (Write a sentence from your book that explains the theme, setting, or plot.  Include the page and paragraph number)  So what?  Write and explain why this sentence contributes to the development of the theme, plot or setting.  Now What?  Explain how this sentence may foreshadow what may happen next.  Make an inference about the plot, conflict or theme.

Tuesday, Oct. 17

Students reviewed the simple, compound, and run-on worksheet (First period got their worksheet today, but I collected the worksheet as a classwork/homework assignment for 2nd, 3rd, 4th, and 5th period today.

Students read through their personal narratives in their journal and looked for compound sentences, figurative language, theme, and dialogue.  They checked to be sure they did not have fragments, and run-ons.  They added compound sentences for sentence variety.  They added a variety of transition words such as first, next, also, next, etc. and replaced the word "said" with words such as stated, exclaimed, announced, etc.   They also looked for subject and object pronoun errors.  My mom and I went to the store.  (correct)   Me and my mom went to the store. (incorrect)   My family went to Stone Mountain with my friend and me. (correct)  My family went to Stone Mountain with my friend and I. (incorrect)   Remind students to put others before yourself in your writing. 

 

Wednesday, Oct. 18

Students continued revising their personal narratives.  They have a list of items to add to their writing to improve and revise. Narrative Checklist.docx 

 

Thursday, Oct. 19

Students reviewed PLOT notes and began their Plot diagram of their personal narrative story.  What they did not finish in class is homework.  Students also review Point of view.  Students were reminded to write their personal narrative in first person point of view.  We began to read a story called "Flipped" and learned the point of view of two characters.  We discussed characterization for their personal narratives.

 

Friday, Oct. 20

Students entered their narrative test answers into CTLS system.

Students began typing their personal narratives.

 

 

 

Monday, Oct. 9  Study figurative langauge, plot, and comma rules Quiz Friday.

Students worked on the rough draft in their journal for the personal narrative they started during quarter one.

Students wrote the theme of their personal narrataive story in their journal and some classes watched a brainpop on them  (Brainpop.com  username: palmerms  password: brainpop)

Students who need more time to complete their rough draft will serve working lunch to complete their story or be permitted to take their notebook home.  If they take home their notebook, they must return it each day to show progress with their story. 

Some classes are still finishing book report presentations.

Students were given a new book choice sheet today in class and a new reading log.  They were told to write the due date in their agenda.  

Some classes had time to get graded papers from quarter one back and put them in their graded paper folder to be kept in the class.  Let the teacher know if you want to take your graded paper folder home to show your parents your work.  Be sure to return it to school to be kept in the class.

Tuesday, Oct. 10

Students complete a figurative langauage analysis practice in class.  They wrote quotes from a story called "The Jacket" that had figurative langauge and then explained why the author used the figurative language.  They also have a dialogue practice sheet and a fragment (subject and predicate) sheet called "What's on my plate?"  for homework

Students will be asked to check their dialogue in their personal narratives for capitalization and punctuation errors. 

Students will also look for fragments in their personal narratives that need to be corrected.  

Personal narratives are in their journals.  Some students have had to stay in class during working lunch to complete their rough draft of their stories.  

Students can use:

Brainpop.com  username: palmerms  password: brainpop  Search Fragments, dialogue and theme to review for their personal narrative writing assessment. 

Wednesday, Oct. 11

Students reviewed dialogue rules, figurative language and fragments or parts of a sentence.  Students read their own personal narratives in their journals and checked their dialogue rules, fragments and figurative language. 

Students need to study PLOT notes, comma rules, and figurative language.  

Thursday, Oct. 12

In class students completed a study guide for the test on Friday.  Classes were only 30 minutes long today.  Students were also told to use the blog to find two quizlets and brainpop.com fragments, 

Friday, Oct. 13

 Students completed a Narrative Test

Monday, Oct. 2nd

Review figurative language https://www.youtube.com/watch?v=3K9pd6h9JT0

Read pages 30-33 "The Jacket"  Underline the figurative language in the story and label it.  (Annotate for a purpose)

Add figurative language to the rough draft of the personal narrative you wrote in your journal before the break. 

Tuesday, Oct. 3rd

Collect book Choice projects

Complete figurative language appositive notes Cornell Notes figurative lang part 1.doc 

Finish adding at least three different sentences with figurative language in your rough draft of your personal narrative in your journal.  Highlight and label them.

Wednesday, Oct. 4th

Collect late book projects.

Review Simile Crossword puzzle

Review "Wayne" Poem (Students underlined figurative language and labeled it)

Write a summary for your figurative language notes.

Comma WS for homework Crows are not afraid of Comma rules

Thursday, Oct. 5th

Book Report presentation 

Students took notes for each presenter, writing something they liked about the project and a costa level question to ask at the end of the presentation. 

Review the comma rules worksheet with partners

Summarize why we use figurative language in your notes. 

Friday, Oct. 6th

Continue book presentations.  

Write something you liked and a costa level question for each presentation. 

Study comma rules worksheet, figurative language and plot notes Cornell Notes PLOT answers.doc 

 

 

 

Monday, September 18

Study  Dialogue Notes and Continuing the Story (1).pdf  

TEST Tuesday, September 19th

Dialogue Notes were given in class.

Students practiced using dialogue in their writing and read a story called "My Superpowers" on pages 16 and 17 in the Springboard book and found the setting, characters,  Lines that showed characterization, and conflict.  

Tuesday, Sept. 19

Students took a Narrative TEST

Students finished writing their final copy of the constructive paragraph about "The Circuit"  page 13 #11.  What conclusion can you draw about the author's attitude toward change in the story "The Circuit?"

Students also finished writing dialogue practice for the new end of the story "The Circuit."

Wednesday, Sept. 20

Students will review the embedded assessment assignment:  Your assignment will be to write a personal narrative that includes a well-told incident, a response to the incident, and a reflection about the significance of the incident. 

Students will finish the final copy of their constructive response.  This will be due by the end of class today.

Students will practice dialogue for their narrative.

Students will receive their grade for the Narrative test.

Thursday, September 21

Students will begin the rough draft of their Narrative Story in their journal.  A direction packet was given in class. 

Friday, September 22

Students will continue working on their rough draft of their  narrative story in their journal.  

 

Wednesday, Sept. 13

Review the story "The Circuit"

Define Vocabulary words for Narrative and Study for Test Tuesday, Sept. 19

 Narrative vocabulary 1.1.docx 

 

Use the Quizlet below to study for the Test, Sept. 19

https://quizlet.com/_3p3s6i

 

Thursday, Sept. 14

Review Vocabulary words for Narrative writing and Study for Test Tuesday, Sept. 19

Dialogue Rule were given today.  We will review again tomorrow. Dialogue Cornell Notes.doc 

 

Friday, Sept. 15

Continue Review of Vocabulary for Narrative

Complete Quizlet TEST for study guide

Complete the constructive response:  What conclusions can you draw about the narrator's attitude toward change in the story "The Circuit?"

 

 

 

 

 

Tuesday, Sept. 5

Finish Unit 1 pre-test

Read book for book project

Complete book project plan

 

Wed., Sept. 6

Finish Unit 1 pre-test

Read book for book project

Complete book project plan due Thursday.

Begin reading in new text book pages 6-10  "The Circuit"

Students will underline words and phrases that indicate when the action of the story is taking place and think about the events in chronological order. 
Put a star next to changes that the narrator and his family experience
Circle unknown words and phrases Try to determine their menaing using context clues, word parts, or a dictionary

 

Thursday, Sept. 7

Collect book project plan (most students turned them in Wed.)  Book projects are due Oct. 3rd, but students should be finishing their books and working on their book project at home now.  

Finish reading pages 6-10  "The Circuit"  

Students will underline words and phrases that indicate when the action of the story is taking place and think about the events in chronological order. 
Put a star next to changes that the narrator and his family experience
Circle unknown words and phrases.  Try to determine their menaing using context clues, word parts, or a dictionary

Write text connections in the margins of the story.

Complete the Breaking Down Our Assessment 1 Sheet. (Due by the end of class on Friday).

Pass back graded Dodge Ball paragraphs. Assign Grade Recovery

 

Friday, Sept. 8

Revise book project plan

Group annotation share

Find figurative language (bonus)

complete the breaking down our assessment 1 sheet

 

 

 

 

 

 

 

Monday, Aug. 28

Students reviewed the quiz from Friday.

Students read for 15 min. and completed a sticky note annotation  3 important details, 1 question, 1 emotion

Students should use the sticky note annotation while reading their books at home to help them complete their book report project.

 

Tuesday, Aug. 29

Students are writing their constructive paragraph about Dodge Ball. The final copy will be due on Friday.  The final copy of the Dodge Ball paragraph should be neatly written in blue or black ink. Total Eclipse of the Heart.docx   Students read lyrics from the song "Total Eclipse of the Heart to find simile, metaphor, figurative language,  and sensory language. Highlight Parts of a Paragraph.docx   Students will be highlighting the different parts of the constructive response paragraph.

Wednesday, Aug. 30

Students should put their graded quiz  in their graded paper folder in class.   Students will continue working on their constructive paragraph about Dodge Ball.  Students were given a rubric in class to use as a revision guide. Constructive Response rubric.docx 

 

Monday, Aug. 21

Students shared annotations from child labor article and turned it in for a grade (except 5th period due to the eclipse viewing.  They will turn it in tomorrow.)  Students begin thinking about how a paragraph is like a cheeseburger.  Students wrote notes about the following terms in their journal: narrative, characterization, dialogue, setting, and conflict.  

 

Tuesday, Aug. 22

Today students used a sticky note to annotate text for a purpose.  They read an article about the importance of drinking water.  They looked at notes for writing a constructive response after annotating a text.  They were told to study their notes for a quiz on Friday.  

 

Wednesday, Aug. 23   Constructed Response Notes.docx  Cornell Notes Annotating(2).doc   Study Notes for Quiz on Friday

Students practiced annotating an article about Dodge Ball.

Students highlighted or underlined and labeled important parts of a paragraph examples.  Claim, Quotes from text, Explanations, and Closing.

 

Thursday, Aug. 24

Students review annotation and constructive response.   Students wrote a rough draft constructive response about Dodge ball in their journal.

Students were reminded about the Quiz on Friday over annotation and constructed response.  (See Wed., Aug. 23 for notes.)

 

Friday, Aug. 25

Students took their quiz on annotation and constructive response.

Students worked on their rought draft of a constructive response about Dodge Ball in their journal, and highlighted and underlined the parts of their paragraph when they finished their quiz.

 

 

 

 

 

Monday, Aug. 14 Reading inventory test (Students learned their Lexile reading level)  They also learned how to access the new text book online.

 

Tuesday, Aug. 15  Students read, completed a journal response, and learned about Lexile.com.

Three quotes from the book explaining how the quote is a text to self, text to world or text to text connection.

 Why we read text to text.ppt 

 

 

Wednesday, Aug. 16

Students responded to the questions: What is significant about change?  and What makes a great story?  in their journal.

 

Thursday, Aug. 17

Students responded to question: What you do to be a successful reader? in their journal. Annotation PP.pptx 

Students read an article about child labor and annotated the text. Cornell Notes Annotating.doc 

 

Friday, Aug. 18

Students finished annotating the text about child labor and began writing the definitions to the following vocabulary words in their journal:  narrative, characterization, setting,  conflict, and dialogue.