Week 20 - Jan. 4-8 - Welcome Back!

Personal Narrative


Monday, 1/4

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Independent Reading (10 minutes)

Complete Reading Log

Read Personal Christmas Narratives

>"What Do the Holidays Mean to Me?" by Aimee Gold

>"Christmas Mystery" by Maja Lorenz

Listen to excerpts of Truman Capote's "A Christmas Story"

Brainstorm Christmas memories/ideas


Tuesday, 1/5

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Independent Reading (10 minutes)

Complete Reading Log

Personal Narrative Writing Traits - Study the Model

>Characters

>Tone

>Plot

>Setting

>Purpose (entertainment or reflection?)

Brainstorming Activity with "The BOX"

Choose at least one of your Christmas memories from yesterday's brainstorming to begin your personal narrative pre-write sheet.

Discuss process and time line of personal narrative.

<Personal Narrative Pre-Write Due at beginning of class tomorrow>


Wednesday, 1/6


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Independent Reading (10 minutes)

Complete Reading Log

<Personal Narrative Pre-Write Due at beginning of class>

Study Personal Narrative Models for organization

The class "present" of a 5-Paragraph Essay



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Thursday, 1/7 Two Snow Days

Friday, 1/8



Week 21 - Jan. 11-15 - Personal Narrative

Monday, 1/11

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Independent Reading (10 minutes)

Complete Reading Log

Personal Narrative Workshop

>Work on Organization of Pre-Write (already late) and Introduction

>Watch example of digital personal narrative


<Personal Narrative Pre-Write and Introduction due at end of class>

(Those not completely done with pre-write are already late, as it was originally due on Wednesday.)

<Middle/Body due Wednesday>



Tuesday, 1/12

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Independent Reading (10 minutes)

Complete Reading Log


Watch portion of Truman Capote's "A Christmas Memory"

Continue work on organization of middle

<Middle/Body of Personal Narrative due Wednesday>


Wednesday, 1/13

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Independent Reading (10 minutes)

Complete Reading Log

Work on organization of conclusions

<Middle/Body of Personal Narrative due by end of class>

<Conclusion/First Draft of Personal Narrative due tomorrow>



Thursday, 1/14

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Independent Reading (10 minutes)

Complete Reading Log

<First Draft of written personal narratives due at beginning of class>

Personal Narrative Typing Workshop in Media Center

>1st self-check proof reading

>Fluency practice of personal narratives



Friday, 1/15

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Independent Reading (10 minutes)

Complete Reading Log

<Check Reading Log>

>Revising/Editing Workshop in Media Center

>Peer review musical chairs

<Final revision of written personal narratives due at end of class>



Week 22 - Jan. 18-22 - Personal Narrative

Monday, 1/18 (NO SCHOOL - teacher in-service all day)



Tuesday, 1/19

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Independent Reading (10 minutes)

Complete Reading Log


>Move from written personal narrative to computerized personal narrative

>Watch iMovie narrative example

>Fluency practice/voice-over of personal narratives

>Work on computer Images


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Wednesday, 1/20

Thursday, 1/21





Friday, 1/22

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Read through your teacher-proofed copy of your personal narrative.



Revision Workshop

>Review steps for dragging images to iMovie.

>Set up Computer Images file on student server.

>Make corrections as noted on your teacher-proofed copy.

>Continue finding computer images for personal narrative.

>Continue working on fluency practice/voice-over of personal narratives.



Week 23 - Jan. 25-29 - Digital Personal Narrative


Monday, 1/25 (Mrs. Hartwig Gone)

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Independent Reading (10 minutes)

Complete Reading Log


Digital Personal Narrative Workshop - In Media Center

>Make corrections as noted on your teacher-proofed copy that Mr. Mitchell will hand back to you.

>When done with changes to personal narrative, continue finding computer images that correspond to your personal narrative text, saving them in your student server "computer images" file.

>Continue working on fluency practice of your personal narrative, highlighting or marking your text so that you know which sentences go with which image.

>If done finding images, open iMovie and drag your images into the boxes at the right of the window.



Tuesday, 1/26 (Mrs. Hartwig Gone)

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Independent Reading (10 minutes)

Complete Reading Log


Digital Personal Narrative Workshop - In Media Center

>Continue finding computer images that correspond to your personal narrative text, saving them in your student server "computer images" file.

>Continue working on fluency practice of your personal narrative, highlighting or marking your text so that you know which sentences go with which image.

>If done finding images, open iMovie and drag your images into the boxes at the right of the window.



Wednesday, 1/27 (early out)

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Take out a quarter sheet and write down where you are on your quarter sheet and what assistance you need from Mrs. Hartwig.


Personal Narrative Workshop

>Work on iMovie voice-over and images




Thursday, 1/28

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Take out a quarter sheet and write down where you are on your quarter sheet and what assistance you need from Mrs. Hartwig.


Personal Narrative Workshop

>Work on iMovie voice-over and images


Friday, 1/29

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Take out a quarter sheet and write down where you are on your quarter sheet and what assistance you need from Mrs. Hartwig.


Personal Narrative Workshop

>Work on iMovie voice-over and images




Week 24 - February 1-5 - I Have a Plan Iowa & Personal Narratives

Monday, 2/1

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Independent Reading (10 minutes)

Complete Reading Log

Personal Narrative Workshop -

>Work on iMovie voice-over and images




Tuesday, 2/2

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Independent Reading (10 minutes)

Complete Reading Log


Personal Narrative Workshop - LAST DAY TO WORK ON THEM IN CLASS

>Work on iMovie voice-over and images



Wednesday, 2/3

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Independent Reading (10 minutes)

Complete Reading Log


I Have a Plan Iowa

>In the media center on the desktop computers with Ms. Turpen



Thursday, 2/4

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Take out a few quarter sheets and write your name on them for peer feedback.



I Have a Plan Iowa

>In the media center on the desktop computers with Ms. Turpen



Friday, 2/5

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Take out a few quarter sheets and write your name on them for peer feedback.


I Have a Plan Iowa

>In the media center on the desktop computers with Ms. Turpen

>If you work on or are done with your iMovie today, please save it on the desktop of whatever laptop you are using and write your name and the laptop number down on a piece of paper and give it to Ms. Parrot or Mr. Mitchell.



Week 25 - February 8-12 - Summarizing & Paraphrasing

Monday, 2/8 (2-hour late start)

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Independent Reading (10 minutes)

Complete Reading Log


>Since Mrs. Hartwig is gone, you get one more chance to work on your digital personal narrative if you have not yet completed it.

>Everyone will go to the media center.

>If you are done with your digital narrative, BRING A BOOK TO READ SILENTLY.

>If you are NOT done with your digital narrative, bring your diligence and self-control to complete your iMovie TODAY.



Tuesday, 2/9

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Personal Narrative Presentations

>While watching your peers' digital personal narratives, write down at least two positive comments about the strengths of their narratives.




Wednesday, 2/10 (Early Out)

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When presentations are done, prepare a self-evaluation:

>Review your Peer Feedback

>Prepare, in paragraph form, a Self-Evaluation of your Digital Personal Narrative that answers/addresses the following:

1. Summarize what your peers liked about your digital personal narrative

2. What do you feel you did best in completing your digital personal narrative?

3. What was the portion of the project that was most difficult for you?

4. What was the portion of the project that was the most fun for you?

5. If you did this project again, what is one thing you would do differently?

6. What is your goal for improvement for your next writing project?

7. Honestly rate your level of effort and focus on this project from 1 (low) to 10 (high).

<Self-Evaluations of Digital Personal Narratives due at end of class>



Thursday, 2/11

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Independent Reading (10 minutes)

Complete Reading Log


Grammar Games



Friday, 2/12 (NO SCHOOL)



Week 26 - February 15-19 - Paraphrasing

Monday, 2/15 (snow day)

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Independent Reading (10 minutes)

Complete Reading Log




Tuesday, 2/16 (2-hour late start)

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Independent Reading (10 minutes)

Complete Reading Log




Wednesday, 2/17

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Independent Reading (10 minutes)

Complete Reading Log


Paraphrasing Activity



Thursday, 2/18

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Independent Reading (10 minutes)

Complete Reading Log



Paraphrasing Activity



Friday, 2/19

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Independent Reading (10 minutes)

Complete Reading Log



Paraphrasing Activity



Week 27 - February 22-26 - Paraphrasing & Summarizing

Monday, 2/22 (2-hour late start)

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Independent Reading (10 minutes)

Complete Reading Log


Summarizing Activity with "The Night I Won the Right to the Streets of Memphis"



Tuesday, 2/23

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Independent Reading (10 minutes)

Complete Reading Log


Review: Paraphrasing is rewording the exact information in your own words, while summarizing is putting into your own words the main points of a certain text.


Continue summarizing Activity with "The Night I Won the Right to the Streets of Memphis"

Re-read/review your paraphrase/summary

Answer the questions relate to the story using your paraphrase/summary



Wednesday, 2/24 (EARLY OUT)


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Independent Reading (10 minutes)

Complete Reading Log



Paraphrasing Bingo


Thursday, 2/25

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Independent Reading (10 minutes)

Complete Reading Log


Review summaries of "The Night I Won the Right to the Streets of Memphis"

My Defining Moment Essay Pre-Write



Friday, 2/26

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Independent Reading (10 minutes)

Complete Reading Log


My Defining Moment Essay Workshop




Week 28 - March 1-5 - My Defining Moment

Monday, 3/1

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Independent Reading



>My Defining Moment Essay Workshop - ROUGH DRAT DUE TODAY



Tuesday, 3/2

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Independent Reading


>My Defining Moment Essay REVISION WORKSHOP



Wednesday, 3/3

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Independent Reading

>My Defining Moment Essay PEER EDITS WORKSHOP



Thursday, 3/4

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Independent Reading


>My Defining Moment Essay FINAL REVISION/EDIT WORKSHOP



Friday, 3/5

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Independent Reading


>My Defining Moment Essay Workshop - FINAL DUE TODAY




Week 29 - March 8-12 - Culture/Background & Voice/Word Choice

Monday, 3/8

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Independent Reading



>"Blues Ain't No Mockin Bird," by Toni Cade Bambara



Tuesday, 3/9

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Independent Reading


>"Blues Ain't No Mockin Bird," by Toni Cade Bambara



Wednesday, 3/10 (EARLY OUT)

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Independent Reading

>Fiction/Non-Fiction Connection



Thursday, 3/11

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Independent Reading


>"Documenting the Depression," by Robyn Montana Turner



Friday, 3/12

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Independent Reading


>"Documenting the Depression," by Robyn Montana Turner




Week 30 - March 15-19 - Grammar/Writing & SPRING BREAK

Monday, 3/15

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Independent Reading



>GRAMMAR WATERFALL

>Rough Draft Workshop for Character Analysis of Granny


Tuesday, 3/16

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Independent Reading


>Revision & Edit Workshop for Character Analysis of Granny

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Wednesday, 3/17

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Independent Reading

>GRAMMAR WATERFALL

>Final Character Analysis of Granny DUE TODAY


Thursday, 3/18 SPRING BREAK!!

Friday, 3/19 SPRING BREAK!!



Week 31 - March 23-26 - Reading, Reading, Reading...


Monday, 3/22 SPRING BREAK!!


Tuesday, 3/23

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Independent Reading


>Grammar Connection

>Readings in Literature




Wednesday, 3/24 (early out)

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Independent Reading



>Readings in Literature: close read of The Wind in the Willows



Thursday, 3/25

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Independent Reading

>Grammar Connection: sentence fragments, p. 85

>Short Story Reading & Writing: "It Happened on a Friday," by Michelle Stimpson




Friday, 3/26

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Independent Reading


>Grammar Connection




Week 32 - March 29-April 2 - Reading, Reading, Reading...


Monday, 3/29

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Independent Reading


>A closer look at "It Happened on a Friday," by Michelle Stimpson - complete the read-aloud

>Discuss: What is sexual assault vs. "stupid behavior"?




Tuesday, 3/30

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Independent Reading



>Re-read with partner, noting the following:

1) how Jacob and Stephanie change from the beginning to the end of the story,

2) the conflicts Jacob and Stephanie faced, and

3) what lesson Jacob and Stephanie learned

>Comprehension Quiz



Wednesday, 3/31

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Independent Reading


>Continue re-read with partner, noting the following:

1) how Jacob and Stephanie change from the beginning to the end of the story,

2) the conflicts Jacob and Stephanie faced, and

3) what lesson Jacob and Stephanie learned




Thursday, 4/1

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Independent Reading


Grammar Connection: Friendly/Personal Letter formats

>Why write a letter TODAY?

>A short story writing connection: R.A.F.T.

Role: Either Jacob or Stephanie

Audience: The other character (If you choose the role of Jacob, then your audience is Stephanie; if you choose the role of Stephanie, then your audience is Jacob.)

Format: Letter to the other character

Topic: A reflection on why you did what you did and how that has affected your life




Friday, 4/2

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Independent Reading

>Grammar Connection - Letter Proofing Workshop

>How-To Essay Prep - Logic and Directions

+Draw what I say, not what you see... how close can you get?





Week 33 - April 5-9 - The Process Essay: How to...


Monday, 4/5

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Independent Reading



>Grammar Connection - 2nd Person Point of View uses imperative sentences

>P. 34-35 of Language Network book on imperative sentences

+An imperative sentence gives a command, request, or direction.

+It usually ends with a period.

+If the command is strong, it may end with an exclamation point.

+Directions for your how-to essays, however, end with a simple period.

>How-To Essay Prep - Logic and Organization Activities

+Choose a process you know well (making a PB&J, tying shoes, cleaning the kitchen, etc.)

+Write out your best and most complete directions

+Then exchange with a partner

+Have your partner read the directions out loud and see if each of you can follow the others' directions

+What is your partner missing? Write it in a different color pen/pencil.





Tuesday, 4/6

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Independent Reading



>Grammar Connection - What is included in a How-To Essay?

Begin How-To Essays

>Get your journal and do all your pre-writing and drafting in your journal:

+Choose your How-To Topic. (pre-writing)

+Record why someone would want to know how to do this. (pre-writing for your intro)

+List necessary material. (pre-writing for the body of your paper)

+List necessary steps. (more pre-writing for the body of your paper)

+List what the reader will know or be able to do when they are done reading your essay. (pre-writing for your conclusion)



Wednesday, 4/7 (early out)

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Take out your journal and continue working on your directions for your how-to topic


How-To Essay Workshop

+Continue working on directions, adding any new necessary direction specifics



Thursday, 4/8

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Independent Reading



How-To Essay Workshop

+Type yesterday's directions, adding any new necessary direction specifics

>Pre-writing is due tomorrow and should be completed as follows:

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Friday, 4/9


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Independent Reading



>PRE-WRITING IS DUE TODAY BY 8:40<



Week 34 - April 12-16 - How-To Essay

Monday, 4/12

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Independent Reading

>Grammar Connection -Sequence Transition Words

>In pairs, complete the transition words worksheet

>How-To Essay Prep - Logic and Organization Activities

+Take your how-to directions and cut them into strips

+work on adding sequence transition words so a friend will be able to easily put them back in order.

+Next, cut them into individual strips.

+Then find a partner to exchange directions with.

+Next, see if you can put each others' directions back in order?

+Finally, if you have trouble putting them together, make notes for yourself on what specifics (both new directions and transition words) you need to add.




Tuesday, 4/13

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>Grammar Connection -Sequence Transition Words

>complete the transition words worksheet

>How-To Essay Prep - Logic and Organization Activities

+Take your how-to direction strips from yesterday

+If not done, work on adding sequence transition words so a friend will be able to easily put them back in order.

+Then find a partner to exchange directions with.

+Next, see if you can put each others' directions back in order.

+Finally, if you have trouble putting them together, make notes for yourself on what specifics (both new directions and transition words) you need to add.



Wednesday, 4/14

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How-To Essay Workshop: Put your pre-writing into paragraph form

+Walk through MLA formatting

+Times New Roman 12-point font, double-spaced, 1" margins

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Thursday, 4/15

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How-To Essay Workshop



Friday, 4/16

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Final How-To Essay Revision Workshop

>Peer Edit

>How-To Essay DUE BY END OF CLASS<




Week 35 - April 19-23 - "Accused" by Michelle Stimpson

Monday, 4/19

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Independent Reading

"Accused" by Michelle Stimpson

"Accused" by Michelle Stimpson

>Connect with the concepts

>Preview Vocabulary

>Read Aloud




Tuesday, 4/20

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Independent Reading

"Accused" by Michelle Stimpson

>Continue Read Aloud




Wednesday, 4/21 (early out - COMMUNITY SERVICE DAY)

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Thursday, 4/22

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>Finish "Accused" by Michelle Stimpson

>A closer look: Discuss the following:

1. Do you think Katherina should have agreed to the test?

2. Could Katherina have prevented this problem for herself?

3. Do you think Aletha is a bad person?

4. Do you think Ms. Jones stood up for her daughter?

5. What do you think will happen to Aletha and the baby?




Friday, 4/23

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Independent Reading

Shakespeare Sonnet "S"elebration





Week 36 - April 26-30 - Editorial Writing

Monday, 4/26

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Independent Reading


>Comprehension Quiz Review

R.A.F.T Writing Connection:

Role: Concerned parent of a student at Aletha and Katherina's school who wants the best for your children and your children's friends and classmates

Audience: Community

Format: Newspaper Editorial

Topic: The situation that occurred at the school with the abandoned baby and either how things could have been handled differently -or- what should be done to prevent something like this from happening again.


Tuesday, 4/27

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Independent Reading

R.A.F.T Writing Workshop

>Review facts about our short story's "incident" discussed yesterday

>R.A.F.T. from yesterday

>Review sample letters to the editor, focusing on "The Personal Authority/Expertise Letter: Speak from your own experience" sample

Sample Editorial Letters

>Voice your opinion as a concerned parent about how this situation could affect your children, their education, their society; what actions should have been taken to prevent this situation; what actions could be taken to prevent this in the future; what factors or issues teachers and schools need to be aware of with teenagers that could help and prevent this situation in the future.

>Work through the writing process:

+Pre-write (get your ideas and words down on paper)

+Draft (get those ideas and words into sentences and paragraphs)

+Revise (read and re-read it to make it better, adding more complete and vivid thoughts and words)

+Edit (make sure you proof your work for formatting and grammatical errors)

+Publish (make sure you have a neat copy to hand in)


Wednesday, 4/28

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Independent Reading

R.A.F.T Writing Workshop & Peer Review

>Continue working through the writing process:

+Pre-write (get your ideas and words down on paper)

+Draft (get those ideas and words into sentences and paragraphs)

+Revise (read and re-read it to make it better, adding more complete and vivid thoughts and words)

+Edit (make sure you proof your work for formatting and grammatical errors)

+Publish (make sure you have a neat copy to hand in)

>Comprehension Quiz


Thursday, 4/29

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Independent Reading

R.A.F.T Writing Workshop & Peer Review

>Continue working through the writing process:

+Pre-write (get your ideas and words down on paper)

+Draft (get those ideas and words into sentences and paragraphs)

+Revise (read and re-read it to make it better, adding more complete and vivid thoughts and words)

+Edit (make sure you proof your work for formatting and grammatical errors)

+Publish (make sure you have a neat copy to hand in)




Friday, 4/30

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Independent Reading


Grammar in Context



Week 37 - May 3-7 -Dialogue, Question Marks, and Intonation


Monday, 5/3

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Independent Reading

Dialogue, Question Marks, and Intonation

Talking to the Horse Trainer

(by Nancy Springer from Music of Their Hooves)

"You been kicked?"

"Yep."

"Did it hurt?"

"Yep."

"You been bitten?"

"Yep."

"That hurt too?"

"Uh-Huh."

"Been run away with?"

"Some days."

"Take a fall?"

"Now and then."

"Get stepped on?"

"Once."

"More than once."

"That's true."

"How many times?"

"Maybe twice."

"More than that."

"What's your point?"

"Look at me."

"Okay, I'm looking at you. So?"

"How come you still love horses?"

"How come I still love you?"


>Dialogue: conversation between two people.

+What can we infer about these two people through the words?

+What tone could/should this poem be read in?

>Question Marks and Intonation:

+When we ask a question, our voice rises at the end of the sentence

+Some questions are spoken in a way that makes them more of a statement that ends in an exclamation point.

>Choral Reading

>Real Life Connection:

+What about texts?

+What about email?

+What about non-verbal communication?


Tuesday, 5/4

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Independent Reading


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Choral Reading

The Lone Ranger, by Fran Striker












Wednesday, 5/5

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Independent Reading


Choral Reading The Lone Ranger, by Fran Striker



Thursday, 5/6

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Independent Reading

Choral Reading The Lone Ranger, by Fran Striker



Friday, 5/7

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Begin Choral Reading


Choral Reading The Lone Ranger, by Fran Striker

>Dialogue: conversation between two people.

+What can we infer about these two people through the words?

+What tone could/should this poem be read in?

>Question Marks and Intonation:

+When we ask a question, our voice rises at the end of the sentence

+Some questions are spoken in a way that makes them more of a statement that ends in an exclamation point.

>Choral Reading

>Real Life Connection:

+What about texts?

+What about email?

+What about non-verbal communication?

>Watch The Lone Ranger



Week 38 - May 10-14 - John Steinbeck's Of Mice and Men


Monday, 5/10

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Independent Reading








Tuesday, 5/11

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Get an Of Mice and Men book and a reading guide and leaf through each to familiarize yourself with them.

>Review elements of a story:

+Exposition

+Rising Action

+Climax

+Falling Action

+Resolution

>Begin Read Aloud of Steinbeck's Of Mice and Men - Chapter 1

>Complete Chapter 1 Reading Guide during reading



Wednesday, 5/12

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Complete Chapter 1 paragraph question in reading guide.


Continue Read Aloud of Steinbeck's Of Mice and Men - Chapter 1 & 2

+Mrs. Hartwig will begin the read aloud.

>Complete Chapter 2 Reading Guide during reading



Thursday, 5/13

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Chapter 2 Quiz

Read Aloud of Steinbeck's Of Mice and Men - Chapter 2 & 3

>Complete Chapter 3 Reading Guide during reading




Friday, 5/14

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Review Chapter 3 reading guide for Of Mice and Men.


Read Aloud of Steinbeck's Of Mice and Men - Chapter 3

>Break into pairs and read remainder Chapter 3 while completing Reading Guide.



Week 39 - May 17-21 - John Steinbeck's Of Mice and Men


Monday, 5/17

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Review reading guide for Of Mice and Men


Read Aloud of Steinbeck's Of Mice and Men - Complete Chapter 3

>Complete Chapters 3&4 Reading Guide during reading



Tuesday, 5/18

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Chapter 3 Quiz


Read Aloud of Steinbeck's Of Mice and Men - Chapter 4

>Complete Chapter 4 Reading Guide during reading


Wednesday, 5/19

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Review reading guide for Of Mice and Men


Read Aloud of Steinbeck's Of Mice and Men - Complete Chapter 4

>Complete Chapter 4 Reading Guide during reading



Thursday, 5/20

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Review reading guide for Of Mice and Men

Read Aloud of Steinbeck's Of Mice and Men - Chapters 5 & 6

>Complete Chapter 5 & 6 Reading Guide during reading




Friday, 5/21

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Get out your Of Mice and Men Study Guide and choose and highlight 5 questions from each chapter to prepare answers in complete sentences. Begin complete answers.

Review themes of Steinbeck's Of Mice and Men

>Mercy Killings

>Treatment of Mentally Handicapped People

>Begin your position paper by identifying the issue and your opinion/thesis. This will eventually become your position paper, which is your final semester test grade. You will develop your paper on the issue you have chosen to write about (either mercy killings or the treatment of mentally handicapped people) and support your opinion using the textual evidence (examples and situations from the book) you have been recording, as well as making real-life connections that support your opinion.

>Discourse Conventions to remember for Literary Position Paper:

  • In your introduction you MUST refer to the name of the book, which is either underlined (when writing) or italicized (when typing).
  • When writing about literature, always write in present tense (Slim drowns four puppies… NOT Slim drowned four puppies…).
  • Use literary terms to discuss your points (i.e., character, theme, setting, rhyme, point of view, alliteration, symbols, imagery, figurative language, protagonist, and so forth).
  • Include in your introduction a thesis statement that clearly sets forth both your theme and your opinion about about that theme of the literary work.
  • Avoid summarizing the plot or retelling the story; instead, use examples that you explicitly connect to your opinion in a way that supports your opinion (Slim drowns four puppies because he feels that...).
  • Support your opinion with many quotations and paraphrases, but write the majority of your paper in your own words with your own ideas.

Drafting Workshop

>Of Mice and Men Study Guide Due TUESDAY<

>Begin Watching Film





Week 40 - May 24-27


Monday, 5/24

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Continue working on your Of Mice and Men Study Guide by choosing and highlighting 5 questions from each chapter to prepare answers in complete sentences.

>Of Mice and Men Study Guide Due TOMORROW<

Drafting Workshop

1. Exchange your paper about a theme presented in Of Mice and Men and identify your peer's opinion and his/her justification (reasoning) on that issue in a two-sentence summary. (Destiny believes... about... . To support her opinion, she is using the scenes where ... to show that...) You will review and evaluate a total of three peers' papers. Hand in each evaluation.

2. Mrs. Hartwig will give you your paper and your peers' three evaluations. Review the evaluations, consider any dissonance between your intended message and your peers' understandings, and then revise your original paper accordingly and hand in.

3. Mrs. Hartwig will then give you three of your peers' papers (one at a time). Read each peer’s paper and evaluate his or her examples and justifications. Are there enough examples (at least 3)? Are they explicitly connected in a way that supports their opinion (do they explain why they used the scenes or how the examples relate to their opinion)? Do they make sense?

4. Mrs. Hartwig will return to you your peers' three evaluations and your paper. Review the evaluations, consider any dissonance between your justifications and your peers' understanding. Think through these areas that need clarification. Then revise accordingly in order to further develop your position paper. Hand in.

>Continue Watching Film

<CHECK WITH MRS. HARTWIG ON YOUR GRADE!!!


Tuesday, 5/25

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Review your position paper for clarity or work on any incomplete work.


>Of Mice and Men Study Guide Due TODAY<

Drafting Workshop

1. Mrs. Hartwig will give you three of your peers' papers (one at a time). Read your peer’s papers and question and make suggestions regarding the organization and clarity of the paragraph. Is the organization of your peer's paper strong? Does the topic sentence introduce the theme/issue? Is there an obvious thesis/position statement? Does the textual evidence flow logically or jump around? Is there enough textual support? Is there an introduction, body of support, and a conclusion that reiterates their opinion? Remember: you are helping your peers strengthen their papers, just like your peers are helping YOU, so offer productive and constructive suggestions. Hand in each evaluation.

2. Mrs Hartwig will give you your peers' three suggestions and your paper. Review the suggestions, and consider any apparent dissonance between your intended message and your peers' understandings and reception of your message. Then revise your paper and hand in.

>Continue watching film Of Mice and Men




Wednesday, 5/26

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Last Day of ILA

Review your position paper for clarity or work on any incomplete work.

Revising Workshop

1 Mrs. Hartwig will hand you three of your peers' papers (one at a time) for the LAST TIME. This time, EDIT your peers' papers for conventions and hand in.

2. Mrs. Hartwig will give you your peers' evaluations and your own paper for the LAST TIME in order for you to review the edit suggestions, consider any corrections that need to occur, neatly rewrite, and then hand in.

YOUR POSITION PAPER IS NOW DONE! Good Job!!!

>Finish watching film Of Mice and Men



Thursday, 5/27

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Last Day of School!



sunshine.jpgHave a SENSATIONAL SUMMER, everyone!! sunshine.jpg