Tues. Jan. 17
We did a worksheet on prepositions. We went over how to recognize the reliability of sources, then students found 5 different sources on Martin Luther King Jr. They had to identify why it was a good source or a bad source using the CARS method. Wed. Jan. 18 We reviewed more about prepositions. We Read the poem "O Captain, My Captain" and talked about what an extended metaphor is. We analyzed the poem and talked about what the different parts represented. We started reading "A Mystery of Heroism." Thurs. Jan. 19 We did a subject/verb preposition worksheet. We read the rest of "A Master of Heroism" and did the close reading assignment that went with it. Fri. Jan. 20 We watched the inauguration, then wrote a letter to our future selves about how we felt in the moment. We worked on reading the historical fiction novel for the assignment that is due on Feb. 6. Some started working on the project if they were done with the book.
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Mon. Jan 23
We wrote down the definitions of the vocabulary words for Lesson 2, then did exercise 2A for vocabulary. We did a Kahoot game practicing recognizing prepositions, and the object of the preposition. We watched a video about Shakespeare, and talked about who he was. We watched a video summarizing A Midsummer's Night Dream then did some activities, including filling in a character map about the most important characters in the play. We also practiced writing sentences and recognizing the subject, verb, preposition, and object of preposition. Tues. Jan. 24 We did Vocabulary exercise 2B. We did the Preposition Review, and corrected it. We watched a video about the similarities of Hip Hop and Shakespeare. Then, we went through to monologues and translated them from Shakespeare's language to modern English. We also created Shakespearean insults. Wed. Jan. 25 We attended the play A Midsummer's Night Dream Thurs. Jan. 26 We did the prepositions test. We reviewed the constructed responses from My Friend Douglass and those who needed to, redid the constructed response. We did an activity where the students created metaphor monsters. We talked about what extended metaphors are, and how to use figurative language. Fri. Jan. 27 We did vocabulary exercise 2C. We talked about text structure and identified paragraphs structure. We did an activity where students answered questions about the short A Mystery of Heroism. Mon. Jan. 9
We did a survey about what historical fiction book the students are going to read, and what project they will do.. (Available on the Reading tab). We each read different sections of an article about slavery. The students then shared what they had read and filled in the "Puzzle" to know about the rest of the article. If students were absent, they need to read the article and write 15-20 interesting facts about the article. Tues. Jan. 10 We went over prepositions, what they are, and what objects of prepositions are. We went to the Pathway to Freedom website, and then students came up with the rest of the slave's story, and illustrated it. Wed. Jan. 11 We read the article "Why are Your Clothes So Cheap?" in the SCOPE Magazine. Then answered the following questions by writing a paragraph about each: 1- What is life like for garment workers? 2- How has Kalpona tried to change the conditions for garment workers? 3-How can people around the world help the garment workers? Thurs. Jan 12 We made booklets with stories using prepositions. Each page needs a prepositional phrase. The preposition should be underlined, and the object of the preposition should be circled on each page. It should be illustrated. We read the story "Drummer Boy of Shiloh" and did an activity where students identified the mood of the writing during different parts of the story. Fri. Jan. 13 We wrote an argumentative essay answering the following question: Did slavery cause the civil war? We used evidence in our essays. Tues. Jan 3
We reviewed classroom expectations. We talked about how we are going to be doing book reports. Requirements are found here. We read from Narrative of the Life of Frederick Douglass, an American Slave. We then answered questions #1-6 about this. It is found on page 143-149 of the Collections textbook. We also talked about the form of constructed response. Restate, Answer the question, Cite evidience, Explain/Elaborate, and Summarize (RACES method) Weds. Jan. 4 We read "My Friend Douglass" and completed the activities that went with it. The last short response question needed to be answered with the RACES method for constructd response. Thurs. Jan 5 We talked about the background knowledge of the Underground Railroad. We watched a short clip about who Harriet Tubman was, and then read "From Harriet Tubman: Conductor on the Underground Railworad." As we wrote we created a chart with evidence. Each topic needed 3-4 examples from the text. Harriet Thinks Harriet Does Harriet Says What others Think/Say about Her Afterwards, using the evidence we collected the students wrote a 2-3 constructed response answering the following questions: What kind of person was Harriet Tubman? What Qualities led others to turst her as a leader? Fri. Jan. 6 We did a Harriet Tubman Webhunt. The students had to write the answers to each question found on this website on either google docs or on a piece of paper. Each answer should be about a paragraph, using RACES method. We talked about what allusion and symbols are in relation to "Go Down Moses," the slave song. We did the constructed response together, and talked about how to do a 2 paragraph response together. |