*Note to students and parents. Due to feedback and problems that I had last semester, I will be changing the way that I do the schedule on the blog.
Monday, Oct. 17 We reviewed figurative language by playing a game, then worked on figurative language to put into the stories. Tuesday, Oct. 18 We did the Tell-Tale Heart assignment on google classroom, focusing on how suspense was created. We also did an assignment on correctly formatting dialogue. We worked on the scary stories. Wednesday, Oct. 19 We reviewed what a good paragraph looks like by watching this video. We read the Tell-Tale Heart play version (if you missed it, come talk to me to get a copy) and then wrote a paragraph about the differences between the play and the story. Thursday, Oct. 20 We read Lamb to the Slaughter, and answered the following questions: 1. Why do you think the narrator left out what Patrick told Mary? 2. Dramatic Irony is when the readers know more than the characters. When did the author use dramatic irony? What effect did it create? 3. Why does Mary insist that the police eat the leg of the lamb? 4. Write a paragraph about: How did this story make you feel? How did the author create that feeling? We worked on our scary stories, and entered them into Utah Compose Friday, Oct. 27 Students graded their own essays according to the rubric: Name at beginning ____/1 Capital at beginning of each sentence ____/3 Period at the end of each sentence ____/3 Indent each new paragraph ____/3 8 paragraph length ____/8 Detailed descriptions of characters ____/5 Description of setting ____/5 2 Metaphors/Similes ____/4 Sensory details (As a reader I feel like I experienced that part of the story) ____/6 Dialogue: Capitalized at beginning ____/2 Indented when a new character speaks ____/2 Commas to indicate dialogue tags ____/2 Onomatopoeia ____/2 Created suspense throughout story ____/2 3 conflicts leading up to climax/rising action ____/6 Clear climax/most exciting part ____/2 Conflicts resolved by end of story ____/2 Total: ____/58 They had a little bit of time to revise, and I allowed them to revise over the weekend. They uploaded their story to google classroom. We read "The Raven" by Edgar Allen Poe and did a worksheet on it. Bellwork: Quote of the Week: "The difference between the right word and the almost right word is the difference between lightning and a lightning bug." -Mark Twain.
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Bellwork: Quote of the Week "A word after a word after a word is power." -Margaret Atwood. Write 3-5 sentences about what you think the quote of the week means.
We then presented the Outsiders Tic-Tac-Toe projects. We did the body snatchers paper. For bellwork we wrote a paragraph about the theme of The Outsiders.
We also played all of the games/did the activities to review for the sentence test on Wednesday. Then we took time to do make up work. We finished the Outsiders movie, then did a venn diagram comparing the movie and the book.
We then did an activity where the students had to come up with an activity to review one of the following: 1-Identifying Coordinating Conjuctions in compound sentences 2-Identifying subordinating conjunctions in complex sentences 3-Changing simple sentences into compound sentences 4-Changing simple sentences into complex sentences using a specific subordinating conjuction 5-Fixing fragments 6-Identifying fragments vs. sentences. For bellwork open up a book, find a page with dialogue and write down anything you notice about how the dialogue is formatted/ punctuated.
We watched the first part of The Outsiders movie. We finished our Sentences Review (Additional Practice: Using Compound and Complex Sentences.)
We then read "The White Dress" and filled out a plot chart. We worked on Outsiders Tic-Tac-Toe (today was the last day to work on those in class.) Bellwork: We did Lazy Editor from Scope Magazine in the article "Would You Want this Job."
We did the Outsiders Crossword, and worked on the Tic-Tac-Toe project. |