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.
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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. Mon. Dec. 12
We went over the rules for using who v. whom and did a worksheet for it. We then started reading the script for A Christmas Carol. Tues. Dec. 13 We did the STAR Reading Test. We turned in the Giver Argumentative Essay on Utah Compose. We started watching the movie version of A Christmas Carol. Wed. Dec. 14 We finished the movie version of A Christmas Carol. Thurs. Dec. 15 We reviewed pronouns. Mon. Dec. 5
We did bellwork. The Quote of the week was "Don't worry about failures, worry about the chances you miss when you don't even try." -Jack Canfield We read the arguments on pg. 24-25 of SCOPE magazine and completed a scavenger hunt looking for claim, counterclaim, rebuttal, and evidence. We practiced writing a claim, counterclaim, and rebuttal for the topic "Does listening to a book count just as much as listening to one?" Then we filled out half of the paper for comparing the book and the movie of The Giver. Tues. Dec. 6 We watched The Giver and filled out the other side of the paper that compares the two. Wed. Dec. 7 We learned about Pronouns, and took notes on them. We did the worksheet on Subject Pronouns. We also did prewriting for the Giver Essay. Thurs. Dec. 8 We took notes on objects, then did a worksheet on object pronouns. We also did another worksheet identifying pronouns and whether they were object pronouns or subject pronouns. We then finished the outlines for the Giver Argumentative paper and started typing the essay. Fri. Dec. 9 We learned about anteceedents, and possesive pronouns, then did a worksheet for both of those. We looked at all of the missing work for the quarter. ALL MISSING WORK is DUE DECEMBER 16! We finished typing the Giver Argumentative essay. Mon. Nov. 28
We did bellwork (Write a paragraph about what you did over Thanksgiving Break) We went over transitions and signal phrases (being a text talker). We played Kahoot to review the Lesson 1 Vocabulary words in preparation for the test this week. We worked on our Science Essays. If the students finished their outline, they needed to show it to me to get credit for it. Tues. Nov. 29 We did bellwork (more review) We read chapter 18 of The Giver, and discussed it. We studied vocabulary words. We went over example science body paragraphs, and talked about the good/bad things in those. Went over what I am looking for. Then we continued to work on typing up our science essays. Wed. Nov. 30 We did bellwork. We typed up our essays, and entered them into Utah Compose. Thurs. Dec. 1 We did the Vocabulary Lesson 1 Test. We did a peer review/ corrected the science research essays. We read chapter 19-20 of The Giver. Fri. Dec. 2 We turned in Bellwork We read chapters 21-23 of The Giver. We finished the book, and talked about how Jonas had changed, as well as the theme. We filled out a paper on character growth, and theme. We formatted the science research essay to MLA format and uploaded the story to Google Classroom. We also read one of the dystopian stories available on this website. https://letterpile.com/misc/Dystopian-Short-Stories and did a venn diagram on the differences between The Giver and the short story. Mon. Nov. 21
We did the noun test and corrected it. We read "There will Come Soft Rains" by Ray Bradbury and talked about how different of a dystopian story it is from The Giver. We worked on our science essay outlines. Tues. Nov. 22 We wrote Christmas Letters to Military and had a game day. We also played Kahoot. THANKSGIVING BREAK Mon. Nov. 14
We did Vocab Lesson 1 exercise 1C and 1D. We read The Giver chapters 13 and 14 and talked about theme. We split up into groups and each group wrote what they though the theme was for the topic of choices, memories, or pain. We talked about what an informative essay's intro should look like and started the packet for the science research essay. We worked on the first page that would help with the introduction. Tues. Nov. 15 We did the SAGE Writing Interim Test. (If you were absent, you will need to make this up after school sometime!) Wed. Nov. 16 We read chapter 15-16 in The Giver. We did the yearbook favorites survey. We did the Kahoot Noun Review. We continued to work on the science essay outline packet. Thurs. Nov. 17 We took the noun test review pre-test and graded it. We worked on Vocabulary exercise 1E We read chapter 16 of The Giver. We worked on our Science Essay. Fri. Nov. 18 We read chapter 17 of The Giver. We finished up Lesson 1 Vocabulary and corrected it. We worked on our Science Essay outline We turned in bellwork for the week. (I forgot to take a picture, so BELLWORK IS THIS:) The quote of the Week: "I have learned there is no joy without hardship. There is no pleasure without pain. Would we know the comfort of peace without the distress of war?" -Elizabeth Kubler-Ross Write a paragraph about how the QoW relates to The Giver. Do the Possessive Noun Worksheet (found on Google Classroom) Mon. Nov. 7 We finished the Let's Be Proper paper (and put it on our bellwork paper) We read chapter 8 of The Giver. We did prewriting before we started a newspaper about what has happened up to this point in The Giver. The requirements for the newspaper are as follows: -3 articles must be written -Each article must be 2 paragraphs of 6-7 sentences each -One of the articles must be about Jonas's selection as The Receiver of Memory -There should be a picture on the newspaper. -There should be at least 3 columns. Here is an example of possible format: Tues. Nov. 8
We read the article "Why do we Vote on a Tuesday in November" and then answered 10 questions in regards to that. We reviewed rules about plural nouns and then did a page where we practiced making nouns plural. We began Lesson 1 of our Vocabulary. We did exercise 1B, and took time to study the words. We read chapter 9 of The Giver, discussed it, and then continued to work on the newspaper. Wed. Nov. 9 We did the SAGE Reading Interim test. Thurs. Nov. 10 We continued to work on the SAGE Reading Interim Test. We read chapter 10 of The Giver. Fri. Nov. 11 We reviewed rules about possessive nouns and did a worksheet on it. We read chapter 11 and 12 of The Giver. We did exercises 1C and 1D of our vocabulary. We watched a clip on Veterans day, read some articles and did a crossword on it. Bellwork: Quote of the Week: "Sometimes you will never know the value of a moment until it becomes a memory." -Cesare Pavese Mon. Oct. 31
We went into the auditorium and the finalist read their scary stories. A winner was chosen. We also watched a short film, "Scared Shreckless" Tues. Nov. 1 We did a pre-writing together as a class. We answered the questions: Why did the Spanish make settlements in the Americas? How did they treat the Natives? We focused on having organized paragraphs and having good topic sentences. We read chapter 3-4 in The Giver. Students discussed the following questions: •What is Jonas’s reaction to Lily’s comment about his unique eyes? Do you think the community’s preference to ignore people’s difference’s is justifiable? •Why does Jonas’s mother scold Lily for wishing to be a birth mother? What do you think of his mother’s assessment of this assignment? •Why did Jonas remove the apple from the recreation area? What do you think he saw? •Do you think the rule against bragging is a good one? Why or why not? •What similarities are there between the newchildren and the Old? •What do you think about release now? If you were absent you need to choose 4 of these questions and write the answers. Those classes that didn't have time previously came up with their ideal societies. Wed. Nov. 2 We did the 'Know Your Noun' Worksheet as bellwork. We then practiced common and proper nouns again with the grammar maze. We then read chapter 5 and started on Section 1 Quiz on The Giver. Thurs. Nov. 3 We wrote an essay on the Transcontinental Railroad on Utah Compose. It was timed, and needed to be done within 90 minutes. Fri. Nov. 4 We finished The Giver chapter 1-5 quiz and corrected it. Then we read chapters 6-7. We finished the vocabulary paper for The Giver. Bellwork: The Quote of the Week: "Freedom is not worth it if it does not include the freedom to make mistakes." -Matatma Ghandi Monday, Oct. 24
No School Tuesday. Oct. 25 We graded each others Scary Story. We introduced dystopian literature, and did some pre-reading activities for The Giver by Lois Lowry Wednesday, Oct. 26 We read through the scary stories and chose the finalists. Thursday, Oct. 27 We read through the finalist's stories and chose the top two stories. Some classes did an activity where they talked about their ideal society, others didn't have time for that. Friday, Oct. 28 Then, we started reading The Giver. We read chapters 1 and 2. We did illustrations for our scary stories. We did a colored drawing and made sure that we had a caption of one of the lines of our scary stories. Bellwork: Quote of the Week: "To survive, you must tell stories." -Umberto Eco |