Homework & learning updates
Homework Monday - Do the first 2 prompt breakdowns in the Breaking Down Prompts packet. Essays from the week before the break must be submitted by tomorrow. (Students worked on this extensively in class and were told to finish it the Thursday evening before the break. I told them that if they needed extra time, they could have the time over the break to finish and polish it, but that it would need to be turned in by Tuesday, February 16. Tuesday - Do the second two prompt breakdowns in your “Breaking Down Prompts” packet. Wednesday - CIU log for chapter twelve of Harriet Tubman. Thursday - Finish the essay that we worked on in class. Students should not have very much left to do at home. Prompt: What is the tone of chapter twelve, and how does the author’s characterization of John contribute to it? Friday - Finish chapter thirteen of your CIU log if you didn’t in class. Monday - Finish the practice essay comparing and contrasting types of evidence. Students worked on this in class extensively on Thursday and more today. They shouldn't have too much left to do.
Tuesday - Read the first page of chapter ten in Harriet Tubman. How does the author use foreshadowing in the exchange between Harriet and the white woman? Wednesday - Write the introductory paragraph for the research paper. You must include a hook, bridge, and thesis that states your claim and introduces the rest of the paragraphs. Thursday - If the essay we wrote in class is not finished, it must be finished for homework. I will have my substitute collect them on Friday and I will pick them up to grade during the break. Friday - Edited. NO HOMEWORK! Monday - AECEC prompt comparing and contrasting the themes of the two political cartoons.
Tuesday - AEC prompt from Go Down Moses handout Wednesday - Finish the LCIU log for chapter seven of Harriet Tubman. Thursday - AEC: How do you think that Harriet got the courage to block the overseer from catching the runaway slave? Who might have been her sources of inspiration? (Ch. 7) Friday - Finish reading chapter eight of Harriet Tubman. Grade recovery due Monday. All students should have their reading journal and a copy of Harriet Tubman: Conductor on the Underground Railroad with them daily.
Homework Wednesday - Read “A Brief History of Slavery in the United States” and annotate. List three clunks and write their definitions in your own words. Thursday - #2 and #3 on p.3 of the Harriet Tubman packet. Friday - Read chapter five of Harriet Tubman and be ready to be quizzed on it Monday. We have a lot going on this week! On Monday, students will be quizzed on their spelling words (list below) and take their second SRI progress check of the year. This is a computer-based assessment that lets us track each student's reading progression, and it will be administered on Monday. On Tuesday, we begin to read Harriet Tubman: Conductor on the Underground Railroad. All students should have checked a copy out from the library last week. Please check with your child to ensure that he or she has a copy. On Wednesday, students will take the first formative assessment of the third nine weeks. It is an open book test on which students will reread a text and construct a one paragraph persuasive response. Spelling Words (Most Commonly Misspelled Words on the Exam)
Homework Monday - Finish reading and annotating the Cheerleading article on pp.173 - 176 of SpringBoard if you did not do so in class, and fill out the graphic organizer on p.176 of SpringBoard. Tuesday - Pp. 2 - 3 of the argumentative writing packet. Wednesday - Pp. 4 - 5 of the argumentative writing packet. Thursday - Pp. 7 - 8 in the argumentative writing packet. If you did not finish annotating the previous article in class, that must also be done. Welcome back! This week we will start by reviewing the expectations and procedures in my class, then we will dig into SpringBoard and start working on identifying claims in writing. We are going to be reading a number of persuasive pieces of writing in SpringBoard in preparation for writing our own persuasive pieces. Next Monday, all students will be required to have a copy of Harriet Tubman: Conductor on the Underground Railroad. This is available for checkout in our school's library, but if you would like for your child to have his or her own copy, it is available for purchase here. Homework: Monday - Finish rewriting your exam essay. Tuesday - Read and annotate the Harriet Tubman article. Wednesday - Read and annotate the Harriet Tubman poem. Thursday - Answer the following prompt in AECEC format: Compare and contrast the author's purposes for writing the Harriet Tubman article and the Harriet Tubman poem. This week is different in that students do not have any homework other than to study for exams.
Monday - Students should write three entries in their double entry journals using their independent reading book as a guide. (Students read their books, then write a quote or paraphrase a passage and their thoughts on that quote or passage). Those students who have not proven their understanding of common nouns, pronouns, and proper nouns will have an extra assignment to practice that skill.
Tuesday - Action verbs and linking verbs practice for those students who have not earned an exemption by demonstrating understanding. Read and annotate Hampshire School for Wayward Wizards on pp.155 and 156 of SpringBoard. Annotating means circling "clunks" (words that you don't understand) and writing a meaning that makes sense (either using context clues or the dictionary) above the word. Students should also write a "gist" statement (sum it up in ten words or less) for each paragraph. Wednesday - Adjectives and adverbs practice for those students who have not earned an exemption by demonstrating understanding. Everyone: Fill in your outline for the embedded assessment. (We set the outline up together in class). Thursday - Prepositions practice for those students who have not earned an exemption by demonstrating understanding. Finish your rough draft and have a parent proofread and sign. Friday - Conjunctions practice for those students who have not earned an exemption by demonstrating understanding. Welcome back to school! I hope everyone's Thanksgiving was wonderful. This week, students will need to get a chapter book that is on level by Wednesday. Independent reading time will be devoted to reading this book, and homework assignments will be based on it. I am stressing the importance of sticking with the book that you pick because students often check out books, and then they don't read them. We are going to the library on Monday, and students also have the opportunity to go during lunch every day.
Homework Monday - Nouns, proper nouns, and pronouns practice. Tuesday - Action verbs and linking verbs practice Wednesday - Adjectives and adverbs practice Thursday - Prepositions practice Friday - Conjunctions practice Monday - AECEC paragraph: Compare and contrast the book version of Freak the Mighty with the film adaptation of the book. (We watched the film today and finished the book last Thursday).
Tuesday - Write literal, interpretive (inferential), and universal thoughts (one of each) about the poem on p.131 of SpringBoard. Wednesday - Multiple choice test corrections on mid-unit test. Thursday - Rewrite AECEC from mid-unit test for grade recovery. |
Resources
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April 2016
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