March 27-31, 2017

E=English class

R=Reading class

Monday

E=Students will finish presenting their expository essays to the class.

R=Students will retake their MobyMax reading analysis. Students will check out and/or recheck their library books.

 

Tuesday

Field trip to Athens Texas Freshwater Fisheries Center

 

Wednesday

E=As a class we will fill out a know/need to know diagram on the PBL prompt: What solutions would best ensure aquatic plants have a positive impact on E.Texas ecosystems? We will then read the non-fiction article.

R=Students will work in groups of 2 to read the 2 persuasive articles dealing with the topic Should Kids Get Paid to Do Chores? Then they will analyze each argument to determine the claim, supporting evidence, counterargument, rebuttal, and faulty reasoning.

Thursday

E=We will go to Texas Parks & Wildlife website to find more information to help find solutions to our PBL prompt.

R=Students will choose sides on the controversial topic of: Should schools require students to wear a uniform? Then students will get with a partner to write 1 of the following: claim, supporting evidence, counterargument, rebuttal, and faulty reasoning on the Google Document. If time allows, students will share their side of the topic with the class.

 

Friday

E=We will begin our prewriting of our prompt: What solutions would best ensure aquatic plants have a positive impact on E.Texas ecosystems?

R=Students will select their new fiction novel for their guided reading group.

TEKS that will be covered: 6.1, 6.2, 6.3, 6.6, 6.7, 6.8, 6.9, 6.10, 6.11, 6.13, 6.14, 6.17, 6.19, 6.20, 6.21, 6.22, 6.23, 6.24, 6.25, 6.26, 6.27, 6.28

 

Print Friendly

March 20-24, 2017

E=English class

R=Reading class

Monday

E=Students will watch the first part of the Malala documentary.

R=As a class read the handout on genre, then students will put this handout in their reading composition notebook.

Students will work with a partner to do the computer reading skills program Study Island. They will read the passages and highlight their answers for 12 genre questions. Students are to read their book when they finish.

 

Tuesday

E=Students will work revising/editing stations around the room to make positive changes to their Malala expository composition. Students will also use the Pegwriting mini-lessons for additional help.

R=Mini-lesson on author’s point of view

We will practice as a class identifying whether the author’s message or negative and the words that reveal the authors’ perspective, then students will work with a partner to continue this process.

 

Wednesday

E=Students will finish working in revising/editing stations, then put their final copy on their blog.

R=We will watch the Study Island author’s bias video.

Then we will continue to discuss author’s bias and techniques while reading the handout. Students will practice identifying the techniques using the Study Island author’s viewpoint and argument digital flashcards.

 

Thursday

E=Students share their expository compositions with the class.

R=Mini-lesson on Thinking About the Text

Students will read and analyze their guided reading book. They will answer the comprehension questions. When the students finish their book they will work on their independent research over their chosen question making sure to write up their findings in a well developed paragraph.

*HOMEWORK: read 20 minutes and answer 1 comprehension question.

 

Friday

E=Students will finish sharing their expository compositions with the class.

R=Mini-lesson on Thinking Within the Text

Students will read and analyze their guided reading book. They will answer the comprehension questions. When the students finish their book they will work on their independent research over their chosen question making sure to write up their findings in a well developed paragraph.

*HOMEWORK: read 20 minutes and answer 1 comprehension question.

 

TEKS that will be covered: 6.1, 6.2, 6.7, 6.8, 6.9, 6.10, 6.11, 6.13, 6.14, 6.17, 6.19, 6.20, 6.21, 6.26, 6.27, 6.28

Print Friendly

March 6-10, 2017

E=English class

R=Reading class

Monday

E=Mini-lesson on splashes (elaboration techniques)

Students will begin writing their Malala expository rough copy after they finish their prewriting. I will conference with students throughout the writing process.

R=Students will work independently to do the computer reading skills program Study Island. They will read the passages and highlight their answers for 10 cultural and historical context questions.

 

Tuesday

E=Another mini-lesson on creating writer’s voice

Students will continue working on their Malala expository rough copy.

R=Students will read and analyze their guided reading book. They will use their text talk from their composition notebook for discussion questions. When the students finish their book they will work on their independent research over chosen question making sure to write up their findings in a well developed paragraph.

 

Wednesday

E=Students will finish writing their Malala expository rough copy. When they finish, they will make sure to edit/revise.

R=As a class we will read two sides to the argument, “Should Balloons be Banned”. Students will analyze each argument to determine the claim, supporting evidence, counterargument, rebuttal and faulty reasoning with teacher guidance.

 

Thursday

E=Students will work revising/editing stations around the room to make positive changes to their Malala expository composition.

R=Students will read and analyze their guided reading book. They will use their text talk from their composition notebook for discussion questions. When the students finish their book they will work on their independent research over chosen question making sure to write up their findings in a well developed paragraph.

 

Friday

E=Students will finish working in revising/editing stations, then begin writing their final copy of Malala expository composition.

F=Students will work with a partner to analyze Scope debate article “Are Athletes Overpaid?” to determine claim, supporting details, counterargument, rebuttal, and faulty reasoning. Students will complete the “Comparing and Contrasting Persuasive Texts” graphic organizer.

TEKS that will be covered: 6.1, 6.2, 6.3, 6.6, 6.7, 6.8, 6.9, 6.10, 6.11, 6.12, 6.13, 6.14, 6.17, 6.18, 6.19, 6.20, 6.21, 6.26, 6.27, 6.28

 

 

Print Friendly

February 27-March 3, 2017

E=English class

R=Reading class

Monday

E=The class will follow along in “I am Malala” book to read the remaining chapters as they listen from the Ipad.

R=Students will read and analyze their guided reading book in groups. They will also answer questions 3 and 4 making inferences and synthesizing from the Guided Reading-Nonfiction 2 questions. These are in the student’s in class notebooks.

 

Tuesday

E=Students will brainstorm their “I Am Malala” prompt with a partner.

I will conference with students independently about their writing process.

R=In guided reading groups students will read, analyze, and answer questions 6, 7, and 8 over their novel’s point of view and tone from the Guided Reading-Nonfiction 2 worksheet.

 

Wednesday

E=Students will begin prewriting their expository essay. Students will make sure to use “I Am Malala” for support.

I will conference with students independently about their writing process.

R=We will analyze the plot, themes, and symbolism of “I Am Malala”. This is a test using the book.

 

Thursday

E=Students will continue prewriting and begin writing their expository essay’s rough copy.

I will conference with students independently about their writing process.

R=Students will go to the library to check out and recheck their library books.

Students will finish their “I Am Malala” test.

 

Friday

E=2nd Mini-lesson on writer’s voice

Students will continue to write their expository essay’s rough copy.

I will conference with students independently about their writing process.

R=Students will take their test over Making Inferences and Drawing Conclusions.

 

TEKS that will be covered: 6.1, 6.2, 6.3, 6.6, 6.7, 6.8, 6.9, 6.10, 6.14, 6.17, 6.19, 6.20, 6.21, 6.26, 6.27, 6.28

Print Friendly

February 20-24, 2017

E=English class

R=Reading class

 

Monday

President’s Day holiday

 

*Retake for Author’s Purpose test will be before school, enrichment, or during study hall.

Tuesday

E=The class will read “I Am Malala”. Classes are on the following chapters: Period 1: chapter 27, period 3: chapter 25, and period 6: chapter  27. The classes will stop at chapter 30. Students will continue to respond to the following prompt: What is Malala’s purpose for writing “I Am Malala”? Students will respond with a thesis, 2 details, and with Splashes (elaboration techniques that tell: how, why caution, anecdote, fact, and example, and at least 1 textual evidence that is explained), then a concluding sentence.

R=Students will continue to read their guided reading book and finish their Guided Reading 1: Nonfiction questions. Students will put their questions back in their in-class notebook when they finish to be discussed as a group on Wednesday.

 

Wednesday (Early Release)

E=Mountain Language

R=Students will continue to read their guided reading book using text talk to stimulate analysis and discussion of their book.

 

Thursday

E=I will read “Eats, Shoots, & Leaves by: Lynne Truss to explain why commas are important.

Students will take notes on mentor sentences and sentence stalking on using punctuation in introductory elements.

R=Mini-lesson on making connections

Students will continue to read their guided reading book and begin answering their Guided Reading 2: Nonfiction questions.

 

Friday

E=The class will continue reading “I Am Malala” chapters 30-32. Students will edit/revise their constructed question prompt response: What is Malala’s purpose for writing “I Am Malala”?

R=We will play the online game Kahoot to review the STARR benchmark personal narrative passage “Monkey Tales” and the fiction passage “Charlie Joe Jackson’s Guide to Extra Credit.

 

TEKS that will be covered: 6.1, 6.2, 6.3, 6.6, 6.7, 6.8, 6.9, 6.10, 6.14, 6.17, 6.19, 6.20, 6.21, 6.26, 6.28

 

Print Friendly

February 13-17, 2017

E=English class

R=Reading class

Monday

Students will attend the East Texas Symphonic Band Concert

 

Tuesday

E=Students will share their constructed question responses from their blog on the following prompt: Why and how did Malala make her voice heard?

R=Guided reading groups will continue reading and analyzing their autobiography/biography. Students will respond to the comprehension questions.

 

Wednesday

Math benchmark

 

Thursday

Reading benchmark

 

Friday

E=The class will continue reading “I am Malala” chapters 23-27.

R=Guided reading groups will continue reading and analyzing their autobiography/biography. Students will respond to the comprehension questions.

 

TEKS that will be covered: 6.1, 6.2, 6.3, 6.4. 6.6, 6.7, 6.8, 6.9, 6.10, 6.14, 6.17, 6.19, 6.20, 6.21, 6.26, 6.28

Print Friendly

February 6-10, 2017

E=English class

R=Reading class

Monday

E=The class will continue reading “I am Malala” chapters 13-16.

R=Mini-lesson on inferencing

Guided reading groups will continue reading and analyzing their autobiography/biography while making inferencing.

 

Tuesday

E=Students will watch the video “Making of Malala”.

Students will take notes on mentor sentences and sentence stalking on using punctuation in introductory elements.

R=As a class we will review our author’s purpose test.

Mini-lesson on informational summarizing

We will read the informational passage “She’s Back!” then analyze the author’s purpose, main idea, text structure, then finally use these items to write a summary of the article.

 

Wednesday

E= Students will practice usage of punctuation in introductory elements.

R=Students will practice informational summarizing.

 

Thursday

E=The class will continue reading “I am Malala” chapters 17-19. Students will response to the constructed response prompt: Why and how did Malala make her voice heard?

R=Mini-lesson on analyzing text within, about, and beyond

Guided reading groups will continue reading and analyzing their autobiography/biography. Students will respond to the comprehension questions.

 

Friday

E=Mini-lesson on writer’s voice.

Students will finish responding to their constructed response prompt.

R=Guided reading groups will continue reading and analyzing their autobiography/biography. Students will analyze their book’s text structure.

 

TEKS that will be covered: 6.1, 6.2, 6.7, 6.8, 6.9, 6.14, 6.17, 6.19, 6.20, 6.21, 6.26

Print Friendly

January 30-February 3, 2017

E=English class

R=Reading class

Monday

E=Students will respond to the prompt: Explain why education is important to Malala?

R=We will finish reading the narrative non-fiction “Disaster in Space” and reviewing the central idea and supporting details.

*HOMEWORK: read 20 minutes

 

Tuesday

E=Students will share their expository response to why education is important to Malala.

R=We will review the narrative non-fiction reading passage. We will review for the author’s purpose test tomorrow.

*HOMEWORK: read 20 minutes

 

Wednesday

E=Student will take notes on mentor sentences and sentence stalking on listing items in a series.

R=Students will take an author’s purpose test.

*HOMEWORK: read 20 minutes

 

Thursday

E=We will practice usage of listing items in a series.

R=We will review expectations of a guided reading group. Students will begin reading their biography or auto-biography that they chose.

*HOMEWORK: read 20 minutes and answer 1 comprehension question.

 

Friday

E=The class will read “I am Malala” chapters 11-14.

R=Students will continue reading and analyzing their guided reading book. Students will make inferences.

*HOMEWORK: read 20 minutes and answer 1 comprehension question.

 

TEKS that will be covered: 6.1, 6.2, 6.6, 6.7, 6.8, 6.9, 6.10, 6.11, 6.13, 6.14, 6.17, 6.19, 6.20, 6.21, 6.26, 6.27, 6.28

Print Friendly

January 23-27, 2017

E=English class

R=Reading class

Monday

E=We will read the remainder of chapter 1- 4 of “I am Malala”.

R=We will watch an introductory video on text features. Students will work with a partner to do the computer reading skills program Study Island. They will read aloud the passages and highlight their answers for 10 graphic features questions making sure to highlight their answers from the passage.

*HOMEWORK: read 20 minutes and answer 1 comprehension question.

 

Tuesday

E=I will introduce a strategy to analyze poetry called TPCASTT. Students will then read and analyze the poem “What Am I? using TPCASTT.

R=We will watch the introductory video, then we will read the narrative non-fiction article called “Disaster in Space”. We will read and analyze the text structure of the article.

*HOMEWORK: read 20 minutes and answer 1 comprehension question.

 

Wednesday

E=We will work on Mountain Language as a class.

R=We will finish reading “Disaster in Space” and analyze the main idea and details.

*HOMEWORK: read 20 minutes and answer 1 comprehension question. Student’s reading log will be turned in tomorrow.

 

Thursday

E=The class will continue reading “I Am Malala” chapters 5 & 6 responding to the writing prompt: “One child, one teacher, one book, and one pen can change the world. Students will make sure to include textual evidence from the book.

R=Students will work with independently to do the computer reading skills program Study Island. They will read aloud the passages and highlight their answers for 10 multiple-meaning words questions making sure to highlight their answers from the passage. Students will make sure to use their dictionary.

*HOMEWORK: read 20 minutes and answer 1 comprehension question.

 

Friday

E=The class will continue reading “I Am Malala” chapter 7-9.

R=Students will read the non-fiction passage “My Trip to Big Bend” and answer the comprehension questions making sure to highlight and prove their answers.

*HOMEWORK: read 20 minutes and answer 1 comprehension question.

TEKS that will be covered: 6.1, 6.2, 6.4, 6.7, 6.9, 6.10, 6.13, 6.14, 6.17, 6.19, 6.20, 6.21, 6.26, 6.28

Print Friendly

January 16-20, 2017

E=English class

R=Reading class

Monday

Martin Luther King Day

 

Tuesday

E=Students will finish sharing their published expository essay that is on their blog.

R=We will finish discussing author’s purpose as a class. Students will work independently to do the computer reading skills program Study Island. They will read aloud the passages and highlight their answers for 10 author’s purpose questions making sure to highlight their answers from the passage.

 

Wednesday and Thursday

Students will take their universal screener.

*HOMEWORK: read 20 minutes and answer 1 comprehension question.

 

Friday

E=I will introduce the new novel “I am Malala” to the class utilizing Google Maps. We will read the first 2 chapters as students take notes and analyze our main character.

R=As a class we will read the article “Helpful Honeybees” then we will analyze the text structure, main idea and details, author purpose, etc.

*HOMEWORK: read 20 minutes and answer 1 comprehension question.

 

TEKS that will be covered: 6.1, 6.2, 6.3, 6.6, 6.7, 6.9, 6.10, 6.13, 6.19, 6.20, 6.21, 6.26, 6.27

Print Friendly