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

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January 9-13, 2017

E=English class

R=Reading class

Monday

E=Students will finish researching Hanukkah, and writing their Israel penpal a response email.

R=Students will read independently the poem “Windy Nights and the autobiography “My First Step to the White House”. Then students will highlight their answers in the passage.

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

 

Tuesday

E=Students will take their expository essays they wrote before the holidays and work in revising/editing stations.

R=Mini-lesson on author’s purpose

Students will create a fold-able in their composition notebook.

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

 

Wednesday

E=Students will finish editing/revising their expository essays, then students will put their essay on their blog.

R=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.

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

 

Thursday

E=Introduce the new vocabulary to the class, then read and discuss orally from the Feb. 2016 Scope magazine the non-fiction article “Would You Eat This?” Students will then decide and answer Should Bugs Be on the Menu? and do the vocabulary practice.

R=Students will work independently to do the computer reading skills program Study Island. They will read aloud the passages and highlight their answers for 15 context clues questions making sure to highlight their answers from the passage. Students will make sure to utilize their dictionary for help.

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

 

Friday

E=Students will share their expository essays with the class.

R=Mini-lesson text features

We will create a fold-able then analyze a non-fiction passage.

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

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January 2-6, 2016

E=English class

R=Reading class

Monday

E=Mini-lesson on writing a memoir poem

Students will write about their holidays in a anecdote poem.

R=We will watch Time Machine: The Harlem Renaissance video to introduce the play. We will play the Cranium game to introduce the new vocabulary. We will read the dramatization of Langston Hughes biography and poems called “Hold Fast to Dreams”.  As a class we will analyze the literary elements and devices.

 

Tuesday

E=Students will continue working on their anecdote poem. They will revise/edit their poem, then put it on their blog.

R=Mini-lesson on major and minor characters & static and dynamic characters

We will finish reading “Hold Fast to Dreams”.

 

Wednesday

E=Students will have an opportunity to share their poem with the class.

R=Mini-lesson on comparing texts

Students will answer the Vocabulary Practice over “Hold Fast to Dreams” page 3.

 

Thursday

E=We will review our mid-term exam.

R=As a class we will go to the library to check out and recheck our library books. Students will receive their new non-fiction reading log.

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

 

Friday

E=Students will respond to their Israel’s penpal’s email.

R=We will review our mid-term exam.

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

 

TEKS that will be covered: 6.1, 6.2, 6.3, 6.4, 6.5, 6.7, 6.8, 6.9, 6.13, 6.14, 6.15, 6.19, 6.20, 6.21, 6.26, 6.27, 6.28

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December 12-16, 2016

E=English class

R=Reading class

Monday

E=I will introduce how to write expository conclusions: insightful reflection. Students will then write their own conclusion, then students will edit/revise their essays.

R=For mid-term review I will read the story “Santa’s Elf”. Students will identify the 5 elements of plot and theme while making inferences and the point of view the story is written from.

 

Tuesday

E=I will review the students for their mid-term exam.

R=We will review for the mid-term exam. As a class we will practice dictionary skills, context clues, main idea and supporting details, and making inferences.

We will also read the poem called “Twas the Night Before Christmas”, then discuss the metaphors, similes, and imagery, personification.

 

Wednesday

E=3rd period exams

R=4th and 7th period exam

 

Thursday

E=1st period exam

R=2nd period exam

 

Friday

E=6th period exam

 

TEKS that will be covered: 6.1, 6.2, 6.3, 6.4, 6.6, 6.7, 6.8, 6.10, 6.13, 6.14, 6.17, 6.19, 6.20, 6.21, 6.26

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December 5-9, 2016

E=English class

R=Reading class

Monday

E=As a class read the paired texts “Is Anything Wrong With This Picture?” pages 24-27 from the September 2016 Scope magazine. Students will answer the paired-texts quiz and writing prompt. They will turn this into the basket.

R=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 main idea and supporting details questions making sure to highlight their answers from the passage.

 

Tuesday

E=As a class we will review our “How and Why Cafe” elaboration strategies. Students will utilize their prewriting to write their expository essay compare and contrast paragraphs. Students will respond to the following compare/contrast prompt: Some people love to socialize in person. They go to parties. They enjoy family gatherings. Other people prefer to communicate through technology. They use cell phones, texting, etc. Think about the things that are alike and the things that are different about communicating through the use of technology and communicating in person. Write an essay comparing and contrasting communicating in person and communicating through the use of technology.

R=The class will watch an intro. video.Then we will play the game Cranium to introduce the new vocabulary. Then we will read aloud the narrative non-fiction article “Mountain of Fire”. Then we will analyze the central ideas and details.

 

 

Wednesday

E=Students will revise/edit their expository essay compare and contrast paragraphs.

R=The class will finish reading “Mountain of Fire” and analyze the text structure.

 

Thursday

E=Students will put their final copy of their expository compare and contrast paragraphs on their blogs.

R=Students will work as a class to do the computer reading skills program Study Island. We will read aloud the passages and highlight their answers for organizational patterns questions making sure to highlight their answers from the passage.

 

Friday

E=Students will have an opportunity to share their compare and contrast composition.

R=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 organizational patterns questions making sure to highlight their answers from the passage.

 

TEKS that will be covered: 6.1, 6.2, 6.4, 6.7, 6.10, 6.11, 6.13, 6.14, 6.17, 6.18, 6.19, 6.20, 6.21, 6.22, 6.23, 6.24, 6.26, 6.28

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November 28- December 2, 2016

E=English class

R=Reading class

Monday

E=Mini-lesson on writing informal letters

Students will respond to their 6th Israel penpals through email.

R=Mini-lesson on main idea and supporting details

I will introduce the new vocabulary. The class will read the literary non-fiction article “Your Phone Could Ruin Your Life”, then discuss the article in preparation for writing our upcoming expository composition. Students will analyze the central idea and details from the article.

 

Tuesday

E=Overview of the various types of expository writing.
We will read the Scholastic expository article as an example of how to write a compare/contrast composition.

R=Mini lesson on descriptive informational text structure. We will make a fold-able for our reading comp book.

Mini lesson on compare & contrast informational text structure. We will make a fold-able for our reading comp book.

Mini lesson on order & sequence text informational text structure. We will make a fold-able for our reading comp book.

 

Wednesday

E=Students will respond to the following compare/contrast prompt: Some people love to socialize in person. They go to parties. They enjoy family gatherings. Other people prefer to communicate through technology. They use cell phones, texting, etc. Think about the things that are alike and the things that are different about communicating through the use of technology and communicating in person. Write an essay comparing and contrasting communicating in person and communicating through the use of technology.
We will write a topic sentence together, then students will get with a partner to brainstorm ideas for details for their paragraph.

R=Mini lesson on problem & solution informational text structure. We will make a fold-able for our reading comp book.

We will analyze the text structure from “Your Phone Could Ruin Your Life”.

 

Thursday

E=The class will have a mini-lesson called How and Why Cafe’

We will read and discuss the 6 elaboration strategies. Next, we will play the concentration game to practice these strategies.
Students will pre- write in PEG Writing.

R=We will work on our new non-fiction reading log using the article we read “Your Phone Could Ruin Your Life”.

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

 

Friday

E=Introduce the vocabulary to the class. As a class read the debate essay “Should You Clone Your Pet?” from the Scope magazine. Then the students will find textual evidence for both sides of the argument. Lastly, they will devise their own thesis statement in support of their own belief on the topic.

R=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 poetry and drama questions making sure to highlight their answers from the passage.

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

 

TEKS that will be covered: 6.1, 6.2, 6.4, 6.7, 6.10, 6.11, 6.13, 6.14, 6.17, 6.18, 6.19, 6.20, 6.21, 6.22, 6.23, 6.24, 6.26, 6.28

 

 

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November 14-18, 2016

E=English class

R=Reading class

Monday

E=Students will write a poem about 1 of the following topics:

Giving to others

Being Thankful

Helping one another

How others bless you

Students will  use short meaningful phrases with figurative language. They will turn this into the basket.

R=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 drawing conclusions questions making sure to highlight their answers from the passage.

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

 

Tuesday

E=Students will finish writing their narrative composition final copy.

R=Students will continue reading, discussing, and analyzing their guided reading novel. When students finish their novel, they will work as a group to identify the 5 elements of plot for their novel, then they will write a 2-3 sentence summary of their story.

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

 

Wednesday

E=Students will share their narrative compositions.

R=Students will continue reading, discussing, and analyzing their guided reading novel. When students finish their novel, they will work as a group to identify the 5 elements of plot for their novel, then they will write a 2-3 sentence summary of their story.

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

 

Thursday

E=Students will finish sharing their narrative compositions.

R=Students will continue reading, discussing, and analyzing their guided reading novel. When students finish their novel, they will work as a group to identify the 5 elements of plot for their novel, then they will write a 2-3 sentence summary of their story.

NO reading log for the next week.

 

Friday

E=We will do this week’s mountain language.

R=The class will read the informational article “My Phone Made Me Do It”, then discuss the article in preparation for writing our upcoming expository composition.

 

TEKS that will be covered: 6.1, 6.2, 6.6, 6.7, 6.8, 6.13, 6.14, 6.15, 6.19, 6.20, 6.21, 6.26

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November 7-11, 2016

E=English class

R=Reading class

 

Monday

E=Mini-lesson on conclusions

Students will work on completing their narrative compositions.

R=We will read and annotate the fictional passage “Lucky Stone” and the poem “The City is So Big”, then students will answer the questions making sure to prove their answers from the passage.

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

 

Tuesday

E=Students will work with a partner in revision/editions stations to work on improving their narrative compositions.

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

Students will continue reading, discussing, and analyzing their guided reading novel.

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

 

Wednesday

E=Students will finish working with a partner in the revising/editions stations.

R=Students will have an opportunity to share their diary entry over their independent reading book.

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

 

Thursday

E=Students will write their final copy for their narrative composition.

R=Students will check out/recheck their library books.

Students will continue reading, discussing, and analyzing their guided reading novel.

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

 

Friday

E=Students will work in partners of 2 to read the passage “A Pilot and a Hero”, then revise/edit it. They will turn in their work in the basket.

R=Students will continue reading, discussing, and analyzing their guided reading novel.

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

 

TEKS that will be covered: 6.1, 6.2, 6.3, 6.6, 6.8, 6.13, 6.14, 6.15, 6.19, 6.20, 6.21, 6.26, 6.27, 6.28

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October 31, 2016- November 4, 2016

E=English class

R=Reading class

Monday

E=Mini-lesson on innovative introductions

Students will write their introductory paragraph of their narrative composition.

R=As a class we will continue reading the historical fiction book “Pink and Say” analyzing dialect.

Mini-lesson on mood and tone.

*HOMEWORK: read 20 minutes and work on their 3-4 paragraph diary entry.

 

Tuesday

E=Students will share their introductory paragraphs.

Mini-lesson on dialogue

Students will do PegWriting conventions dialogue lesson.

R=We will analyze the mood and tone from “Pink and Say”.

*HOMEWORK: read 20 minutes and work on their 3-4 paragraph diary entry.

 

Wednesday

E=Mini-lesson on said is DEAD

R=Students will continue reading, discussing, and analyzing their guided reading novel. Students will analyze their novel’s tone.

*HOMEWORK: read 20 minutes and finish their 3-4 paragraph diary entry.

 

Thursday

E=Mini-lesson on transitions words and elaboration

Students will write their rough copy of their narrative composition.

R=Students will continue reading, discussing, and analyzing their guided reading novel. Students will analyze their novel’s mood.

*HOMEWORK: read 20 minutes and work on their letter.

 

Friday

E=Mini-lesson on conclusions

Students will work on completing their narrative compositions.

R=Students will continue reading, discussing, and analyzing their guided reading novel.

Students will make connections between their story’s literary elements and another book that they have read.

*HOMEWORK: read 20 minutes and work on their letter.

TEKS that will be covered: 6.1, 6.2, 6.3, 6.6, 6.8, 6.9, 6.13, 6.14, 6.15, 6.19, 6.20, 6.21, 6.26, 6.27, 6.28

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October 24-28, 2016

Monday
E=The class will watch a Scholastic video interview with the author Rick Riordan to jumpstart our narrative unit. Students will begin brainstorming a creative story that they will write.
R=Students will finish their Storyboardthat plot diagram. I will show the students how to put their presentation on their blog.
Students will go to the library to check out/recheck their books.
*HOMEWORK: read 20 minutes and answer 1 comprehension question.

Tuesday
E=Mini-lesson on character roles in a story
Students will prewrite their story.
R=Students will continue reading, discussing, and analyzing their guided reading novel.
*HOMEWORK: read 20 minutes and answer 1 comprehension question.

Wednesday
E=Students will work with a partner to read the fiction passages aloud then edit/revise.
R=Students will continue reading, discussing, and analyzing their guided reading novel.
*HOMEWORK: read 20 minutes and answer 1 comprehension question. Student’s reading log will be turned in tomorrow.

Thursday
E=Mini-lesson on setting and using your 5 senses when writing. Students will independently analyze and describe their story’s setting using their 5 senses.
Students will finish their plot outline for their story. When they finish students will do the PegWriting lesson: development of ideas, elaboration in narratives.
R=Mini=lesson on character’s voice and dialect
I will read the book “Pink and Say” as the students fill out the dialectical journal.
*HOMEWORK: read 20 minutes and answer 1 comprehension question.

Friday
E=Mini-lesson on creative introductions
Students will begin writing their story’s rough copy.
R=Students will independently read the narrative passage and answer the comprehension questions making sure to prove their answers.
*HOMEWORK: read 20 minutes and answer 1 comprehension question.

TEKS that will be covered: 6.1, 6.2, 6.3, 6.6, 6.8, 6.9, 6.13, 6.14, 6.15, 6.19, 6.20, 6.21, 6.26, 6.27, 6.28

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