May 22-26, 2017

E=English class

R=Reading class

 

Monday

E=We will cover using commas in introductory prepositional phrases, adverb clauses, and conventional situations. Students will work with a partner to do worksheet page Commas A page 244.

R=Students will read independently the poem “Full Day” and the expository passage “Traveling West”then make connections.

 

Tuesday

E=Students will work with a partner to do the revising and editing passages called “A Cookie or a Biscuit” and “Dear Maggie”.

R=We will review the reading passages comprehension questions using Kahoot.

 

Wednesday

Exams for periods: 3, 4, 5, 7, and 8
Thursday
Exams for periods: 1 and 2
Friday
Exam for period 6
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May 15-19, 2017

E=English class

R=Reading class

 

Monday

E=As a class read and do the exercises 1, 2, 3, and 5 from Elements of Language book pages 643-646. Then students will independently to do worksheet Sentence Fragments and Run-on Sentences page 311. They will turn the worksheet into the basket when finished.

R=Students will continue reading, discussing, and analyzing their guided reading novel. Students will select an example of mood from their reading today. They will write their textual evidence, then the feeling portrayed to them as a reader.

 

Tuesday

E=Students will finish their informational essay on the following prompt: What 2 pieces of advice can you give to the incoming 6th graders?

R=Students will continue reading, discussing, and analyzing their guided reading novel. Students will write a 1-3 sentence summary of 1 of the chapters that they read today. They will make sure to include all of the following elements: main characters, main events, setting, problem and how it leads to the resolution.

 

Wednesday

E=As a class read and do the exercises 6, 7, 8, and 9 from Elements of Language book pages 647-649. Then students will independently to do worksheets Subject-Verb Agreement and Pronoun-Antecedent Agreement pages 312 and 314. They will turn the worksheets into the basket when finished.

R=Students will continue reading, discussing, and analyzing their guided reading novel. Students will make 2 different inferences based on textual support.

 

Thursday

E=As a class read and do the exercises 3, 4, and 5 from Elements of Language book pages 566-570. Then students will independently to do worksheets Commas with Items in a Series and Commas in Compound Sentences 240 & 241. They will turn the worksheet into the basket when finished.

R=Students will continue reading, discussing, and analyzing their guided reading novel. Students will make connections between one of the characters from their guided reading to another book’s character. They will write in complete sentences the connection.

 

Friday

Music Festival

 

TEKS that will be covered: 6.1, 6.2, 6.6, 6.8, 6.13, 6.19, 6.20, 6.26, 6.28

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May 8-12, 2017

E=English class

R=Reading class

 

Monday

Math STAAR test

 

Tuesday

Reading STAAR test

 

Wednesday

E=Students will take notes on mentor sentences and sentence stalking on using commas in introductory elements.

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

 

Thursday

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

R=Students will continue reading, discussing, and analyzing their guided reading novel. Students will find 2 examples of figurative language. They will identify the kind and meaning.

 

Friday

 

Band trip

 

TEKS that will be covered: 6.1, 6.2, 6.6, 6.14, 6.19, 6.20, 6.21, 6.26, 6.28

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May 1-5, 2017

E=English class

R=Reading class

 

Monday

E=Students will work in groups of 2 to read the 2 persuasive articles dealing with the topic “Should Gum Be Allowed in School?” Then they will analyze each argument to determine the claim, supporting evidence, counterargument, rebuttal, and faulty reasoning.

R=We will read the nonfiction article “How Fast Food Helped Catch a Jewel Thief”, then students will work in groups to summarize this article.

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

 

Tuesday

E=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 procedural text questions making sure to highlight their answers from the passage.

R=Students will continue reading their guided reading novel summarizing 1 chapter that they have read.

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

 

Wednesday

E=We will read and analyze the comparing passages: “The Amazing History of TV” We will discuss the text structure and central ideas.

R=The class will read the drama “Into the Maze of Doom”. We will make inferences.

*HOMEWORK: read 20 minutes and answer 1 comprehension question. This is due tomorrow.

 

Thursday

E=Students will make connections in the comparing passages: “The Amazing History of TV”.

R=We will discuss the inferences that the students made, then discuss the 5 elements of plot. Students will work in groups to analyze the plot of “Into the Maze of Doom”. We will review how to write a plot summary, then students will practice this skill.

 

Friday

E=We will have dictionary/thesaurus races, then learn more about Latin, Greek, linguistic, root, and affix. We will review rule of 3 and magic helper.

R=We will read and analyze using TPCASTT the poem “The Adventures of Isabel”. We will review all of our reading strategies that we have been practicing all of this year.

 

TEKS that will be covered: 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10, 6.11, 6.12, 6.13, 6.14, 6.18, 6.19, 6.20, 6.21, 6.26, 6.28

 

 

 

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April 24-28, 2017

E=English class

R=Reading class

 

Monday

E=Students will continue working on their Google presentation making sure to cite their sources using citationmachine.net.

R=Students will read their guided reading novel analyzing theme and dialect from their book.

 

Tuesday

E=Students will be finishing their Google presentation making sure to cite their sources using citationmachine.net.

R=Students will read independently and annotate the nonfiction passage “Red Crab Invasion” and the poem “Monarch Magic”, then answer the comprehension questions making sure to highlight their answers.

 

Wednesday

E=Students will finish their Google presentation making sure to cite their sources using citationmachine.net.

R=Students will finish reading and answering the comprehension questions for “Red Crab” Invasion and “Monarch Magic”.

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

 

Thursday

E=Students will practice presenting their Google presentation to the class.

R=We will review the correct answers to “Red Crab” Invasion and “Monarch Magic” using the online game Kahoot.

 

Friday

E=Students will practice presenting their presentations. PBL presentations will be in the cafeteria from 1:30-3:30 P.M.

R=Students will read and analyze their guided reading novel.

 

TEKS that will be covered: 6.1, 6.2, 6.3, 6.4, 6.6, 6.7, 6.8, 6.10, 6.14, 6.17, 6.18, 6.19, 6.20, 6.21, 6.26, 6.27, 6.28

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April 17-21, 2017

E=English class

R=Reading class

 

Monday

School Holiday

 

Tuesday

*Today during enrichment is the 2nd and final day to take the Persuasive text test retake

E=Students will continue the writing process of their persuasive essay.

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

 

Wednesday

E=I will introduce the new PBL invasive species group Google Presentation requirements.

R= We will 1st play Cranium Game to learn the new vocabulary words.The class will read the nonfiction narrative “Betrayed By American”. We will analyze the article’s mood, text structure, tone, and make inferences.

 

Thursday

E=Students will work in groups on their Google presentation. I will teach the students how to properly cite their sources using citationmachine.net.

R=We will read the poem “Children of Camp”, then analyze the poem using TPCASTT. Then working as a group, students will compare and contrast “Betrayed By America” and “Children of Camp”.

*HOMEWORK: read 20 minutes and answer 1 comprehension question on their reading log.

 

Friday

E=Students will continue working on their Google presentation making sure to cite their sources using citationmachine.net.

R=Students will continue reading, discussing their guided reading novel, and analyzing 1 theme from their novel.

*HOMEWORK: read 20 minutes and answer 1 comprehension question on their reading log.

TEKS that will be covered: 6.1, 6.2, 6.3, 6.4, 6.6, 6.7, 6.9, 6.10, 6.11, 6.12, 6.13, 6.14, 6.18, 6.19, 6.20, 6.21, 6.22, 6.23, 6.24, 6.25, 6.26, 6.28

 

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April 10-14, 2017

E=English class

R=Reading class

Monday

E=Students will begin typing their persuasive essay rough copy in Google Drive. I will conference with students on their writing process.

R=Mini-lesson on character analysis

Students will continue to read and analyze their guided reading novel character’s actions, appearance, thoughts, then making inferences about each one.

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

Tuesday

E=3rd writer’s voice mini-lesson

Students will finish writing their persuasive essay rough copy. Students will submit their essay to PegWriting online revising/editing program, then make improvements to their essay. I will conference with students on their writing process.

R=The class will review their persuasive text test using the online game Kahoot! Students will check out/recheck their library books.

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

Wednesday

E=Students will revise/edit their persuasive essay in stations with partners.

R=Mini-lesson on comparing texts

The class will read the book “The Legend of the Indian Paintbrush” and the non-fiction article on Indian paintbrushes. Then the students will work in groups to compare the 2 texts attributes using the graphic organizer.

*HOMEWORK: read 20 minutes and answer 1 comprehension question. This is due tomorrow.

Thursday

E=Students will finish revising/editing their persuasive essay. The students will put their essay on their blog.

R=Students will continue reading their guided reading novel identifying the novel’s exposition and rising action.

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

Friday

School Holiday

TEKS that will be covered: 6.1, 6.2, 6.6, 6.7, 6.8, 6.11, 6.13, 6.14, 6.18, 6.19, 6.20, 6.21, 6.22, 6.23, 6.24, 6.25, 6.26, 6.28

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April 3-7, 2017

E=English class

R=Reading class

 

Monday

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

R=Students will begin reading their new guided fiction reading novel making predictions and inferences.

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

 

Tuesday

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

R=Students will continue reading their new guided reading novel finding author’s purpose and analyze the main character.

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

 

Wednesday

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

R=The class will have a persuasive text review.

*HOMEWORK: read 20 minutes and answer 1 comprehension question. This is due tomorrow.

 

Thursday

E=Students will begin their PBL essay prewriting.

R=Persuasive text test

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

 

Friday

E=Students will begin their PBL essay rough copy utilizing the research they have been working on.

R=Students will continue reading their new guided reading novel finding exposition and rising action.

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

 

TEKS that will be covered: 6.1, 6.2, 6.3, 6.6, 6.7, 6.8, 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, 6.28

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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

 

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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

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