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

 

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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

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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

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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

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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

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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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