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September 28, 2005
Materials:
Write Source – pg.125-128
Handouts:
Narrative Writing Checklist and Rubric
Peer Response Sheet
Warm Up:
Appetizers – pg. 13
Graded Papers Returned:
Outline for Writing a Personal Narrative
Activity 1: Activity 2: Homework: Remember: The entire personal narrative piece should have gone through each of the steps in the writing process
Posted by Abrams at 06:07 PM
Materials: Handouts: Warm Up: Activity 1: Activity 2: Homework: Remember: The entire personal narrative piece should have gone through each of the steps in the writing process. Please refer to the Narrative Writing Checklist and the Narrative Writing Rubric for the completion of this assignment.
Posted by Abrams at 06:03 PM
Materials: Warm Up: Activity 1: Activity 2: Activity 3: Homework: Remember: the 1st draft of your beginning paragraph and middle paragraphs must be written in pencil on every other line. These paragraphs should be typed on the Prentice Hall site, as well, if possible.
Posted by Abrams at 06:00 PM
Tuesday, October 4 Overhead: Warm Up: Activity 1: Activity 2: Activity 3: Activity 4: Homework: Remember: the 1st draft of your beginning paragraph and middle paragraphs must be written in pencil on every other line. Students must be finished with their 1st rough draft beginning and middle paragraphs by Monday. These paragraphs should be typed on the Prentice Hall site, as well, if possible.
Posted by Abrams at 06:00 PM
Materials: Handouts: Papers Collected To Be Grades: Activity 1: Activity 2: Activity 3: Homework: Remember: the 1st draft of your beginning paragraph, middle paragraphs, and ending paragraph must be written in pencil on every other line. These paragraphs should be typed on the Prentice Hall site, as well, if possible.
Posted by Abrams at 05:55 PM
Friday, September 30 Handouts: Warm Up: Activity 1: Activity 2: Activity 3: Homework: Remember: the 1st draft of your beginning paragraph and middle paragraphs must be written in pencil on every other line. Students must be finished with their 1st rough draft beginning and middle paragraphs by Monday, October 3. These paragraphs should be typed on the Prentice Hall site, as well, if possible.
Posted by Abrams at 02:21 PM
Materials: Warm Up: Activity 1: Activity 2: Activity 3: Homework: Remember: the 1st draft of your beginning paragraph and middle paragraphs must be written in pencil on every other line.
Posted by Abrams at 02:20 PM
Materials: Warm Up: Activity 1: Activity 2: Homework: Remember: the 1st draft of your beginning paragraph and middle paragraphs must be written in pencil on every other line.
Posted by Abrams at 02:16 PM
Posted by Abrams at 11:21 AM
Posted by Abrams at 09:09 PM
Example of an Anticipation Guide Before, During, and After Reading Chart Example of Cloze 2-column notes Reading Strategies in the Specific Content Areas Take Charge of Your Reading PowerPoint Resources for Reading in the Content Areas
Posted by Abrams at 08:26 PM
Posted by Abrams at 08:23 PM
Posted by Abrams at 08:22 PM
Materials: Warm Up: Activity 1: Activity 2: Activity 3: Activity 4: Homework: Remember: the 1st draft of your beginning paragraph must be written in pencil on every other line.
Posted by Abrams at 08:16 PM
Handouts: Materials: Warm Up: Returned Graded Papers Last Monday: Activity 1: Activity 2: Activity 3: Activity 4: Activity 5: Homework: Remember: the 1st organization of your thoughts and ideas must be written in pencil on every other line.
Posted by Abrams at 08:07 PM
This document provides the nuts and bolts for success with the narrative writing assignment. Guidelines for the Narrative Writing Assignment
Posted by Abrams at 06:49 PM
Online practice for the quiz on verbs can be found at:
Posted by Abrams at 10:51 AM
Students will go to the media center to work with Mrs. Hendrix on technology terms.
Posted by Abrams at 10:18 AM
Why is the theme an important part of a piece of writing? What do you think is necessary for a writer to produce a clear and coherent text? How can I use words effectively in my own writing? Why is the writing process beneficial to use when generating a piece of writing? What is the purpose of using idioms in a piece of writing?
Posted by Abrams at 06:59 PM
Materials: Warm Up: Activity 1: Activity 2: Homework:
Posted by Abrams at 06:54 PM
Materials: Overhead: Warm Up: Activity 1: Activity 2: Activity 3: Activity 4: Collected Papers: Graded Papers Returned: Homework: Put stars next to 3 ideas that you think would make interesting topics for a personal narrative.
Posted by Abrams at 06:50 PM
Identify the 4 types of sentences used in a passage. Identified: Developed strategies for using this story as a model for their narrative writing piece Assessment: Noun Quiz Pronoun Quiz
Posted by Abrams at 06:47 PM
The Tiger Rising Declarative Nouns Writing Process “Seventh Grade” - model of a narrative piece of writing
Posted by Abrams at 06:45 PM
Materials: Handouts: Warm Up: A personal narrative is a story that tells about you. It tells about: Activity 1: Activity 2: Homework: Read for 30 minutes each night in a challenging chapter book
Posted by Abrams at 06:43 PM
Materials: Handouts: Activity 1: Activity 2: Activity 3: Activity 4: Students will have a quiz on verbs on Friday, September 16. Online practice for the quiz on verbs can be found at: Homework:
Posted by Abrams at 06:38 PM
Wednesday, September 14 Materials: Handouts: Warm Up: Activity 1: 1. Write a single sentence using all of your sun signs. See how you can weave all of those images together in one sentence. Examples of Personal Mandala Sun-Shadow Sentences: 1) The thirteen daisies on the square table were set on fire by the canary that lived among the rocks. 2) The circle of sunlight pierced the redwood branches to reveal a lone dolphin swimming just beneath the surface of the diamond blue ocean. Activity 2: Bring WAG book to class on Thursday. Progress reports go home with students on Friday, September 16. Homework:
Posted by Abrams at 10:52 PM
Please mark you calendars for November 14. We will be hosting the author, Scott Blumenthal,of two of the Dream Series books at Mabry. Parents will be asked to come to their students class for a book chat. More information will be coming. These books have been so popular that I can't keep them on the shelf in my room or on the shelf in the media center. It breaks my heart when a student wants to read a book and it is unavailable. The Dream Series is available at Amazon.com. However, since they were so popular last year, as well as, so far this year, the school store has decided to stock copies of each of the titles for a cost of $10 a book. Specific information about each book can be found on the link below.
Posted by Abrams at 06:06 PM
Posted by Abrams at 02:26 PM
Posted by Abrams at 02:25 PM
Materials: Handouts: Warm Up: Activity 1: Activity 2: Homework:
Posted by Abrams at 02:22 PM
Materials: Handouts: Activity 1: 1. Write a single sentence using all of your sun signs. See how you can weave all of those images together in one sentence. Examples of Personal Mandala Sun-Shadow Sentences: 1) The thirteen daisies on the square table were set on fire by the canary that lived among the rocks. 2) The circle of sunlight pierced the redwood branches to reveal a lone dolphin swimming just beneath the surface of the diamond blue ocean. Activity 2: Quiz on verbs on Wednesday, September 14. Homework:
Posted by Abrams at 02:20 PM
Materials: Warm Up: Activity 1: Activity 2: Activity 3: Activity 5: Activity 6: Homework:
Posted by Abrams at 02:18 PM
Materials: Warm Up: Activity 1: Activity 2 – 6: Homework:
Posted by Abrams at 02:17 PM
Materials: Handouts: Activity 1: Activity 2: Students are to look at the quality they wrote to their animal image. Using a thesaurus as a guide, students should fill in line 1 in the 3rd column with an antonym of the word used in the 2nd column. Make sure that these two words are the same part of speech. For example, if their sun quality is intense, for the panther, their shadow quality might be lethargic rather than lethargic. Activity 3: Activity 4: Bring WAG book to class on Thursday
Posted by Abrams at 02:11 PM
Handouts: Activity 1: Activity 2: Activity 3: Activity 4:
Posted by Abrams at 01:59 PM
Papers Collected to Be Graded:
Reading Log = # of books read
Writing Analysis
Working with their group of 3 writing buddies, students will participate in peer editing with the entire personal narrative writing piece. The reader will complete a response sheet and staple it to the writer’s rough draft. Each student should have 2 response sheets stapled to their rough draft.
Using the information collected on the Peer Response Sheets, students are to write their 2nd rough draft.
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Using the information collected in class from the Peer Response Sheets, students are to complete the writing of their 2nd rough draft. Students should refer to the Narrative Writing Rubric on the back of the Narrative Writing Checklist to assist in this assignment.
. These paragraphs should be typed on the Prentice Hall site, as well, if possible. www.phsuccessnet.com
Write Source – pg.125-128
Narrative Writing Checklist and Rubric
What are some differences between revising and editing?
Review the keys to effective editing pg. 125-128
Students will apply the keys to effective editing to their writing piece.
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Finish the rough draft of writing piece and continue the editing process that was started in class. Try to read this personal narrative aloud to a parent, sibling, or friend. Students should refer to the Narrative Writing Rubric on the back of the Narrative Writing Checklist to assist in this assignment.
. These paragraphs should be typed on the Prentice Hall site, as well, if possible.
Literature text – pg. 412-422
Name the 5 elements of a plot.
Review the beginning of “Rikki-tikki-tavi” and review the elements of plot.
Following the step-by-step guide the teacher presents, students will read silently and discuss the story from the introduction of the character Nag on page. 411 to Rikki’s pride in himself on pg. 422.
As a whole class discuss the literary analysis of the story on pg. 423 of the text.
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Fine-tune the rough draft for your 15 minutes of Night Write tonight.
Materials:
Literature text – pg. 406-411
Dog and cat pictures
Place the overhead on the overhead projector and have the students respond to:
Jot down your first reaction to the animals. Write some descriptive phrases, adjectives, or idioms that describe the often animosity (bitterness, ill feeling) between these animals. Share some of these responses aloud with the class.
Students will read their chapter book for 30 minutes and answer the questions on their “Making Judgments” bookmark given to them in homeroowm on Monday.
Explore the associations we make between animal behaviors (aggression, stealth, curiosity) and human ones. Lead students to “Rikki-tikki-tavi” by telling them that they will read about animal enemies who engage in a “great war” that is made to seem as important as a human conflict.
Read pg. 406-407 aloud to the students discussing mongooses, parts of a plot, conflict, and predicting along the way of the oral reading. Discuss and give examples of the vocabulary introduced on pg. 407. Have students read the exact sentence in the story where the vocabulary word appears and review the meaning.
Following the step-by-step guide the teacher presents, students will read silently and discuss the story through the introduction of the character Nag on page. 411.
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Fine-tune the rough draft for your 15 minutes of Night Write tonight.
Write Source – pg.113-124
Narrative Writing Checklist and Rubric
Writing Analysis
Outline for Writing a Personal Narrative
Students have worked on this document since Sept. 22.
Warm Up:
What are some differences between revising and editing?
Discuss the keys to effective revising on pg. 113. Review the specific areas of revising on pg. 114-124
Students will apply the keys to effective revising to their rough draft.
Students will complete the Writing Analysis handout. Further revising will occur after the completion of this document. Students will need to make sure that no two sentences begin with the same word.
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Finish the rough draft of writing piece and continue the revising process that was started in class. Try to read this personal narrative aloud to a parent, sibling, or friend. Students should refer to the Narrative Writing Rubric on the back of the Narrative Writing Checklist to assist in this assignment.September 27, 2005
Materials:
Write Source – pg. 112
Narrative Writing Checklist and Rubric
Appetizers – pg. 12
Share orally a couple of the narratives from the beginning paragraph through the middle paragraph looking for:
Action words
Sensory details
Dialogue
Read pg. 112 and discuss the purposes of the ending paragraph:
Reflect on the experience
Identify the lesson learned
Using this information and the example on pg. 112, students are to write the 1st rough draft of their ending paragraph.
Students are to complete the narrative writing checklist up to the revising stage.
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Using the papers circled in class by the student’s writing buddies, it will be clear how frequently action words, sensory details, and dialogue appear in the draft. This information along with the readers’ notes will provide feedback on where the writer can make the narrative stronger. Use this information to fine-tune the rough draft for your 15 minutes of Night Write tonight. Students must be completed with the beginning, middle, and ending paragraphs of their narrative writing piece.
Write Source – pg. 110-111
1 red, 1 blue, and 1 green crayon or colored pencil per student
Appetizers – pg. 11
Students will get with a group of three and remember these writing buddies. Students will give their paper to the person on the right. Using a red crayon or colored pencil students are to circle each action verb they see in the paper so far. Students will then send this paper to the person on the right and circle in red all of the action verbs they see so far in the paper. Next the papers will be given to the original owner to see the circled action verbs.
Students will get with a group of three and remember these writing buddies. Students will give their paper to the person on the right. Using a blue crayon or colored pencil students are to circle each sensory detail they see in the paper so far. Students are to write a brief note in the margin of the paper about how the example is used (ex. sensory details grabs the readers’ attention). Students will then send this paper to the person on the right and circle in blue all of the sensory details they see so far in the paper. . Students are to write a brief note in the margin of the paper about how the example is used (ex. sensory details grabs the readers’ attention). Next the papers will be given to the original owner to see the circled sensory details and the comments in the margin.
Students will get with a group of three and remember these writing buddies. Students will give their paper to the person on the right. Using a green crayon or colored pencil students are to circle each use of dialogue they see in the paper so far. Students are to write a brief note in the margin of the paper about how the example is used (ex. Shows speaker’s personality, add information, keep action moving). Students will then send this paper to the person on the right and circle in green all of the uses pf dialogue they see so far in the paper. Students are to write a brief note in the margin of the paper about how the example is used (ex. Shows speaker’s personality, add information, keep action moving). Next the papers will be given to the original owner to see the circled uses of dialogue and the comments in the margin.
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Using the papers circled in class by the student’s writing buddies, it will be clear how frequently action words, sensory details, and dialogue appear in the draft. This information along with the readers’ notes will provide feedback on where the writer can make the narrative stronger. Use this information to fine-tune the rough draft for your 15 minutes of Night Write tonight.
Write Source – pg. 110-111
Outline for Writing a Personal Narrative
(Students worked on this document Thursday and Friday of last week.)
What makes you beginning paragraph of your personal narrative a proper introduction to the rest of your narrative?
Read pg. 110-111 aloud to the students with the students following along in their books. Be sure to stress the information in the left margins on the example in Write Source.
Using the main ideas and details section of the Outline for Writing a Personal Narrative,
students are to write the middle paragraphs of their narrative. They are to begin their middle paragraphs at the end of their beginning paragraph. Students will need to be reminded that they must write this rough draft in pencil, in cursive, and write on every other line. The middle paragraphs must include:
• Sensory details to 4 of the 5 senses
• Chronological order (1st, 2nd, 3rd, etc.)
• Dialogue used in 2 places
o Speaker’s personality
o To keep the action going
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Finish writing 1st rough draft of the middle paragraphs for your narrative using the example on page 110-111 in Write Source.
September 21, 2005
Write Source – 107-109
What is a clincher sentence?
Share last night’s night write with the student’s at your table.
Review the keys to effective writing on page 107.
Divide your papers into thirds, as you would a business letter.
Label the 3 areas Beginning, Middle, and Ending. Write the events of your experience in the appropriate section. As you are reviewing your details, begin thinking about an attention grabbing beginning that starts in the middle of the action and an ending that helps the reader understand what the writer learned.
Discuss the 3 ways to start your narrative using the examples on page 109. Write one of each kind described on page 109. Share with a partner and get feedback on which is the most effective in getting the reader’s attention.
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Write the beginning paragraph for your narrative using one of the 3 examples on page 109.
Writing Outline
Write Source – pg. 105-106; 126; 488; 572-573; 556
What is chronological order?
Verb Quiz
Sun-Mandala Project: The purpose of this project to make sure students are comfortable with the physical aspects of using color, shape, and understand the relationship of what they draw to what they think, say, or write.
Share last night’s night write with the student’s at your table.
Complete Writing Outline using the information you wrote in your organizing thoughts and ideas.
Review the use of transitions to make the sentences and the paragraphs flow smoothly.
Using page 105 in Write Source as a model, make a sensory chart for your experience. Then write down words or phrases that describe events in your Quick List. Have students work with a partner to share each sensory chart to make sure that the information includes sensory details and also shows their feeling. Students should refer to page 488 in Write Source for addition help with using sensory details in writing.
Using page 106 in Write Source as a model, review how to use dialogue effectively in a narrative. Plan to use dialogue in at least 3 places in your essay.
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Complete the writing outline, if you did not finish it in class.
Add sensory details and use dialogue in 3 places in your rough draft. In the margin of your paper, identify the following:
Beginning
Middle
End
I saw…
I heard…
I smelled…
I felt…
Lesson learnedSeptember 20, 2005
September 15, 2005
www.phsuccessnet.com
Students will log in with their password. Click on the grammar book; click on 15.1 and work through 15.3.
Students will read their chapter book for 30 minutes, and will have an opportunity to check on the reading levels of their books, as well as, check out a challenging book in a different genre than their last book read.September 14, 2005
Why do you think it is necessary to use varied types of sentences in order for a writer to produce a clear and coherent text?
How will it help a writer to know the parts of speech when writing a sentence?
How does each step in the writing process help in creating a better final product?
How can the author’s tone affect the reader?
Write Source – pg. 102-104
Why is it important to plan, draft, revise, edit, and publish a personal narrative?
Read aloud Stephanie’s Ponytail and discuss examples of understanding conclusions. Students will need to have readers understand and draw conclusions from their narrative writing piece.
You’ve identified some possible experiences to write about. Now you need to think about what you have learned from each of them. Make a chart with the 3 experiences you starred from the sentence starters on the left side of the paper and the lesson learned from each experience on the right side of the paper. Then circle the experience you could write about in your narrative. Write nonstop about your circled topic for 5 minutes to see what you remember. Also answer the 5 W and H questions about your topic. If you can’t come up with enough details try another topic. Refer to page 103 in Write Source.
Read your challenging chapter book for 30 min. and write an entry on your reading log.
Night Write: Write nonstop for 15 minutes about your topic to see what you can remember.
Write Source – pg. 97-100
T-Chart
Quickwrite Activity: "On Being Asked to Select the Most Memorable Day in my Life:
Using Write Source – pg. 97 have students describe a personal narrative.
A personal narrative is a story that tells about you. It tells about:
• What you did
• What happened to you
• What you learned from the experience
Have students complete a T – Chart and share answers.
Understand the goal of writing a personal narrative using Write Source – pg. 98
Walk through the sample personal narrative (using Write Source – pg. 99-100) emphasizing beginning, middle, end, ideas, organization, voice and word choice.
Progress Reports
Verb Quiz
Sun-Mandala Project
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write: Complete the following sentence starters to help you choose a topic that both you and your reader will enjoy:
1. I was helpful when…
2. I was inspired when…
3. I was exhausted when…
4. I was excited when…
Skills:
Complete each station of the carousel brainstorming experience,
Write a passage using 4 types of sentences.
Common nouns
Proper nouns
Collective nouns
Compound nouns
Personal pronouns antecedents of pronouns
Demonstrative pronouns
Interrogative pronouns
Indefinite pronouns
Reworded a writing piece to include the above.
Created a free form map
Speculated how the use of each step in the writing process would improve writing
Summary paragraph of the novel including the theme (message from the author to the reader).
Journal writing
Journal writing
Journal writing
Imperative
Exclamatory
Interrogative
Pronouns
Individual student sun-mandala
Rubric for the sun-mandala
Progress Reports - given to each student today
What is a personal narrative?
• What you did
• What happened to you
• What you learned from the experience
Share sun-mandala using the museum technique.
Complete the quiz on verbs
Collected Work:
Sun-Mandala project
Verb quiz
Have your progress report signed.
Topic:
Work 15 minutes on the sun-mandala project. Finish the entire Sun-Mandala project if you did not turn it in today. You will need to turn in the final project with the completed checklist with all assignments stapled to the checklist.
If you turned in the project, you may select a topic of your choice for your night write for the weekend.
Individual student sun-mandala
WAG – pg. 326-329
Instructions for the Sun-Mandala
Checklist for the Sun-Mandala Assignment
Warm Up:
Appetizer’s – pg. 10
Answer any questions about the completion of the sun-mandala project.
Read aloud the “Key Concept” section on pg. 326-328. After each “read aloud”, complete exercise 1 and then exercise 2 orally as a whole class.
As a table group students should complete the section review on pg. 329 exercises 23-24. Go over the answers.
Students will finish the writing process free form map.
www.phsuccessnet.com
Students will log in with their password. Click on the grammar book; click on 15.1 and work through 15.3.
Read for 30 minutes each night in a challenging chapter book
Topic:
Work 15 minutes on the sun-mandala project. Finish the entire Sun-Mandala project by Friday, Sept 16. You will need to turn in the final project with the completed checklist with all assignments stapled to the checklist.www.phsuccessnet.comSeptember 13, 2005
Individual student sun-mandala
Instructions for the Sun-Mandala
Checklist for the Sun-Mandala Assignment
Appetizer’s – pg. 9
The sun-shadow sentences will be written around the edges of the mandala, which will provide a frame for the drawing. The following directions are for the writing of the sun-shadow sentences:
2. Weave your 7 sun-shadow signs into 1 sentence.
3. Write both of these sentences around the outside of your mandala.
The seven red sapphires were stolen from the pyramid by an eagle that lived in the mighty oak, and were cast into the ice.
The lines of moonlight cast shadows upon the unkept sheep pasture which, once graced with a myriad of orange roses, now lay empty, dotted with rock and puddles from yesterday’s rain.
Put the finishing touches on the writing process free form map
Read for 30 minutes each night in a challenging chapter book
Topic:
Work 15 minutes on the sun-mandala project. Finish the entire Sun-Mandala project by Friday, Sept 16. You will need to turn in the final project with the completed checklist with all assignments stapled to the checklist.
September 06, 2005
Happy ReadingSeptember 04, 2005
Individual student sun-mandala
Checklist for the Sun-Mandala
Quickwrites
Students will read their chapter book for 30 minutes looking for the characters in their reading.
Students will have the opportunity to work on their sun-mandala project.
Read for 30 minutes each night in a challenging chapter book
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily)
Topic:
Work 15 minutes on the sun-mandala project. Finish the entire Sun-Mandala project by Friday, Sept 16. You will need to turn in the final project with the completed checklist with all assignments stapled to the checklist.
Individual student sun-mandala
Checklist for the Sun-Mandala
Warm Up:
Quickwrites
The sun-shadow sentences will be written around the edges of the mandala, which will provide a frame for the drawing. The following directions are for the writing of the sun-shadow sentences:
2. Weave your 7 sun-shadow signs into 1 sentence.
3. Write both of these sentences around the outside of your mandala.
The seven red sapphires were stolen from the pyramid by an eagle that lived in the mighty oak, and were cast into the ice.
The lines of moonlight cast shadows upon the unkept sheep pasture which, once graced with a myriad of orange roses, now lay empty, dotted with rock and puddles from yesterday’s rain.
Fine-tune/finish sun-mandala using the rubric handout.
Read for 30 minutes each night in a challenging chapter book
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily)
Topic:
Work 15 minutes on the sun-mandala project. Finish the entire Sun-Mandala project by Friday, Sept 16. You will need to turn in the final project with the completed checklist with all assignments stapled to the checklist.
Writing and Grammar – pg. 316-325
Appetizers – pg. 8
Read aloud the “Key Concept” section on pg. 316-317. After each “read aloud”, complete exercise 1 and then exercise 2 orally as a whole class.
As a table group students should complete the section review on pg. 319 exercises 1-6. Go over the answers.
Read aloud the “Key Concept” section on pg. 320-323. After each “read aloud”, complete exercise 1 and then exercise 2 orally as a whole class.
Activity 4:
As a table group students should complete the section review on pg. 325 exercises 14-16. Go over the answers.
Read aloud the “Key Concept” section on pg. 326-328. After each “read aloud”, complete exercise 1 and then exercise 2 orally as a whole class.
As a table group students should complete the section review on pg. 329 exercises 23-24. Go over the answers.
Read for 30 minutes each night in a challenging chapter book
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily)
Topic: Student choice
Write Source – pg. 480-485
Appetizers – pg. 6
Read the explanation of choosing verbs aloud to the students on pg. 480. Have students work individually to complete the “Try It” exercise. Go over the answers.
Read the explanation of the topic on each page to the students on pg. 481-485. Each page needs to be completed and the answers discussed, before moving on to another page. Have students work individually to complete the “Try It” exercise(s). Go over the answers.
Read for 30 minutes each night in a challenging chapter book
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily)
Topic: Student choice
Unlined paper – 1 sheet per student
Markers
Crayons
Instructions for the Sun-Mandala
Checklist for the Sun-Mandala Assignment
Warm Up:
Quickwrites – My Life
To fill out the 2nd column, students need to express the single characteristic or quality that represents the underlying reason for each choice and place that “quality” word in the 2nd column in the chart. This activity will require thinking. Using a dictionary, a thesaurus, or each other will be beneficial in finding the most appropriate. A lot of discussion needs to occur at this point, so students can help each other select words with the right nuances and connotations. Students may find that another student has selected the same animal; however, their reasons for that selection are very different. One student may be like a lion because of its strength, another because of its voraciousness.
After the completion of the 2nd column, students are ready to move to the idea of opposites. At this point students are asked to move outward, or sun images, to the inward aspects of their lives and generate a shadow image for each of the 7 categories that will make up the mandala.
Students write the name of an object that is most like (has the quality of) the adjective written in the 3rd column. For example, the word lethargic might have been written in the 3rd column. Now the student thinks of the most lethargic animal they know. This could be a cow. The word cow would be written in the 4th column.
Students will write shadow sentences using a core sentence, such as “Inwardly, I am like a _______________________________________________ because
_______________________________________________.”
Within the framework of a circle, using color and shape, but no words, students will draw or symbolize all of their sun images and all of their shadow images. These images may be arranged any way the student wants. Students may want to consider how they place things in relation to each other or consider only the way the colors and shapes look together. The artistry of the mandala is not important. Students are encouraged to use symbols, if they can not draw well. For example, a simple drawing of the footprint if a bear can stand for a bear. Students will discuss how to symbolize something they can not draw. During this activity students will need to consider relationships among the symbols (depicted by size, color, placement, interaction), deepening insights into the character.
Aerobics of the Mind – phase 1
Aerobics of the Mind Phase 1
Students will read their chapter book for 30 minutes looking for the setting (time and place).
Students will receive phase 1 of Aerobics of the Mind. A detailed discussion will explain the reading program.
Students will have an opportunity to check out books in a different genre than their last one in the media center.
Mrs. Hendrix will continue the instruction of important technology terms.
Homework:
Have the Aerobics of the Mind Phase 1 handout signed.
Read for 30 minutes each night in a challenging chapter book
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily)
Topic:
Explain how you will adhere to Aerobics of the Mind.
