Monday, October 24, 2016

Adverbs and Plot

Obj:  Student can describe the plot elements in the story "Dragon, Dragon"
Lang:  Students can use adverbs to aid in their description of the story

  1. Adverbs:  review some adverbs that you found in the story (do this as a group at your seating chart tables)
  2. Review directions on Thursday's homework:  did you read the directions?  Did you follow the directions?  Why not?  What didn't you understand about the directions?  Re-do for Homework
  3. Review elements of plot with Mrs Doll--mini-lesson
  4. Re-read story--work and finish plot diagram in class today
  5. Go to library for book checkout and DEAR
Homework:  Re-do the sentences on part 2 of your homework

Thursday, October 20, 2016

Elements of Plot/ Plot Diagram

Obj:  Students will be able to apply elements of plot and the "story mountain" diagram to "Dragon, Dragon".  Today they will focus on exposition, conflict, and rising action

Seating Chart seats today

1.  Make sure that you turned in your HW--I will be checking to see who did last night's homework. Look at the board to see what you were responsible for and what you need to do today.

2. Study the plot diagram your teacher is passing out to you.  What do "setting, exposition, rising action, conflict, climax, falling action, resolution" mean?

3.  Watch link here
 as a class.  For most of you this is a review--but this should refresh your memories and it's a nice video.

4.  Work time:  re-read the story "Dragon, Dragon" pg. 140 (if you had the packet, but now want to read the story from the book, that's fine)  Work independently to fill out the boxes/circles/diagram for characters/setting/exposition/ conflict/ and rising action  (20 minutes)

Brain Break

5.  Get together in your reading groups and review what you wrote.  This is your chance to see if you all agree.  If there are any big differences then you need to discuss as a group and come to a decision.  5--10 minutes

6.  Either DEAR or Friday Fun--quietly on your computers--your substitute will make a decision based on how hard you worked, how on-task, and focused you were.

Tuesday, October 18, 2016

Language Lesson

Students will take today to design a lesson of their home language.  Your lesson will be 15 minutes long and will be presented on Wednesday.  Your lesson should cover:
  • introductions like "Hi, how are you?"  "My name is. . . . What's your name?" 
  • could include counting, or colors, or animals  a vocabulary list
  • examples that you will explain using the document camera
  • a reference page to use on the doc cam
  • a vocabulary list


Take your reference page and vocabulary list home for your parents to correct
Correct with your parents--add any suggestions
Make sure that your are prepared for tomorrow's presentation--Remember, your lesson is only 15 minutes long!

Monday, October 17, 2016

Oct 17

Good work to those students who finished their projects and turned everything in!!!  If you haven't, you are still responsible for finishing the poster and the summary.  Please check IC for your grades for your poster project.  More grades will be entered in IC soon.

  1. Hand back rubrics
  2. Watch A Conversation with Koko
  3. Preview tomorrow's lesson:   give a language lesson in your home language

Thursday, October 13, 2016

Oct 13

Standards being assessed:
Obj: RL 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
RL 6.3  Describe how a particular story's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves forward
RL 6.2 Determine a theme or central idea of a text and how it is conveyed through particular details, provide a summary of the text distinct from personal opinions or judgements.

  • Does your poster have a title that includes the name of your character and the book?
  • Is your name on the poster?
  • Did you use your best handwriting?
  • Does your poster have 3 sections: a beginning, middle, and end?
  • Does each section have at least 3 interpretations and at least 1 drawing/picture?
  • Does each sentence frame have a citation??=
  • Is your summary attached?  
  • Did you use an appositive in your summary?
  • Does your summary have a title?
Turn in--check Infinite Campus for grades on Monday or Tuesday

Link for Rubric  <--click here

Wednesday, October 12, 2016

Oct 12

  1. DEAR
  2. Posters/Questions about sentence frames?
  3. Brain Break
  4. Work time on your notecards/posters  
Here's a link so you can see my Character Trait's poster.  Notice that I left room for a title, and on the bottom I've taped my summary.

Tuesday, October 11, 2016

Oct 11

Obj:  Students can use sentence frames to describe the character's traits and to cite evidence that supports their inference

1. Warm up:  Reading my post about parent teacher conferences
Take out final draft summaries--trade with someone who is not in your reading group--proof read and edit each other's papers.  As you read each other's summaries, ask yourself, "Do I get a good idea of what this book is about?  Am I getting the highlights of this book/the key events or are there too many unimportant details?"
2. Mini-lesson:  sentence frames--see posters
3.  Go through graphic organizers--pull out 3 examples that you will include on your poster. Ask yourself, "Does this example show something very important about my character?"  Put in sentence frame.
4 Debrief and Homework

Use the link below if you can't see the pictures!!
Here's a document that has the sentence frames and examples.

Homework:  continue working on finding 3--4 examples from the beginning, middle, and end to use in your poster.  Put those examples (the textual evidence and your interpretation) into a sentence frame.  Don't forget to cite examples!