Loudon Elementary School

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Classroom Activities and Assignments

Fifth Grade - Reading/Language Arts

Instructor
Mrs. Stacey McNabb
Term
2018-2019 School Year
Department
5th Grade
Description
In reading/language arts class, students will read and critically analyze a variety of fiction and nonfiction texts per our TNReady ELA standards.  We will explore and learn many new vocabulary words.  I am looking forward to developing and even furthering a love of reading in my students.  

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Past Assignments

Due:

EQ:  How prepared are you for the ELA TNReady test?
 
*  "Punch out the TNReady test" review activity

Due:

EQ:  How prepared are you for the ELA TNReady test?
 
* "Punch out the TNReady test" review activity

Due:

EQ:  How do I write an effective argumentative essay?
 
* Mini-lesson on writing an argumentative essay using state rubric.

Due:

EQ:  How prepared are you for the ELA TNReady test?
 
* "Punch out the TNReady" Test review activity

Due:

EQ:  How do I write an effective informative essay?
 
* Mini-lesson on informative essay using state rubric

Due:

EQ:  How do I analyze characters effectively?
 
Number the Stars:
* Day 2 of the Character Trading Card project

Due:

HOMEWORK due today! (see attached copy)

Due:

EQ:  How do I analyze characters effectively?
 
Number the Stars:
* Take AR test.
* Day 1 of character trading card project.  (rubric attached)

Due:

EQ:  How do I analyze text by cause and effect?
 
Number the Stars:
* Read chapter 17 and the afterword.
* Cause and effect novel scavenger hunt
 

Due:

EQ:  How do I compare and contrast a well-known story character to our novel's main character?  How do I analyze text by figurative language type and its meaning? 
 
Number the Stars:
* Read chapter 15.
* Compare/contrast activity on our novel vs. Little Red Riding Hood
* Novel Figurative language review page

Due:

EQ:  How do I analyze text by theme and prove it with text evidence?
 
Number the Stars:
* Read chapters 13-14.
* Theme Writing Task

Due:

EQ:  How do I analyze informational text effectively?
 
Start-Up:  3rd 9 weeks test autopsy #19-24
 
* ELA review task cards on informational text (last 16 cards)
 
Number the Stars:
* Read chapter 12 & answer chapter questions from Nearpod.

Due:

HOMEWORK due today!
 
"Jewish experience" informational article writing task  

Due:

EQ:  How do I analyze informational text effectively?
 
Start-Up:  3rd 9 weeks test autopsy #13-18
 
* ELA review task cards on informational text (first 16)
 
Number the Stars:
* Read chapter 11 & begin answering Nearpod questions.  

Due:

EQ:  How do I analyze passages of literature effectively?
 
Start-Up:  3rd 9 weeks test autopsy #9-12
 
* ELA review task cards on literature (remaining 16)
 
Number the Stars:   
* Read chapter 10 & post-it note summary.

Due:

EQ:  How do I analyze literature passages effectively?
 
Start-Up:  3rd 9 weeks test autopsy #5-8
 
* ELA review task cards on literature (first 16 task cards)
 
Number the Stars:
* Read chapter 9 and post-it note summary

Due:

EQ:  How can an author's words help me visualize the setting?
 
Start up:  3rd 9 weeks test autopsy # 1-4
 
Number the Stars:
* Read chapters 7 - 8
* Students will create visual representation from the changed setting in our novel.
* Students will answer chapter 8 reflection questions on the back of their visual.

Due:

EQ:  How well do I understand how to spell & use our Unit 6 vocabulary words?  How do I analyze text through questioning?
 
Flocabulary Unit 6 spelling & vocabulary 
 
Number the Stars novel study:
* Read chapter 6.
* Nearpod questioning task

Due:

EQ:  What is chronological order?  How do I write an effective summary using chronological order?
 
Number the Stars novel study:
* Read chapter 5.
* Event graphic organizer
* Summary writing task

Due:

EQ:  How do I analyze text through questioning?
 
Number the Stars novel study:
* Read chapters 3 & 4
* Novel Nearpod questioning task

Due:

EQ:  How do I analyze text through questioning?
 
Number the Stars novel study:
* book trailer
* KWL 
* Read chapters 1 & 2
* Task card questioning activity with partner

Due:

EQ:  How do I figure out an unknown word using context clues?
 
Flocabulary Unit 6:
* video & lyric analysis
* definition discussion
* Exercises 6D, 6E and 6F
* "Spirit animal" writing task

Due:

EQ:  How do I create an effective article based on my research?  
 
Number the Stars introduction day
*  Students will complete a webquest.
*  From their research, they will write an article pulling from their researched WWII topic.  

Due:

EQ:  How many skills can I master in the ELA section of IXL today?
 
IXL challenge competition

Due:

EQ:  How do I analyze a text by theme & through questioning?
 
* Dr. Seuss book analysis for theme

Due:

EQ:  How well have I mastered the skills covered this 9 week period?
 
ELA 9 weeks test Subparts 2 & 3

Due:

EQ:  How well have I mastered the skills covered this 9 week period?
 
ELA 9 weeks test - Subpart 1

Due:

EQ: How do I analyze a character in multiple ways?
 
Bud, Not Buddy:
* Final project day 2 (rubric with requirements is attached)

Due:

EQ:  How do I analyze a character in multiple ways?
 
Bud, Not Buddy:
* AR test
* Day 1 of final novel project (rubric with requirements attached)

Due:

EQ  How do I summarize a chapter by pulling out the main ideas?
 
Bud, Not Buddy:
* Read chapter 19 & afterword.
* Create 8 frame comic strip summarizing the chapter.  Comic strip must have main idea sentence per frame & dialogue.

Due:

EQ:  How do I accurately cite text evidence to support a claim?
 
Bud, Not Buddy:
* Read chapter 18.
* Claim & evidence matching game
* Writing task where students build a claim and support it with evidence.  

Due:

EQ:  How does changing the point of view of a story help the reader better understand a character?  
 
* Students will have a writing task where they will focus on switching the point of view from the original text.

Due:

EQ:  How does changing the point of view of a story help the reader better understand a character?  
 
* Students will write a narrative essay switching the point of view in the past chapters to Herman Calloway instead of Bud.  Focusing on Calloway's feelings, interactions with Bud and dialogue between Calloway and Bud.  
* Students will be graded using the "narrative" student-friendly rubric based on the state narrative rubric.  
 

Due:

EQ:  How do I summarize a character's feelings based on their actions toward another character?  How does this how the reader a theme?  
 
Bud, Not Buddy:
* Read chapter 16.
* Students will create a Twitter post for both Miss Thomas and the band.
* Theme analysis writing using cited evidence

Due:

EQ;  How do I cite text evidence to support a belief by a character?  
 
Bud, Not Buddy:
* Read chapter 15.
* Text analyzing task

Due:

EQ:  How did the Great Depression affect people and their actions in our country?  How does this tie to our novel, Bud, Not, Buddy?
 
*  Read pages 83-93 in the informational text, Children of the Great Depression
*  Nearpod questioning & analyzing task

Due:

EQ:  How do I take my cited evidence and put it into an effective paragraph?  How do I take that paragraph & build a 3 paragraph essay?
 
Bud, Not Buddy:
* Read chapter 14.
* Writing task focusing on "citing evidence" and tying it into a paragraph & essay

Due:

HOMEWORK due today!
 
"Flint residents must now pay for their water, but they can't drink it" newsela article analysis

Due:

EQ:  How do I analyze text by figurative language?
 
* Flocabulary review lesson on types of figurative language
* Figurative language task card SCOOT

Due:

EQ:  How does a character's reaction to circumstances help us understand him or her better? 
 
Bud, Not Buddy:  
* Read chapter 13.
* Nearpod questioning activity 

Due:

EQ:  How do I analyze text through structure, main idea and key details?
 
Bud, Not Buddy:
* Read chapter 12
* Task station activity (informational text, questioning on chapter, sketch n chunks summarizing)

Due:

EQ::  How do I prove a common theme is shown in two different situations within our novel?
 
Bud, Not Buddy:
* Finish reading chapter 11 (pgs. 116-129)
* Writing task on "kindness" theme

Due:

HOMEWORK due today!
 
"Flint's residents mad over health problems caused by changing water" newsela.org article analysis

Due:

EQ:  How do I cite text evidence effectively?
 
* "Citing Evidence" Skill test
* IXL lessons:  H.1 - H.3

Due:

EQ:  How do I cite evidence effectively from fiction & nonfiction texts?
 
* "Citing Evidence" task cards activity as a review for Friday's test

Due:

EQ:  How do I cite evidence to support a character's change in perspective?
 
Bud, Not Buddy:
* Read chapter 11
* "point of view" review
* Nearpod questioning and citing text evidence task

Due:

EQ:  How do I cite evidence to support a character's perspective?
 
Bud, Not Buddy:
* Read chapter 10.
* "point of view" mini-lesson
* Nearpod questioning & citing evidence task

Due:

EQ:  How do I cite evidence from multiple sources to defend my claim?
 
Bud, Not Buddy:  
* Read pgs. 71-82 in the informational text, Children of the Great Depression, online via Nearpod.
* Citing Evidence task
* Read ch. 9 (pg. 88-95) in Bud, Not Buddy.
* Flipchart questioning activity

Due:

EQ:  How do I cite evidence from multiple sources to defend my claim?
 
Bud, Not Buddy:
* Read pgs. 71-82 in Children of the Great Depression.
* Questioning & citing evidence activity
* Read chapter 9 in novel with exit questions

Due:

EQ:  How do I cite evidence from multiple sources to defend my claim?
 
Bud, Not Buddy:
* Read pgs. 13-27 in Children of the Great Depression informational text.
* Questioning & citing evidence activity

Due:

EQ:  How do I cite evidence to support my symbolism claim?
 
Bud, Not Buddy:
* Finish reading chapter 8 (pg. 71-88).
*  Questioning & citing evidence activity

Due:

EQ:  How do I cite evidence from an informational text to support my claim about the Great Depression?
 
Bud, Not Buddy:
* Read pgs. 3-11 from Children of the Depression informational text.
* Questioning & citing evidence activity

Due:

EQ:  How do I cite evidence from our novel to support my claim about the Great Depression?
 
Bud, Not Buddy:
* Read chapter 8 (pg. 60-70)
* Questioning & citing evidence activity

Due:

EQ:  How do I write a persuasive text?
 
Bud, Not Buddy:
* Read chapter 7.
* Students will complete a writing task based on this chapter:  Do you believe Bud acts his age or is more mature than his age?  Cite text evidence from the novel to support your answer.
 

Due:

EQ:  How do I analyze a persuasive text? 
 
Students will continue their centers from Wednesday.  They must complete their final 2 centers today.  

Due:

EQ:  How do I analyze a persuasive text?
 
Bud, Not Buddy:
* Read chapter 5 & 6.
 
Center day 1:  Students must complete their 2 assigned centers today.
1 - Read chapter 6 and complete "high-level questions" page on both chapters 5 & 6.
2 - quiddler vocabulary game
3 - quizizz.com over conjunctions & IXL (conjunctions practice)
4 - Teacher table (TCAP Coach lesson 6 "Persuasive text")

Due:

EQ:  How do I analyze novel vocabulary within the context?  
 
Bud, Not Buddy:  
*  Read chapter 4.
*  Novel vocabulary scavenger hunt on these words (budge, deserve, crouched, lam)
* Jigsaw group activity

Due:

EQ:  How do I summarize a text by chapter title & provide text support for my decision?
 
How do I analyze novel text in accordance to the author's use of similes, metaphors & personification?  
 
Bud, Not Buddy:
* Read chapter 3.
Flocabulary figurative language review
* Novel figurative language page
* "High-Level" questioning page for chapter 3

Due:

EQ:  How well have I mastered the 5th grade ELA skills?
 
ELA Coach Practice Test 1

Due:

EQ:  How do I summarize a text by chapter title & provide text support for my decision?  
How do I analyze a character & support my analysis with text evidence?
 
Bud, Not Buddy
* Students will reread chapter 1 & complete "post-it note character analysis"
* Students will then complete chapter 1 "higher-level" questioning. 
* Students will read chapter 2.
* Students will complete chapter 2 "higher-level" questioning. 

Due:

EQ:  How do I write an effective argumentative paragraph?
 
* Review of argumentative writing rubric
* Great Depression photo analysis writing activity
 
Bud, Not Buddy:
* anticipation guide
* read chapter 1

Due:

EQ:  How do I analyze text by main idea & text structure?  How do I analyze images & create inferences from those images?  
 
* "Great Depression" article analysis
* Great Depression primary source photo analysis

Due:

EQ:  How do I analyze a poem based on a topic we have covered according to its meaning, tone & mood?
 
commonlit.org article analysis
ARTICLE NAME:  "In Flanders Fields"

Due:

EQ:  How do I answer a question by drawing information from a digital or print source?
 
commonlit.org article analysis
ARTICLE NAME:  "The Poppy Lady"

Due:

EQ:  How do I analyze informational text by main idea & text structure?
 
newsela.com online article analysis
ARTICLE NAME:  "Time Machine (1915):  When chemicals became weapons in WWI"

Due:

EQ:  How do I analyze informational text by main idea and text structure?
 
newsela.com online article analysis
ARTICLE NAME:  "American Soldiers Depended on Foreign Weapons"
 

Due:

EQ:  How do I analyze informational text by main idea and text structure?  
 
newsela.com online article analysis activity
ARTICLE TITLE:  "Wilson's Call to War"
 

Due:

EQ:  How do I identify the text structure of an online article effectively?
 
Article analysis through newsela.com online:
Article Title:  "Outbreak of World War I"
- Read, quiz, write
 

Due:

EQ:  How do I figure out an unknown word through context clues?
 
Flocabulary Unit 5 vocabulary unit begins!
- Exercises 5D, 5E, 5F
- short story writing task using 5 vocabulary words

Due:

EQ:  How do I write in sequential order?
 
* Students will complete a sequencing activity on A Christmas Carol.
* Students will use their sequencing activity to create a summary of A Christmas Carol.
 

Due:

EQ:  How well do I understand the plot of A Christmas Carol
 
* Students will complete an in-class comprehension questioning activity on the reader's theater version of A Christmas Carol.

Due:

EQ:  How do I analyze A Christmas Carol by story elements?
 
* Students will participate in a reader's theater activity on A Christmas Carol.
* Students will analyze the play via the story elements.

Due:

EQ:  How do I analyze a character by his or her traits and prove those traits with text evidence?
 
A Christmas Carol read aloud
  - Students will analyze the 8 main characters by stating a trait & providing evidence that proves
     that character displays the trait they have chosen.  This will be done in their writing spiral.

Due:

EQ:   Who was Charles Dickens?
 
* Students will analyze informational text on Charles Dickens through a questioning activity.  

Due:

Essential Question:  How does an author's point of view influence how events are described?
 
Flocabulary point of view lesson
* Who's telling the story? writing activity

Due:

Essential Question:  How do I make an effective inference based on text clues?
 
"The Case of the Missing Candy Canes" inferencing activity

Due:

Essential Question:  How do I analyze informational text in multiple ways?
 
Christmas Song Analysis:  Song # 4 & #5 only!

Due:

Essential Question: 
How well can I spell and use Unit 4 vocabulary within context?  
How do I analyze informational text in multiple ways?
 
*  Unit 4 spelling test
*  Unit 4 vocabulary test
*  Christmas Song Analysis:  Song #3 only!

Due:

Essential Question:  How do I analyze informational text in multiple ways?
 
* Christmas Song Analysis - Songs 1 & 2 only

Due:

EQ:  How well do I understand the skills reviewed this week?
 
* Central idea (main idea), Theme and Text Structure QUIZ
* When finished, students will complete assigned IXL skill lessons.  

Due:

ELA Homework:
 
"Nonfiction Text Structures" analysis page
*  This homework assignment was sent home on Monday, November 26th & is due on Friday, November 30th!
 

Due:

EQ:  How do I analyze short informational passages by text structure?  
 
* "Text structure" task card analysis activity

Due:

EQ:  How do I analyze short passages for main idea and theme?  
 
* Main idea vs. theme task card activity

Due:

SUBSTITUTE WILL BE IN CLASS TODAY!
 
EQ:  How do I create an effective short answer quiz based on the main ideas of each article?  
 
Scholastic Storyworks magazine:
* Read 3 articles from this magazine:  fiction, nonfiction, and paired texts articles.
* Create a short answer quiz with answers that is worth 50 points.
* Use the 2-4-6-8 Elaborate rubric as the guide.  

Due:

EQ:  How do I figure out an unknown word through context clues?
 
Flocabulary Unit 4:
* video & lyrics analysis
* Exercises 4D, 4E, 4F,
* Usage paragraph writing
 

Due:

Essential Question:  How well do I understand our novel in accordance with our focus skills?
 
Old Yeller novel study:
* Unit Test
* Accelerated Reader test (online)

Due:

Essential Question:  How do I create effective answers to questions that can only be answered by thinking beyond the plot of our novel?  
 
Old Yeller novel study:
* Read chapters 15 and 16.
* Extended learning question cards

Due:

Essential Question:  How do I analyze text by problem/solution text structure?
 
Old Yeller novel study:
* Read chapters 13 and 14
* Problem/Solution graphic organizer (ch. 13 - details of problem)  (ch. 14 - details of solution)

Due:

Essential Question:  How do I create a visual and written summary based on an excerpt of text?  
 
Old Yeller novel study:
* Read chapter 10.
* Sketch in Chunks activity

Due:

Essential Question:  How do I state the central ideas of this chapter in a Twitter format? 
 
Old Yeller novel study:
*  Read ch. 10
*  Twitter Hashtag activity

Due:

Essential Question:  How do I analyze text by organizational structure?
 
Old Yeller novel study:
* Read chapters 8 and 9.
* Text structure "tear apart" questions focusing on description and problem/solution

Due:

Essential Question:  How do I determine the meaning of unknown words based on how they are used within text? 

Old Yeller novel study:

* Vocabulary graphic organizer for ch. 7-16 words

* Read chapter 7

 

Due:

EQ:  How do I use the new vocabulary from chapters 1-6 of our novel correctly?  
 
* SWAT vocabulary review game
* Vocabulary QUIZ over words from chapters 1-6 of Old Yeller
* IXL lessons on "verbs"

Due:

EQ:  How do I analyze text by the organizational structure?  
 
Old Yeller novel study:
* Read chapter 6.
* Cause/Effect and Problem/Solution graphic organizer based on this chapter

Due:

EQ:  How do I visualize & summarize this chapter effectively?  
 
Old Yeller novel study:
*  Read chapter 5.
* Complete "sketch in chunks" visualizing and summarizing activity

Due:

EQ:  How do I use & visualize new vocabulary words as they are used in the text?  
 
Old Yeller novel study:
* Chapters 4-6 novel vocabulary graphic organizer
* Read chapter 4.

Due:

How do I create effective questions that aid in my comprehension of the text?
 
Old Yeller novel study:
* Read chapters 2 & 3.
* Questioning partner activity
 

Due:

"Why Leaves Change Color" article analysis HOMEWORK!
Due on Friday, November 2, 2018!

Due:

How do I use and visualize new vocabulary words as they are used in the text?  
 
Old Yeller novel study begins!
* Chapters 1-3 vocabulary 
   - Create sentence & visual for each word.
* Read chapter 1
 

Due:

How do the 3 modes of writing differ?  
 
Halloween writing "tic-tac-toe"
* Write in each of the 3 modes of writing based on the direction chosen.

Due:

What does an effective summary consist of?
 
"The History of Pumpkin Pie" article
"From Pumpkins to Pies"
* Read each article
* Create house main idea graphic organizer
* Create summary for each article

Due:

How do I analyze a text by main ideas & important details?
 
"Growing Pumpkins" article analysis
* Question cards

Due:

"Spooky species:  Some scary-looking animals are all fang, no bit" newsela.com article analysis (focus on main idea)
 
*  Assigned on Monday, October 22nd
*  Due on Friday, October 26th
 

Due:

"Spider & the Fly" informative writing task

Due:

How do I summarize & analyze a narrative poem effectively?
How do I compare/contrast a poem to an informative text?  
 
* Read the narrative poem, "The Spider and the Fly"
* stanza summaries in writing notebook
* Read "Do you have arachnophobia?" informative text
* Text dependent questions
 

Due:

How do I effective analyze a narrative text by context clues, main idea and details?
 
* Close read of "Dealing with vampires"
* context clue analysis page
* house main idea graphic organizer & summary

Due:

* 5th grade online verification test for ELA & Math
*  Unit 3 Flocabulary spelling & vocabulary test
 
 

Due:

How well can I analyze text for the main idea?
 
* Informative article close read - "Halloween Safety"
* House graphic organizer & summary
* comprehension questions

Due:

* Main Idea quiz
* IXL main idea online lessons

Due:

HOMEWORK due Friday!
"It's pumpkin time, and zoos think that's a
smashing idea" article analysis focusing on main idea

Due:

Main Idea close reading activity
* Read aloud of "The Long-Dead Boy" (scary story)
* Completion of house graphic organizer 
* "Day of the Dead" newsela article analysis with focus on main idea

Due:

*  "Main Idea in a bag" class activity using house graphic organizer
*  Main idea analysis page - "Apparitions on the Ocean"
 

Due:

Introductory lesson to Main Idea
Flocabulary main idea video & lyrics analysis
* Read and Respond questions for main idea
* Main idea activity using "house" main idea graphic organizer
* "Main idea check-up quiz

Due:

Unit 3 Flocabulary vocabulary- Dracula Junior
* Lyrics analysis
* Exercises 3D, 3E, 3F

Due:

ACCELERATED READER GOALS!!!!!

Each student has an individual goal for Accelerated Reader and should be bringing a book home EVERY night. In addition to individual goals, students can be rewarded for earning AR points:

25 Points - Free Book 

50 Points - Special Lunch 

100 Points - Personalized Fathead

250 Points - Field Trip to Bookstore

500 Points - Reading Adventure in a Limo 

Tips to Increase Reading Comprehension:

-Read with your child.
-Stop at difficult words and discuss their meanings.
-Make predictions about what will happen in the book.
-Find books that are just right for your child. Children become frustrated if books are too difficult. They can also become bored if a book is too easy for them. Base choices on your child's reading level AND his/her interests. 
-At the end of each book, discuss the events that occurred in the story. Ask your child if his or her predictions were correct. 

Due:

Accelerated Reader (AR) Challenge Day
*  Students will read and test in a final effort to meet their 9 week grading period goal.

Due:

* Students will watch the movie Wonder today!
* After viewing, discussion groups will compare & contrast the novel to the movie.
 

Due:

* ELA 9 week common assessment
* 4-H meetings begin at 12:30 p.m.
 
 

Due:

Wonder theme activity:
* directed drawings with theme writing analysis (due by the end of class)
* Student writing must consist of and will be graded for the following:  
   - thorough explanation of their assigned theme (beginning, middle & end of novel)
   - complete sentences
   - neatness
   - theme sentence as closing
 

Due:

"Theme vs. Main Idea" review day!
- "Read & Respond" questions due by the end of class.  

Due:

HOMEWORK:  "What is it - Simile or Metaphor?" and "Capitalization" Practice pages

Due:

Wonder novel study:
* End of novel TEST:
   - comprehension questions
   - similes/metaphors
   - comma usage
   - vocabulary words

Due:

Wonder novel study:
- Read pages 289-310 (finishing the novel)
 

Due:

Wonder novel study:
* Text dependent questions & vocabulary usage activity for pages 250-288
 

Due:

Wonder online webquest

Due:

HOMEWORK - Mixed Practice:  Similes & Metaphors
* Assigned on Monday & due on Friday
 

Due:

IXL Extreme Connect 4 Challenge Day
 

Due:

Wonder novel study:
* Read pages 236-248
* Complete a google form short answer quiz online focusing on character viewpoints & character traits.  

Due:

Wonder novel study:
* Read pages 220-234
* Complete 2nd page of text dependent questions

Due:

Wonder novel study:
* Read pgs. 206-219
* Complete text dependent questions - 1st page only!

Due:

Wonder novel study:
* Read pages 187-204
Wonder vocabulary page (see attached)
 

Due:

* Simile & Metaphor story analysis & graphic organizer
*  Wonder novel study:
   - Read pages 160-185
   - Students will add to their writing from Thursday based on new information from
     today's reading.  

Due:

* Similes/Metaphors task card activity
*  Wonder novel study:
    - Read pages 144 - 159
    - When finished, students will create 1 simile and 1 metaphor about what we know about Jack
      Will thus far in the section.  They will explain how their simile & metaphor ties to Jack Will in the
      text.  

Due:

* Figurative language mini-lesson with online activity (Flocabulary)
* Figurative language picture analysis centers

Due:

*  Flocabulary Unit 2 spelling test
*  Flocabulary Unit 2 vocabulary usage test
    - List of words, definitions & usage exercises are found in the Unit 2 packet from last week.  
    - Words are:  access, companion, crave, document, escalate, hazy, mischief, oasis, suspend,
                          visual
*  STAR reading test (on computers)
*  Wonder novel study:
   - When students finish computer testing, they will read pages 134 - 143.

Due:

Flocabulary Unit 2 review time
* Wonder novel study:
   - read pages 119 - 132
   - Students will create a character 4 square in their writing notebooks analyzing Summer's point of
      view.  Students will choose 3 Unit 2 vocabulary words to use in their 4 square descriptions.

Due:

*  Comma Usage QUIZ today!
*  Wonder QUIZ over section 1 (Auggie) and section 2 (Via)
    NOTE:  This quiz will be taken on computer through Google Docs
*  When finished, students will complete exercise 2H in their Flocabulary Unit 2 packet.  (Packet and exercises are attached to Wednesday, 9/5th assignment.  
 

Due:

Homework- "The Abolitionists: Frederick Douglass"
Please read and complete the 4 questions.  As always, this assignment is given out on Monday (except Tuesday this week, since we were off on Monday), and is due on Friday.

Due:

"Movie Night" Comma Usage # 11 - 15
*  Students will complete exercise 2G in their Flocabulary Unit 2 packet.  (Packet with exercises are attached to Wednesday, 9/5 assignment.  
Wonder novel study:
* Read pages 100-117.
* Students will create questions worth 30 total points from the 2-4-6-8 Elaborate Rubric (see attached)

Due:

1.  "Movie Night" Using Commas - # 6-10
2.  Flocabulary Unit 2 packet
* SW analyze lyrics by highlighting context clues
* SW complete exercises 2D, 2E, 2F

Due:

1.  "Movie Night" Using Commas page - #1-5
Wonder novel study
*  Read pages 82-99
* SW complete text dependent questions on this section of text (see attached)

Due:

Homework-- Fugitive Slave Act
Due Friday, August 31, 2018

Due:

As their morning start-up work, students will complete "cursive writing practice" pages over the following letters - v, x, y, z, i, t, u, w, r, and s.  They will work on 1 page a day.  

Due:

Wonder novel study
* Students will read pages 61-80 & complete text dependent questions in today's activity.  

Due:

Greek/Latin Root Word Task Cards-- Students will complete 6-8 task cards per day.  They will have to determine the meaning of each underlined root word.

Due:

Wonder novel study
* Students will read pages 41-60 & complete text dependent questions per today's activity.  

Due:

Wonder novel study
- Students will read pages 20-40 today & complete the text dependent questions for that section through today's activity.  

Due:

Wonder novel study
- Students will read pages 1-18 today & complete "text dependent" questions in our daily activity
 
NOTE:  This attached .pdf covers our reading through Friday which is pages 1-80.  

Due:

USA Studies Weekly newspaper analysis over 2 articles
* Students will complete text dependent questions over informational articles on the topic of the background of the Civil War

Due:

Homework was given out on Monday.  It is entitled "The Two Harriets," and is a readworks.org article analysis.  I have attached a copy of it should your child have lost it.  

Due:

*  Comma quiz today!
*  Informative paragraph writing task based on "Don't Hate on the Trait" article analysis.  Students will be given either #2 or #3 of the discussion questions.  You can find these on the last page of the article that was attached to the assignments on Wednesday of this week.  

Due:

Today students finished the Comma Analysis Page by analyzing sentences with introductory words and tag questions.  I have attached the file to this assignment.  Students will have a comma quiz tomorrow.  

Due:

The assessment questions on this week's article were done in class today.  I am attaching the article and questions onto this assignment.  

Due:

Flocabulary Unit 1 test today!  I have attached our packet so students will have study resource if student's forget it at school.  Also, students made flashcards on Monday, 8/20/18, to aid in their studying!

Due:

Students will sign-up for commonlit.org today.  They will read this week's article "Don't Hate on the Trait" and complete the guided reading questions online.  

Due:

This week's homework - "Burger Time" context clues analysis page.  Due Friday, August 17, 2018

Due:

*  Flocabulary Exercise 1 I  This was done in class.  
*  "Where did I come from?"  article analysis This was done in class.  

Due:

*  Flocabulary Exercise 1 H This will be done in class.  
*  "How do I look?"  article analysis This will be done in class.  
 

Due:

Flocabulary Exercise 1G  This was completed in class.  
"Cool to be kind" readworks.org article analysis  This was completed in class.  

Due:

*  Comma Analysis Page This is our daily warm-up.  Odd numbers will be done on Monday & even numbers will be done on Wednesday.
*  Flocabulary Unit 1 Exercises 1D, 1E and 1F
This will be completed in class.  The 10 vocabulary words that we are focusing on are on the first two pages of the attachment and used within context of the lyrics.  They are in bold.  

Due:

The following activities will happen in class on Friday:
1.  Computer procedures
2.  Computer set-up
3.  STAR reading test
4.  IXL reading diagnostic test
5.  Mad Lib story-making partner activity
6.  Fluency 1 minute check with Ms. McNabb
7.  Playdough character creation writing activity
 

Due:

Our class will be doing the following activities on Thursday:
1.  The Most Important Thing read aloud & interviewing activity
2.  Introduction to AR student logs
3.  Book Pass & sign-out activity as kick-off to AR

Due:

The following will be covered on Wednesday:
1.  Procedures review
2.  Cubbies & class numbers will be assigned.
 
Today's activities:  
1.  How I Spent My Summer Vacation read aloud & writing activity
2.  Manners pictionary

Due:

The following will be covered on Tuesday:
1.  Procedures review & question/answer activity
 
Today's activities:  
1.  7Up & Skittles consequence writing
2.  Manners situation task cards 
 

Due:

The following will be covered on Monday:
1.  Classroom procedures
2.  Cafeteria procedures
 
Today's activities:
1.  Classmate bingo
2.  Sort-trade-sort questioning