Learning Target:
- Use comprehension questions to determine how accurately you are reading and understanding a text
Work Collected:
- Weekly reading check-in (orange form) for week 6
- Google form: The Outsiders questions for ch. 1
Work Assigned/Handed Out:
- Read for at least 30 mins.
- By tomorrow: Be at least at the beginning of ch. 3 in The Outsiders
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Complete a weekly reading check-in (orange form) for week 6
- Review previous assessments (roots and signposts)--Mrs. Boyden will pass back assessments
- Answer questions for The Outsiders, chapter 1
- Questions should seem fairly easy to answer
- If not: slow down and read more carefully
- Continue to use comprehension questions as you read
- LA website > Units/Materials > The Outsiders > Chapter Questions
- These are not graded--they are just for you to see how well you read and understand the story
Learning Target:
- Use context clues to determine the meaning of slang words in a text
Work Collected:
Work Assigned/Handed Out:
- Read for at least 90 mins. (reading goal due Mon.)
- The Outsiders Checkpoint: Be in the middle of ch. 2 by Monday
- Handouts: The Outsiders book, signpost packet, and blue bookmark
Summary of Class:
- We discussed how slang words are used today (or text talk), and how these will be different in the novel (since it's written in the 1960s)--use the bookmark for help with some terms
- Introduction to The Outsiders
- Begin reading ch. 1
- Fill out signpost packet (row 1 completed as an example)
- Check in to reading progress spreadsheet
- Reading goal due Mon.
- Be in the middle of ch. 2 by Monday
Learning Target:
- Identify examples of repetition and flashbacks in a text
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Review definitions of and examples for final two signposts: "Again and Again" and "Memory Moment"
Learning Target:
- Identify possible life lessons in a story
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Results of "Where I'm From" contest; put names on poems
- Finish setting up your book blog
- Embed widget bookshelves through Shelfari
- More signposts
- "Words of the Wiser" definition
- Examples in text
Learning Target:
- Navigate your middle school library account online
Work Collected:
- If you needed a new reading goal, e-mail your new calculations to Mrs. Boyden
- Sticky note (see info below)
Work Assigned/Handed Out:
- Read for at least 30 mins.
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Update your Shelfari account (shelfari.com)--what you are reading, have read, want to read, etc.
- Sticky note: Let Mrs. Boyden know if you want to participate in the 8th grade spelling bee (top five will go on to the MS spelling bee) and your reading preferences for a book we are about to start for class
- If you calculated a new reading rate, e-mail it to Mrs. Boyden
- Review reading data--reading makes you smarter, builds your vocabulary, prepares you for the world of work, is financially rewarding, etc.
- Library catalog: practice placing holds, viewing account information, etc.
Learning Target:
- Learn how to find books in the high school library
Work Collected:
- Weekly reading check-in (orange form) for week 5
Work Assigned/Handed Out:
- Read for at least 30 mins.
Summary of Class:
- Directions, including checking in to your reading progress spreadsheet and filling out a weekly reading check-in (orange form) for week 5
- High school library
- Introduction from Mrs. Kragenbrink, including online resources
- Tour
- Middle school library
- Browse and check out books
- Read
Learning Target:
- Use graphs and tables to make inferences about data
Work Collected:
- "Where I'm From" contest submission (in Google form)
Work Assigned/Handed Out:
- Read for at least 90 minutes (reading goal due on Monday)
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Final guesses for "Where I'm From" contest
- Google form submission for "Where I'm From" contest (use spreadsheet to see how to spell student names correctly)
- In groups: look at reading data (tables and graphs) and discuss the impact reading can have on somebody's life
Learning Target:
- Demonstrate knowledge of roots and signposts
Work Collected:
- Roots and signposts assessments
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Reminder: Bring "Where I'm From" guessing sheets to class tomorrow for contest
Summary of Class:
- Take assessments (roots and signposts)
- Read
Learning Target:
- Use written comments to guide a discussion about a text
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Reminder: 2 quizzes tomorrow (roots 5-7 and signposts)
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Article of the Week
- Review for assessments
- Roots quiz over 5-7
- Signpost quiz over contrasts/contradictions and aha moments
Learning Target:
- Identify examples of "tough questions" (internal conflict)
Work Collected:
- Roots packet #7
- If you needed to calculate a new reading rate for this week, e-mail it to Mrs. Boyden
Work Assigned/Handed Out:
- Read for at least 30 mins.
- AoW due tomorrow (read, annotate, quiz, written reflection)
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet (If you calculated a new reading rate, e-mail it to Mrs. Boyden)
- Questions
- 8 questions to the class
- Random questions: What do you wonder?
- New signpost: Tough questions
- Excerpts from A Long Walk to Water
Learning Target:
- Demonstrate a close reading of a text
Work Collected:
- Weekly reading check-in (orange form) for week 4
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Roots #7 due tomorrow
- AoW due Wednesday (read + annotate, quiz, written reflection)
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Complete a weekly reading check-in (orange form) for week 4
- Directions
- "Where I'm From" guessing sheets due Friday
- Roots #7 packet due tomorrow
- Article of the Week
- Read and annotate article
- Take the quiz
- Write your reflection (summary, author's purpose, your responses to article and focus question: Can reading truly affect somebody's life?)--see Google Doc format below.
- Work time
Learning Target:
- Recognize word roots and their meanings in various words
Work Collected:
Work Assigned/Handed Out:
- Read for at least 90 minutes this weekend (goal due Monday)
- Roots packet #7 due Tuesday
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Roots #7 PowerPoint
- Class review with kahoot game
- Print poems and get number from Mrs. Boyden
- Work on roots packet #7--due Tuesday
- Reminders: Don't use sticky notes; try to put definitions in your own words to learn them
Learning Target:
- Use details and imagery in a poem to show us where you are from
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
- "Where I'm From" poem due tomorrow
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Work on "Where I'm From" poems (4 stanzas)--we will print these during class tomorrow
Learning Target:
- Brainstorm ideas to "show, not tell" in writing
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
- "Where I'm From" poem due Friday
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- "Where I'm From" poem
- LA website > Hover over "Units/Materials" and click on "Where I Am From"
- See original poem and student examples
- In your e-mail: Open the Google Doc Mrs. Boyden shared with you; File > Make a copy Rename it ("Where I'm From" First Name Last Name Period)
- Assignment: Create your own 4-stanza "Where I'm From" poem with details to give us a mental picture (show, don't tell)--due Friday
Learning Target:
- Brainstorm ideas to "show, not tell" in writing
Work Collected:
- E-mail about reading rates
- Language Arts folder in Google Drive (if not already shared with Mrs. Boyden)
Work Assigned/Handed Out:
- Read for at least 30 mins.
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Calculate new reading rates and e-mail them to Mrs. Boyden (see her e-mail for the format/information)
- Check PowerSchool: Mrs. Banwart has finished grades. If you have any questions/concerns, come talk to Mrs. Boyden later today or e-mail her.
- Make sure your Google Drive folder is titled correctly (P__ Lang Arts Last Name, First Name) and shared with Mrs. Boyden
- Power writing
- More class work on writing:
- Prove how different jobs do involve writing
- Brainstorming for upcoming writing assignment
- Group brainstorming on posters
Learning Target:
- Recognize the importance of writing
Work Collected:
- Note card introducing yourself to Mrs. Boyden
- Weekly reading check-in (orange form) for week 3
Work Assigned/Handed Out:
- Read for at least 30 mins.
Summary of Class:
- Note card introducing yourself to Mrs. Boyden
- Mrs. Boyden's introduction
- Read for ten minutes, then check in to your reading progress spreadsheet
- Complete a weekly reading spreadsheet (orange form) for week 3
- Review expectations for laptops
- Introduction to the importance of writing
- Example: police officer application exam
