March 21 to 25, 2011

March 21 to 25, 2011

Reading:
Monday- Read about the author on page 468. We will have a short discussion on his life. Read “ The Jacket” while listening to the audio. This strategy relates to the auditory learning style and encourages proper pronunciation of key words out of the text for all. While reading, students should be alert to the author’s purpose in writing this story. At the end of the story, students will write what they believe the purpose is. Selected students will share. The remaining time will be AR work.
1.3 building vocabulary through wide reading. 2.3 expand comprehension by analyzing.
2.4 Think critically and analyze for authors purpose

Tuesday- You will write an essay about “The Jacket” in which you will incorporate the following academic vocabulary words: contribute, perspective, distinct, uniform, vinyl, shriveled and camouflage. The essay should have a topic paragraph with a thesis sentence, which summarizes this story. Use each of the words in the essay. You will be called on at random (possibly a pair of dice) to share one word and how you used it. Selected students at the end will read their work to the class. The class then will be divided in three stages.
1.3 Build vocabulary through wide reading

Wednesday- You will receive the new study guide and have five to ten minutes to review it. Then we will read at least two of the Greek Myths. The first is Pandora’s Box. The second will be Prometheus In Chains. Half the class will describe the characteristics of the first and explain the reasons that make it a myth. The other class will do the same for the second myth. Of course, all the class reads both. The last part of the class will be taken up with recording these on the board. One student will be chosen to write for the first and another for the second. In this way the class will construct a comparison document.
A. 3.4 Read for experience in different genres

Thursday- Two more myths will be read today. One will deal with the Minotaur and the other with Demeter’s daughter in Hades. You will write a different ending for each. The endings will be shared. This will be done, by highlighting the first half of the myths. You will write three to five sentences minimum. The changed ending will then be added.
3.4 read for experience in different genres

Friday- Today, a video on Greek Myths will be shown. In ten to fifteen minute intervals, you will respond to directed questions and subsequent discussions. In the last fifteen minutes of the class (approximately), you will write a myth of your own. This will help you with the summative reading test on myths, fables and tall tales.
Writing 2.1 Adapts writing for different purposes







Language

Monday- A copy of the essay “Choosing Entertainment” will then be distributed. There will be a silent reading of the material. This is a compare/contrast essay. Next, on the first part of your paper list any spelling, punctuation or grammar errors that you can find. This will be followed by a discussion and sharing. Next, answer the questions “was the essay informative” and state why or why not.
3.3 knows and applies writing conventions

Tuesday- We will again use the “Choosing Entertainment” essay for a discussion on the following questions that you will answer: 1. Is there anything that seems incomplete about the conclusion of this essay” 2. What change could you make in the essay that would change the ending? 3. How would you characterize the author’s voice? 4. The sentences in the essay read fairly smoothly. What transitions help this?
The remaining time may be used for AR work. The study guide will be distributed today.
2.4 Read think critically and analyze style and perspective

Wednesday- We will watch a video about writing essays. You will have a list of questions to answer during the video. In ten to fifteen minute intervals I will stop the video to initiate a discussion. Your answers will be written on the board or overhead as you contribute them.
3.1 develops and ideas and organizes writing

Thursday- We will read the essay, “Walking”. Answer the following questions: 1. What descriptive word is used repeatedly in Paragraph 3? How does the repeated use of this affect the quality of the essay? 2. Identify the misspelled words in paragraphs 3, 4 and 6. Use the dictionary. 3. Why would a word processing program miss these errors? 4. What is this essay about? Where do you learn about the topic of this essay?
2.4 read think critically and analyze style and perspective

Friday- The first half of the period will be taken with AR work. Then, you will answer the following questions on the essay “Walking”: 1. In this essay, did you learn as much about waling in the woods as walking on the beach? 2. Whose point of view is represented in this essay when it describes walking on the beach? 3. Whose point of view is represented when the essay describes walking in the forest? How do you know?
2.4 read think critically and analyze style and perspective











Math:


Monday- You will get an integrated T1Q4 study guide. We will use this as a pretest. It will be corrected before the end of the period and we will tally the problems in order of the best ones to the worst ones according to correction marks. You will them create percentages for each category of problem. This will cue you to problems that need the most review.


Tuesday- Our focus today will be on geometric formulas. This will take up the first fifteen to twenty minutes of the period. These will include the two dimensional polygons and circles. The last half of the period will address a modified T1Q4 sheet that focuses on assessed items from yesterday.
6.4 Two and three dimensional figures

Wednesday- Today, we will partner up to use self -paced tutorial program. The focus will be fractions. You will work on this section, with your partner, after following the instructions to get to this segment. At the end of the period you will print off a report per instructions.
6.1 multiply and divide fractions

Thursday- We will practice simple one and two step linear equations. We will take real scenarios and convert them to equations and then solve them. The second half will address a further modified T1Q4S.
6.3 solve linear equations

Friday- Further work will be done on proportions today. The next third of the class will focus on MSP or WASL type problems. In groups of four, you will try to solve all problems. The last third will be about corrections. Groups who score 70% or better will earn cookies at the end of the period.
6.3 ratios and proportions




















History:

Monday- Today, you will learn about the possible explanations for the founding of Rome. You will summarize each explanation. The class will then vote on the most plausible explanation. You will turn these into percentages.
4.3 multiple versions and perspectives on historical events

Tuesday- We will use the computers to continue work on your country reports. You may google only your country to gather facts on the five themes of geography.
3.1 location of places, regions etc

Wednesday- We will study the nature of a Roman and discuss how this may have helped them during the Punic wars with Carthage. For the remaining part of the period you will create a poster on Romulus and Remus. Selected posters will be placed under the document camera.
4.2 understands causal factors in history

Thursday- We will continue work on country reports. Using the computers, you will search for facts related to the five themes. Record these on your lined documents. File folders will be recollected.
3.1 location of places, regions etc

Friday- Video on early Rome. In ten to fifteen minute intervals we will discuss the highlights of the previous interval. These will then be recorded.
4.1 understands historical chronology


























Art:

Monday- Students will read Art of the 1600s. Pages 178 to 181. Students will be counted out by fours. Ones will critique figure 12-2. Twos will critique figure 12-4. Threes will critique figure 12-5B and fours will critique figure 12-5A. A rubric for critiques will be given at the beginning of class. Representatives from each group will be chosen to share the critiques.
2.2 student analyzes and interprets

Tuesday- This period is associated with the Reformation. Masterpieces were sponsored by the church. I will share the history of the Reformation. Students will be given a response sheet, which asks for recognition of key ideas in the speech. Finally, students will be asked to reflect on their perception of the Reformation in one paragraph.
1.3 understands cultures and times

Wednesday- Today, we will color in sketches of masterpieces. This will require coloring pages with that theme and colored pencils. Finished products, are to be shared by students under the document camera.
1.2 develops visual arts skills and techniques

Thursday- Study the hand in figure 12-7. Try to create an impression of your hand on construction paper. The medium will be chalk. Attach your signature. These will
be posted.
1.2 develops visual arts skills and techniques.

Friday- Video on selected artist. Video will be stopped in ten to fifteen minute intervals. A check off sheet will be given to use during the video. Observations which occurred during the intervals will be recorded on back of the sheet.