October 3-7, 2011

October 3 – 7, 2011
Reading:
Monday-
Read “All Summer in a Day” starting on page 154. Describe the plot of the story (simple summary) in a paragraph. Describe the conflict, climax and resolution. Discuss! Written work due tomorrow.
Tuesday-
For the story “All Summer in a Day” students work in pairs to create a sequence chart similar to the one found in number five on page 161. After completion, students will share the results of their chart. Discuss how the chart could have been different if we only considered Margot’s perspective.
Wednesday-
Today we will consider the use of adverbs. Students will know that adverbs answer the questions where, when, how, how often, how long, to what extent or how much? They will answer the four questions on page 163. In addition, using a dictionary if they like, students will list at least ten more adverbs and use each in a sentence.
Thursday-
Today we will write a persuasive letter. Imagine that you are one of Margot’s classmates and it is the day after the sun came out. Write a persuasive letter urging your classmates to change their attitudes toward Margot. End by suggesting what all of you should do to make up for your actions.

Friday-
Today will be an open book test on the stories Priscilla to All Summer in a Day.

Language:
Monday-
Today we will practice the use of suffixes with L14. Students will identify the roots and separately the suffixes of the italicized words in the lesson. These words will include eventful, excitement, readiness, construction, arrival, simplicity, anchorage, rapidity, energetic, slippery, allowable and fortunate. After the words are separated, students will use each word in a sentence. Students will share the sentences they have created in the last half of the period.
Tuesday-
Today we will discuss the purpose or purposes of a content page. We will use L1 on p29. Students will be able to identify the page numbers of specific content and enter it appropriately. Students will then create their own content page for life at this school. Contents will be shared.
Wednesday-
We will investigate reading for a variety of purposes. Suggested focus will be on novels, magazines, comic book. Dictionary, cookbook, instruction sheets and a books will be mentioned. We will use L2 on p31. Students will write down the types they most enjoy and why. Complete L2.
Thursday-
We will investigate setting the purpose. This is done with head notes that catch the eye. We will read the article “Grandson Tries To Establish Dr. Mudd’s Innocence”. Identify the eyed catchers which indicate the purpose of the story. We will use L3 on p33.
Friday-
Test on skills for the last two weeks.

History Seventh:
Monday-
Today we will investigate the contributions and history of Augustus. We will read pages 286 to 289. Students will place the title Augustus at the top of their paper. In the form of bullets, they will list the contributions of Augustus and write a paragraph on their impression of Augustus. A short lecture on “Augustus” will preceed the writing.
Tuesday-
We will examine the contrast between Julius Caesar and Augustus Caesar. A two column organizer will be created to make the contrast bullet by bullet. I will provide additional information on the two of them that extends the limitations of the text. The information out of the text on pages 280 to 287 may be used as the primary source.
Wednesday-
I will share information about Tiberius, Caligula and Claudius. Students will use a three column organizer to pick out facts for each figure and listed under the appropriate column. Time will be taken in the last fifteen minutes of the class for students to share their highlighted bullets.
Thursday-
Students will sketch the map on page 293 on their own paper. They will also answer the following questions using the map: 1. What feature made up the far northern border of the Roman Empire? 2. Describe in general the trade items that came from the various regions of the empire.

Friday-
Students will take a test on pages 268 to 290.

History Sixth:
Monday-
Read pages 42 – 46. We will consider the every- day life of the Egyptian people. Students will create a 15 point bulleted paper listing the highlights of Egyptian life under the title Egyptian life.. These will be discussed during the last fifteen minutes of the period.
Tuesday-
Read pages 48 to 53. Construct a diagram similar to the one on page 52. This will help to identify the responsibilities of the pharoah. Then, students will write a letter to the peasants as if they were the king, explaining to the population the reasons they must construct the pyramid.
Wednesday-
I will speak to the students about the mummification process. Students will write bullets which highlight the process as I speak. Students will then draw their own pyramid. They should include the burial chamber with their name listed inside.
Thursday-
Students will read the story “The Prince Who Knew His Fate” on pages 53 to 58. Students will then respond to the five questions on page 58. Answers will be shared in the last fifteen minutes in the class. Students will then describe the conflict, climax and resolution to the story.
Friday-
Students will take a test on pages 27 to 58 in the text.