October 17-21, 2011

October 17-21, 2011

Reading:
Monday-
Read the Bracelet on page 166. Follow along with the audio reading of the story. Respond to the following questions: 1) How do you think the living arrangement for Ruri’s family adds to the emotions the family is already experiencing? Be complete. 2) What does the fact that the United States and Japan are at war tell us about Ruri’s family being sent away? 3) What are the two settings of this story?
Tuesday-
Answer the following questions for “The Braclet”: 1) How do the family’s living arrangements connect to Ruri’s idea of an apartment? Look at page 172, first column, and last paragraph.2)In two or three sentences, tell what has happened since Ruri said goodbye to Laurie. 3) Has Ruri’s conflict been resolved? If so how? 4) What mood does the author create with her description of the setting? You can find this on page 170, first column and third paragraph. 5) Do you think this country was right or wrong to confine American citizens with Japanese ancestory?
Wednesday-
Complete the “Applying Your Skills” section of the grade book on pages 174 and 175. This includes the Grammar Link with prepositional phrases, vocabulary development. Show the Latin root word power point if there is time.
Thursday-
Read Walter Dean Myers starting on page 179. Students will follow the audio version as they read. Direct students to the correct paragraphs within the text for each reading focus items at the bottom of the pages in the T.E. These focus points will prompt a discussion among the class. Different points of view will be shared.

Friday-
In the interview, Walter Dean Myers talked about decisions kids need to make early in life. What decisions have the kids in this story made? How do their decisions relate to the message of the story? Answer questions 5-6 on page 187. This requires evaluation and interpretation. Share answers in the last part of the period.

Language:
Monday-
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 eye catching lines that attract the reader to the story or declare the purpose of the story. Complete L3 on p33. Next, give one example of how a semi-colon is used in this article. Give another example of how hyphens are used in the story.
Tuesday-
Students will learn how to adjust reading rates to the purpose of the reading. Complete L4 starting on p37. Correct the results in the last few minutes of class and share answers. We will try to determine which rates of speed are appropriate for reading various purposes of reading.
Wednesday-
We will adjust reading rates for structure again today. Different texts will be used. Complete L5 starting on page 41. Comprehensive questions will be asked after each of two stories. The first is “Victoria Woodhull; Independent Thinker” and “ Mary McLeod Bethune: Tireless Worker. Complete L5 starting on p41.
Thursday-
Students will take turns reading excerpts from their selected AR books. Other students in the class will have a chance to ask questions about the book each student presents. We are promoting the consistent reading of AR books.
Friday-
Students will complete a book report form on their particular AR book. This applies to the current or last book read to the current point the student is in the reading. The forms will check for title, author, publisher, conflict, climax and resolution. Students are to report in the last half of the period.

History (Seventh Grade):
Monday-
Today I will discuss the Caesars from Tiberius to Nero. On a worksheet, students will connect the appropriate attribute to the appropriate Caesar as I share and discuss the story. After the story is finished, students will write a paragraph that explains why leaders like Nero and Caligula can be so destructive to the moral and progress of a country let alone an empire.
Tuesday-
Students will read pages 288 to 294. After the reading, students will list the names of the Good Emperors and write the accomplishments of each under their name. Students will also explain in one or two sentences, why a common currency is a good thing.
Wednesday-
Today will be a review. Students are expected to complete questions 1-17 on page 296. The answers will be discussed and shared in the last part of the period. Our purpose here is review.
Thursday-
Today we will watch more of the video Spartacus. We will focus on the rebellion in the training camp at Capua. Students will answer each of the following questions at length in a paragraph: 1) How did slavery on a large scale change Rome? 2) What is the problems with managing that many slaves? 3) Is the slave revolt a significant threat to the government of Rome? Why or why not?
Friday-
Students will read pages 303 to 310. We will focus on daily life for Roman citizens. A short essay will be written which compares life in Rome then with life in this country today. These compositions will be shared in the last part of the period. It is a study and comparison in culture.

History (Sixth Grade):
Monday-
Students will read the story “The Prince Who Knew His Fate” on pages 53-58. Students will then respond to the five questions on page 58. Answers will be shared in the last fifteen minutes of the class. Students will then describe the conflict, climax and resolution to the story.
Tuesday-
Students should read pages 60 to 67. We will highlight t Ramses II and Tutankhamen. The pages will be read out lout. Three columns will be prepared (one for each pharaoh). Important contributions of each will be highlighted. A discussion will follow where students will debate about which pharaoh was most important and why.
Wednesday-
We will read pages 68 to 72. Students will create an advertisement that could have been used in ancient Egypt and Kush to promote the many uses of iron. Students will read their advertisements out loud to the class when finished.
Thursday-
Students will work on the assessment and activities on pages 74 and 75 today and tomorrow. The work will be collected at the end of tomorrow. Answers will be shared and discussed tomorrow.
Friday-
Finish Thursdays assignment.