December 5-9, 2011

December 5 – 9, 2011
Reading:
Monday- 2.2.4 Recognize and use previously learned
text organizational structures (simple
listing, sequential order, description,
compare and contrast) to aid comprehension
Entry- given blank flash cards, each student will write the highlighted words in “Olympic Glory:Victories in History” on one side of each card. Three cards will be given for the three words (victorious, contemporary and amateurs). (kinesthetic)
Main activity- We will read the story “Olympic Glory” starting on page 311. We will then form in quad groups. A poster will be constructed by each quad with two columns. One column will be entitled “Olympic Games Then”, the other will be entitled “Olympic Games Now”. Members of each group will contribute. One will be the recorder. Another will be the presenter. Students are to compare and contrast in this way. (Interpersonal) (kinesthetic)
Ending Activity- This will be a quick heads down check of the highlighted words. I will read the definition and offer a multiple choice. Hands will be raised for the proper choice.
Students will be able to give at least two correct answers it if three for the ending activity and be able to list at least three differences/similarities for past and present Olympic games.
Tuesday- 2.2.4 Recognize and use previously learned
text organizational structures (simple
listing, sequential order, description,
compare and contrast) to aid comprehension
Entry Activity- Students will complete the seven questions on page 315 which relate to Olympic Glory.
Main Activity- Students will read “Going to Bat” on page 317. They will then compare and contrast two games they know well, by explaining in which way they are different and which way they are similar. This is the writing focus for this story suggested by the curriculum. (linguistic)
Ending Activity- We will correct the questions on page 315.
Students will be able to score at least 70% on the seven questions and list at least four comparisons with regard to the Olympic Games.
Wednesday- 1.6.2 Contributes to different parts of writing
process when working on a class
newspaper (e.g., group plans together;
partners prewrite and compose article
on classroom computer; individuals
illustrate and format; group revises
Entry Activity- List five things that you know how to do and could teach or give instructions on.
Main Activity- As a prewriting exercise, use the table on page 323 or at least its format. In the column entitled topic, list your five things or areas of expertise. After you are through with the table, choose one of the topics to write about. The first paragraph should be an introductory paragraph. You then need a paragraph for each step in the process. The last paragraph should be a summary paragraph. These will be read tomorrow. (linguistic)
Ending Activity- Students will share the five things they feel an expertise for. (Aural)
Students will be able to organize a graphic for a prewriting activity with regard to writing for a purpose. They will effectively complete an essay which demonstrates a personal expertise.
Thursday- 2.2.3 Identify the major actions that define the
plot and how actions lead to conflict or
resolution.
Entry Activity- Write a paragraph on what you would do if a stray dog just showed up at your house. This is a preteach activity suggested by the curriculum. It is also reading for a purpose. (linguistic)
Main Activity- Read the “Stray” by Cynthia Rylant. It starts on page 350. Listen to the audio of the story as you follow along and read it yourself. On your paper, list the following while leaving two or three lines between each: theme, conflict, climax, resolution. You must write a sentence for each one of these with respect to this story. (aural)
Ending activity- Selected students will read their paragraphs. (aural)
Students will be able to write with a purpose and identify theme, conflict, climax and resolution.
Friday- 2.2.4 Recognize and use previously learned
text organizational structures (simple
listing, sequential order, description,
compare and contrast, chronological
order) to aid comprehension
Entry activity- Write down what you think the definition of each of the following words should be but do it in your own words: attitude, communicate, contrast, illustrate. (linguistic)
Main activity- collect in quad groups. You will be given four questions to answer as a group. They will be given one by one. Your group will be given approximately four minutes to discuss possible answers and record the best one. These questions relate to “Stray”. The questions are: 1) Explain the idea of the theme of “Stray”. 2) How does the author illustrate the cruelty of abandoning pets. 3) How does the dog communicate that it wants to belong to the family? 4) How does Doris communicate her pain over losing the dog? 5) How does Mr. Lacey’s attitude toward the stray change after he visits the pound? 6) Contrast Mr. Lacey’s attitude before he visits the pound with his attitude after he visits the pound. (Intrapersonal)
Ending activity- Listen to the texts definition of the entry activity words. Raise your hands if your definition is a reasonable match. (aural)
Students will be able to understand the key words of the collection four stories. These key words are used within the questions in the main activity.

Language:
Monday- 2.2.4 Recognize and use previously learned
text organizational structures (simple
listing, sequential order, description,
compare and contrast, chronological
order) to aid comprehension
Entry activity- On your paper, draw one scene that stands out in your mind with respect to House on Hackman’s Hill.
Main Activity- Read chapters 8 and 9 of House on Hackman’s Hill. Read your AR books after you finish.
Ending Activity- Students will share their images by describing their drawing to the class. (kinesthetic)

Tuesday- 3.3.5 Maintains subject/verb agreement
Entry Activity- Define simple predicate in your own words. Define complete predicate in your own words. Define simple subject in your own words. Define complete subject in your own words. (linguistic)
Main activity- You will separate parts of the predicate by double underlining each simple predicate. L4P150
Ending Activity- We will listen to some of the definitions. (aural)
Students will know the difference between simple and complete predicates.

Wednesday- 3.2.3 Writes a variety of sentence types (e.g.,
declarative, imperative, exclamatory,
interrogative).

Entry Activity- Write a question on your paper. Underline the first word. Is it a verb
Main activity- In some sentences, the complete subject does not come before the complete predicate. Interrogative sentences for example are written in inverted order. For example “Do the berries taste good? This sentence starts out with a verb which is the simple part of a predicate. In today’s exercise you will have to rewrite interrogative sentences so that they form a statement. L5P152 AR work when finished. (linguistic)
Ending Activity- We will read some of the initial questions and decide upon where the verb is placed. (aural)
Students will be able to change an interrogative into a command or statement.

Thursday-3.3.6 Does not use “run-together” sentences
(e.g., They went to the store they
bought groceries.).
Does not use sentence fragments (e.g
Entry Activity- Fragments are incomplete. Example: “Go to the”. This is an incomplete thought. Therefore it is not a sentence. Write ten incomplete thoughts. Number 1-10. Be very neat.
Main Activity- A group of words punctuated like a sentence but not expressing a complete thought is called a sentence fragment. It may look like a sentence but it is not. In the exercise today you will make complete sentences out of fragments by supplying the missing parts. L6P154 (linguistic)
Ending Activity- This will be group work. Students will exchange their ten incomplete thoughts. Another student will complete it to make a sentence. (interpersonal)
Students will be able turn make fragments into complete sentences.
Friday- 3.3.6 Does not use “run-together” sentences
(e.g., They went to the store they
bought groceries.).
Does not use sentence fragments (e.g
Entry activity- Write down your definition of a fragment. Write down your definition of a complete sentence.
Main activity- This will be a review quiz of the past weeks activities. It will be corrected at the end of the class which gives us chance to reinforce skills. (linguistic)
Ending Activity- Correction of quiz

History (Seventh):
Monday- review activity
Enter Activity- Copy the graphic organizer on page 386 on your paper. Use the text to complete the organizer.
Main activity- Review quiz on sections two and three of Chapter 11.
Ending activity- We will correct the quiz.

Tuesday- 4.2.2 Understands how contributions made by various cultural groups have shaped the
history of the community and world.

Enter Activity-Write the highlighted words in chapter 3 on the front of your paper. Number them.
Main Activity- Students will follow word for word as I read section 3. We will discuss Muslim achievements. (aural)
Ending activity- Write your own definitions for each of the highlighted words on the back of your paper. Each definition should have the same number as the word. (linguistic)

Wednesday- Review
Enter Activity- Copy the graphic organizer on page 394
Main Activity- Complete the review for section three (1-6) on page 394 (linguistic)
Ending activity- Group work in quads. Two groups inside the room. Two groups in the halls. The group leader will read a definition from their paper from yesterday. Students in the group will respond with the appropriate word. (interpersonal)
Students will become familiar with key terms from chapter 3.
Thursday- Review
Entry Activity- Answer the questions on the screen. There will be five which cover the first three sections of Chapter 11.
Main Activity-This is a review of sections 1-3. Students are to complete the odd problems through 23. This includes the descriptive writing. (linguistic)
Ending Activity- We will correct the five questions and most of the odd questions in the review.
Students will be able to recall specific issues and essential facts of the Islamic faith.

Friday- Review
Entry Activity- Answer the questions on the screen. There will be five which cover the first three sections of Chapter 11.
Main Activity- This is a review of sections 1-3. Students are to complete the even problems through 22.
Ending Activity- Students will trace the map on page 383.
Students will be able to recall specific issues and essential facts of the Islamic faith.

History Sixth:
Monday-3.2.2 Understands the characteristics of cultures in the world from the past or in the present
Entry Activity- Number 1-10. Leave spaces. This will be for a “what happened first?”, “what happened next?” activity for the Greek myth about Apollo and Phaethon. (linguistic)
Main Activity- Follow the words as I read the story of Icarus and Daedalus on pages 164- 167. Students will respond to the reading by completing the five questions on page 167. (aural)
Ending Activity- We will share and discuss the answers for the five questions. (interpersonal)
Students will be able to recall two essential Greek myths.

Tuesday-4.2.1 Understands and analyzes how individuals and movements from ancient
civilizations have shaped world history.
Entry Activity- Copy the graphic organizer on page 173. (linguistic)
Main Activity- Students will follow each word as I read section two. We will discuss the highlighted words.
Ending Activity- Students will complete the graphic organizer and questions 1-6 which includes the organizer. The unfinished items will be become homework. (kinesthetic)
Students will be able to identify essential figures of Golden Greece. This will include Herodotus, Sophists, Aristotle and Thucydides.

Wednesday- 4.2.1 Understands and analyzes how individuals and movements from ancient
civilizations have shaped world history.
Entry Activity- Read the biography of Plato and Aristotle on page 172.
Main Activity- Students will collect in groups and create a flash card worksheet for each word in sections one and two. Make sure that a couple of those questions refer to Plato and Aristotle. (kinesthetic, interpersonal)
Ending Activity- Students will quiz each other within the group with their newly created flash card sheet.
Students will be able to effectively identify at least 80% of highlighted words in sections one and two of Chapter 5.

Thursday-4.2.1 Understands and analyzes how individuals and movements from ancient
civilizations have shaped world history.
Entry Activity- Alexander the Great aspired to he like one of the heroes of the Trojan war. Write a paragraph on who you aspire to be like and why.
Main Activity- Students will follow each word as I read the third section in Chapter 5. This section focuses on Alexander the Great. (aural)
Ending Activity- Listen to the paragraphs.
Students will become familiar with the conquests and contributions of Alexander the Great.
Friday-4.2.1 Understands and analyzes how individuals and movements from ancient
civilizations have shaped world history.
Entry Task- Read “Alexander The Great” Villain or Hero? Starting on page 180
Main Activity- Copy the graphic organizer on page 179. Complete the graphic and questions 1,2,3,5 and 6 of the section 3 review. (kinesthetic)
Ending Activity- We will correct the questions on page 179