IC: Text Structure Stations
HW: Complete HW Package for next Monday
A: new Freckle skill; Assessment Friday; READING ACCELERATOR (Teams Assignment) if you haven't done it yet!
SUMMARY: Today we completed two stations, learning about two more text structures: chronological order and cause and effect
HOMEWORK: Continue to complete the homework packet. It is due next Monday. We will also have an assessment this Friday on the different text structures we have learned so far.
IC: Summary Review
HW: (Text Structure practice in HW packet)
A: new Freckle skill; Assessment Friday; READING ACCELERATOR (Teams Assignment) if you haven't done it yet!
SUMMARY: Today we reviewed the 6 different text structures, then practiced using that information to write a complete summary.
IC: Guided Research
HW: Independent Research (in HW package)
A: Science Talk Wednesday
SUMMARY: We will have a Science Talk on Wednesday to answer the question "Why should you care about the rainforest?" To answer this question, we did guided research today using to printed webpage articles. Tomorrow, we will use the iPads to find more support for your Science Talk.
HOMEWORK: Find at least one website that helps you answer the question "Why should you care about the rainforest?"
IC: Science Talk
HW: package due Monday
A: Teams Reading Accelerator
SUMMARY: Today is your chance to show your understanding of the topic: Why should you care about the rainforest?
HOMEWORK:
Homework bundle due next Monday
Reading Accelerator posted on Teams (due Sunday night)
Greek/Latin Root Quiz next Monday
IC: Point of View
HW: package due Monday
A: New Freckle skill
SUMMARY: Today we learned about the different points of view that an author can use. We also read the story "The Dreaming Tree" and answered comprehension questions about it.
HOMEWORK: The HW package is due next Monday. Be sure to complete each page carefully and don't forget to do the Freckle skill!
IC: Figurative Language
HW: package due Monday
A: Assessment next week
SUMMARY: Today we reviewed figurative language, focusing on similes, metaphors, and idioms. Make sure you understand the differences! We also compared a story "A Walk in the Woods" to the story we read in class yesterday, comparing the different points of view.
SUMMARY: Today we continued to identify similes, metaphors and idioms from the different texts we've read. Then we compared figurative language using a graphic organizer to help us write a compare and contrast essay.
IC: Review Day
HW: package due Monday
A: Assessment next Monday
SUMMARY: Today I handed back the grammar quiz and homework package. We reviewed the common mistakes, especially decoding words through your understanding of roots and prefixes. Then you had the rest of class to complete your C&C essay from yesterday. Anyone who finished the essay got an iPad to review figurative language on Freckle.
IC: Presentations; Music across texts
SWBAT:
1) Combine Al-generated images and lines of poetry to convey the experience of the blues musician from Langston Hughes poem, "The
Weary Blues"
2) If time: What do A Raisin in the Sun and "The Weary Blues" suggest about the emotional impact of music?
Homework: Review p. 113-119, Underline most meaningful line from
"Who Do You Call," and write a sentence about what that line helps you understand about the man that the speaker describes. 10+ minutes
IC: Dramatic Interpretation Preparation
SWBAT:
-identify a central message of their scene and explain how it contributes to their understanding of the play
-Decide what acting choices they will make.
Take out your annotations from last night so I can check them.
HW: Reread your scene, highlight phrases and words that will guide your acting.
Tonight's homework: prepare for presentation: 10 mins +
IC: Finish Performances
SWBAT:
-develop a character through movement, voice, facial expressions, dialogue...
-demonstrate evidence of understanding of the play, a debatable interpretation (play's message) and evidence of preparation.
HW: Finish Reflection Forms
BRING OF MICE AND MEN & RAISIN to SCHOOL NEXT WEEK for Whole-book Study in preparation for Literary Argument Essays
IC: Finish Symbol Essay Posters
SWBAT: present an argument to a debatable thesis
postersete another grouyour symbol essay umplete anis voster decorame sion
HW: Eat, sleep, and be merry as you play LOL!
Complete activity pack by Tuesday night. (10-mins) if not done today.
IC: Capitalization
HW: Freckle Practice
A: Assessment Friday
SUMMARY: Today we started with a grammar task reviewing the Present Perfect tense. (The present perfect tense uses have/has + Past Participle for actions that started in the past but are still occurring in the present) Then, we revised a sample introduction paragraph for capitalization mistakes. Lastly, you used the model introduction to write your own introduction to the prompt: Compare and contrast Esperanza's and Miguel's reaction to losing his job.
IC: Usage + Body Paragraph 1
HW: Intro + Body Paragraph 1
A: Assessment Friday
SUMMARY: Today we reviewed the past perfect and present perfect tenses by identifying different sentences together. Then, we looked at how to revise our 'usage', specifically matching subjects to verbs and pronouns as well as staying consistent with verb tense. Last, we wrote body paragraph one of our compare and contrast essay. It should follow these steps:
BODY PARAGRAPH 1 (COMPARE)
Topic Sentence: ____ and _____ are similar because they are both __________.
Evidence: On page ___ it says, "________________________________________."
Analysis: This shows ...
Paraphrase how character 2 is similar
Link: Although they both __________, there are also important differences to their reactions.
IC: Punctuation + Body Paragraph 2
HW: Body Paragraph 2
A: Assessment Friday
SUMMARY: Today we reviewed how to revise our punctuation, specifically commas. We also reviewed how to write body paragraph two, as outlined below:
BODY PARAGRAPH 2:
Topic Sentence: In contrast, _______ reacts differently because he/she ...
Evidence: On page ___ it says, "________________________________________."
Analysis: This shows ...
Paraphrase how character 2 is different
SUMMARY: Today we reviewed Past/Present Perfect tense, practiced fixing spelling in a model paragraph, and completed the conclusion of our compare and contrast essay.
Conclusion:
Thesis Restated: As you can see, _______ had the better reaction to losing his job.
Summarize BP1 + BP 2: Although Miguel and Esperanza both ________________, ….
So What? What lesson or moral can I learn? This situation teaches us that...
HINTS for tomorrow's Assessment:
Re-read 'Los Duraznos' (especially p.220-230)
Know how to write a TEA response
Look for Metaphors from this chapter
Review Past Perfect/Present Perfect Tense
SUMMARY: Today we reviewed the components of a compare and contrast essay using Blooket, since you all worked so hard on your compare and contrast essays over the weekend. We will be revising and editing your essays this week, in order to prepare you for next week's benchmark.
SUMMARY: Today we did peer editing of our compare and contrast essays using CUPS. Students peer-edited for errors in capitalization, usage, punctuation, and spelling.
Capitalization
Usage
Punctuation
Spelling
TOMORROW: We will review the events of Esperanza Rising.
IC: Final Review
HW: Be prepared
A: Speaking Benchmark Wed./Thurs.
SUMMARY: We used the final class to review for the 4 paragraph compare and contrast essay. Students had to work together and independently to ask questions and review the essay structure.
TOMORROW: You will have 45 minutes to write your compare and contrast essay using your planning chart from last Thursday/Friday. Be prepared!
SUMMARY: Today was day one for our benchmark speaking and listening task. Half the class was selected to participate in the discussion group, while the other half listened, took notes, and asked questions. Tomorrow the groups will switch responsibilities.
IC: The Story of an Hour
SWBAT: explain how justaposition develops a character's shifting attitudes; begin identifying structural features in The Story of an Hour.
HW: Upload photo of annotations of The Story of an Hour to Teams; Read to p. 64 of A Raisin in the Sun by Monday.
IC: Group Paragraph
SWBAT: write A-but-also-B thesis statements with phrases, incorporate short quotes, transitions refer to the previous paragraph
HW: Read to p. 64 of A Raisin in the Sun by Monday. Read and Annnotate The Flowers by Alice Walker for tomorrow.
Annotate the beginning, end, shifts in POV, tone, or mood
IC: Finish Planning Essay, Peer Review
SWBAT: plan an essay w/ thesis, transition, evidence and analysis
Essential Questions: How does Alice Walker use the conventions of the Bildungsroman genre to develop Myop's complex response to her journey into the woods?
News: Benchmark on Wednesday
HW: Read and annotate "Sticks" using SPLAT by tomorrow: 10-15
minutes
IC: "Fighting for Home"
SWBAT:
1) Locate background information from a primary source
Assignment: Download & read "Fighting for Home: The Roots of A Raisin in the Sun" and answer the questions that follow the text in word document. Upload to Teams assignments. 10-point minor assignment.
HW: Finish reading through Act 1, Scene two by tomorrow. p.75
Quiz on "portrait of an artist" postponed until Friday
IC: Revising a paragraph
SWBAT: 1) Revise & annotate a rewrite of a paragraph from their benchmark essay.
2) Edit a peer's essay to include
HW: Review p. 80-86 for tomorrow. (15 minst depending of reading)
HW: Finish writing and highlighting paragraph if unfinished.
Ho Only: Complete one set of assigned Quill activities: 10 minutes
IC: Presentation (15-points) & Beneatha's Suitor Chart (10 points)
SWBAT: how does Beneatha's response to Asagai and George's values reflect her complex discovery of her personal values
Homework: Review p. 90-95 for tomorrow.
Prepare for your presentation tomorrow. YOU DO NOT NEED TO SUBMIT THE CHART UNTIL AFTER CLASS
IC: Discussion Prep.
HW: CHA 'Las Guayabas'
A: MAP Tuesday/Wednesday; Discussion Assessments this week (Class 2 & 3)
HOMEWORK: We will have two text based discussions later this week. To prepare, make sure you CHA 'Los Guayabas' thoroughly. The instructions were:
C: Circle any unfamiliar words (2 per page)
H: Highlight any time Esperanza thinks about her old life or acts 'rich'
A: Annotate definitions and 2 questions that you have
IC: ER so far
HW: Reading Accelerator (2 Teams Assignments)
A: Finish Freckle (Greek and Latin Roots)
SUMMARY:
1. Kahoot review of Esperanza Rising so far.
2. TEA Opinion paragraph: In the assignments section, open the TEA opinion paragraph assignment. Click the Microsoft Form to open the questions, then pick ONE quotation to write a TEA Opinion Paragraph answering the question "Which chapter has been the most exciting?"
3. 20 minute work-time
HOMEWORK:
TEA paragraph due by 4pm today (should finish in class time).
Complete 2 Teams Reading Accelerators (due Sunday night)
Finish Freckle (There are still a few students who haven't completed the Greek and Latin roots task)
IC: Metaphors
HW: Metaphor Q's + Las Almendras C.H.A.
A: New Freckle due Mon.
SUMMARY: Today we explored metaphors and how they are used in Esperanza Rising. You had to determine the meaning of metaphors, and then complete the metaphor scavenger hunt.
HOMEWORK:
Complete the CHA for 'Las Almendras' using the worksheet
Complete the Metaphor Questions worksheet for 'Las Almendras'. Make sure you use TEA structure for your answers!
New Freckle skill due next Monday: Understand Figurative Language.
IC: Compare & Contrast: Introduction
HW: Las Ciruelas C.H.A.
A: Next Freckle due Mon.
SUMMARY: We previewed our end of unit writing task, a Compare and Contrast Essay. Today, you learned how to write an introduction for that essay by completing your in-class worksheet and writing your own intro paragraph to compare and contrast Mama and Esperanza's reaction to the little girl on the train.
HOMEWORK: Complete the C&C Introduction Assignment on Teams. Be sure to type your response into the Microsoft Form carefully. Use complete sentences, capitalization, and punctuation!
IC: C&C Body Paragraph 1 - Compare
HW: CHA 'Las Ciruelas' (WS)
A: Type C&C paragraph on Teams (due Friday)
SUMMARY: Today we continued our Compare and Contrast essay practice with body paragraph one: Comparing how the two characters are similar. We looked an example in class, and used the rest of class time to start your own body paragraph comparing how Esperanza and her mother are similar in this situation.
HOMEWORK: Use your work from class to complete the C&C Body paragraph one Teams assignment. Type your paragraph into the Microsoft Form. Don't forget to check capitalization and punctuation!
IC: Char. Reactions
HW: Las Ciruleas Q's
A: Typed paragraphs due Friday
SUMMARY: Today we looked at how different characters reacted to Mama's sickness after the dust storm in the chapter 'Las Ciruleas'. Your task was write how each character reacts and find quotes as evidence with the page numbers.
HOMEWORK: Answer the comprehension questions for 'Las Ciruleas' using T.E.A. formatting.
IC: Esperanza Rising Recap
HW: CHA Las Papayas, Freckle
A: Reading Accelerator due Fri.
SUMMARY: Today we reviewed the events of Esperanza Rising so far. You had to match the events to the chapters, write a TEA paragraph to explain the most exciting chapter, and compare and contrast 'Las Uvas' with 'Las. Ciruelas'.
HOMEWORK:
CHA Las Papas: Use the HW WS to guide you
New Freckle Skill: Literature - At your level (due next Monday)
Reading Accelerator (Teams Assignment due Friday)
IC: C&C: Contrast paragraph
HW: Las Papas questions + CHA (Las Papas)
A: Reading Accelerator due tomorrow
SUMMARY: We learned how to write paragraph three of our compare and contrast essay. This paragraph should clearly contrast the two characters. It requires a topic sentence, evidence in the form of a quotation, and analysis of your quote. Our goal in class was to write the paragraph one sentence at a time. For homework, please put it all together and write it as a complete paragraph.
IC: Past Perfect Verbs
HW: Los Aguacates Questions
A: New Freckle Skill: Assessment B
SUMMARY: Today we learned the difference between past perfect, simple past tense, and past perfect continuous. We played a 'SNAP' card game to practice identifying past perfect tense.
Past Perfect Tense:
Use: Describes an action that was completed before another action or specific time in the past. It establishes which of two past actions happened first.
Structure: [Subject] + had + [past participle of the verb]
Example:
I had visited Paris before I moved to London.
She had finished her homework when her friends arrived.
HOMEWORK:
New Freckle Skill: Assessment B (due next Monday)
Use TEA format to answer the comprehension questions for 'Los Aguacates'.
Example TEA structure for Question 1:
T: Miguel and Esperanza drive far to shops at the Japanese TEA market.
E: On page 186, Miguel says, "Some of the other market owners aren't as kind to Mexicans as Mr. Yakota."
A: (Now explain the quote and answer the question)
Hints:
Question 2: Read page 188 carefully for the evidence
Question 3: Article 2 of the UDHR says "Don't Discriminate: These rights belong to everyone."
IC: Character Reactions
HW: Los Espárragos Questions + CHA
A: Don't forget about Freckle!
SUMMARY: Today you worked with your group to analyze character reactions.
HOMEWORK: Answer the 'Los Espárragos' questions using T.E.A. structure.
Hints:
Questions 1:
T: Esperanza first responds to seeing the strikers with fear.
E: On page 200 it says, "When Esperanza saw their menacing faces, she wanted to run back to the safety of the camp."
A: The most important thing for her is taking care of Mama. She is confused because ...
Question 2: Think about what Esperanza does for Marta on page
Question 3:
T: According to the text, Miguel feels _______ about the text.
E: On page ____ it says, "____________________________."
A: This shows that Miguel is ...
Question 4: (Infer = to make an educated guess using clues from the text)
T: I can infer that Miguel's hope for farmworkers in the U.S. is ___________.
E: On page 210, it says, "____________________________."
A: This clearly shows...
IC: Painted Essay
HW: CHA Los Duraznos
A: Freckle due Monday
SUMMARY: Today we reexamined how to write a 4 paragraph compare and contrast essay by 'painting' a model essay as a class. I have posted a PDF to remind you of what should be included in each paragraph. As a reward for your hard work, we gamified our learning with a Compare and Contrast Blooket.
IC: Stations
HW: (Freckle was assigned on Monday)
A: Fishbowl C&C Discussion after the holiday in Speech and Present class
SUMMARY: Today we worked in groups to examine more character feelings and reactions. Your group had to rotate from poster to poster, read the character feeling, then find a quote that supports this (with page number!).
HOLIDAY: Enjoy the Golden Week with your family and friends!
EXTENSION: For anyone who wants to continue practicing English, you can read ahead to the next chapter, or prepare for the fishbowl discussion in Speech and Presentation.
FRECKLE CLASS COMPETITION: See the post below for more information
IC: Review your essay
SWBAT: revise a paragraph based on feedback
A: Write a goal for improving one paragraph from your essay and rewrite one paragraph. 50-point minor
HW: Choose a scene from Of Mice and Men that you would like to perform with classmates. Decide how you would perform/ interpret the scene. Your next major assignment will be to perform a scene from the novel and explain your artistic choices in performing the scene.
Please prepare your two highlighters, pencils/erasable pens, and two four-ring binders as soon as possible!
Today we talked about the classroom policies and expectations. I also mentioned that we start work tomorrow, so show up prepared and ready to read!
You can find your survey in the Teams "Assignments" folder. It may look like a backpack on the iPad, and it is below your class picture if you are using a computer. Complete it by Friday!
Don't forget to write your password on the front page of your CJ.
IC: Infer the Topic
HW: Reflection Q's
A: due Friday
SUMMARY: Today we worked together to examine some quotes and passages from the novel to try and infer the topic. Your homework is to complete the Module Questions under the 'Assignments' tab on Teams. This will be due by Friday.
Infer = To try and make an educated guess based on context and other available clues.
IC: Close Read
HW: CHA Las Uvas (p.4-22)
A: Binders & highlighters!
SUMMARY: Today we started our new novel 'Esperanza Rising'. You learned how to read actively using CHA, and you will complete your CHA for the next chapter 'Las Uvas' using the CHA instructions below:
CHA Instructions:
C: circle 10 unknown words
H: highlight any new characters
A: 10 definitions; On page 12, predict what happened to Papi? On page 22, predict what has happened to the Ortegas?
IC: Story Structures
HW: Complete 'Las Uvas' WS Questions
A: Freckle due Monday
SUMMARY:
A. Today we looked at story structure using a 'Plot Pyramid'. For each chapter, we will decide how it fits into the plot pyramid and why on our Story Structure Chart.
B. We also looked at individual articles from the UDHR (Universal Declaration of Human Rights). For each chapter, we will look for evidence of a Human Right and how it is being threatened.
HOMEWORK: Complete the questions WS for 'Las Uvas'. Be sure to answer all three questions using complete sentences! This will be due tomorrow at the beginning of class.
REMINDER: You will need a classwork binder and a homework binder for English class. Please bring it to class if you haven't already done so!
EXTEND YOUR LEARNING: Want to know more about Human Rights? Check out this website and watch the short video explaining how they came to be!
IC: Reorganizing
HW: CHA 'Las Papayas'; Complete Teams 'Research Texts' assignment
A: Freckle due Monday
SUMMARY: Today we reorganized our classwork binder, checked CHA, and reviewed the events of the first chapter.
HOMEWORK:
CHA 'Las Papayas' using the following instructions:
Teams Assignments: Research Text 1 and Research Text 2
Freckle: 3 tasks due by Monday
CHA INSTRUCTIONS:
C: unknown words (2 per page)
H: Any reactions to Papa's death (for example, character feelings, actions, saying, or thoughts)
A: label each highlight as Feeling, Action, Saying, or Thought
SUMMARY:
a. Grammar: Today we had a quick review of sentence types: Declarative, Exclamatory, Imperative, and Interrogative.
b. UDHR: We completed the human rights chart for 'Las Uvas', then learned more about the Universal Declaration of Human Rights.
c. We learned how to write an effective summary. You will be assessed on this skill this Friday.
HOMEWORK: Complete the 'Las Papayas' question worksheet (2 questions). Be sure to answer in complete sentences.
IC: Summary Sentence 2
HW: CHA 'Los Higos'
A: New Freckle Tasks
SUMMARY:
a. Grammar: We reviewed sentence types and student had to make their own exclamatory sentences. For example:
Wow, that sunset is absolutely breathtaking!
I can't believe you won the lottery!
What an incredible performance that was!
This cake tastes so delicious!
How amazing it is to see old friends again!
b. Story Structure: We agreed that 'Las Papayas' fits into the rising action on our plot pyramid.
c. Summarizing: Sentence 2 should include the specific article and the main idea.
HOMEWORK: CHA 'Los Higos' for homework (p.39-). Your CHA instructions are:
Circle: unknown words (2 per page)
Highlight: Any examples of bravery
Annotate: definitions and two predictions (what you think will happen next)
Freckle: We have assigned two more skills for you to work on this week. You will have until next Monday to complete them!
SUMMARY: Uh-oh! It seems we need a refresher of how to answer questions using complete sentences! Today we re-learned how to answer questions by using the words from the question. Your answers should use TEA (topic, evidence, analysis). We completed number one together as an example:
One piece of evidence that shows how Esperanza is responding is on page 27, where it says, "Esperanza often woke to Mama's soft crying. Or Mama woke to hers." This shows how Mama and Esperanza are unable to sleep because they are so sad about Papa's death.
HOMEWORK:
If you didn't finish your answer re-write for "Las Papayas", it is for homework, due tomorrow.
Complete the comprehension questions for 'Los Higos'. Remember the format we talked about in class today! (see above)
Grammar: Imperative Sentences are sentences that give an order or command. For example:
Close the door.
Please pass the salt.
Turn off the lights.
Don't forget to call me.
Take out the trash now.
SUMMARY: Today your teacher modeled summary sentences 3 and 4 for you to copy. Then, you had to write your own complete summary for Article 24. Here are the steps below:
Sentence 1:
-title
-author
-brief description
Sentence 2:
-Article being summarized
-Main idea
Sentence 3:
-Quote set up
-Quote
Sentence 4:
-Transition words
-Connection
Example summary for Article 24:
The Universal Declaration of Human Rights was written by the United Nations in 1948 to outline basic rights that everyone should have. Article 24 says we all have the right to rest and leisure. It states that “we all have the right to rest from work and relax”. In other words, everyone should be able to take breaks and not work all the time.
Grammar: Sentence Types:
a. Declarative: states a fact
b. Exclamatory: expresses emotion
c. Imperative: gives a command
d. Interrogative: asks a question
HOMEWORK: Review the steps for how to write a summary AND review the four sentence types. It may be a good idea to preview Article 13 from the UDHR as well.
IC: Mid-Unit 1 Assessment
HW: Read and CHA 'Las Guayabas'
A: Teams Assignment: 'Las Guayabas Reading'
HOMEWORK: Two parts for this weekend!
Part 1: Read and CHA 'Las Guayabas' using the CHA instructions below.
Part 2: Complete the Teams Assignment entitled: 'Las Guayabas Reading' (a short reading passage from the book).
C: Circle any unfamiliar words (2 per page)
H: Highlight any time Esperanza thinks about her old life or acts 'rich'
A: Annotate definitions and 2 questions that you have
IC: Meet the Okies
SWBAT: apply historical context to explain how authors use symbolism to convey their messages
HW: Read p. 12-24 tonight. Expect pop reading quizzes or a skill quiz at the end of the week.
A: major writing assessment next Tuesday. Please come to student hours tomorrow or Wednesday to discuss your writing diagnostic
IC: Debate an interpretation of a Poem
SWBAT: apply knowledge of techniques/ elements
HW: Read to p. 38-49 by Monday. Expect pop reading quizzes at all times.
-Quiz today
-Major writing assessment next Tuesday. Please come to student hours today or next Monday to discuss your writing diagnostic.
-Come see me after school if you're having trouble with OneNote. Hint: Try opening through Teams and OneNote.