MONDAY: NO SCHOOL
TUESDAY: IDEA BOOK “JOURNAL”- Mr. Hetrick was absent on Friday. Explain and describe the events that took place in Room 202 during your class period. Things to consider: work, behavior, attendance, drama, or anything else important you feel the need to explain that you did or did not do in class on Friday.
PERSONAL DICTIONARY- Word #70 “Urgent” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue completing “Treasure Map” assignments from last week. Students will be in various stages of the writing process working to complete the assignment. Teacher will be facilitating this process. Students will also practice conducting a spelling bee.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: Student will be introduced to a higher level of writing topic sentences and introductions. We will begin today talking about 3 different “Snappy Starters” and continue writing introductions. This process will continue all week with different parts of a persuasive essay. This weeks topic: “Turning off the television”. Students will also practice conducting a spelling bee.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience. (Benchmark 3.C.3a)
Grammar focus: Syllables Review All Rules
WEDNESDAY:
IDEA BOOK “JOURNAL”- Describe your favorite TV show. Talk about characters (what they look like, sound like, and how they act). Also, describe your favorite episode of that show.
PERSONAL DICTIONARY- Word #71 “Imagine” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will take a grammar/vocabulary assessment. Any missed or incomplete work will be completed during this period. A practice spelling bee will also occur.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience. (Benchmark 3.C.3a)
6th Grade activities: Students will take a grammar/vocabulary assessment. Any missed or incomplete work will be completed during this period. A practice spelling bee will also occur.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience. (Benchmark 3.C.3a)
Grammar focus: Prefixes
THURSDAY:
IDEA BOOK “JOURNAL”-
PERSONAL DICTIONARY- Word #72 “Cancel” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue completing “Treasure Map” assignments from last week. Students will be in various stages of the writing process working to complete the assignment. Teacher will be facilitating this process. Students should begin to wrap up this assignment. Students will also practice conducting a spelling bee.
- Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication. (Benchmark 3.B.3b)
6th Grade activities: Students will now be asked to write one paragraph persuading someone to either keep the TV on or turn it off. One reason will be written today, and only one. Teacher will be describing how to provide supporting details and the importance of specificity. Students will also practice conducting a spelling bee.
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication. (Benchmark 3.B.3b)
- Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience. (Benchmark 3.C.3a)
Grammar focus: Prefixes
Friday:
IDEA BOOK “JOURNAL”-
PERSONAL DICTIONARY- Word #73 “Explain” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students should wrap up this assignement today. Teacher will introduce another expository writing assignment. Topic: “How to make a Peanut Butter and Jelly Sandwich.” Students will also practice conducting a spelling bee.
- Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication. (Benchmark 3.B.3b)
6th Grade activities: Students will be asked to write a second paragraph persuading someone to either keep the TV on or turn it off. One reason will be written today, and only one. Teacher will be describing how to provide supporting details and the importance of specificity. Students will also practice conducting a spelling bee.
- Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication. (Benchmark 3.B.3b)
- Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience. (Benchmark 3.C.3a)
Grammar focus: Prefixes
Other “Performance Descriptors” for the covered for the week:
Benchmark 1.A.3a
1. Use a combination of word analysis and vocabulary strategies (e.g., word patterns, structural analyses) within context to identify unknown words.(Stage E)
Benchmark 3.A.3a
1. Develop multi-paragraph compositions that include an introduction, first and second level support, and a conclusion. (Stage E)
1. Write paragraphs that include a variety of sentence types (i.e., declarative, interrogative, exclamatory, imperative). (Stage E)
3. Use a variety of sentence structures (e.g., simple, compound). (Stage E)
6. Demonstrate appropriate use of various parts of speech. (Stage E)
4. Use basic transition words to connect ideas. (Stage E)
5. Proofread for correct English conventions. (Stage E)
Benchmark 3.B.3b
2. Establish and maintain a focus.(Stage E )
3. Develop a topic sentence that is supported with details.(Stage E )
1. Use prewriting strategies to choose a topic and generate ideas (e.g., webbing, brainstorming, listing, note taking, outlining, drafting, graphic organizers). (Stage E )
4. Organize a coherent structure appropriate to purpose (i.e., narration, exposition, persuasion), audience, and context using paragraphs and transition words.(Stage E )
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