WEEK 10: November 1-5
INDEPENDENT STUDY:
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Meeting ID: 967 3072 6388
Passcode: dc8cHQ |
Independent Station
MONDAY 11/1 - TUESDAY 11/2
LEARNING TASK (VERB IN BLOOM'S TAXONOMY): You will:
1. Complete all 3 Bold Body paragraphs 2. Complete your Colorful Conclusions paragraph 3. Remember to refer to your notes for writing Body paragraphs and Conclusion paragraphs and the notes posted on the Google Classroom doc. 4. Bibliography-Resource Page Students review and receive examples of how to write a bibliography/resource page; students are aware that they will need to include at least 3 different resources 5. Students begin to write their entire Animal Intelligence essay-all 5 paragraphs onto one single draft 6. Students include their Bibliography-Resource page Wednesday, November 3rd LEARNING TASK (VERB IN BLOOM'S TAXONOMY): You will:
1. Complete all 3 Bold Body paragraphs 2. Complete your Colorful Conclusions paragraph 3. Remember to refer to your notes for writing Body paragraphs and Conclusion paragraphs and the notes posted on the Google Classroom doc. 4. Bibliography-Resource Page Students review and receive examples of how to write a bibliography/resource page; students are aware that they will need to include at least 3 different resources 5. Students begin to write their entire Animal Intelligence essay-all 5 paragraphs onto one single draft 6. Students include their Bibliography-Resource page Thursday November 4, 2021 LEARNING TASK (VERB IN BLOOM'S TAXONOMY): You will:
1. Complete all 3 Bold Body paragraphs 2. Complete your Colorful Conclusions paragraph 3. Remember to refer to your notes for writing Body paragraphs and Conclusion paragraphs and the notes posted on the Google Classroom doc. 4. Bibliography-Resource Page Students review and receive examples of how to write a bibliography/resource page; students are aware that they will need to include at least 3 different resources 5. Students begin to write their entire Animal Intelligence essay-all 5 paragraphs onto one single draft 6. Students include their Bibliography-Resource page
LEARNING OUTCOME: WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING YOU WILL... Students will be able to more close understand the various elements, themes, and characters of a literary novel by completing and producing a mini journal; the mini journal allows students to process the information in each chapter through their designs, descriptions and discussions. Students will produce an Informational essay by utilizing their understanding of accessing multiple resources, summarizing ideas into their own words and imbedding information into a structured 5 paragraph essay. LEARNING MATERIAL:
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SUPPORTS (WHAT ASSISTANCE THE STUDENT WILLRECEIVE):
Check Three Then Me model:
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
LEARNING ENVIRONMENT:
Vocabulary Words (from the novel reading 'Holes')
*You will have a quiz on all 10 words and definitions on Thursday, Nov. 4th
Homework:
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Collaborative
You will:
LEARNING MATERIAL:
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
LEARNING ENVIRONMENT: WHERE THE STUDENT WILL COMPLETE THE WORK
- Pair-Share-Compare Mini Journals
- Students who have completed their 'Holes' mini journals literary elements:
- Switch mini journals with neighbor review their illustrations and read their descriptions
- Provide feedback and/or suggestions Or Compliment and/or No corrections
- Discuss the literary elements of the day
- Students who have completed their 'Holes' mini journals literary elements:
- Informative Essay (Animal Intelligence)
- Students read each others Body paragraphs and Conclusion paragraphs
- Provide feedback and/or suggestions Or compliments and/or No corrections
- Vocabulary Words (Holes Literary Novel)
- Review and study key Vocabulary words and definitions
- Students work with a partner to practice with each other on the meaning of each word to prepare for the quiz
LEARNING MATERIAL:
- Notebook
- Pencil
- Mini Journals
- Google Classroom Docs.
- Index cards
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
- Collaborative/Peer
- Teacher
LEARNING ENVIRONMENT: WHERE THE STUDENT WILL COMPLETE THE WORK
- In class
Direct Instruction
MONDAY Nov. 1 -Tuesday Nov. 2
I will inform students
LEARNING TASK (VERB IN BLOOM'S TAXONOMY):
Thursday November 4, 2021
LEARNING TASK (VERB IN BLOOM'S TAXONOMY):
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILL RECEIVE):
In the Direct Instruction Station, I will support you directly by:
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
LEARNING ENVIRONMENT: WHERE THE STUDENT WILL COMPLETE THE WORK
I will inform students
- Read Holes Chapter 34-36
- Holes Novel Reading
- Read Chapters 34-36
- Complete Mini Journal Literary Element:
- Explain to students the Literary Element: Types of Conflict
- The 4 types of Conflict: Man vs. Man; Man vs. Nature; Man vs. Society; Man vs. Self
- Students will Log onto Schoology
- Complete The 4 types of Conflict worksheet
- Select the puzzle piece button to answer 10 questions to determine which type of conflict is being described
- Explain Literary Element: Symbols
- Log onto Ms. Owens Weebly resources page
- Select the Holes button and scroll down to chapters 34-36
- Literary Element: Symbols
- Take out Holes Mini Journal
- Write the Literary title and date at the top of a blank journal page
- Ms. Owens will inform, explain and review the Literary element of the day
- Students will read along with Ms. Owens, with classroom peers and reading audibles
- Stop and process key elements together as a whole group; assist students with understanding and applying the Literary element to their mini journals
- Log onto Ms. Owens Weebly resources page
- Informative Essay (Animal Intelligence)
- Review the elements of Body Paragraphs-
- Check status of students who have not completed their 3 Body paragraphs
- Review the elements of Colorful Conclusion paragraphs
- Explain and provide examples and information for writing the Bibliography/Resource page
- Bibliography-Resource Page
Students review and receive examples of how to write a bibliography/resource page; students are aware that they will need to include at least 3 different resources
Students begin to write their entire Animal Intelligence essay-all 5 paragraphs onto one single draft
Students include their Bibliography-Resource page
- Review the elements of Body Paragraphs-
LEARNING TASK (VERB IN BLOOM'S TAXONOMY):
- Read Holes Chapter 37-39
- Review Literary Elements: Types of Conflict and Symbols
- Log onto Ms. Owens Weebly resources page
- Select the Holes button and scroll down to chapter 37-39
- Allow time for students to complete Holes Mini Journal-Symbols
- Write the Literary title and date at the top of a blank journal page
- Ms. Owens will inform, explain and review the Literary element of the day
- Students will read along with Ms. Owens, with classroom peers and reading audibles
- Stop and process key elements together as a whole group; assist students with understanding and applying the Literary element to their mini journals
- Log onto Ms. Owens Weebly resources page
- Informative Essay (Animal Intelligence)
- Review the elements of Body Paragraphs-
- Check status of students who have not completed their 3 Body paragraphs
- Review the elements of Colorful Conclusion paragraphs
- Explain and provide examples and information for writing the Bibliography/Resource page
- Bibliography-Resource Page
Students review and receive examples of how to write a bibliography/resource page; students are aware that they will need to include at least 3 different resources
Students begin to write their entire Animal Intelligence essay-all 5 paragraphs onto one single draft
Students include their Bibliography-Resource page- Students should be prepared to write at least 3 resources for their Animal Intelligence essay
- Review the elements of Body Paragraphs-
Thursday November 4, 2021
LEARNING TASK (VERB IN BLOOM'S TAXONOMY):
- Holes Novel Reading Quiz Day!
- Log onto Schoology
- Students complete Holes Quiz for Chapters 25-38
- Students complete Holes Quiz Vocabulary
- Students complete Holes Comprehension Quiz
- 3. Informative Essay (Animal Intelligence)
1. Complete all 3 Bold Body paragraphs
2. Complete your Colorful Conclusions paragraph
3. Remember to refer to your notes for writing Body
paragraphs and Conclusion paragraphs and the
notes posted on the Google Classroom doc.
4. Bibliography-Resource Page
Students review and receive examples of how to write a bibliography/resource page; students are aware that they will need to include at least 3 different resources - Students begin to write their entire Animal Intelligence essay-all 5 paragraphs onto one single draft Students include their Bibliography-Resource page
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILL RECEIVE):
In the Direct Instruction Station, I will support you directly by:
- providing guiding questions;
- giving immediate feedback;
- Stop, checking and processing
- Explaining material
- Clarifying assignments
- Assignment due dates and the process for completing those tasks
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
- Independent
- Teacher
LEARNING ENVIRONMENT: WHERE THE STUDENT WILL COMPLETE THE WORK
- In the class
- In the home
- Digitally via Google Classroom/Schoology
Monday, October 11th
Login to HMH Reading: Novel 'Holes' A digital copy of 'Holes' can be accessed via Ms. Owens Weebly Resource page *Spelling Classroom Activities
Exit Ticket: Give one example of how Camp Green Lake was 'Then' and compare it to a similar element at Camp Green Lake 'Now' . Share how this is important to the overall theme of the story so far. Grammar: In place of Grammar this week we will focus on Key features of
'Continue to Build Bold Body Paragraphs' 'Review Colorful Conclusions' Objectives: Students will continue to build their Body paragraphs for the Animal Intelligence essay
Bold Body Paragraphs 1-3 Drafts due Friday, October 15 |
Vocabulary Words (from the novel reading 'Holes')
*Remember you will have a quiz on all 10 words and definitions on Thursday, Oct. 28th
Homework:
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Tuesday, October 12th
Homework:
Homework:
- Spelling Choice Board #1 (Now posted on Google Classroom): Select any item from the Spelling Choice Board to practice your Vocabulary words; Select a different item each day
- Reading Log: Read any Novel, News Article or Magazine 15-20 minutes per day
- Building Bold Body Paragraphs Identify the main topic of each of your Body Paragraphs for your Animal Intelligence Informative Essay; Complete Body Paragraph #1-3; Begin Conclusion paragraphs
- Holes Mini Journal: Complete the 'Camp Green Lake 'Then' and 'Now' journal page; remember to include a picture and descriptions related to chapters 20-22
Wednesday, October 13th (Ms. Owens has a substitute today)
*Spelling Classroom Activities
Read Literature Text 'Holes': Review Chapters 25-26
**Early finishers of the above tasks may also practice and review this weeks vocabulary words and definitions and/or complete any previous weeks 'Holes' journal entries
Wednesday Writing Focus
Exit Ticket:
Body paragraphs #1-3
Homework:
*Spelling Classroom Activities
Read Literature Text 'Holes': Review Chapters 25-26
- Review chapter 26
- Literary Element: 'Conflict with Society' - Struggling with written or unwritten rules, laws or customs
- Complete Holes mini journal: 'Conflict with Society'
- Select a new page in your 'Holes' mini journal book
- Write the title at the top 'Conflict with Society'; write today's date 10-13-2021
- Draw the last scene in chapter 26
- Write a short description under your picture
- On the back of the journal entry page, answer the following questions:
- Who broke the law?
- What social custom did Kate break?
- Why is Camp Green Lake dry now? (What happened right before it stopped raining?)
- Who broke the law?
**Early finishers of the above tasks may also practice and review this weeks vocabulary words and definitions and/or complete any previous weeks 'Holes' journal entries
Wednesday Writing Focus
- Writing: Informative Writing (Animal Intelligence)
- Building Bold Body Paragraphs
- Students will now use each of their Body paragraph topics to begin to write each of their Body paragraphs.
- Remind students of the key elements and features of writing Body Paragraphs
- Students are reminded that strong Thesis Statements set the stage for their Body Paragraphs
- Allow for students to revisit their Thesis statements to ensure that it synthesizes with their Body paragraph topics
- Review how to use Informative essay graphic organizer for students to utilize as a tool to document evidence and the standard structure for a 5 paragraph essay.
- Students continue to research information for their selected animal
- Bold Body Paragraphs 1-3 Drafts due Friday, October 15th
Exit Ticket:
Body paragraphs #1-3
Homework:
- Spelling Choice Board #1 (Now posted on Google Classroom): Select any item from the Spelling Choice Board to practice your Vocabulary words; Select a different item each day
- Reading Log: Read any Novel, News Article or Magazine 15-20 minutes per day
- Bold Body Paragraphs Identify the main topic of each of your Body Paragraphs for your Animal Intelligence Informative Essay; Complete Body Paragraph #1-3
- Holes Mini Journal: Complete the 'Conflict with Society' journal pages; remember to include a picture and descriptions
Thursday, October 14th
*Spelling Classroom Activities
Completed 'Character Conflict' journal entry |
Assignment Due Dates
Body Paragraphs #1-3 Drafts:Thursday, October 15 'Conflict with Society and Character Conflict 'Holes' mini journal entries Thursday, October 15th |