ELA:
ASSIGNMENT #1: Interactive Reader: Unit 8 The Spider Man Behind Spider Man pages 419-431 (In the Interactive Reader) Read and answer questions
ASSIGNMENT #2: Interactive Reader: Unit 8 Robo-Legs pages 432-445 (In the Interactive Reader)
Read and answer questions
ASSIGNMENT # 3: Work on your Social Studies Power-Point Presentation. These are due Monday April 23. That is ONE WEEK after we return from vacation.
ASSIGNMENT # 4: Writing Piece: (use Unit 6 pages 758-769, to help you)
Write a literary analysis in which you analyze a literary text that you have enjoyed. Assume that your audience includes people who have and have not read the text.
Idea Starters
• a selection from this unit or others in the textbook
• a favorite novel, short story, or play
• a classic fairy tale, fable, or myth
• a children’s story
• a biography or an autobiography
purposes
• to provide information about a literary text
• to share an in depth analysis of a literary text
audiences
• classmates and teacher
• newspaper readers
• readers of a literary magazine
• Web users
formats
• essay for class
• review for a newspaper or magazine
• study guide
• oral presentation
• blog posting
Steps:
1. choose a literary text
Which literary text will you write about? Skim through your textbook’s table of contents, use the Idea Starters on page 758, or meet with a partner to discuss possibilities. Make a list, and then circle the selections you know the best. Place a star next to the circled choice that you feel most strongly about.
2. note your responsesAfter choosing a text, think about your overall reaction to it. Then consider the literary elements —such as characters, style, point of view, theme, or plot— that make the text especially interesting or memorable.
3. think about audience and purpose
Before you begin writing, think about who will be reading your response and what they will need to know. Also, identify your purpose for writing and how you want your writing to affect your audience.
4. develop a controlling idea
Write a controlling idea, or thesis statement, that tells what your essay is about. Your controlling idea should name one or two important literary elements in the text. Developing a controlling idea will help you organize your writing, even if you decide later to try a different approach.
5. gather evidence
For each literary element you plan to discuss, you need to provide relevant facts, concrete details, quotations, and other examples from the text. Gather this evidence in a chart before you begin drafting your analysis
6. create a writing plan
Your essay should include several paragraphs organized into an introduction, a body, and a concluding section. Sketch out a plan that includes all of these parts to keep yourself on track as you draft your analysis.
• Introduction: Start with an engaging opening, such as an interesting quotation or question. Make sure to identify the type of text you are discussing, the title, and the author. State your controlling idea about the work.
• Body: Note your analyses and judgments. Back up your opinions by using well-chosen examples from the text and short quotations.
• Concluding section: Restate your controlling idea, but use different words than you did in your introduction. Explain to your readers why you think the literary text is worth reading.
Scoring Rubric
Use the rubric below to evaluate your literary analysis from the Writing Workshop or your response to the on-demand writing task on the next page. literary analysis score common core traits
6
• Development Has an engaging introduction; includes a controlling idea with an insightful analysis of elements of a literary text; supports main points with relevant evidence; ends powerfully
• Organization Arranges ideas in an effective, logical order; uses appropriate transitions to create cohesion and link ideas
• Language Consistently maintains a formal style; uses precise language; shows a strong command of conventions
5
• Development Has an effective introduction; provides a controlling idea that offers an original analysis; supports main points with evidence; has a strong concluding section
• Organization Arranges ideas logically; uses appropriate transitions to link ideas
• Language Maintains a formal style; uses precise language; has a few errors in conventions
4
• Development Has an introduction that could be more engaging; includes a controlling idea that states an analysis of literary elements; could use some more evidence; has an adequate concluding section
• Organization Arranges ideas logically; could vary transitions more
• Language Mostly maintains a formal style; needs more precise language at times; has a few distracting errors in conventions
3
• Development Has an adequate, though not memorable, introduction; has a controlling idea that makes an obvious statement about literary elements; lacks enough support; has an ordinary concluding section
• Organization Has some flaws in organization; needs more transitions to link ideas
• Language Often lapses into an informal style; has some major errors in conventions
2
• Development Has a weak introduction and a controlling idea that does not relate to the task; lacks specific, relevant evidence; has a weak concluding section
• Organization Has organizational flaws; lacks transitions throughout
• Language Uses an informal style and vague words; has many errors in conventions
1
• Development Has no introduction or controlling idea; lacks support; ends abruptly
• Organization Has no organization or transitions
• Language Uses an inappropriate style and vague words; has major problems with grammar, mechanics, and spelling
Monday, March 26, 2012
*****Permission Slips*****
You MUST get your permission slips signed in order to watch The Boy in the Striped Pajamas and The Devil's Arithmetic!!!
Please bring them back ASAP
Please bring them back ASAP
Homework Tuesday April 3 2012
ELA
Writing Piece (refer to your text book Unit 7, Writing Workshop pgs 862-873 for help)
Write a cause-and-effect essay to explain why something happened or to reveal the results of an event or action. Choose a topic that is important to you and will interest your audience.
Idea Starters
• a natural event, such as a hurricane
• a community event, such as building a skate park
• a historical event, such as the Battle of the Alamo
• a problem, such as litter, stray dogs, or noise pollution
• a personal accomplishment, such as getting an award
Scoring Rubric
Use the rubric below to evaluate your cause-and-effect essay from the Writing Workshop or your response to the on-demand task on the next page. cause-and-effect essay score common core traits
6
• Development Clearly introduces a cause-and-effect relationship; states an effective controlling idea; strongly supports key points with relevant, well-chosen evidence; ends strongly and insightfully
• Organization Arranges ideas in a clear, logical order; effectively uses appropriate and varied transitions to link ideas and create cohesion
• Language Consistently maintains a formal style; effectively uses precise language; shows a strong command of conventions
5
• Development Competently introduces a cause-and-effect relationship; states a clear controlling idea; supports most key points with relevant, well-chosen evidence; ends strongly
• Organization Arranges ideas logically; uses appropriate and varied transitions to link ideas
• Language Maintains a formal style; uses precise language; has a few errors in conventions
4
• Development Sufficiently introduces a cause-and-effect relationship; states a controlling idea; could choose better evidence to support key points; has a satisfactory concluding section
• Organization Arranges ideas fairly logically; uses some transitions that may not make sense
• Language Mostly maintains a formal style; needs more precise language at times; includes a few distracting errors in conventions
3
• Development States a controlling idea but lacks a clear introduction; lacks enough relevant, well-chosen evidence; has an adequate concluding section
• Organization Has some organizational flaws; needs more transitions to link ideas
• Language Frequently lapses into an informal style; uses some vague language; has some critical errors in conventions
2
• Development Has a weak introduction and controlling idea; lacks relevant, well-chosen evidence; has a weak concluding section
• Organization Has organizational flaws; lacks transitions throughout
• Language Uses informal style and vague language; has many errors in conventions
1
• Development Has no introduction, controlling idea, and evidence; ends abruptly
• Organization Has poor organization and no transitions
• Language Uses an inappropriate style and vague words; has
Writing Piece (refer to your text book Unit 7, Writing Workshop pgs 862-873 for help)
Write a cause-and-effect essay to explain why something happened or to reveal the results of an event or action. Choose a topic that is important to you and will interest your audience.
Idea Starters
• a natural event, such as a hurricane
• a community event, such as building a skate park
• a historical event, such as the Battle of the Alamo
• a problem, such as litter, stray dogs, or noise pollution
• a personal accomplishment, such as getting an award
Scoring Rubric
Use the rubric below to evaluate your cause-and-effect essay from the Writing Workshop or your response to the on-demand task on the next page. cause-and-effect essay score common core traits
6
• Development Clearly introduces a cause-and-effect relationship; states an effective controlling idea; strongly supports key points with relevant, well-chosen evidence; ends strongly and insightfully
• Organization Arranges ideas in a clear, logical order; effectively uses appropriate and varied transitions to link ideas and create cohesion
• Language Consistently maintains a formal style; effectively uses precise language; shows a strong command of conventions
5
• Development Competently introduces a cause-and-effect relationship; states a clear controlling idea; supports most key points with relevant, well-chosen evidence; ends strongly
• Organization Arranges ideas logically; uses appropriate and varied transitions to link ideas
• Language Maintains a formal style; uses precise language; has a few errors in conventions
4
• Development Sufficiently introduces a cause-and-effect relationship; states a controlling idea; could choose better evidence to support key points; has a satisfactory concluding section
• Organization Arranges ideas fairly logically; uses some transitions that may not make sense
• Language Mostly maintains a formal style; needs more precise language at times; includes a few distracting errors in conventions
3
• Development States a controlling idea but lacks a clear introduction; lacks enough relevant, well-chosen evidence; has an adequate concluding section
• Organization Has some organizational flaws; needs more transitions to link ideas
• Language Frequently lapses into an informal style; uses some vague language; has some critical errors in conventions
2
• Development Has a weak introduction and controlling idea; lacks relevant, well-chosen evidence; has a weak concluding section
• Organization Has organizational flaws; lacks transitions throughout
• Language Uses informal style and vague language; has many errors in conventions
1
• Development Has no introduction, controlling idea, and evidence; ends abruptly
• Organization Has poor organization and no transitions
• Language Uses an inappropriate style and vague words; has
Homework Monday April 2, 2012
ELA
Interactive Reader: Out of Bounds pages 296-418
Answer questions
SS
Work on project
Interactive Reader: Out of Bounds pages 296-418
Answer questions
SS
Work on project
Homework Friday March 30 2012
ELA
Interactive Reader: The Snapping Turtle pages 375-395
SS:
Work on your project
Interactive Reader: The Snapping Turtle pages 375-395
SS:
Work on your project
Monday, March 5, 2012
Social Studies Project 3rd Quarter
Social Studies Third Quarter Project: You are the teacher!
1.
Choose a partner (1 person)
2.
Choose 2 chapters (1 & 2 choice) from the
chapters we have not completed yet.
3.
You and your partner will be assigned 1 section
from 1 chapter.
4.
You will be responsible to create 2 power-point
presentations on your section (1 from the first half of the section and 1 from
the second half of the section)
5.
Each power-point should include
6.
A teaching point (must use a DOK word)
·
Do Now Activity
·
DOK Level
·
Common Core Learning Standard
·
Notes on the content assigned
·
At least 2 activities
·
Approximately 12 slides
·
Animations
·
Graphics (maps, pictures, etc)
·
Homework assignment on the next section (or next
part of the section)
7.
Presentation: you and your partner will teach
the class
8.
Due Date: April 23, 2012
3/5/12 Homework
Social Studies
•Section
5 Review
•Read
pages 245-249
•Answer
questions 1-5 on page 249
Work on your project Due April 23rd
Poetry Test Tuesday
ELA:
•Reading
Journal
Reading log
Feature Article Due
Thursday, March 1, 2012
3/1/12 Homework
SS:
¢Read Chapter 9 Section 3 pages 235-239
¢Define the Key Terms & People on page 235
¢Answer questions 1-4 on page 239
Read pages 240-244
Define the Key Terms & People on page 240
Answer #s 1-4 on page 244
ELA:
Read 30 min
Journal
Log
Final Draft: Feature Article
Read pages 240-244
Define the Key Terms & People on page 240
Answer #s 1-4 on page 244
ELA:
Read 30 min
Journal
Log
Final Draft: Feature Article
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