--Open your vocabulary book to page 62.Look through the list of words and put a check mark next to all of the words that you are pretty confident about knowing already.
AS YOU WORK, I WILL BE AROUND TO RETURN THE FOLLOWING ITEMS:
- UNIT #4 VOCABULARY QUIZ (WHICH I WILL COLLECT AGAIN SHORTLY THEREAFTER)
- GRAMMAR HAMMER QUIZ
- MID-MINI-UNIT STANDARDS ASSESSMENT
--Any of the following students who have yet to do so need to see me ASAP in order to touch base about missing work. I hate to enter zeroes into the gradebook!:
- Seth W.
- Zach D.
- Hannah O.
- Cameron V.
- Vivian W.
- Breonna P.
- Dakota R.
- Sydney S.
- Kelsey W.
- Ellen O.
- Lexi W.
S. the C.
--pronounce each of the Unit #5 vocabulary words (pages 62-64)
--information shared again about the "incentive plan"
--agenda/HW--list of students that need to meet with me to go over revisions for the Cumulative Writing Portfolio shared--in-class meeting order filled out via a drawing of cardsWould anyone like to schedule a meeting for a time slot during my office hours?
Writing Workshop -- End-of-Mini-Unit Assessment
--prompt read aloud AGAIN
--sample controlling idea analysis via PowerPoint
--"The Four Cs of Quality Writing" shared/explained via PowerPoint
--color-coded exemplary unifying central idea/theme statement paragraph shared/explained via PowerPoint
--purposeful reading, planning, and drafting shared/explained via PowerPoint
Work/Meeting Block
"Menu" Items:
- completing the vocabulary homework (Choosing the Right Word exercise)
- completing additional vocabulary exercises (e.g, Completing the Sentence)
- making flashcards for vocabulary review
- making split-page notes for vocabulary review
- reviewing the eight parts of speech via one or both of the following documents:
- "The Eight Parts of Speech"
- "SS: 1C"
- reviewing comma rules (e.g., commas with introductory elements) via the "Part B: Commas with Introductory Phrases, Transitional Expressions, and Parentheticals" document
- purposeful rereading of "Letter One" and "Marigolds" and outlining for the End-of-Mini-Unit Assessment
Write a well-developed paragraph in which you use ideas from both Rainer Maria Rilke’s “Letter One” (a nonfictional letter) and Eugenia Collier’s “Marigolds” (a fictional short story) to establish a controlling idea. (A controlling idea is a unifying central idea/theme statement for a theme word that emerges from both works.) Develop your controlling idea using strong and thorough textual evidence from both Rilke’s letter and Collier’s short story.
- engaging in free reading
- completing a one-pager
- working on work for other classes
HW
--Complete the Choosing the Right Word ("50/50") vocabulary exercise (pages 65 and 66). As you do so, underline the specific context clues within each sentence that help you arrive at your selections. Expect me to check your work next class. The Unit #5 vocabulary quiz will take place on Thursday, 1/22 (ACE) or Friday, 1/23 (BDF). REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER! Don't forget about the incentive plan!
--Organize/outline your thoughts and evidence in preparation for writing your End-of-Mini-Unit Assessment. In-class writing will occur next class (Tuesday, 1/20 [ACE] or Wednesday, 1/21 [BDF]).
--One-pagers are due at the end of next class (Tuesday, 1/20 [ACE] or Wednesday, 1/21 [BDF]) for those students who have yet to complete one. We will use some class time on Tuesday/Wednesday to complete one-pagers. Students who have already submitted a one-pager will engage in free reading during this time. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Organize/outline your thoughts and evidence in preparation for writing your End-of-Mini-Unit Assessment. In-class writing will occur next class (Tuesday, 1/20 [ACE] or Wednesday, 1/21 [BDF]).
