March 23rd/24th
What we did in class:
1. Students went to the lab to work on the Human Rights informational textbook. By today you should have pages 1-3 done (Cover page, Table of Contents, Descriptive paragraph). Students need to do page 4 (Compare and Contrast). 2. Journal 1 Term 4: Cut out a picture of a character you would like to write a story about from the magazines in the back of the room. Paste your picture on the page and write a story from this person's perspective. Your story must be at least one page long. 3. Silent Reading |
Homework:
-Pages 1-4 of the informational Human Rights book need to be done. -Reading |
Click on this link to view an example of the Human Rights textbook.
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March 15th/16th
What we did in class:
1. We went to the library to do book research on Human Rights. If you were absent this day, you will need to download the document on the right and go to the library to research. 2. You are required to have two book sources for two of your text structures that you will write about in your Human Rights book. |
Homework:
-If you did not finish the research, you will need to go to the library to get the information to fill two boxes out from your packet. -Reading |
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March 13th/14th
What we did in class:
1. We went to the computer lab and typed the table of contents for the Human Rights Book. Download the document on the right for an example of what the Table of Contents should look like. 2. Once students finished typing the table of contents, they started researching for the descriptive paragraph. 3. Silent reading 4. Journal 14: Download the image called, "dresedup" on the right. Write a page in your journal about the squirrel. You can either write from her perspective, or from the perspective or an onlooker, or narrator. Feel free to listen to the nature sounds YouTube as you write your page :) |
Homework:
-If you did not finish the Table of Contents page at school, you will need to complete this as homework. |
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March 9th/10th
What we did in class:
1. We went to the library to learn about credible sources. Each student received a list of websites to use when researching for the Human Rights project. If you were absent this day, talk to Mrs. Eynon and she will give you the list of sources. 2. Silent Reading 3. Journal 13: six word memoirs. Download the document on the right about six word memoirs and follow the instructions on your page for this journal entry. |
Homework:
-Reading |
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March 7th/8th
What we did in class:
1. We went to lab 302 to draft the first page of the Human Rights Informational Textbook. If you were absent this day, look at the example on the right as a template, open up a new google doc, then fill out your own title page. Please share your document with [email protected] to receive credit for this day. 2. Silent reading 3. Journal 12: Write down the letters a, b, c, d, and e each on a line in your journal. Assign each latter a number between 1 and 7. Use the grid on the right called "choose your journal." Find the coordinates that you wrote down as if it were battleship. You will need to incorporate this information into a half page journal entry. |
Homework:
-Reading |
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March 2nd/3rd
What we did in class:
1. Silent Reading 2. Introduction of Human Rights project. Over the next few weeks, we will be making an informational textbook that focuses on a specific human right. If you were absent this day, please make sure that you know which human right you are interested in learning about. 3. As a class, we read Thank You Ma'am by Langston Hughes. If you were absent this day, download the story on the right and read it. 4. Journal: What is the theme of Thank you Ma'am by Langston Hughes? Find and write down textual evidence that supports this theme. 5. Discussion on possible Human Rights topics to research for the upcoming human rights project. |
Homework:
-Reading |
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February 28th/March 1st
What we did in class:
1. Silent Reading 2. Sequential Timeline for Viva La Causa. If you were absent this day, download the assignment on the right. The documentary is in Mrs. Eynon's room that goes with this. You will need to be stamped for flex for this assignment. 3. Wrote sequential paragraphs. |
Homework:
-Reading |
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February 24th/27th
What we did in class:
1. Silent Reading 2. Problem/Solution - The Lost Boys from Sudan. If you were absent this day, download the assignment on the right and watch the YouTube clips. After you do this, fill out the problem/solution graphic organizer. 3. List the Human Rights that were violated in the Sudan, then write the problem/solution paragraph. |
Homework:
-Reading -If you did not finish the problem/solution paragraph, this will need to be done as homework. |
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February 22nd/23rd
What we did in class:
1. Silent Reading 2. Turned in the Women's Rights compare and contrast articles as well as the Children's March cause and effect articles. 3. We watched the documentary, "Behind the Swoosh" and filled out the descriptive diagram on the right. If you were absent this day, print the descriptive assignment and watch the YouTube documentary and fill in the graphic organizer. 4. Write a paragraph describing what happened in Indonesia with the Nike corporation. |
Homework:
-Reading -Finish descriptive paragraph if you did not do that last time. |
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February 17th/21st
What we did in class:
1. Silent Reading 2. Compare and contrast - Women's Rights. Today we looked at women's rights in the Middle East and compared them to women in America. If you were absent this day, download the assignment on the right, then watch and read the articles talking about women's rights in the Middle East. Fill out the graphic organizer and use this to write your compare and contrast paragraph. 3. Compare and contrast paragraph |
Homework:
-If you did not finish your Compare and Contrast paragraph, this will be homework. -Reading |
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February 15th/16th
What we did in class:
1. Silent Reading 2. Watched a documentary called, "The Children's March" and wrote about the causes and effects of the march. 3. If you were absent this day, I will stamp you for flex to make up the movie and notes. You will then write the cause/effect paragraph on your own. |
Homework:
-Reading |
February 13th/14th
What we did in class:
1. New class rules 2. Tabletop Twitter - silent discussion 3. Introduced new unit. For the next few weeks, we will be studying human rights along with reviewing text structures. Download the Human Rights paper on the right and watch the 30 human rights commercials that introduce each right. Fill out the paper as you watch the commercials. 4. Fill out the paper about which human right you would be interested in studying and finding more information about. If you did not turn in your argument paper last period, it is due today. |
Homework:
-Reading |
To watch the videos for each Human Right, go to the website:
http://www.youthforhumanrights.org/ Scroll to the bottom of the page where the human rights are listed. Click on the links and watch the commercials, then fill out your paper. |
February 9th/10th
What we did in class:
1. Those who did their homework and had the adult editing sheet done went to the lab to print their final copy of their argument essay and turn it in. Those who did not have the adult editing sheet ready will need to do that over the weekend and print their final version on their own time. These essays are due next period. 2. Journal prompt: At your job, you have one task. Every day you go in, sit at your desk, and wait for a red light to turn on. When it does, you push a button. You repeat this process until the end of your shift. One day, you find out what the button does. Write a page in your journal continuing your story from here. 3. Silent Reading |
Homework:
-Reading -If you did not finish your argument essay today, it is due next class period. |
February 7th/8th
What we did in class:
1. Silent Reading 2. Journal: Write about a time that you did something crazy 3. Assignment sheet update 4. The Dusty Times Discussion 5. Passed out the adult review sheet. You should have your most current version of your argument paper printed out. You will take the adult review paper home and need to bring it back completed by next period. |
Homework:
-Reading -Parent Review Sheet |
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February 3rd/6th
What we did in class:
1. Silent Reading 2. Each student received an argument self review paper. These papers were used to go through and edit the first draft. We spent time going through these and writing in what needed to be changed/edited. 3. Students went to the lab to type their next draft of the argument essay. If you did not finish typing your second draft, you will need to finish this at home and bring a printed copy next period. |
Homework:
-Reading -If you did not print your edited draft today, you will need to do this as homework and have a printed copy of your edited paper by next period. |
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February 1st/2nd
What we did in class:
1. Went to the computer lab to finish typing the argument papers. 2. Printed the first draft of argument papers. 3. Silent Reading |
Homework:
-Reading -If you did not print in class today, you need to do this as homework and have a printed copy by next period. |
January 30th/31st
What we did in class:
1. Silent Reading 2. Discussed the argument paper timeline. The timeline is as follows: -Monday/Tuesday: Begin typing first draft -Wednesday/Thursday: Finish typing first draft and print. A printed version must be turned in on that day or by next period. We will be doing a peer review at the beginning of class next period. -Friday/Monday: Peer review. Go to the lab to fix edits. Print another draft and take home to do a parent review. This is due next period. -Tuesday/Wednesday: Update the parent review and print your final copy to turn in to Mrs. Eynon. 3. Went to the writing lab to begin typing argument papers. |
Homework:
-Reading |
January 26th/27th
What we did in class:
1. Journal: Write a half page story about the battle that the super heroes you choose last period might have gone through. 2. Assignment sheet update. Mrs. Eynon passed back papers and students updated the assignment sheet for term three. 3. Argument paper outline. Last period students choose two super heroes that they would like to research and wrote a claim as to who would win in a super hero battle. Mrs. Eynon took those papers and stapled research for the two super heroes to that outline. Read the research and annotate important parts as you read. 4. Fill out the argument paper outline. If you were absent, do as much as you can on your own and then come talk to Mrs. Eynon for help filling this out next period when students are typing in the lab. 5. Silent Reading. |
Homework:
-Reading -If you did not finish your argument paper outline in class, you will need to take that home to finish. |
January 24th/25th
What we did in class:
1. Turned in Dust Bowl Dice Simulation writing assignment. 2. Journal 8 Term 3: If you could have any super power, what would it be and why? Write a half page in your journal describing your choice. 3. Argument introduction. Watch the PowerPoint on the right that introduces the argument topic. Each title above the super hero links to a video that talks about the super hero. Watch the YouTube videos in the PowerPoint as well. 4. Decide which super heroes you would like to see in a super hero battle and tell Mrs. Eynon so that she can get you the research information. 5. Silent Reading |
Homework:
-Reading |
Click here to view the Super Hero PowerPoint.
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January 20th/23rd
What we did in class today:
1. Vocab words day 6: Lookup the following vocab words in Out of the Dust: Sulking (pg. 163), Mottled (pg. 209), Diversification (pg. 226). Create a rhyme to help you remember the meaning of each word. Write each rhyme in your journal. 2. Turned in timeline and sequential news article from last period. 3. Dice Simulation and writing assignment. If you were absent this class period, you will be stamped for flex to make this up. |
Homework:
-Reading -If you were here and did not finish the Dice Simulation writing assignment, this needs to be done as homework and turned in next period. |
January 18th/19th
What we did in class:
1. Vocab words day 5: Lookup the following vocab words in Out of the Dust: Brittle (pg. 148), Warped (pg. 157), and Staggered (pg. 162). With your table, come up with a body movement or physical motion that will help you remember the word. Describe the motion for each word in your journal. 2. Sequential Structure. Download the sequential paragraph example. Read the paragraph and fill out the timeline. 3. Finished reading Out of the Dust on page 189 through the end of the book. 4. Filled out the timeline graphic organizer about Billy Jo Kelby's life. 5. News article 5: Download the news article template and write your article about the major events in the life of Billy Jo Kelby, similar to an obituary. |
Homework:
-Reading -Finish timeline and news article for Billy Jo Kelby. I will give about 5 minutes in class next period to finish it up and turn it in. Make sure you have enough done that you can finish with five minutes of class time left. |
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January 13th/17th
What we did in class:
1. Vocab words day 4: Lookup the following vocab words in Out of the Dust: Grime (pg. 104), Muck, (pg. 105) and Bleary (pg. 113). In your journal, construct a picture, symbol, or representation for each term. 2. Descriptive Structure. Download the descriptive paragraph example. In the middle of the web diagram, write "A Day in Oklahoma." The details in the paragraph are what you will write in the surrounding boxes. 3. Read Out of the Dust pages: 125-189 4. Descriptive news article for Bayard Kelby (Billy Jo's Father). Download the news article on the right and complete a news article featuring a descriptive paragraph about Bayard Kelby. |
Homework:
-Reading -Finish descriptive paragraph about Bayard Kelby |
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January 11th/12th
What we did in class:
1. New Seats 2. Turned in homework from last class period: The Compare and Contrast news article and venn diagram. 3. Vocab Words Day 3. Find the words withered (39), gripe (49), and writhed (71), in the book Out of the Dust. After reading the context of the word, describe the meaning to a partner. Go back to your original definition. Was it correct? If not, update the definition in your journal. 4. Problem/Solution text. We read a problem/solution text for the Dust Bowl. Download this page on the right. Read the paragraph where it explains what President Roosevelt's solution was for the Dust Storm. Write that in the Fish Diagram box that says: solution. From what we've learned about the Dust Bowl so far, list some of the problems that occured on the lines leading to the solution. 5. Read Out of the Dust pages 87-125. 6. Problem/Solution news article. Download the news article template on the right. Your job is to write a problem/solution article that outlines the problems of the Dust Bowl and discusses President Roosevelt's solution. |
Homework:
-Reading -Finish problem/solution news article and problem/solution paper by next class period. |
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January 9th/10th
What we did in class:
1. Vocab words day 2: Last class period, we read the vocab words Scowl (pg. 7, 29), Riled (11), and Spindly (26) in the novel Out of the Dust. Find these words in th enovel and write down the sentence with the word in it. Based on the sentence context, do you think your definition from last period is correct? If not, write down a new definition for that word. 2. Compare and Contrast assignment. Download and read the compare and contrast assignment. You will be reading the journal entries of C.J. Jackson and writing a compare and contrast article about the two characters. 3. Read Out of the Dust pages 37-85 4. News article. Download the news article and wirte and compare and contrast article about Billy Jo Kelby and C.J. Jackson. |
Homework:
-Reading -Compare and Contrast News article if you did not finish in class. |
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January 5th/6th
What we did in class:
1. Journal 2: Write down the following vocab words from Out of the Dust in your journal and provide a brief definition of what you think each word means: Riled, Gripe, Grime, Brittle, Sulking, Spindly, Writhed, Muck, Warped, Mottled, Withered, Scowl, Bleary, Staggered, Diversification. 2. Cause and Effect assignment. If you were absent this day, print off the cause and effect assignment. Watch the documentery called, "Dust Bowl - A 1950's Documentery." As you watch this, write down the things that caused the dust bowl. You will be writing a paragraph about this documentery, so make sure to take plenty of notes. 3. Download the Cause and Effect example paragraph on the right. Read through the paragraph and identify the causes and effects of the Dust Bowl. Write down the key transition words that let you know this is a cause and effect paragraph at the bottom of the page. 4. Cause and Effect paragraph. Download and print the news article page. Imagine that you are an author during the 1930s. Using the film documentery as your source, write a cause and effect news article identifying why the dust bowl happened and what resulted because of it. |
Homework:
-Reading -Cause and Effect News Article if you did not finish in class. |
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January 3rd/4th
What we did in class:
1. Silent Reading 2. Spelling Bee: Schools in Alpine School District are required to participate in a spelling bee. We held ours on a class level and will send our finalists to compete with the school, then determine a school winner. If you are absent this day, do not worry about making this assignment up. 3. Text structures assignment. Download the document on the right. View the Prezi presentation to fill out the assignment. Turn it into the late basket if you were absent this day. 4. Journal 1 for Term 3: View the picture on the right. Write a half page imagining that you are a character who lives in the house in the picture. What will you do when the dust storm comes? |
Homework:
-Reading Reminder: Reading logs are due next week. I will begin taking them this week to show you what your grade will be if you do not turn it in by Monday or Tuesday of next week. Tuesday is end of the quarter, so make sure your reading is up to date! Your goal is ten books per quarter. |
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December 21st/22nd
What we did in class:
1. Silent Reading 2. Merry Christmas! If you were gone today, you don't have to worry about missing this class. As my Christmas gift to you, we finished watching A Christmas Carol and ate time period food. 3. If you are in B1/B2, you do need to do the assignment on the right and turn it in when you come back to class. |
Homework:
-Reading |
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December 19th/20th
What we did in class:
1. Silent Reading 2. Received the assignment, Mood in Movies. You can download a copy on the right of this assignment, or come get one from Mrs. Eynon. 3. Discussion on how directors create mood in movies. They use different things like lighting, sound, camera angles, music, color, etc. to establish mood. Watch the two trailers for Mary Poppins on the right. What is the difference in mood? How does the director create that mood? 4. As a class, we discussed how authors create mood in their writing. They oftentimes choose words to help establish what the feeling is like for a text. Students used the textbook to find mood words that Charles Dickens used in writing A Christmas Carol. 5. As a class, we began watching the George C. Scott version of A Christmas Carol and continued analyzing the directors choices to establish mood. Students turned in the assignment at the end of class. |
Homework:
-Reading |
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December 15th/16th
What we did in class:
1. Finished research groups. We spent about 10 minutes getting together and finishing the research groups that we started last period. Students then turned these in. 2. Finished reading A Christmas Carol with scenes 5 and 6 3. Characterization assignment. Come get this assignment from Mrs. Eynon. You will need the book to complete the assignment. 4. At home writing test for A Christmas Carol. Download the theme/text support writing test on the right and complete it by Wednesday Dec 21st for A day or Thursday Dec 22nd for B day. |
Homework:
-Reading -Theme/Text Support writing test due on Wednesday of next week for A day (December 21st) and Thursday of next week for B day (December 22nd) |
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December 13th/14th
What we did in class:
1. Read scenes 2,3, and 4, in A Christmas Carol. 2. Victorian Era Research. In groups of six, students picked a research topic to study. After reading over their research topic, the filled out some key points about their research on the research sheet thaty you can download on the right. 3. After that, the groups split apart and new groups were formed where each table had a member that had researched something different from the rest. Students explained their research to their peers, and the group filled in the blanks on the research sheet for the missing information. 4. If you were absent this day, you will have to read through all of the research to fill out the research sheet. This can all be found in the downloads on the right. |
Homework:
-Reading |
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December 9th/12th
What we did in class:
1. Commercial presentations 2. A Christmas Carol introduction and PowerPoint. If you were absent for this day, please download the notes for A Christmas Carol then go through the PowerPoint to fill out the answers. 3. Read scene 1 in A Christmas Carol. 4. Silent Reading |
Homework:
-Reading |
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December 7th/8th
What we did in class:
1. Silent Reading 2. Practiced argument commercials with groups. These will be presented in class next period. |
Homework:
-Reading -Whatever props you may need for your commercial next period. |
December 5th/6th
What we did in class:
1. Silent Reading 2. Assignment sheet updating. Mrs. Eynon passed back papers from the first half of the quarter and went over the assignment sheet with students. 3. Turned in final papers. If you did not finish your final narratve paper last class period, this was due today. Anything turned in after today will be counted as late. 4. Argument Terms assignment. If you were absent this day, Mrs. Eynon will stamp you for flex to make this up. 5. Broke into groups to start making argumentive commercial ads. We will work on this more next class period. |
Homework:
-Reading |
December 1st/2nd
What we did in class:
1. We went to the writing lab to print the final copies of the narrative paper. By this day, you should have had your adult review done along so that you are ready to print and turn in your final draft along with your parent review. These final papers are due next class period. |
Homework:
-Reading -Final Narrative Paper Due Next Class Period |
November 29th/30th
What we did in class:
1. Finished typing the second draft of the narrative paper. Once you finished this in class, students were to print off their paper and take home an adult review sheet. The adult review sheet must be completed before the final draft is turned in. |
Homework:
-Reading -Adult Review Sheet |
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November 22nd/28th
What we did in class:
1. Silent Reading 2. As a class, we looked at a good and bad example of narrative writing. Mrs. Eynon showed the students how she would grade the two examples. Download, print, and read the two examples and write five annotations on each page. What did they do well? What could they change to make it better? What score would you give it and why? 3. Students received their narrative papers back with Mrs. Eynon's scoring on them. 4. You have a choice with your narrative paper. You can either write a new paper from the point of view of a narrator (either real or imagined), or you can update and edit the paper that you started to write. 5. We spent the rest of class typing the first paragraph and making sure the first paragraph had a great hook to get the reader's attention. If you were absent, please either revise/edit your hook or write a new story with a great hook in it. |
Homework:
-Reading -If you did not finish your first paragraph in your narrative essay, you will need to do that for homework. |
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November 18th/21st
What we did in class:
1. Silent reading 2. Graded and reviewed the narrative paper written at the beginning of the unit. The paper that we assessed was the life changing moment essay that students wrote with the sub and then later printed out with Mrs. Eynon. This paper was used as a pre-assessment to see where students are at in their writing. Mrs. Eynon passed back these papers and students revised and edited the papers to reflect what a good score should look like. We will continue working on narrative writing for the next few weeks to improve and progress. |
Homework:
-Reading |
November 16th/17th
What we did in class:
1. Silent Reading 2. Sensory details journal. In your journal, write down the following: Taste, Touch, Smell, Sight, Sound. Make a list of all of the sensory details that you notice as you walk around outside for five minutes. Why is it important to notice sensory details? 3. Discussion on having voice in writing. Voice is the author or narrators unique way of talking and telling a story. We watched Shane Koyczan's poem, "This is my voice" and discussed how after listening to his poem, we understand a little about who Shane is. Watch the youtube clip on the right and think about who Shane is while you watch. In your journal, write, "This is my voice" and list things that you believe strongly and passionately in. 4. Students received the paper called, "Examples of Writing Voices." Download the paper on the right and read through the different examples of voice. What makes each example unique and individual? 5. Vocaroo.com. Download the instructions on the right to access vocaroo and record your voice. You will then write your story in your writing journal. |
Homework:
-Reading |
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November 14th/15th
What we did in class:
1. Silent Reading 2. Reviewed similes and metaphors using the song Firework by Katy Perry. If you were absent this day, download the assignment on the right, print it, fill it out, and turn it into the late basket. If you do not have access to print assignments, please see Mrs. Eynon for a copy of the assignment. 3. Sensory Details in writing. If you were absent this day, you will be stamped to come in during flex to make it up. |
Homework:
-Reading |
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November 10th/11th
.What we did in class:
1. Silent Reading 2. Reviewed sentence combining by reading the student written article on their dog Sasha. For this assignment, give the paper a grade and rewrite the paragraph by combining sentences. Download and print the assignment on the right and turn it into Mrs. Eynon if you were absent. I will also be stamping kids tomorrow and Thursday to make up this assignment, so if you were absent, you can do it during flex. 3. Rules for Quotation Marks-Calvin and Hobbs. Download the assignment on the right, print it, complete it, and turn it in to Mrs. Eynon's late basket. I will stamp students who were gone for this assignment next week if it is not turned in by then. |
Homework:
-Reading |
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November 8th/9th
What we did in class: 1. Silent Reading 2. Discussion on pacing. Why is it important to slow down time on some parts of writing and to speed up on others? Watch the Ted Talk called, "Slowing Down Time" as you think about the question above. 3. Pick three story ideas or journal entries that you have started in previous journals and think about which ones you would like to write a story where you focus on one or two events to slow down time. Write the three titles of these stories on the next three pages of your writing journal. 4. Discussion question: Why is it important to plan out your story before you start writing? Watch the YouTube video on the right about construction fails as you think about this question. 5. On the three journal entry titles that you wrote at the top of three pages, you will be practicing story organization in your notebooks. You will use the story organization outline on the right to begin organizing three stories. You will not need to write out the three stories, just practice using organization skills that authors use when they begin writing a story or a book. Download the organization instructions on the right for this lesson and fill out the organization in your journal for the three story ideas that you have. |
Homework:
-Reading |
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November 4th/7th
What we did in class:
1. Silent reading 2. Collected The Outsiders argument paper that was started last time and given as homework. 3. Journal 2 for A day only: Brainstorming journal. View the PowerPoint on the right for this journal entry, follow the directions, then come to class and staple that page into your writer's notebook. Journal 3 for B day only: Trace your show on your journal. At the top of the page write this question: "Where have my feet taken me?" Write at least 10 story ideas about what you have done in your life. It could be places that you've gone and things that you've seen. Write those items on the inside of your shoe. When you come up with your 10 ideas, start drawing symbols that represent who you are around your drawing. 4. Writing Lab. We went to the writing lab to print off the first draft of the narrative story that you wrote when the sub was here. This will be used as a pre-assessment for Mrs. Eynon to see where you are at with your writing. If you were absent this day, please print off your narrative story and turn it into the late basket. |
Homework:
-Reading |
Find the brainstorming PowerPoint by clicking here.
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November 2nd/3rd
What we did in class:
1. Silent reading 2. Started writing the argument paper for The Outsiders. Download and print the handout on the right for the argument paper. Your argument paper is on which is better, The Outsiders book or movie. Use what you remember from 6th grade to write your paper. I am using this paper to see what you already know and assess what I will need to teach you. What you don't finish in class will be due next period. 3. If you are in A3, we worked on Playdough and the writing process. If you were absent this day, I will stamp you for flex to make up the assignment. 4. If you are in B1 or B2, we worked on brainstorming ideas for a narrative paper. |
Homework:
-Reading -The Outsiders argument paper |
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October 31st/November 1st
What we did in class:
1. Silent Reading 2. Finished watching The Outsiders. During the movie, students were to take notes in their journal about the differences between the book and the movie. |
Homework: Reading
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October 27th/28th
What we did in class:
1. Silent reading 2. Journal 1 for quarter 2: During The Outsiders, either make a list, a t-chart, or a venn diagram listing the similarities and differences between the book and the movie. Start thinking about which you like better, the book or the movie and why. 2. Started watching The Outsiders. |
Homework:
-Reading |
October 13th/14th
What we did in class:
1. Silent reading 2. Journal: Think about a moment from your life that has impacted you. It could be an experience at a family reunion, a death of a friend or relative, a time that you got hurt, a time that you found a giant spider, making pinewood derby cars with your dad, etc. Find a partner and discuss some events from both of your lives that shaped you into who you are or meant something to you in some way. After you share your experiences, choose one to write about in your journal. 3. If you were absent this day, you will need to read the examples of snapshot, thoughtshot, and exploded moments on the right and then do the assignment for "Show, Don't Tell." |
Homework:
-Reading |
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September 23rd/26th
What we did in class:
1. Silent Reading for 20 minutes 2. Journal Prompt: Finish the following thoughts. The best thing about me is ________. The worst thing about me is ________. Consider your two completed statements. Now how do you think one of the characters from The Outsiders would have completed these statements? Explain why you believe he or she would have felt that way. Tell a story about a time that highlights the best or worst thing about you (1 page). 3. Reading in The Outsiders. |
Homework:
-Reading |
September 21st/22nd
What we did in class:
1. Silent Reading for 20 minutes 2. Iceberg assignment for The Outsiders. Download this assignment on the right and read the instructions for the front and back. If you have any questions, please email Mrs. Eynon at [email protected]. 3. After students turned in the assignment, they read The Outsiders until the end of the period. |
Homework:
At Home Reading |
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September 19th/20th
What we did in class:
1. Silent Reading 2. Reading from The Outsiders |
Homework:
-Reading |
September 15th/16th
What we did in class:
1. Silent reading for 20 minutes 2. Because we were behind in reading, this day was used as catch up reading The Outsiders. |
Homework:
Reading |
September 13th/14th
What we did in class:
1. Silent Reading for 20 minutes 2. Journal prompt: Watch the clip from West Side Story called, "Play it Cool." After watching the clip, identify if the jet's attitude is more like the Socs or the greasers. Defend your answer by finding a part in the book that shows evidence of this and record the page number and quote from the book. Next, write about a time that you followed the group and did something you wouldn't have done otherwise. It could be good or bad. Your journal needs to be at least 1/2 page. 3. Read from The Outsiders. |
Homework:
Reading |
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September 9th/12rh
What we did in class:
1. Silent reading 2. The Outsiders PowerPoint and notes. If you were gone this day, view the PowerPoint on the right and print off the notes. Fill out the notes as you go through the PowerPoint. 3. Reading from The Outsiders. |
Homework:
-Reading |
Click here to view the PowerPoint
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September 7th/8th
What we did in class:
1. Silent reading for 20 minutes 2. Finished chapter 2 and part of chapter 3 in The Outsiders. 3. Discussion on flashback. S.E. Hinton uses flashback throughout The Outsiders. Flashbacks help give the reader context about what happened earlier in the life of a character. This helps a reader make a deeper connection with that character as well as understand the plot better. 4. Journal 4: Choose an important memory from your life and write your own flashback. (1/2 page) |
Homework: Reading
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September 2nd/6th
What we did in class:
1. Silent Reading 2. The Outsiders discussion and classification game 3. Journal 3: Write down your thoughts about the "card game." How is it like society? How did you feel about you card? About other's cards? Was it fair? (1/2 pg) 4. Started reading chapter 2 of The Outsiders. |
Homework: Reading
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August 31/September 1st
What we did in class:
1. Picture day in the auditorium. If you were absent this day, you will need to get your picture taken during picture retakes. 2. Read chapter one in The Outsiders. 3. Journal 2: In The Outsiders, Ponyboy's friends make up a big part of his identity. How do your friends factor into who you are? (1/2 page in your journal). |
Homework: Reading
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August 29th/30th
What we did in class:
1. Silent reading for 20 minutes 2. Turned in disclosure documents 3. Theme and Text Support pretest. If you were absent this day, please come see me during flex to make up this assignment. 4. Journal 1: How do you feel about writing? Why do you feel that way? (1/2 page in your spiral notebook or composition book that stays in class). |
August 25th/26th
What we did in class:
1. Library introduction day. Today we went to the library to go over library procedures, receive computer login information, and practiced checking out books. |
Homework: Reading. Disclosure Documents are due next class period.
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August 23rd/24th
What we did in class:
Received our seating charts, went over disclosure documents, Mrs. Eynon told a little about her life to introduce herself to the class, and getting to know you M&M's game. If you were absent this day, please download the Disclosure Document, go over it with your parents, and turn in the page about you. |
Homework: Turn in Disclosure Document
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Click here to access the Disclosure Document
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August 19th/22nd
What we did in class: Welcome to Lehi Junior High! Orientation day and introductions.
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