All Reading classes today took notes on Figurative Language.  For students that were absent or missed the notes, please click here for the PowerPoint.  Also, students must answer the following questions on a sheet of paper by Friday:

The    _________________  greeted me like an old, familiar friend, reaching its low branches out in an embrace.

Respond to questions 3 and 4 in a complete sentence. 

1.What is the mystery word?

2.What figurative language is used?

3.What is the mood of the sentence?

4.How does the figurative language affect the mood of this sentence? 

On Tuesday and Thursday of this week, students are in the PC Lab working on their anchor novel projects.  The projects are due this coming Monday, the 8th.  Attached is the Anchor Novel Assignment sheet for the projects – students must complete one assignment under each category.  Also attached is the rubric for the assignment.   We have also discussed the requirements of this assignment in detail in class.

By Friday, students need to complete the Day One portion of the Compare & Contrast Consumer Products assignment.  Students need to log any sources using MLA.   On Friday, students will write a short compare & contrast essay determining which product is best for them.

Monday:

Today in Reading, we discussed the difference between the simple tense of verbs and the perfect tense.  Students completed pages 186-189 in class and were given a worksheet for homework.  The purpose of the worksheet is to provide additional practice in recognizing, using, and writing perfect tense verbs.   The workbook pages and the worksheet are both due on Wednesday. 

Wednesday & Friday:  

 Wednesday and Friday will be spent comparing and contrasting 2 consumer items of the student’s choice, using the examples on pages 190 – 195 of the Readers Journey. The consumer items can be anything that a person would buy or rent. Examples are: cell phones, cell phone service, any electronic items of similar use, clothing of similar type, cars, apartments, stores, makeup/toiletries, household items, athletic equipment, school supplies, etc. The students will choose 3-5 criteria to compare/contrast the items. On Wednesday, students will choose the items to compare and begin the Venn diagram in class. The Venn diagram will need to be completed by Friday. Students may use any reputable resources outside of school to gather information for the comparison. On Friday, students will write a short compare and contrast essay in class (see pages 193-194 for a model). The essay should follow one of the organization techniques found on page 192 and be no longer than 2 pages, handwritten.

All Reading students have homework tonight. Students must complete the Tell-Tale Heart Vocabulary Sheet by Monday, 2/22. Students should look up definitions using context clues only using only their Readers Journey. Students also have to write one sentence per word. Each sentence must include context clues for the vocabulary word. See my earlier post from today for an example.

Instead of working on the Language Coach on pgs. 186 – 189, we are watching a short video on the life of Edgar Allan Poe.  Students will also receive a Vocabulary worksheet on the vocabulary of Tell-Tale Heart. Students should find the words in the text and determine the meaning using only context clues.  Students should not use a dictionary.  Students should write a short definition (a synonym is fine) and then write a sentence that includes evidence of the student’s understanding of the definition.   An example would be to include context clues in the sentence, explaining the meaning of the word. 

An example of a sentence with clues is listed here:

melancholy – means sad, gloomy.  Her sad smile and tear-streaked eyes were evidence that she was melancholy over the loss of her favorite pet.

• The phrases ”sad smile”, “tear-streaked”, and “loss of her favorite pet” are all context clues that hint at the meaning of melancholy.

Progress Reports go home today, Tuesday the 16th. Any Reading students (including Read 180) with an average 74 or less are asked to return the report signed by a parent by Friday. Parents may email me at amy.dobbs@cobbk12.org in lieu of signing.

Reading Schedule for the week:

Tuesday:

Independent Reading.  Students should be finishing their anchor novels.  Students may choose their own book once the anchor book has been read.

Read Edgar Allen Poe’s Tell-Tale Heart and go over answers on page 183.  This should have been completed in class last week.

Thursday:

Independent Reading. 

Language Coach: Grammar & Spelling in RJ, pages 186-189.

Monday:

Independent Reading of anchor novels for 25 minutes.  Students responded on Post-its during reading.

RJ:  Pages 150-155:  Compare and Contrast.  Students should finish reading Extreme Weather Hurricanes and Tornadoes on pgs. 152-154 and answer questions 1-3 on page 155.

Wednesday:

IR:  Read anchor novels for 25 minutes and respond on Post-its.

RJ:  Character Analysis, pgs. 156-160.  Complete all questions.  Begin reading Hamadi on pgs. 161-170.

Friday:

IR:  Literature Circles discussing anchor novels.

RJ:  Finish reading Hamadi and answer questions on page 171.

Second Reader Response Letter due today!

Tuesday:

Independent Reading for 25 minutes.  Students then completed a standardized test practice in their Readers Journey on pages 148-149.  The practice test was graded in class and entered on Pinnacle.

Thursday:

Students will continue to read their anchor novels for 25 minutes.  After independent reading, students are discussing their novels in Literature Circles. Each student will respond independently in writing to 5 separate prompts and then discuss in their groups. 

The schedule for the week is as follows:

Monday:  Read for 25 minutes.  Check homework (Thinking About the Selection: The Scarlet Ibis , pgs. 136-137)

Lesson on linking verbs vs. action verbs.  Classwork / homework – Language Coach: Grammar & Spelling, pgs. 138-141.  Due Wed. 1/13

Wednesday:   Read for 25 minutes.

Check homework (see Monday’s schedule).

Choose Anchor Novels.  Students will be allowed to check out the Anchor novels, provided they turn in a signed Checkout Permission slip first.  

Classwork in RJ:  Writing About your Anchor Book – Readers Journal, pgs. 118-119.

Novel choices are as follows:

Al Capone Does My Shirts by Gennifer Choldenko

The Schwa was Here by Neal Shusterman

Code Talker by Joseph Bruchac

Friday:  Receive and review novel assignment sheet.  Work in literature circles and respond to anchor novels.