Unit 4 - Challenges and change - the holocaust (Q4)
Pronouns: words that replace nouns in a sentence
Antecedent: the word that is being replaced
Unit 3 - Values and culture (Q3-Q4)
Part 4 - Novel Study - Dragonwings 3/3-21/14
As we read Dragonwings, students will complete various activities, explore new vocabulary words, and analyze the characters, conflict, themes, and point of view. There is a vocabulary page that goes with each chapter of the novel, as well as a "stem catcher" for them to write down stems they notice throughout the novel. The students will compete a writing assignment after we finish the novel to close out Unit 3.
Part 3- The Video Game Culture 2/25-28/14
We will use three articles about video games to review author's purpose and text structures. There is a worksheet that goes with the two articles in the textbook (p. 892-896) where students will have to identify the main ideas and supporting details, as well as the cause and effect relationships presented. For the third article (a packet), students will have to create a timeline with 6 pieces of information on it and answer a few questions. The students will then write a BCR arguing whether or not video games are harmful. We will also explore the strength of the arguments in the two textbook articles.
Part 2 - "All American Slurp" 2/12-18/14
The students will read "All American Slurp," which can be found on page 424 in the textbook. It is narrated by a young girl whose family has moved to the United States from China. She and her family struggle with fitting in culturally in the United States. The students will answer a set of questions designed to get them looking deeper into the text (close read questions). They will also write a compare/contrast essay completely independently.
Part 1 - Introduction - 2/10-11/14
We will begin talking about our essential question: How do values influence the way we express ourselves and treat others. The students will be exploring things they value and believe in, as well as things about their culture.
Unit 2 - A sense of Belonging (Q2)
Part 4 - Bullying Project - 2/3-7/14
The students have an essay to write about the affects of bullying on two different characters from texts we've read. Then, as a group, they will create a poster about bullying awareness to hang in the hallways of school.
Part 3 - "Tuesday of the Other June" - Bullying 1/6/14
The students will read a short story titled "Tuesday of the Other June." As they read they will answer the close-read questions and focus on new vocabulary words. We will go over some together and some will be independent. They will then read a non-fiction article titled "The Problem with Bullies." As they read, they will jot down things from the article about statistics, forms, roots, effects, ways to stop bullying. After reading all of the texts, they will come up with some sort of plan or program to implement to prevent bullying from happening.
Part 2 - Venus Compare/Contrast 12/2/13
We have three articles about the real planet Venus (as opposed to Ray Bradbury's version in "All Summer in a Day"). The students will read all three articles, looking at different text structures for each one and filling out a graphic organizer with details about the setting. Students will develop a flier that advertises what it would be like to live on Venus (either Ray Bradbury's version or the real one). With the flier, they will then write an essay that compares and contrasts Bradbury's Venus to the actual planet in real life.
Part 1 - "All Summer in a Day" 11/21/13
The students have been reading "All Summer in a Day" in class. It is on pages 64-70 of their textbook (which they do not have at home, but I can loan them one). We first took notes while reading it by writing down all of the elements of figurative language (simile, metaphor, personification, hyperbole, idiom) and details about the setting. That is in their composition books. Following the annotation process, students looked at six "close read questions" (attached below). These questions are designed to get the students really picking apart the text and analyze it more closely. The questions have multiple parts and require text support to be considered correct. On the PARCC assessment (the test for Common Core), students will have to answer questions like this. For homework on Nov. 21st, they had to "translate" some of the figurative language that is in the story (attached below). The conclusion to this part of Unit 2 is a narrative writing. many of the students were concerned that the story "didn't have an ending." They really wanted to know what happened next... so... they get to write their own ending! The prompt and rubric are attached below. We will be finished this part of the Unit right around the Thanksgiving break.
Unit 1 - What is history's worth-monument/government shut-down (Q1)
Beginning of the year
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Stems List
NEWEST STEMS!
4/7/14 pryo (fire) liber (free) plu (more) medi (middle) soph (wise) clud (close) 3/31/14 mar (sea) dign (worthy) prim (first) rupt (break) tang (touch) migr (wander) 3/24/14 morph (form, shape) phil (love, like) fy (to make) gress (move, go) macro (large) cycl (circle) 3/18/14 counter/contra (against) dyna (power) ish (like) junct (join) sect (cut) tend (stretch) 2/24/14 eu- (well, good) fort- (strong) hyper- (over, above) intra- (within) mega- (big) phobia- (fear) Study online here!!
Password: rodis 1. anti (against) 2. bi (two) 3. circ (around) 4. con/Com (with) 5. de (down) 6. dis (away) 7. extra (beyond) 8. non (not) 9. mis (bad) 10. post (after) 11. tri (three) 12. un (not) 13. pre (before) 14. semi (half) 15. sub (under)
16. super (over) 17. intro (into) 18. mal (bad) 19. omni (all) 20. equi (equal) 21. syn/sym (together) 22. inter (between) 23. arch (ruler/government) 24. ard (always) 25. cide (kill) 26. ician (specialist) 27. itis (infection) 28. aqua (water) 29. audi (hear)
30. cap (take) 31. bio (life) 32. auto (self) 33. port (carry) 34. logy (science) 35. cise (cut) 36. scrib (write) 37. dict (say) 38. cred (believe) 39. cent (hundred) 40. ad (to) 41. neo (new) 42. centri (center) 43. biblio (book)
44. cede (go) 45. miss (send) 46. homo (same) 47. spec (look) 48. fer (carry) 49. pend (hang) 50. micro (small) 51. hydro (water) 52. photo (light) 53. pan (all) 54. pent (five) 55. quad (four) 56. tele (far) 57. re (again)
58. ex (out) 59. hypo (under) 60. pseudo (false) 61. neuro (nerve) 62. proto (first) 63. phon (sound) 64. mono (one) 65. viv (life) 66. poly (many) 67. mort- (death) 68. graph/gram- (write) 69. chron- (time) 70. crypt- (secret/hidden) 71. ego- (self/I) 72. geo- (earth) According to the ELA Common Core State Standard L6.4.b, students should use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. As students continue on in their English and Literature classes, the vocabulary will get more an more challenging. Being familiar with word parts will allow students to more easily recognize whole, more rigorous, terms; thus allowing them to tackle more difficult texts. Students are responsible for learning (and memorizing) the following stems, along with how these stems are used within words:
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