CLASS WORK FOR MONDAY, OCTOBER 15, 2018:
GOOD MORNING. YOU MAY WORK ON LAPTOPS. MAKE SURE THEY ARE PROPERLY DISTRIBUTED BY MONITORS AND PROPERLY PUT AWAY BY MONITORS ONLY. YOUR TEACHER IS "UNDER THE WEATHER" AND HAS LEFT THE FOLLOWING WORK FOR YOU TO DO:
- MAKE SURE YOU HAVE FINISHED YOUR "HOUSE ON MANGO STREET" PACKET #4. WE WILL DISCUSS THE EXTENDED METAPHOR VIGNETTE, FOUR SKINNY TREES TOMORROW.
- IN ORDER TO BECOME EXTENDED METAPHOR "EXPERTS," PLEASE READ THE EXTENDED METAPHOR DOCUMENT I LEFT FOR YOU IN THE READING SECTION OF OUR CLASS WEBSITE. ALSO PLEASE VISIT THE FOLLOWING WEBSITE AND WATCH THE VIDEOS ON FLOCABULARY--VERY COOL (IF YOU HAVE HEADPHONES): blog.flocabulary.com/extended-metaphor/
- TO LEARN MORE ABOUT NATURAL WONDERS, READ THE FOLLOWING ARTICLE ON WONDEROPOLIS: wonderopolis.org/wonder/what-were-the-seven-wonders-of-the-ancient-world
- IN YOUR SOCIAL STUDIES NOTEBOOKS-DO NOT TYPE--PUT TODAY'S DATE, OCTOBER 15 AND WORK NEATLY. WRITE A SUMMARY OF THE ARTICLE (MAKE SURE YOU INCLUDE THE 5 W'S AND 1 H. TRY TO ANSWER:
Where were the seven wonders of the ancient world located?
Which of the seven wonders of the ancient world still exist today?
STOP AND JOT TWO NEW VOCABULARY WORDS AND THEIR DEFINITIONS
TAKE THE WONDEROPOLIS NATURAL WONDER WONDER WORD VOCABULARY QUIZ AND TEST YOUR KNOWLEDGE--DID YOU GET IT
5. DO NOT BORROW BOOKS FROM THE LIBRARY UNLESS YOU SIGN THEM OUT, HAVE LOGGED OLD ONE INTO YOUR BOOK LOG AND PUT THEM BACK WHERE THEY BELONGS...YOU MAY READ QUIETLY AND LOG INTO READING LOGS FOR 20 MINUTES. PLEASE PRACTICE "READING WITH A THEORY IN MIND..." IN OTHER WORDS, WHAT IS THIS BOOK REALLY ABOUT? Reading workshop: Reading with a Theory in Mind.
Connect: Last week, we discussed the difference between theme-big idea-moral-message vs. plot-summary. Today we will learn that by previewing a book, we can predict its message or theme and use this message to help us read with a theory in mind.
Teach: We are book detectives. As we read, it is our jobs to gather evidence to support our themes. Remember, we must ask ourselves, what life lesson does the author want to teach us? Some other words that mean the same are: theory, message, main idea, big idea and moral. When we talk about big idea, we do not mention characters or events from the story—not yet. We consider the life lesson we learn. One way to do this is by previewing the book’s blurb, back cover or insider jacket. Very often, this information will tell us the message. It may be in the summary or in critics’ reviews of the book. . In addition, if we have already read books by an author, we know that he or she usually writes about certain important issues like Roald Dahl--writes about "good" kids triumphing over "evil" grownups. Authors like Judy Blume write about how growing up comes with its special challenges So this helps, too. We can modify our theories about our stories as we go along. But we want to try to have one as we begin. It is then our job to gather evidence as we go along.
Independent: As you read today, it is your job to read with a theory in mind. So before you even begin you must decide what the book is really about by previewing. You may change as you go along. Keep in mid a book may have more than one important idea. But it is your job to choose the one you think is strongest and gather evidence around it. Of course, you can modify as you go along.
Share: Theories-evidence with your reading partners and then in your reading notebooks, stop and jot (after writing today's date):
Title of book:...................................My theory is that it is really about.........................................I know this because in the text it shows us that...........................................This makes me think that..........................................
6. You may add a new "small moments" writing entry about a "ritual" or special memory. Writing workshop: Rituals/Pictures of Home
Shared reading: When the Relatives Came
Connect: When we read stories about home, author does not come out and say what home means to her. She shows us by painting a picture with words and using the five senses. Today, we will closely examine how Cynthia Rylant does this effectively in When the Relatives Came. We will then try to write our own entries about home or a favorite place at home using details and sensory imagery.
Teach: Reminder to make sure you write in a place you feel safe and comfortable). Then read Rylant story. Point out examples. Like for instance, during hugging time, the author gives lots of details. Cite other examples. Today, you will choose a specific place where you feel comfortable and safe. Write about a special memory-moment that took place in this special place. Perhaps it may be in grandmas’s kitchen. Try using a memory box to describe this special place (five senses and internal feelings). Then try writing about it in narrative form.
WHEN YOU ARE WRITING YOUR MEMOIRS, WE NEED TO HAVE A PURPOSE OR MESSAGE. THEREFORE, ASK YOURSELF THE FOLLOWING DEEP THINKING MEMORY QUESTIONS AND TRY TO INTEGRATE THE RESPONSES INTO YOUR MEMORY ENTRY. YOU MAY DISCUSS WITH YOUR PARTNER PRIOR TO WRITING:
- Why is this memory-place-person so important to me?
- What is the unique role this place-memory-person plays in my life?
- Why does this memory-place-person mean more to me than it seems to mean to other members of my family?
- Have I always cherished this person-memory-place or has this changed over time?
- What do I want to say about this person-place-memory that I haven’t said yet?
- How does this memory-place-person fit into the whole of who I am as a person?
Independent: Using sensory imagery-five sense, integrate the important questions and narrative about a special place that holds a special memory.
Share: Responses to questions and writing (probably will have to finish entries for homework).
7. WORK ON ELA I-READY. USE YOUR HEADPHONES