HOMEWORK DISCLAIMER:
You and only you are responsible for the completion of your assignments. As we discussed, you will have nightly math homework in your standards and practice Go Math book and an enrichment page every night (except sometimes on Friday). You will also have long-term assignments that could range anywhere from a few days to a week or even longer for more in-depth projects. Please pace yourselves. In addition, you should have at least three-four writing entries in your notebook every week, keeping in mind that each entry should be at least one double sided page (or even longer)-- You may type your entries but don't forget to put into your notebooks. In that case, it can be one page long (at least) with font size no bigger than 12 and no smaller than 10. Don't forget to use your book logs and write at least one meaningful comment per book. You must read at least 25 chapter books by the end of the school year. That being said, your teacher may occasionally modify assignments or forget to post an enrichment page. (She is after all, only human). If that is the case, do not panic. You are not responsible for something that is not posted or if we did not review the task in class first. Any questions, do not hesitate to contact Mrs. Davis. Just please, NO EXCUSES--the day something is due.
**FRIENDLY REMINDER: MAKE SURE YOU HAVE HEADPHONES...YOU NEED THEM FOR I-READY, BRAINPOP AND OTHER WEBSITES-ACTIVITIES. THIS WAS ON YOUR SUPPLY LIST AT THE BEGINNING OF THE YEAR!!!
| choosing_goals_for_ourselves-.docx |
| speech_ted_talk.docx |
| choosing_goals_for_ourselves-please_choose_any_3_in_each_of_the_following_subjects.docx |
-FRIDAY, MARCH 13:
***ELA TEST PACKET-DUE TUESDAY, MARCH 17
STORYBOARD CREATOR: https://www.storyboardthat.com/storyboard-creator
***WORK ON PLAYBILLS AND PACE YOURSELVES. PROJECT IS POSTED IN THE PROJECT SECTION OF THE CLASSWEBSITE-CHANGE IN DUE DATE TO TUESDAY, MARCH 24.
BE PREPARED TO MEET WITH YOUR READING PARTNERS ON WEDNESDAY, MARCH 18TH....PREPARE POST ITS AND MORE...
MAKE SURE YOU COME PREPARED FOR MEETING BY ANSWERING COMPLETELY AT LEAST ONE OF THE FOLLOWING QUESTIONS (THESE ARE YOUR QUESTIONS) AND ONE OF YOUR OWN "THICK" QUESTIONS: How does the characters' thoughts and feelings about the situations or each other contribute to the theme-big idea of the story? How does the characters' relationships, conversations and actions relate to the theme-big idea of the story? How does the setting-time-place contribute to the theme-big idea? How and why are the characters changing as a result of what is happening in the story? How does the characters' changes contribute to the main idea of the story? What am I learning about the theme-big idea of in this section of the story? Is there any figurative language-sybil or descriptive language-passage that helps us understand the theme-big idea of the text? Explain. REMEMBER TO RESTATE THE QUESTION, PROVIDE TEXT BASED EVIDENCE AND ADD YOUR OWN THINKING-INSIGHT.
Distribute and begin packet number two. Due next Wednesday, March 17. Carl Hiassen part two ALL: REMEMBER TO FOCUS ON THE FOLLOWING THROUGHOUT THE NOVEL: (CARL HIASSEN AUTHOR STUDY: HOOT, FLUSH AND SCAT). TASK: During the next two weeks, you and your reading partner will read another novel that is about a main character who demonstrates a commitment to the environment. As you read your book, pay extra close attention to the following:• Identifying two important themes that emerge in the story. Make sure you stop and jot important events that relate to the story’s themes-main ideas. Consider what the life lesson is that the reader learns and what evidence-events support that life lesson. • (Remember key words and phrases that relate to a particular theme will be repeated throughout the book. Character’s words, actions along with things other characters say about main character and how they respond-act towards them also help reveal themes).So look for these, too! • Identify how and why the main character changes. Consider what event brings about the change. What important life decision is the main character faced with? What choice does he or she make? How does that choice impact the main character and others? • Look at how figurative language (metaphors, similes and personifications) are used. Consider why they are used in the story—and what they reveal about setting, characters or relationships. HOOT: READ CHAPTERS 4-6-Read to find out whether Roy finds the running boy. 1. Why do you think Beatrice did not react aggressively when Roy spoke to her in the cafeteria? 2. Do you think Roy should discuss his interest in the running boy with his parents? Why or why not? 3. Why do you think Beatrice was harassing Roy? 4. Jot down any new knowledge about the burrowing owls’ habitat. Find out whether there is any other species of owl that is endangered and why. 5. What is the cliffhanger at the end of chapter six? 6. Explain the meaning along with relevance of the following simile to the story, “Roy just wanted to blend in quietly and not be noticed, like a bug on the riverbank.” What was Roy being compared to and why? 7. Stop and jot two new vocabulary words. Try to figure out the meaning using context clues. Then compare to dictionary definition. 8. What did you read? What did you learn? What questions do you have?
SCAT: READ CHAPTERS 4-6: 1. How do you think the other teachers, Mr. Neal and Miss Moffitt, felt when they found out that Mrs. Starch hadn’t returned? 2. Peculiar means strange or weird. What peculiar stories were the teachers saying about her home? 3. What does Libby’s asthma inhaler showing up mean about Mrs. Starch? How does Libby feel about this? 4. What was the problem with the Trapwick School and why was the name changed? 5. What was very peculiar about the rat on Mrs. Starch’s porch? 6. When Nick asks “How bad?” his mom doesn’t tell him. What do you think this means? 7. Stop and jot two new vocabulary words. Try to figure out the meaning using context clues. Then compare to dictionary definition. 8. What did you read? What did you learn? What questions do you have?
FLUSH: READ CHAPTERS 4-6: 1. “Only the best are bullied.” (Tim Field). Do you agree with this quote? Why or why not? 2. The novel mentions several types of fish and fish lures. Find out more about the following: snook, mangrove snapper, whitebucktail and finger mullet. 3. How do both chapters four and five end as cliffhangers? 4. There are two types of conflict evident in this story: character vs. character—between Noah’s family and his father. Explain and provide textual evidence to identify this conflict. There is also an external conflict of Noah vs. nature (the environment). Explain how this type of conflict is evident and provide textual evidence to support your claims. 5. What did you think of the way Noah reacted when confronted by Jasper? What inspired him to respond the way he did? What would you have done? 6. How did talk of divorce impact Noah and Abbey? 7. Stop and jot two new vocabulary words. Try to figure out the meaning using context clues. Then compare to dictionary definition. 8. What did you read? What did you learn? What questions do you have?
1. Please make sure you are spending at least 45 minutes a week on I-ready in both the reading and math sections--.
1A. SCIENCE TASK FROM MS. GOTTLIEB COMPLETE BY MONDAY, MARCH
2. MATH 10.4 AND ENRICH 10.4 COMPLETE LET'S GET COOKING PART TWO BY TOMORROW. DIVISION OF FRACTIONS...
BY NEXT TUESDAY, MARCH 17. FINISH PROJECT....WRITE A REFLECTION AND CREATE TWO OF YOUR OWN WORD PROBLEMS BASED ON THIS ACTIVITY.
7. Reward to whomever completes the most I-ready this week!!!
8.Make sure your literacy pack with independent books go home and are in school every day.
| interest-a-lyzer.pdf |
| dear_parents.doc |