| holocaust_book_clubs_for_monday.docx |
ANNE FRANK #1 DUE MONDAY, JUNE 2:
DIARY OF ANNE FRANK-read up to December 22, 1942
PLEASE KEEP JOURNAL ENTRIES AS YOU READ…WRITE YOUR REACTIONS TO WHAT YOU ARE READING…YOU CAN JOT DOWN ANYTHING YOU WANT AS YOU READ THIS DIARY INCLUDING WONDERINGS, POEMS, ANYTHING, REALLY.
1. Jot at least two of your own high order thinking questions along with your own thoughts on the topic.
2. Define the following: melancholy, fanatic, superfluous, optimism.
3. What did the first few pages of the book reveal about the quality of Anne’s family life? How concerned did they seem about the war in Europe?
4. Why do you think it was difficult for the eight people to avoid quarreling as they settled in the Secret Annex? Do you think it was normal or were they incompatible families? Explain.
5. Based on the quality of Anne’s writing and what she revealed about herself, how would you assess her level of maturity? Explain.
PLEASE KEEP JOURNAL ENTRIES AS YOU READ…WRITE YOUR REACTIONS TO WHAT YOU ARE READING…YOU CAN JOT DOWN ANYTHING YOU WANT AS YOU READ THIS DIARY INCLUDING WONDERINGS, POEMS, ANYTHING, REALLY.
1. Jot at least two of your own high order thinking questions along with your own thoughts on the topic.
2. Define the following: melancholy, fanatic, superfluous, optimism.
3. What did the first few pages of the book reveal about the quality of Anne’s family life? How concerned did they seem about the war in Europe?
4. Why do you think it was difficult for the eight people to avoid quarreling as they settled in the Secret Annex? Do you think it was normal or were they incompatible families? Explain.
5. Based on the quality of Anne’s writing and what she revealed about herself, how would you assess her level of maturity? Explain.
WESTWARD FINAL DUE TUESDAY:
| westward_book_clubswrap.doc |
WESTWARD EXPANSION BOOK CLUB PACKET #2: DUE TUESDAY, MAY 12TH:
| westward_expansion_book_club_packet.doc |
WESTWARD #3: DUE TUESDAY, MAY 20
| westward_expansion3.doc |
WESTWARD EXPANSION BOOK CLUB PACKET #1: DUE THURSDAY, MAY 8
| westward_expansion_book_club_packets1.doc |
CIVIL RIGHTS SONG ANALYSIS: DUE MONDAY, MAY 12
| civilrightsonganalysis.doc |
MS. EATON'S PORTA PORTAL: http://guest.portaportal.com/eeaton
CIVIL RIGHTS BOOK CLUB LITERARY ESSAY: due Monday, May 5th
| civil_rights_book_clubsliteraryessay.doc |
FINAL PACKET: DUE FRIDAY, APRIL 25:
| civilrightsbookclubsfinalpacket.doc |
CIVIL RIGHTS #4: DUE FRIDAY, APRIL 11:
| civilrightsbookclubpacket4.doc |
CIVIL RIGHTS #3: DUE WEDNESDAY, APRIL 9:
| civil_rights_book_clubs3.doc |
CIVIL RIGHTS BOOK CLUB #2: DUE FRIDAY, APRIL 4:
| civilrights2.doc |
TONE VS. MOOD:
REVIEW OF LITERARY TERMS:
MORE BACKGROUND INFO ABOUT THE RAIN FORESTS LINKS:
FOR MORE BACKGROUND INFO ABOUT THE RAINFORESTS:
http://kids.mongabay.com/
http://kids.nceas.ucsb.edu/biomes/rainforest.html
http://www.rainforesteducation.com/
http://www.kidsgeo.com/geography-for-kids/0169-tropical-rain-forest-biomes.php
http://www.mbgnet.net/sets/rforest/index.htm
http://www.ducksters.com/science/ecosystems/rainforest_biome.php
WAYS TO HELP: http://rainforestheroes.ran.org/help-save-rainforests/7-steps-kids-can-take/
http://www.sciencekids.co.nz/sciencefacts/earth/rainforests.html
http://kids.mongabay.com/
http://kids.nceas.ucsb.edu/biomes/rainforest.html
http://www.rainforesteducation.com/
http://www.kidsgeo.com/geography-for-kids/0169-tropical-rain-forest-biomes.php
http://www.mbgnet.net/sets/rforest/index.htm
http://www.ducksters.com/science/ecosystems/rainforest_biome.php
WAYS TO HELP: http://rainforestheroes.ran.org/help-save-rainforests/7-steps-kids-can-take/
http://www.sciencekids.co.nz/sciencefacts/earth/rainforests.html
PERFORMANCE BASED ASSESSMENT: GET THE WORD OUT
Write a clear and logical informative essay that describes what is happening to the rain forest.
Remember to:
CONSIDER YOUR AUDIENCE. PERHAPS, YOU ARE WRITING A CALL FOR ACTION--YOU WANT TO HAVE AN IMPACT FOR THE TOPIC.
USE YOUR MAIN IDEA-KEY DETAILS OUTLINE AND RUBRIC TO GUIDE YOU AS YOU WRITE YOUR INFORMATIVE ESSAY.
Remember to:
- Introduce the topic using an observation.
- Explain how the plants and animals are affected (impacted) and how this affects people.
- Use graphs, charts, definitions and quotations to support your work.
- Use precise, scientific, domain-specific language and vocabulary to inform your reader.
- Provide a conclusion that summarizes your information. (Your conclusion should include insight-what you learned about the topic). BUT KEEP IN MIND, THIS IS AN INFORMATIVE ESSAY AND NOT A PERSUASIVE ESSAY.
- REMEMBER WHAT YOU LEARNED ABOUT WRITING INFORMATIVE PIECES--INCLUDE SUBHEADINGS AND TRANSITIONS AS A WAY TO HELP ORGANIZE YOUR INFORMATION.
CONSIDER YOUR AUDIENCE. PERHAPS, YOU ARE WRITING A CALL FOR ACTION--YOU WANT TO HAVE AN IMPACT FOR THE TOPIC.
USE YOUR MAIN IDEA-KEY DETAILS OUTLINE AND RUBRIC TO GUIDE YOU AS YOU WRITE YOUR INFORMATIVE ESSAY.
PARAPHRASING GRAPHIC ORGANIZERS:
GET THE WORD OUT: WRITE A CLEAR AND LOGICAL INFORMATIVE ECOLOGICAL FEATURE ARTICLE THAT DESCRIBES WHAT IS HAPPENING TO AN ANIMAL, PEOPLE OR DANGEROUS CONDITION IN THE ENVIRONMENT.
REMEMBER TO:
- INTRODUCE THE TOPIC USING AN OBSERVATION
- EXPLAIN HOW THE PLANTS-PEOPLE OR ANIMALS ARE AFFECTED.
- USE GRAPHS, PICTURES, CHARTS, DEFINITIONS AND QUOTATIONS TO HELP SUPPORT YOUR WORK.
- USE PRECISE, SCIENTIFIC AND DOMAIN SPECIFIC VOCABULARY TO INFORM YOUR READER
- PROVIDE A CONCLUSION THAT SUMMARIZES YOUR INFORMATION.
INFORMATIVE WRITING "OFFICIAL" RUBRIC:
| inforubric.pdf |
5-301 CHECKLIST--IMPORTANT:
| ecological_feature_article_rubric.doc |
FEATURE SELF ASSESSMENT: ANSWER HONESTLY AND COMPLETELY
| feature_self_assessment.doc |
COMPARATIVE ESSAY: RUBRIC, OUTLINE & SAMPLE
| comparativeessaystructure.jpg |
| comparativeessay.doc |
| comparative_essay_rubric.doc |
ADVERTISING PACKETS INCLUDING BOOK ADS:
| advertisingtaskpaleycenter.doc |
| bookads.doc |
CARL HIASSEN FINAL. PART ONE IS DUE FRIDAY, JANUARY 24TH AND PART TWO IS DUE MONDAY, JANUARY 27TH.
| carlhiassenfinal.doc |
CARL HIASSEN PART FOUR. DUE FRIDAY, JANUARY 3. PART FIVE. DUE MONDAY, JANUARY 6.
| carlhiassenpartfour.doc |
MAKING ETHICAL DECISIONS LITERACY MODEL. RESPONSE TO LITERATURE IS DUE FRIDAY, JANUARY 10TH:
| making_ethical_decisions.doc |
CARL HIASSEN UNIT PART THREE. DUE THURSDAY, DECEMBER 19:
| carlhiassenpartthree.doc |
CARL HIASSEN UNIT PART TWO. DUE WEDNESDAY, DECEMBER 11:
| carlhiassenparttwo.doc |
KOHLBERG MODEL RESPONSE TO LIT: DUE TUESDAY, DECEMBER 17:
| kohlbergactivity.doc |
CARL HIASSEN UNIT STUDY BEGIN. WORK ON CHAPTERS 1-3 IN CLASS TODAY-FRIDAY
| carl_hiassen_author_study-2.doc |
NIGHT OF THE SPADEFOOT TOADS "BUFFET" MENU: PLEASE CHOOSE ANY TWO OF THE FOLLOWING TASKS (FROM EITHER LIST). IF YOU HAVE ANOTHER IDEA, PLEASE DISCUSS FIRST WITH YOUR TEACHER.
NIGHT OF THE SPADEFOOT TOADS TASK CARDS:
| nightofthespadefoottoadsthinktactoeboardtaskcards.pdf |
ACTIVITY SHEETS: (YOU DON'T HAVE TO USE THEM):
| nightofthespadefoottoadsthinktactoeboardactivitysheets.pdf |
MORE "MENU" CHOICES:
| nightofthespadefoottoadsmoretaskcards.doc |
PLOTTING YOUR PLOTS FOR NARRATIVE:
| realistic_fiction_outline.doc |
PLOTTING OUR PLOT: SHORT RESPONSE TO LITERATURE
| plottingourplots2.doc |
LINK TO STORY PLATE MOUNTAIN TEMPLATE: http://www.primaryresources.co.uk/english/pdfs/StoryMountain_TL.pdf
BOOK CLUB HANDOUT--TO KEEP CONVERSATIONS GOING--PRINT AND PUT IN YOUR READING NOTEBOOK:
| bookclubhandout.doc |
SOCRATIC SEMINAR:
| socraticseminar.ppt |
COMING ON WEDNESDAY: CHARACTER COUNTS IN DEPTH RESPONSE TO LITERATURE ACTIVITY-DUE MONDAY, NOVEMBER 18TH
| charactercountsresponsetoliterature.doc |
| jakemoonsample.doc |
THINK TO LEARN SCAFFOLDED QUESTIONS--MAKE SURE YOU HAVE A COPY IN YOUR READING NOTEBOOK!
| question_stems-thinktolearn.doc |
MENTOR TEXT: NO HOME-PRINT AND PUT IN YOUR MENTOR TEXT FOLDERS:
MENTOR TEXT: FLY AWAY HOME--PRINT AND PUT IN MENTOR TEXT FOLDER
THICK AND THIN QUESTIONS:
THICK AND THIN QUESTIONS POWERPOINT MADE JUST FOR YOU!
| thick_vs_thin_questions2.ppt |
THINK, PAIR, SHARE:
THINK: YOU HAVE TIME TO THINK ABOUT SOMETHING YOU READ.
PAIR: YOU TAKE TURNS WITH YOUR PARTNER EXPRESSING IMPORTANT IDEAS.
SHARE: YOU PRESENT YOUR FORMULATED IDEAS (THOSE YOU CAME UP WITH TOGETHER) WITH A GROUP.
PAIR: YOU TAKE TURNS WITH YOUR PARTNER EXPRESSING IMPORTANT IDEAS.
SHARE: YOU PRESENT YOUR FORMULATED IDEAS (THOSE YOU CAME UP WITH TOGETHER) WITH A GROUP.
HOUSE ON MANGO STREET LITERARY ESSAY: DUE WEDNESDAY, OCTOBER 23RD
| mangoessay.doc |
MANGO SAMPLE ESSAY:
| mangosampleessay.doc |
MANGO RUBRIC:
| house_on_mango_street_literary_essay_rubric.doc |
LINKS TO ASSIST YOU:
TRANSITIONAL PHRASES: http://www.d41.org/curriculum/staff/literacy/Grade_5_documents/6_Fifth_Grade_WS_Transition_Words.pdf
Brainyquote: http://www.brainyquote.com/
Quotegarden: http://www.quotegarden.com/
Brainyquote: http://www.brainyquote.com/
Quotegarden: http://www.quotegarden.com/
CHARACTER TRAITS: PRINT A COPY AND PUT IN YOUR READING RESPONSE NOTEBOOKS:
| readingpartners.doc |
READING PARTNERS ACTIVITY SHEET: EVEN THOUGH YOU ARE WORKING IN PARTNERSHIPS, EACH ONE OF YOU MUST COMPLETE ONE OF THESE UPON COMPLETION OF THE BOOK. IT MUST BE NEAT AND COMPLETE. SO YOU MAY WANT TO PRINT TWO COPIES--ONE AS A DRAFT AND ANOTHER ONE TO HAND IN. USE READING RESPONSE RUBRICS TO GUIDE YOUR WORK.
EXTRA READING LOGS: DON'T FORGET TO USE THEM
| readinglog.doc |
RESPONDING TO FICTION TEXTS:
| book_clubs_prompts.doc |
READING RESPONSE RUBRICS: (ONE SHOULD BE ATTACHED IN YOUR READING NOTEBOOKS:
| reading_response_rubric.doc |
ADVICE FOR HAVING A POST IT CHAT & WAYS TO RESPOND TO TEXTS:
| adviceforhavingapostitbooktalk.doc |
READING WORKSHOP:
Throughout the school year, students will be reading various genres within their level. They will be engaged in book clubs, partnerships, Author Studies, and much, much more. They will be studying various themes and topics and will be looking at them through many different books and perspectives. They will learn to critically analyze texts in order to form theories and opinions about the issues and concepts in the world around them. It is through reading that we will explore the concept of "learning how to live" and apply those lessons taught to the situations that surround our lives each day. Most importantly, students will learn strategies for finding evidence across many different levels and texts in order to formulate strong arguments for their opinions.
RULES AND REGULATIONS OF READING WORKSHOP:
1. You must read a book. Magazines, newspapers and comic books don’t have the chunks of texts you need to develop fluency. They won’t help you discover who you are as a reader of literature. (Please note: they are acceptable during transitional periods of the day as well as for reading material at home or during indoor lineup days).
2. Don’t read a book you don’t like. Don’t waste time with a book you don’t love when there are so many great books out there waiting for you. However, you should try to give some books a chance. Sometimes, it takes a couple of chapters before you “settle in” and get used to and interested in a book.
3. If you really don’t like a book, find another one. Browse; ask me, the librarian or a friend for a recommendation.
4. It’s okay to re-read a book you love. This is what readers do.
5. Record every book you finish in your reading log and complete a reading journal entry for each book you read.
6. Collect information about yourself as a reader, look for patterns and take satisfaction in your accomplishments over time.
7. Understand that reading is thinking. Do nothing to distract the teacher or other readers. Don’t put words into our brains as we are trying to escape into the worlds created by the authors of our books.
8. When you confer with me or your partners use a soft voice as I use when I talk to you; whisper.
9. Read and write in your reading journal the whole time.
2. Don’t read a book you don’t like. Don’t waste time with a book you don’t love when there are so many great books out there waiting for you. However, you should try to give some books a chance. Sometimes, it takes a couple of chapters before you “settle in” and get used to and interested in a book.
3. If you really don’t like a book, find another one. Browse; ask me, the librarian or a friend for a recommendation.
4. It’s okay to re-read a book you love. This is what readers do.
5. Record every book you finish in your reading log and complete a reading journal entry for each book you read.
6. Collect information about yourself as a reader, look for patterns and take satisfaction in your accomplishments over time.
7. Understand that reading is thinking. Do nothing to distract the teacher or other readers. Don’t put words into our brains as we are trying to escape into the worlds created by the authors of our books.
8. When you confer with me or your partners use a soft voice as I use when I talk to you; whisper.
9. Read and write in your reading journal the whole time.