Monday/Wednesday- This week is dedicated to reviewing the different text structures that can be found in informational passages. Students will review the different types by watching a Flocabulary, BrainPop, and completing various practices to ensure understanding.
The links below will be used to review text structure:
For the next couple of weeks, we will be reviewing concepts previously learned in preparation for the GA Milestones. Last week our focus was point of view. This week our focus is argumentative writing.
Homework for this week due Friday, March 20. Write one to two paragraphs explaining what your favorite cookie is and why. Make sure to include a claim, 3 reasons/arguments why, a counterclaim, a sentence explaining why the counterclaim is wrong, and a concluding sentence.
Monday: Review Argumentative Writing
Warm Up: Students watch a video over argumentative essay, and write a paragraph answering the following question: What are the parts of an argumentative essay?
Students will read over various passages and evaluate them for effectiveness. Students will rate each writing sample with a check, check plus, check minus, or 0.
Tuesday: Students will watch a video about how to write an argumentative essay. Students will write a paragraph restating what they learned in the video.
Work Session: Finish evaluating passages for claim, hook, counterclaim from yesterday. Students will review the steps of RACE and practice using a Pixar animation. After, students will review argumentative vocabulary and complete a “Gab and Go Claim” activity. Finally, students will read the below article on school lunch periods and practice finding a claim and evidence to support that claim.
Wednesday, Thursday, Friday- Students will participate in argumentative review stations. The stations will review argumentative vocabulary, how to correctly cite evidence in an argument, how to write an effective counter-claim, and how to draft a strong claim statement.
Monday: Students are reviewing previously learned concepts in preparation for the Milestones. This week, students are working on reviewing different narrative points of view (1st person, 2nd, person, 3rd person limited, and 3rd person omniscient). Students took notes on POV and worked in partners analyzing different POVs in various passages. Begin reading “Tuesdays of the Other June”
Monday: Weekly Language Warm Up: Grammar, Vocabulary, Figurative language practice for Monday. Mini-lesson on poetry. Read “The Rose that Grew in Concrete” (a poem by Tupac) and Number the Stars. Discuss how they are different.
Homework for the week: Weekly Language Homework-due Friday. Paragraph of the week will be done in class this week and is also due Friday. The Paragraph of the Week this week will be to write a one to two stanza poem on the theme of love. Students must include figurative language such as alliteration, simile, onomatopoeia, metaphor, and/or allusion.
Tuesday: Weekly Language Warm Up: Grammar, Vocabulary, Figurative language practice for Tuesday. Mini-lesson on alliteration. Students will brainstorm ideas for their poem on love, work on adjective practice, and read “Number the Stars”https://www.flocabulary.com/unit/alliteration-assonance/
For classes that have read to the end of chapter 10 in “Number the Stars” there will be a review game for tomorrow’s test.
Wednesday: Weekly Language Warm Up: Grammar, Vocabulary, Figurative language practice for Wednesday. Mini-lesson on idioms. TEST over “Number the Stars.” Read “Number the Stars.”
Thursday: Weekly Language Warm Up: Grammar, Vocabulary, Figurative language practice for Thursday. Mini lesson on allusion. Students will work on poems in class and conference with teacher. Students will read “Number the Stars” TEST over “Number the Stars” and figurative language.
Friday: Mrs. Hosford will check this week’s warm up and weekly language homework. Students will complete poems and participate in a poetry slam celebrating students as authors. Read and respond to “Number the Stars.”