1. audible 2. benefit 3. synchronize 4. dictate 5. deduce. The quiz over Friday will include these words as well as argumentative writing concepts.
Monthly Archives: September 2015
Week of September 28
Monday, September 28
Students to the media center for book check-out. Students wrote an argumentative piece using critical words from last week.
Homework: Study critical words and read for 20 minutes.
Tuesday, September 29
Students will complete warm up:
Wednesday, September 29
Students worked on the argumentative essay. We looked at the following essay and talked about the parts of an argument. Students also took notes on the parts of an argument.ArgumentWritingStudentGuideCommonCoreGrades
WRITING AN ARGUMENTATIVE ESSAY GUIDED TOUR #2
Thursday, October 1
Standard: CCELAW1: Write arguments to support claims with clear reasons and relevant evidence.
Students will read Obama’s speech to students: What is your big plan?
Students will write a response to Barack Obama in which you explain what you have decided to do based on his speech. Include ideas from his speech and your own ideas.
Include your claim and support your claim using evidence and explanations. Writing should be formal and include 5 paragraphs. Remember to include a counter-claim and a rebuttal. Example: Many adults today feel that kids today do not have a focus, however, I have a clear vision for my future. Use 2 of this week’s critical words in your essay. Use the following letter format when composing your letter:Format
Report Cards
Report Cards go home Friday. Parents, please sign and return along with other forms. Thank you!
Week of September 14
This week’s topic is Argumentative Writing.
Standards:
ELACC6W1: Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented.
ELACC6RI8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
ELACC6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Monday, September 14:
Students will write and define this week’s critical words using a dictionary. This week’s Critical Words-1. audible 2. benefit 3. synchronize 4. dictate 5. deduce. The quiz over Friday will include these words as well as argumentative writing concepts.
Students will create a KWL chart (Know, Want to Know, Learn)
Students will learn new vocabulary concerning Argumentative Writing:
Students read an example from Reader’s Journey, p. 250-251 of an argumentative essay and discuss its strengths.
Students will watch a video on how to select a topic: Selecting a topic
Students will add to the K-W-L chart.
Homework: Students are to write each critical word ten times each.
Extra Credit: Using colored pencils, draw a picture of what one of the words means (up to 5 points on Friday’s quiz).
http://www.readwritethink.org/files/resources/lesson-docs/EBAChecklist.pdf
Tuesday, September 15
Warm Up:
Students will watch a Flovocabulary Video on Argumentative Writing
Work Session: Slip or Trip?
Sample Class Arguments: Slip or Trip?
Quiz over Persuasive Writing
Homework:
Wednesday, September 16
Students will go to library to check out books.
Thursday, September 17
Warm Up: Students are to copy the sentences on p. 891 from the section entitled, “Vocabulary in Context.” Students will define words.
Work Session: Students are to read pages 892-896 and answer questions 1-6, on p. 897
Friday, September 18
Warm Up: Students will copy down notes for argumentative writing. Vocabulary includes: counterclaim, rebuttal, conclusion, source credibility, warrant, claim, evidence, reasons, argument.
Work Session: Finish reading essays (Pages 892-896 and answer questions 1-6, p. 897)
Closing: Kahoot! Review over Argumentative Writing concepts and “What Video Games Can Teach Us” and “The Violent Side of Video Games”
Homework: Read novel from media center for pleasure. Book Project dates and guidelines will be forthcoming…
Critical Word Quiz Postponed until the week after next.
Assignments for the week of September 8
Tuesday, September 8: Students will take a quick quiz over last week’s critical words (Habitat, recommend, government, separate, necessary). New critical words will be introduced. They are: Wednesday, Definitely, Receive, Committee, Vacuum.
Wednesday, September 9: Students will take Unit 1 Test. Please see my page with review resources. Begin reading “The Good Deed,” by Marion Dane Bauer in class. Read the story online:https://lostofshortstories.wordpress.com/the-good-deed-by-marion-dane-bauer/
Homework for Wednesday September 9: Study this week’s critical words for quiz on Friday: Wednesday, Definitely, Receive, Committee, Vacuum
Thursday, September 10:
Warm Up: Vocabulary Practice from “The Good Deed”
Students will take notes over Personal Narratives
Homework: Finish reading “The Good Deed” for homework and complete the reading comprehension questions in the handout.
Homework for Thursday, September 10:
Friday, September 11: Formative Quiz over “The Good Deed” and Critical Words. Students will be given 50 minutes to write a personal narrative writing task.
Rubric
Unit Test Next Wednesday, September 9
Summative Test will cover everything from Unit 1 (August 5-September 3): characterization, conflict, plot, parts of speech, types of sentences, theme, and point of view. Study guide to go home this Friday, September 3. THIS TEST WILL BE A BIG GRADE SO STUDY! Remember, YOU ARE AWESOME! P.S. I created a page for Unit 1 Continue reading →
Quiz Friday Over…
1.Habitats 2.Recommend 3.Government 4.Separate 5.Necessary
Parts of Speech and 4 Types of Sentences