| **I am available for extra help/remediation at 7:00 every morning; please
let me know in advance**
FOR THE WEEK of:
March 14th
Period 1,3,4,5:
Read and study chapter 19 - complements (direct and indirect
objects/predicate nouns and adjectives) TEST on FRI
Label parts of speech of sp. sentences 1-5 on Monday, 6-10 on Tuesday, 11-15
on Thursday nights for homework.
Complete Sp. unit by Thursday and be ready for test on Friday.
Gifted:
read and study chapter 16 ADJECTIVES and ADVERBS along with PRONOUN chapter
14. review notes taken in class along with workbook pages on these three
parts of speech.
Your final copy with rubric on top is due Thursday 3/20.
March 3rd GIFTED WRITING - 2ND PERIOD
Monday
Writing feature articles; begin self edit
Work on article every night as needed; rough draft due Tuesday
Tuesday
Complete rough draft; self edit
Complete self edit
Wednesday
Make corrections on self edit and print new copy in column format—take home
for parent edit
Parent edit
Thursday
Make corrections from parent edit and make a new copy to turn in for rough
draft grade
Complete today’s class work
Friday
Begin sketching layout
This is your baby- work on it continuously as needed J
25th - 29th
Gifted Writing - 2nd period
Transcribe notes; write thank you notes
Monday
Writing and organizing feature articles; discuss leads
Work on article every night as needed
Tuesday
Choose lead style; point of view exercise; remember voice
Work on article every night as needed
Wednesday
Write article
Work on article every night as needed
Thursday
Write article
Work on article every night as needed
Friday
Complete articles
This is your baby- work on it continuously as needed
WRITING
work on Unit 26 spelling; due Thursday/test Friday
Finish "Understanding Narration" packet by Friday
label parts of speech of spelling sentences unit 26
#1-5 Monday night
#6-10 Tuesday night
#11-20 Thursday night
Listen carefully and remember all the elements of a story that master
storyteller, Donald Davis, uses: describes setting (background, time,place,
foreshadowing, sensory details, similies, hyperboles, colorful description,
feelsings) develops characters through dialogue and description, reveals a
problem, conflict, crisis, rising action to climax, resolution, and comes
full circle at the end by tying the beginning to the end.
All discussion, tapes, handouts will be testable material.
You are encouraged to take notes.
You will be writing and telling two stories. First audience will be our
class;the second will be the elementary kids at GES.
Have fun with this.
Unit Essential Questions:
1. How does understanding the parts of speech improve our ability to write
more effectively?
2. How does understanding the parts of a sentence make
us effective writers?
3. How does understanding the characteristics and creating descriptive
narratives improve our writing?
4. How does identifying and creating the elements of a narrative improve
our ability to communicate?
5. How could and why should we use a writing buddy?
6. What questions do you ask yourself when revising?
7. In what applications could we use the writing steps?
8. Why is unity and coherence important in writing?
9. How would your writing change if your audience changes?
10. Compare the structure of an essay with the structure of a narrative.
How are they similar; how are they different?
11. How are ads persuasive?
12. How are writing essays like creating ads and selling products/services?
13. How are essays like paragraphs?
14. How are persuasive letters similar to persuasive essays?
15. What is storytelling?
16. How would you go about creating a magazine for teens and by teens?
17. What is the importance of interviewing and writing about your oldest
family member?
18. Why would you need to know how to interview someone?
19. How would a piece of writing change if the point of view changed?
20. What is style in writing?
21. What good is diagramming parts of a sentence anyway?
22. Why should I know what gerunds and infinitives are?
23. How are poems and songs similar?
24. What are the essential ingredients of a literary analysis of a poem?
25. How does a poetic analysis differ from a literary analysis that you did
in Lit. class? | |
