Ms. Wallace

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<DIV>August 22-26 Monday:  Class introductions and locating countries represented on the globe.  After explaining classroom procedures and areas of study, we split into two smaller groups for conversation circles using conversation starter cards. Tuesday:  Students were given a compare/contrast folder and had one minute to skim the titles, charts, pictures, and captions.  We then listed on the board words that described what they thought the text was going to be about.  Students were then paired up and orally read the text to one another.  We followed up with a group choral reading.  Students were asked to describe what type of text structure was used in the story they had just read with a partner, as well as with the group (compare/contrast).  I then put nine words/phrases up on the board and had students place the wordstrips under the appropriate category "compare" or "contrast."  A picutre of a Venn diagram and a t chart, as well as the categorized list of words were written out in their daily action logs. Wednesday:  I introduced the words "skimming," "scanning,"  "background knowledge," "paraphrasing" and "summarizing" and how they relate to reading comprehension.   Students took modified Cornell notes on this information in their daily action logs.  I explained how to do a summarizing/paraphrasing worksheet with the compare/contrast folders from yesterday.  Each student selected one mini topic from the compare/contrast folder to work on. Thursday:  Working with the same compare/contrast folders we've been using this week, each student was given a stack of post it notes and they had to mark all of the compare/contrast signal words they saw in the various stories.  Each person then shared the words they found and we categorized each as either a compare or contrast word.  The last 15 minutes were given for 1:1 homework assistance. Friday:  Students created their alphabet cards for "Build-A-Word."  After that we played sight word BINGO. ----------------------------------------------------------------------------------------------------------------------------- August 29-September 2 Monday:  Building on last weeks lesson with compare/contrast signal words, we did a group read on different types of homes throughout the world.  We completed a t-chart together itemizing similarities and differences.  Students then independently read informational text on pyramids and took notes on some of the similarities and differences between various pyramids in different parts of the world.  Tuesday:  Students began benchmark testing on the Imagine Learning program.  20 minutes were given for 1:1 homework. Wednesday:  We continued with benchmark testing for Imagine Learning.  Students had 20 minutes for 1:1 homework assistance. Thursday:  1:1 homework assistance and binder organization all period. Friday:  "Build A Word" ----------------------------------------------------------------------------------------------------------------------------- Sep 5-9 Monday:  NO SCHOOL Tuesday:  Introduction of the idioms: "get this show on the road" and "get the ball rolling."  Students took notes in their daily action logs.  Students were introduced to a 3 circle Venn Diagram and we completed one together as guided practice.  They were then asked to complete one as independent practice.  The last twenty minutes were given for 1:1 homework assistance. Wednesday:  Individual grade checks, Imagine Learning, and 1:1 homework assistance. Thursday:  1:1 homework assistance all period. Friday:  Mental math game...Who has... (A game).  Students had the last 10 minutes to work on homework completion.  Today is after school tutoring for any subject that a student needs extra help with. ------------------------------------------------------------------------------------------------------- September 12-16 Monday:  Group lesson:  idioms ("Third times a charm" and "If at first you don't succeed, try, try again").  I then showed students a variety of leveled math games on the uen.org website.  They had 20 minutes to do independent practice with any of them math games on the site. Tuesday:  "Build A Word." Each student was given a current grade print out and had the balance of the class period for 1:1 homework assistance.  Fast finishers worked on Imagine Learning. Wednesday:  Nonverbal communication game 1.  Students had the last 20 minutes for 1:1 homework assistance. Thursday:  Computer Lab- uen.org science interactives. Friday:  Rhyming BINGO ------------------------------------------------------------------------------------------------------- September 19-23 Monday:  Individual review- students did a word sort with compare/contrast signal words.  I then introduced another type of text structure:  chronological/sequencing.  Students took notes in their daily action logs and included key words:  first, second, third, next, last, finally, also, dates.  A common format for organizing chronological/sequencing text would be a timeline.  Students were then given two short paragraphs (dinosaurs and time periods, Terrasic, Jurassic, etc.), one each,  representing chronological/sequencing and compare/contrast text structure.  They then started taking the written information and organizing it into the appropriate type of graphic organizer.  The last 10 minutes were given for 1:1 homework assistance. Tuesday:  We continued with the compare/contrast and chronological/sequencing stories and key words.  To begin I read each passage aloud while students marked any signal words with a yellow highlighter.  We then did a group Venn diagram with information from the story and a group timeline with information from the other paragraph.  Students will have one week to complete one Venn diagram or t chart and one timeline or sequence paragraph with information from any of their core classes.  The last 10 minutes were given for 1:1 homework assistance. Wednesday:  Each student was given a copy of 2 paragraphs (physical/chemical changes and making a peanut butter and jelly sandwich).  They were prompted to listen and read along to decide which one was a compare/contrast and which was a sequence/chronological text.  As I read aloud, they highlighted any signal words they recognized.  Independently, they then completed a graphic organizer appropriate to the text structure. Thursday:  Summary writing--Students had the first 5 minutes to write down as much as they could recall on physical/chemical changes from yesterday.  We then did a group oral review of the key characteristics.  Students were then partnered up to read 5 notecards with characteristics, analogies, examples, what it's like, what it's not like related to physical and chemical changes.  They added to their existing summaries.  During the last 15 minutes students worked on individual homework assignments. Friday:  NO SCHOOL ------------------------------------------------------------------------------------------------------- September 26-29 Monday:  Students orally reviewed the basic characteristics of physical and chemical changes without referencing any of their notes.  They were then given a list of 23 items to categorize as either physical or chemical.  Once they finished, they could begin on their independent homework or the assignment given last Tuesday.  During the last ten minutes we gathered again for direct instruction and self corrected the first 13 examples.  Tuesday:  Imagine Learning.  Students had the last 10 minutes for homework completion. Wednesday:  Students handed in their graphic oganizers (1) Venn Diagram or t chart and (1) timeline or sequence pargraph complete with information from any of their core classes. Thursday:  Imagine Learning.  Students were also shown the link for the online version of their core English textbook, along with the audio/video supports  (my.hrw.com).  Both the log in user name and password are simply the student i.d. number. Friday:  Working with partners and facing away from  each other, one person was the artist and one was the direction giver.  The direction giver was given an illustration with geometric shapes which they had to orally describe to the artist in an attempt to have the artist match the given picture as accurately as possible without actually seeing it.  Students then rotated tasks.  After completing a few of these, we moved outside for the "human knot" game. ------------------------------------------------------------------------------------------------------ October 3-7 Monday:  Notetaking:  suffix "er," ecosystem, producer, consumer, decomposer.  Students answered 5 prompts about an owl illustration and an owl photograph in their notebooks. Tuesday:  Imagine Learning.  1:1 homework assistance. Wednesday:  Today students completed a Venn diagram comparing/contrasting the two pictures of owls distributed on Monday.  We then worked collaboratively to try and solve a puzzle.  The last 20 minutes were given for 1:1 homework assistance. Thursday:  Imagine Learning.  Friday: Telling time BINGO. ------------------------------------------------------------------------------------------------------- October 10-14 Monday:  "Build a Word."  Students were given a copy of the first page of the Zoobook informational text "Owls."  They silently read this page and highlighted any unfamiliar words.  These words were the posted on the whiteboard.  I then read this page aloud, stopping at the end of each paragraph to discuss the words from that particular paragraph that were on the board.  Using word parts, context clues, and hints from me, students determined the meaning of the previously unknown words.  As a concluding activity, each student had to write 3 statements of fact from today's lesson.  There were ten minutes for individual homework completion at the end. Tuesday:  Imagine Learning. Wednesday:  More informational text and academic vocabulary- (owls: ecosystem, prey, adaptations, habitat, nocturnal) Students had 15 minutes for 1:1 homework assistance. Thursday:  Imagine Learning. Friday:  More informational text and academic vocabulary- (owls: ecosystem, prey, adaptations, describing physical features- tufts, beaks, talons, size).   Owl rice krispie treats. ------------------------------------------------------------------------------------------------------- October 17-21 Monday:  Looking at poster of bone categorizing chart and ecosystems in preparation for owl pellet lab on Wednesday.  20 minutes were given for 1:1 homework assistance. Tuesday:  Imagine Learning. Wednesday:  Owl pellet dissection science lab-part 1 Thursday:  NO SCHOOL Friday:  NO SCHOOL ------------------------------------------------------------------------------------------------------ October 24-28 Monday:  Owl pellet dissection science lab-part 2 (summarizing data) Students had the last 15 minutes for 1:1 homework assistance. Tuesday:  Imagine Learning. Wednesday:  Oral storytelling with picture books:  CARL series (Good Dog, Carl). Thursday:  Imagine Learning. Friday:  NO SCHOOL ------------------------------------------------------------------------------------------------------ October 31-Nov 4 Monday: Special Halloween activity with Ms. Hull's class-- oral storytelling. Tuesday:  Imagine Learning. Wednesday:  Discussion of school wide critical thinking rubric--follow up from DRSL lesson.  Students understand that they will be assessed in all subject areas using this same rubric.  We talked about how a teacher might use it/what it would look like in different subject areas:  math, p.e., art, science, English, foods, etc..   We then did an academic language review for English (character, plot, setting, conflict, theme).  Before beginning our African folktale ("The Tiger and the Big Wind"), students located the continent of Africa on a globe and named fellow students that they know from this country.  We then did an oral read around with critical thinking stop points along the way.  After concluding the story, students had to answer 6 questions using complete sentences and academic language.  More time will be given tomorrow after Imagine Learning.  This is due on Friday, November 4.  The last 10 minutes were given for 1:1 homework assistance. Thursday:  Imagine Learning.  Continue with written responses to questions from the African folktale ("The Tiger and the Big Wind") we read yesterday. Friday:  Students completed their written responses to the African folktale ("The Tiger and the Big Wind").  Once they handed this assignment in, they had the balance of the period to go to any of the student interactives on uen.org. ---------------------------------------------------------------------------------------------------- November 7-11 Monday:  We did a read around of a folktale from India ("The Rabbit That Ran Away.")  Students then answered the same six questions they had for our previous story, again focusing on using complete sentences, academic language, and putting the question back into the answer. Tuesday:  Imagine Learning. Wednesday:  Another read aloud of a new folktale from China ("The Crow and the Peacock).  Once again students focused on answered comprehension questions using complete sentences, academic language, and putting the question back into the answer.  Thursday:  Imagine Learning.  Assessment of literary terms (character, conflict, resolution, etc.). Friday:  Oral review of literary terms assessment.  Students added Cornell notes for the following literary terms:  conflict/complication, setting, plot, theme, character, and climax.  They also taped the written responses from "The Rabbit That Ran Away" into their daily action logs as a reference. ------------------------------------------------------------------------------------------------------ Nov 14-18 Monday:  Individually, students selected a written literary term to read and define for the class.  As an introduction to our geometry unit, we then worked together using word attack skills to figure out what pentominoes are.  Using starbursts to create different shapes, students then graphed as many of the 12 pentomino solutions as they could come up with individually.  To conclude the activity, they rotated around to each desk observing the solutions that others had come up with, then went back to their own graphing and could add any additional ideas they had gotten. Tuesday:  Imagine Learning.  Completion of pentomino solutions--shared answers. Wednesday:  Pentomino checkers and introduction of more geometry vocabulary:  polygon, quadrilateral, pentagon, hexagon.  We did guided practice identifying polygons (closed shape figures with straight lines).  Students had to determine whether a given figure was or was not a polygon and explain their reasoning to the class.  They then completed a categorizing activity with 12 shapes independently- determining what type of polygon each shape was: quadrilateral, pentagon, or hexagon (Book II Organizing Thinking p. 236-critical thinking). Thursday:  Imagine Learning (shortened schedule due to talent show assembly) Friday:  BINGO- United States, direction words ------------------------------------------------------------------------------------------------------ November 21-25 Monday:  The geometry categorizing activity from Wednesday was returned.  We used the analogy of "cats" to demonstrate the many different types of and names for polygons there are. Students began taking Cornell notes on geometry vocabulary.   Students gave a written response to the following two questions:  1)  How are polygons alike?  2) How are polygons different?.  Each student then completed a new graphic organizer "Describing Quadrilaterals" (Book II Organizing Thinking p. 239-critical thinking) Tuesday:  Imagine Learning. Wednesday:  NO SCHOOL Thursday:  NO SCHOOL Friday:  NO SCHOOL ----------------------------------------------------------------------------------------------------- November 28-Dec 2 Monday:  Group review on the overhead with "Describing Quadrilaterals" (Book II Organizing Thinking p. 239-critical thinking).  Students continued with their Cornell notes on geometry vocabulary.  The last 20 minutes were given for 1:1 homework assistance. Tuesday:  Imagine Learning. Wednesday:  Costa's levels of questioning..student handouts 3 story house and MyAccess testing vocabulary glued into ESL notebooks.  After explaining and working through examples ofthe levels of questioning together,   Thursday:  Imagine Learning. Friday:  Guided practice- parts of speech, spelling, usage.  Students were given a sentence with an X indicating an error.  They had to explain WHY it was an error and how to correct it.  They may do up to ten of these error corrections from the parts of speech posters hanging at the back of the room as extra credit each week. ------------------------------------------------------------------------------------------------------- December 5-9 Monday:  We started with a game of "Build a Word."  Students were then given four individual paragraphs which they had to read and then glue into sequential order.  Once they finished sequencing, they were to give the essay an appropriate title.  The last 15 minutes were given for 1:1 homework assistance. Tuesday:  Imagine Learning.  Individual review of sequencing activity. Wednesday:  We looked at the sequencing activity from Monday and discussed key vocabulary words that gave us the clues to correctly organize the paragraphs.  We orally read the completed essay in its entirety.  We went around the circle with each student reading one sentence at a time, stopping along the way to discuss new vocabulary.  I then distributed a cause/effect graphic organizer.  I told a story about the broken water lines on my street and everything that happened as a result.  Students then described to me the cause/effects from my story.  I instructed them that they would now go back to the story of Pele and notice that his coming to play soccer in the United States had a number of effects.  They were to identify three effects and write them in their graphic organizers. Thursday:  Imagine Learning. Friday: ------------------------------------------------------------------------------------------------------- December 19-23 Monday:  Individual homework assistance all period--lots of assignments for other classes coming due as we near the end of term! Tuesday:  Same as above. Wednesday:  Puzzles-- Utah counties and USA. Thursday:  NO SCHOOL Friday:  NO SCHOOL ------------------------------------------------------------------------------------------------------------------- January 2-6 Monday:  NO SCHOOL Tuesday:  Imagine Learning. Wednesday:  Students were introduced to some of the works of Gary Paulsen.  We are going to divide up the reading his autobiographical book My Life in Dog Years with each student selecting one specific dog to read about and report on:  Cookie, Snowball, Ike, Dirk, Caesar, Quincy, Josh, Fred, and Pig.  Students were given a complete packet of different types of information they need to provide based on the story they are reading.  They have the tasks of being "word wizard," "passage picker," "connector," "summarizer," "investigator," "artful artist," and "questioner." Thursday:  Imagine Learning. Friday:  Game Day:  "Apples to Apples" ------------------------------------------------------------------------------------------------------- January 9-13 Monday:  Students began working on their packets to accompany their self selected story from My Life In Dog Years. Tuesday:  Imagine Learning. Wednesday:  Continue working on packets to accompany My Life in Dog Years. Thursday:  Imagine Learning.  UALPA testing- 1:1 speaking. Friday:  NO SCHOOL -------------------------------------------------------------------------------------------------------January 16-20 Monday:  NO SCHOOL Tuesday:  Imagine Learning.  UALPA testing--listening. Wednesday:  1:1 homework assistance. Thursday:  Imagine Learning.  UALPA testing-listening. Friday:  UALPA testing- writing. ------------------------------------------------------------------------------------------------------- January 23-27 Monday:  1:1 homework assistance.  UALPA testing- writing/reading Tuesday:  Imagine Learning.  UALPA testing- reading Wednesday:  KWL - U.S. Constitution- Students created a graphic organizer and took notes in their action logs as we did some group brainstorming.  We then began the video "Sh, We're Writing the Constitution" stopping along the way to discuss and answer some of our "want to know's" that were addressed. Thursday:  School spelling bee Friday: ------------------------------------------------------------------------------------------------------- January 30-Feb. 3 Monday: Tuesday:  Imagine Learning. Wednesday:  Most common syllables in high frequency words--oral pronunciation and brainstorming English words that have those same syllables. Thursday:  Imagine Learning. Friday:  -------------------------------------------------------------------------------------------------------</DIV>

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