Fri. 12/4/15

Learning Target:

• Consider other perspectives and points of view in a text

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 60 mins.
• The Outsiders: Finish ch. 6-8 for Monday (+ signpost packet)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• "Where I'm From" poem guesses
• Perspectives in The Outsiders
• We get Ponyboy's first person account, which helps us relate to him and to the greasers. However, this is a biased point of view; consider what other characters might be thinking or feeling throughout the story.
• In groups: rewrite one of the following scenes (choose 1-2 pages from the book):
• Johnny writing chapter 1, introducing all the characters
• Dally writing chapter 1, introducing all the characters
• Darry writing chapter 1, introducing all the characters
• Cherry writing chapter 2, meeting some of the greasers at the drive-in movie theater
• Cherry writing chapter 3, describing the conflict with their boyfriends and the greasers
• Johnny writing chapter 4, describing the scene at the fountain
• We will finish and share these during Monday's class.

Thurs. 12/3/15

Learning Target:

• Recognize recurring concepts and terms in a text

Work Collected:

• Fishbowl survey (link in email)
• Looseleaf paper with written responses

Work Assigned/Handed Out:

• Read for at least 30 mins.
• The Outsiders: ch. 6-8 due Monday

Summary of Class:

• Fishbowl review and survey (see e-mail)
• Read for 15 minutes, then check in to your reading progress spreadsheet
  
• The Outsiders
• gallant
• definition and examples in the text
• Written response:
• Why does Johnny consider Dally to be gallant?
• Why does Johnny admire/look up to Dally so much?
• sunsets
• examples in the text
• Written response:
  • What is the sunset a symbol of?
  • Why are sunsets important in this book?
  • Why does the author keep using the concept of sunsets again and again?
• Reminder: ch. 6-8 (and 3 rows on your signpost worksheet) due Monday

Wed. 12/2/15

Learning Target:

• Define "allusion" and recognize examples in a text

Work Collected:

• Formative assessment note card

Work Assigned/Handed Out:

• Read for at least 30 mins.
• The Outsiders: Read ch. 4 and 5 for Mon.

Summary of Class:

• Library: return/renew/brose/check out books, then read
• Check in to your reading progress spreadsheet
  
• The Outsiders: ch. 4 and 5
• Reread conflict with Socs--review Johnny's actions (signpost worksheet)
• Discuss escape plan
• On front of note card: Why does Ponyboy care so much about cutting his hair to disguise themselves?
• Allusion
• Review definition
• Discuss example in "Nothing Gold Can Stay" poem (Eden)
• On back of note card: paraphrase "Nothing Gold Can Stay"

Tues. 12/1/15

Learning Target:

• Identify characteristics of good (effective) and bad (ineffective) discussion questions

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 minutes
• The Outsiders: ch. 4 and 5 due tomorrow
• Begin preparing for next week's fishbowl discussion

Summary of Class:

• Read for 15 minutes, then check in to your reading progress spreadsheet (just title + page number)
  
• Handout: The Outsiders fishbowl discussion
• Introduction to this discussion assignment
• Thursday we will sign up for groups/days
• Effective v. ineffective discussion questions
• Start preparing for next week's fishbowl discussion
  

Mon. 11/30/15

Learning Target:

• Identify the situation and the stance in a complex sentence
• Use a Venn diagram to compare characters in a text
• Use examples from the text to support your ideas, citing page numbers as evidence

Work Collected:

• None

Work Assigned/Handed Out:

• The Outsiders: Read ch. 4 and 5 for Wednesday
• Parent permission slips for The Outsiders movie due tomorrow

Summary of Class:

• Read for 15 minutes
• Situation/stance topic sentences
• We will use this complex sentence format as our topic sentences for The Outsiders paper
• The Outsiders
• Read the first two pages of chapter 3 aloud
• Work in groups on Venn diagram comparing Socials and greasers

Tues. 11/24/15

Learning Target:

• Use a Venn diagram to identify similarities and differences
• Cite examples from the text to support your ideas

Work Collected:

• Weekly reading for 11/24 (via Google Classroom)

Work Assigned/Handed Out:

• Finish ch. 3
• Outsiders parent permission slip

Summary of Class:

• Read for fifteen minutes, then check in to your reading progress spreadsheet 
• Review The Outsiders calendar and due dates
• Groups: Venn diagrams
• similarities and differences among Socials and greasers
• HW: Read at least ch. 3 over the weekend

Fri. 11/20/15

Learning Target:

• Meet the characters of The Outsiders

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 90 mins. (weekly goal due Tuesday)
• The Outsiders: finish ch. 1 and 2
• Give your parents The Outsiders letter
• Handouts: The Outsiders book, bookmark, and worksheet

Summary of Class:

• Materials for The Outsiders: book, bookmark, and worksheet
• Review reading signposts (on bookmark)
• Listen to chapter 1
• Notes on characters
• HW: Finish ch. 1 and 2 for Tuesday
• Check in to your reading progress spreadsheet

Thurs. 11/19/15

Learning Target:

• Listen to other themes for a text and how they are developed throughout the story
• Use context clues to determine the meaning of slang words from the 1960s

Work Collected:

• Theme t-charts
• Formative assessment: Note card with theme information

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Give your parents The Outsiders letter

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Groups essays
• Read through yesterday's draft and add transitions
• Share out to the class
• Turn these in with each person's t-chart worksheet
• Notecard: reflect on group work + define "theme"
• Introduction to The Outsiders
• Publishing information
• Examples of slang: use context clues to determine meaning

Wed. 11/18/15

Learning Target:

• Write an essay that analyzes how a theme is developed throughout a text

Work Collected:

• Group essay
• T-chart worksheet checked in class

Work Assigned/Handed Out:

• Read for at least 30 mins.

Summary of Class:

• Library: Return/renew/browse/check out books, then read
• Check in to your reading progress spreadsheet
  
• Theme review
• Groups essays: Choose a theme from your group's short story and write an essay analyzes how we learn this lesson throughout the story--due by the end of the period
  

Tues. 11/17/15

Learning Target:

• Rock the Iowa Assessments

Work Collected:

• Iowa Assessments

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Completed t-chart due tomorrow for your 2 stories
• Handout: The Outsiders parent letter

Summary of Class:

• Iowa Assessments: Reading, Part 2
• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Reminders for tomorrow's homework (t-chart worksheet)
• The Outsiders parent letter (bottom signature due back 12/1)

Mon. 11/16/15

Learning Target:

• Rock the Iowa Assessments

Work Collected:

• Iowa Assessments

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Short stories t-charts due Wed.

Summary of Class:

• Iowa Assessments: Reading, Part 1
• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Work time for short stories

Fri. 11/13/15

Learning Target:

• Demonstrate understanding of Greek and Latin roots
• Analyze how a theme is developed throughout a text

Work Collected:

• Word roots quiz #5

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Short stories t-charts due Wed. 11/18

Summary of Class:

• Vocab quiz #5
• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Short stories

• Finish reading and discussing with group members
• Use the structure in the picture for filling out your t-chart
• If not done in class, this is homework (due Wed. 11/18)

Thurs. 11/12/15

Learning Target:

• Demonstrate understanding of Greek and Latin roots

Work Collected:

• Vocabulary squares (Mrs. Boyden checked these in your notebook)

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Review for tomorrow's word roots quiz

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Study vocab while Mrs. Boyden checks your 4 vocab squares in your notebook
• Kahoot review game

Wed. 11/11/15

Learning Target:

• Analyze how a theme is developed throughout a text
• Identify examples from the text to support your ideas

Work Collected:

• First quarter reading ladder (turned in via Google Classroom)
• Vocab squares (checked in notebook during class)
• Theme t-chart worksheet

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Review for Friday's vocab quiz

Summary of Class:

• Library: Return, renew, browse, and check out books, then read
• Check in to your reading progress spreadsheet
• Continue working with groups on short stories
• Reminder for directions: see yesterday's email from Mrs. Boyden
• Fill out your worksheet--you should be finished with story #1 and working on story #2
• There will be time on Friday to finish the second story
• Tomorrow: Kahoot review game for Friday's vocab quiz

Tues. 11/10/15

Learning Target:

• Analyze how a theme is developed throughout a text.
• Identify examples to support your ideas.

Work Collected:

• Reading progress spreadsheet for week 3 (via Google Classroom)
• Theme t-chart worksheet

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Reading ladder due tomorrow
• 4 vocab squares due tomorrow (vocab quiz on Friday)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Reminder: Reading ladder + 4 vocab squares due tomorrow
• Short stories + theme
• See directions in today's email from Mrs. Boyden
  

Mon. 11/9/15

Learning Target:

• Define "theme" and identify examples from a text to support a theme

Work Collected:

• Theme t-chart (in suspense packet)

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Reading ladder due Wed.
• 4 vocab squares due Wed.
• Vocab quiz Fri.

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet (reminder: weekly goal due tomorrow)
  
• Vocab groups: finish vocab squares (one per root due Wed.)
• Introduction to theme
• Notes
• Mrs. Boyden read the children's book Little Blue Truck
• Complete a t-chart for the story's theme
  

Fri. 11/6/15

Learning Target:

• Learn new words and their Greek/Latin roots

Work Collected:

• none

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Q1 reading ladder due Wed. 11/11

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Q1 Reading Ladder
• Google Classroom: top assignment--open Google Doc
• Step 3: use spreadsheet from Q1 to find the numbers
• Step 4: 2 goals for second quarter
• Completed spreadsheet due Wed. 11/11
• Vocabulary
• Actively study words (more than just memorizing definitions)
• Strategy: vocabulary squares

• For each root: pick one word you don't know as well to study more in depth
• Fill out one set of vocabulary squares for each word (so at least 4 total)
• Use vocabulary.com to learn the word (this site does a good job explaining the word and how to use it)
• Use your laptop's dictionary to see the word parts (it lists the "origin" at the bottom that identifies prefixes, roots, and suffixes)
• Reminder: quiz next Friday

Thurs. 11/5/15

Learning Target:

• Recognize elements of suspense in a video clip
• Compare two different versions of a story

Work Collected:

• "Nightmare at 20,000 Feet" worksheet + suspense notes (circles worksheet)

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Q1 Reading Ladder due Wednesday

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• If you needed a new rate, enter that in the blue box
• Video: "Nightmare at 20,000 Feet" remake
• note differences from original
• complete worksheet--due at the end of class (staple suspense notes behind)

Wed. 11/4/15

Learning Target:

• Reflect on your reading progress from first quarter

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Q1 reading ladder due Wednesday

Summary of Class:

• Library: book fair, renew/return/browse/check out books
• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Q1 Reading Ladder
• See Google Doc in Google Classroom
• Due next Wednesday
• Vocabulary
• Cut out, fill out, and glue in roots foldable
• Write down 6 words per root: 3 faimliar words and 3 unfamiliar words

Tues. 11/3/15

Learning Target:

• Recognize elements of suspense in a video clip

Work Collected:

• Weekly reading for week 2 (turned in via Google Classroom)

Work Assigned/Handed Out:

• Read for at least 30 mins.

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Complete the orange box for week 2
• Google Classroom: add your spreadsheet and click to turn it in
• Suspense
• Review yesterday's work
• Look up the definition of suspense
• Watch the Twilight Zone episode "Nightmare at 20,000 Feet" and take notes on elements of suspense
• Note: we will watch the remake later this week

Mon. 11/2/15

Learning Target:

• Learn new Greek and Latin roots and their meanings
• Identify characteristics of scary stories

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins. (weekly reading goal due tomorrow)
• Handout: characteristics of scary stories

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Word roots
• Group wort + guess meanings
• Watch video clip
• Add 4 new roots to quizlet study set
• Intro to scary stories
• Notebooks: write about fears and share in groups
• Worksheet: characteristics of scary stories

Fri. 10/30/15

Learning Target:

• Demonstrate understanding of Greek and Latin roots and words that use their meanings

Work Collected:

• Word roots quiz

Work Assigned/Handed Out:

• Read for at least one hour this weekend

Summary of Class:

• Word roots quiz
• Read
• Check into your reading progress spreadsheet

Thurs. 10/29/15

Learning Target:

• Write effective book blog comments

Work Collected:

• Book blog comments (via Google Classroom)

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Review for tomorrow's vocab quiz

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Book blog comments
• Finish commenting on 4 students' blogs (2 students you sit with + 2 others you choose)
• Take screenshots of these comments (command + shift + 4, then draw a box around what you want)
• Google Classroom: open the Google Doc for book blog comments
• Type the names of the 4 students whose blogs you read and commented on
• Paste your screenshots next to each name
• Turn in your Google Doc
• Review for vocab quiz + Kahoot game

Wed. 10/28/15

Learning Target:

• Dive into a good book

Work Collected:

• Weekly reading for week 1 (spreadsheet turned in via Google Classroom)

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Review for Friday's vocab quiz

Summary of Class:

• Library: renew/return/browse/check out books, then read
• Check in to your reading progress spreadsheet
  
• Split your reading over Tuesday and Wednesday
• Complete the oranage box for week 1
• Google Classroom: add your spreadsheet and turn it in
• Vocab groups: finish "Vocabulary squares"
• See Google Doc here
• Vocab quiz Friday

Tues. 10/27/15

Learning Target:

• Learn how to check out e-books

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.

Summary of Class:

• Mrs. Kragenbrink visited class and showed us how to check out e-books on our laptops as well as on your own personal device

Mon. 10/26/15

Learning Target:

• Write effective comments to further discussion on book blogs

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins. (weekly goal due tomorrow)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Power writing
• Book blog comments

• Introduction to effective and ineffective comments
• See directions here
• Comment on 4 people's blog posts: the two people you sit with + two others you choose
• Take screenshots of each comment (command + shift + 4)
• We will finish these in class tomorrow

Fri. 10/23/15

Learning Target:

• Use reference materials to better understand a word, including being able to write a context-rich sentence as well as synonyms or antonyms

Work Collected:

• Theme pretest
• Writing survey (via email)

Work Assigned/Handed Out:

• Read for at least 60 mins.

Summary of Class:

• Theme pretest
• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Email: take writing survey
• Vocabulary
• In groups: work on vocabulary squares for assigned word
• See Google Doc here

Thurs. 10/22/15

Learning Target:

• Publish an effective blog post

Work Collected:

• Book blog rubric (via Google Classroom)
• Book blog post (published in Blogger)

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Reminder: tomorrow is the last day to make up the sentence quiz

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Move the Q1 tab to the back so your spreadsheet defaults to Q2
• Check in on Thursday and give yourself credit for everything you've read since Tuesday (field trip on Wednesday)
• Book blog post
• Google Classroom assignment: Open the Google Doc, then type your name at the top and paste the URL to your blog (Mrs. Boyden will use the rubric underneath to mark your progress)
• Blogger: publish your blog post after you have finished the checklist:
• Summary
  üInclude title, author, and genre
  üOverall summary of the book
  üMain conflict
  üMain characters
  üDon’t tell too much
  •
  Response—MAIN FOCUS
  üShare your thoughts/feelings
  üSay something interesting—provide insight or promote conversation
  üExplain with examples/details from the book
  üWho would you recommend it to?
  •
  Presentation
  üTitle italicized (not underlined)
  üShorter, focused paragraphs with blank lines in between (no indenting)
  üPicture adds interest (not overwhelms)
  üProofread (correct spelling, capitalization, punctuation, etc.)
  üWhen published: all text looks the same (font, color, size, etc.)
  
  

Tues. 10/20/15

Learning Target:

• Recognize the three elements of an effective paraphrase: reword, reorder, but keep the same ideas

Work Collected:

• Weekly reading for week 8 (via Google Classroom)
• Formative assessment: paraphrasing on a note card

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Book blog post due Thursday
• Reminder: last day to retake sentence quiz = Friday (after all 4 IXL links are at 70+)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Complete the orange reflection box and turn in your spreadsheet via Google Classroom
• Paraphrasing
• Review definition
• Discuss 3 characeristics: reword, reorder, but keep the same ideas
• Read through article
• Paraphrase second paragraph--turn in on note card to Mrs. Boyden

Mon. 10/19/15

Learning Target:

• Define new Greek and Latin roots: dic, aud, vis
• Read out loud your writing to proofread and fix errors

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins. (Reminder: weekly reading goal due tomorrow)
• Book blog post due Thursday
• Mrs. Boyden emailed directions for today's class

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Vocabulary
• At your table: sort words and guess meanings
• Notebook: cut and glue in foldable
• Watch video clip and record meanings (see directions in email)
• Book blog post (see directions in email)
• Download reading extension for Chrome: see directions in your email
• Watch first 1:25 of this video to see how to use Read&Write
• Work on blog post
• If done: copy and paste into new Google Doc, then listen to it out loud (Google Read&Write) to proofread and fix errors
• Due Thursday (graded)
• See more book blog materials here: http://boyden8la.weebly.com/reading.html

Fri. 10/16/15

Learning Target:

• Demonstrate knowledge of Greek and Latin roots; explain how words use those meanings
• Write an effective book blog post

Work Collected:

• Word studies #3 quiz

Work Assigned/Handed Out:

• Read for at least 60 mins.
• Book blog post due Thursday

Summary of Class:

• Vocab quiz #3
• Read
• Check in to your reading progress spreadsheet
  
• Work on book blog posts (due Thursday)
• First sentence: identify title, author, genre
• I am reading the (genre) novel (title), by (author).
• I just finished (title), the (genre) book by (author).
• I am reading (author)'s (genre) book (title).
• Reminders: 
• brief summary
• focus on your response
• shorter paragraphs skipping lines in between
• italicize (and capitalize) the title
• proofread carefully
• Blogs to look at: Noah E., Lauren H., Evan T., Karly C.

• Look over other students' blogs here
• Video tutorials and reminders on the LA website: click here and scroll down

Thurs. 10/15/15

Learning Target:

• Identify elements of effective blog posts, then draft your own

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Review for tomorrow's vocabulary quiz

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• If you needed to calculate a new rate, enter that into your spreadsheet
• Review for tomorrow's vocabulary quiz
• Book blog posts

• Reminders from Mrs. Boyden
• Look over other students' blogs here
• Reflect on your first post (see feedback in your email from Mrs. Boyden)
• Begin drafting next week's post (this will be graded)

Wed. 10/14/15

Learning Target:

• Dive into a good book
• Learn new words using dictionaries and other reference materials

Work Collected:

• Weekly reading for week 7 (via Google Classroom)

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Review for Friday's vocab quiz
• Reminder: book orders due Friday (checks to MV Schools)

Summary of Class:

• Library: return/renew/browse/check out books, then read
• Check in to your reading progress spreadsheet
  
• Both Tuesday and Wednesday (split your reading over the two days)
• Orange box: 
• Reflect on your daily reading: 
• Do you meet your daily goal each day? 
• Or do you tend to read more on certain days than others? 
• How consistently have you met (or not met) your weekly goal this year? 
• Why? 
• When and where do you typically do your reading?
• Go into Google Classroom
• Find "Weekly reading due , ADD (attach) your reading progress spreadsheet. Go to Add > Google Drive > Classroom > Language Arts > Find your spreadsheet. Then click to turn in this assignment.
• Vocab review
• Beginning: Watch video, look up words
• Developing: Practice with online links, create flash cards (on note cards or on quizlet.com)
• Meets: Write out words and meanings, quiz each other or create practice questions
• Exceeds: Work on challenge words or the bonus root and words
• Kahoot review
• Reminder: previous roots on this week's quiz

Tues. 10/13/15

Learning Target:

• Take advantage of the opportunity to demonstrate your knowledge:
• Identify subjects and predicates, phrases and clauses, and types of sentences
• Define plagiarism and identify examples as well as ways to avoid it

Work Collected:

• 2 quizzes: SoW sentence quiz + plagiarism quiz

Work Assigned/Handed Out:

• Read for at least 30 mins.

Summary of Class:

• SoW quiz: types of sentences
• Plagiarism quiz
• Read

Mon. 10/12/15

Learning Target:

• Prioritize skills/concepts to review for tomorrow's quizzes:
• Identify subjects and predicates, phrases and clauses, and types of sentences
• Identify examples of plagiarism and of effective paraphrasing

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 minutes (weekly goal due tomorrow)
• Review for tomorrow's quizzes (SoW and plagiarism)

Summary of Class:

• Practice quizzes
• See SoW practice quiz here
• See plagiarism practice quiz here
• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Review quiz answers (see screenshots below)
• Study time
• SoW
• Review notes in notebook
• IXL links here
• Plagiarism and paraphrasing
• Review notes in packet
• IXL and corny game links here

Fri. 10/9/15

Learning Target:

• Demonstrate your reading skills on a Jamestown probe
• Identify subordinating conjunctions and complex sentences
• Identify examples of plagiarism and of paraphrasing

Work Collected:

• Jamestown reading probe

Work Assigned/Handed Out:

• Read for at least one hour
• Review for next week's quizzes: types of sentenes, plagiarism, and vocabulary
• Reminder: book orders (optional) due next Friday

Summary of Class:

• Jamestown reading probe
• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Review for Tuesday's quizzes
• Skills of the week: subject/predicate, phrases/clauses, types of sentences
• See practice material here (screenshots below show you which to study)
• Plagiarism and paraphrasing
• See practice material here (screenshots below show you which to study)
• Link to corny goblin review game here
• Reminder: vocab quiz next Friday
  

Thurs. 10/8/15

Learning Target:

• Identify examples of plagiarism and of effective paraphrasing

Work Collected:

• Weekly writing (email etiquette)

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Reminder: Tim Green order and money (optional) due tomorrow

Summary of Class:

• Turn in weekly writing: email etiquette (Google Classroom)
• Read for ten minutes, then check in to your reading progress spreadsheet
  
• SoW: suboridinating conjunctions
• Circle and highlight the next 3 examples on your AAAWWUBBIS handout
• Plagiarism and paraphrasing
• Packet: p. 3 and 4
• Practice identifying examples of plagiarism and of effective paraphrasing (quiz next week)

Wed. 10/7/15

Learning Target:

• Dive into a good book

Work Collected:

• None

Work Assigned/Handed Out:

• Weekly writing (email etiquette) due tomorrow
• Read for at least 30 minutes
• Handouts: Tim Green order form, book order forms

Summary of Class:

• Introduction to author (Tim Green) visit--see info in Google Classroom
• Handout: order forms if you would like an autographed Tim Green book
• Checks to Mount Vernon Community Schools
• Due Friday 10/9
• Book order forms if you are interested
• Checks to Mount Vernon Community Schools
• Due Friday 10/16
• Library: Read
• Conference with Mrs. Boyden
• Check in to your reading progress spreadsheet
  
• Power writing in notebooks
• Reminder: email etiquette due tomorrow

Tues. 10/6/15

Learning Target:

• Recognize elements of complex sentences
• Define plagiarism and provide examples of this offense

Work Collected:

• Weekly reading (Google Classroom: add and turn in spreadsheet)

Work Assigned/Handed Out:

• Weekly reading (email etiquette) due Thursday--2 or 3 quality emails
• Read for at least 30 mins.
• Handout: subordinating conjunctions (AAAWWUBBIS words)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Turn in your spreadsheet: Google Classroom
• Add your spreadsheet from Google Drive, then click to turn it in
• SoW: Complex sentences
• Glue half sheet of subordinating conjunctions (AAAWWUBBIS words) in notebook--SoW section
• Identify sub. conj., dependent clause, and independent clause in first three examples
• Plagiarism and paraphrasing notes
• pages 1 and 2 in packet
• Bring this packet back and forth each day this week and next
• Word studies: highlight unfamiliar words on p. 3 in your packet

Mon. 10/5/15

Learning Target:

• Define the roots spect, port, and form

Work Collected:

• None

Work Assigned/Handed Out:

• Keep reading--weekly goal due tomorrow
• Weekly writing: practice good email etiquette (due Thursday)
• Notebook handout: word roots half sheet

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Finish discussing email etiquette
• Google Classroom: open Google Doc ("Weekly Writing: Email etiquette 10/8")

• Finish part 3: reflect on current status in rubric (B) and reflection box (C)
• Part 2: Due Thursday (unless you ask for an extension)
• 3 emails: 2 to teachers (or 1 teacher and 1 parent) + 1 to a friend/student
• Paste screenshots in part 2--be sure to capture all of the information requested, and narrow the screen until the text is legible
• Part 1: This is where Mrs. Boyden will mark your progress/grade
• Word roots
• Sort words, guess meanings, watch video
• Notebook: glue in foldable and write down roots + meanings (spect, port, form)
• Intro to plagiarism
• Mrs. Boyden shared the definition and had groups identify which scenarios were plagiarism and which were not
• More information on this tomorrow

Fri. 10/2/15

Learning Target:

• Demonstrate knowledge of Greek and Latin roots
• Identify elements of effective emails

Work Collected:

• Word roots quiz #2

Work Assigned/Handed Out:

• Keep reading--weekly goal due Tuesday
• Weekly writing (emails) due Thursday

Summary of Class:

• Word roots quiz #2
• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Google Classroom: Weekly writing (email etiquette)
• See directions in example
• Open Google Doc: Begin working on part 3
• Take screenshots of 3 send emails and include them in table A of part 3
• More directions next week, but you may work on part 3 over the weekend if you choose
  

Thurs. 10/1/15

Learning Target:

• Publish and share a book blog

Work Collected:

• Book blog: follow directions to share with Mrs. Boyden

Work Assigned/Handed Out:

• Review for tomorrow's word roots quiz
• Keep reading--weekly goal due Tuesday

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• If you needed a new rate, you should have calculated that in class today--change your blue box
• We did not check in yesterday (library day), so skip Wednesday and give yourself credit for all reading in Thursday's box
• Share book blogs
• See directions to share your book blog here
• Publish book blog post (with correct formatting)
• See directions to format and publish your post here
• If done early: review for tomorrow's vocab quiz
• Make sure you are practicing on paper (not just websites), as the quiz will NOT be multiple choice

Wed. 9/30/15

Learning Target:

• Dive into a good book

Work Collected:

• Notebooks: 10 definitions (2 per root)

Work Assigned/Handed Out:

• Weekly writing (book blog post) due tomorrow
• Review vocab/spelling for Friday's quiz
• Keep reading

Summary of Class:

• Show Mrs. Boyden your 10 definitions
• Library: browse/checkout/renew/return books, then read
• Vocab: Kahoot review game (or work on definitions if not finished)

Tues. 9/29/15

Learning Target:

• Use reference materials to learn the meanings of new vocabulary words

Work Collected:

• Weekly reading (turn in spreadsheet via Google Classroom)
• Formative assessment: compound sentences and FANBOYS conjunctions on note card

Work Assigned/Handed Out:

• Finish 10 definitions/sentences (Vocab/spelling quiz on Friday)
• Weekly writing (book blog post) due Thurs.
• Keep reading

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Fill out orange reflection box for week 5
• Google Classroom: turn in weekly reading
• After checking in during Tuesday's class and completing week 4's orange box, ADD (attach) your reading progress spreadsheet. Go to Add > Google Drive > Classroom > Language Arts > Find your spreadsheet. Then click to turn in this assignment.
• SoW Formative Assessment: note card
• Answer questions on the screen
• Groups:

• Vocab review: see tasks at your table
• Use reference materials to look up definitions
• Write out definitions/sentences for 10 words (2 per root)--due tomorrow
• If done early: study for Friday's quiz
• Poem guesses: take your green sheet with you to the hallway

Mon. 9/28/15

Learning Target:

• Explain the relationship ech FANBOYS conjunction implies

Work Collected:

• None

Work Assigned/Handed Out:

• Weekly reading due tomorrow
• Weekly writing (book blog post) due Thursday
• Handout: Compound sentences and FANBOYS conjunctions

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Check grades in PowerSchool: just over halfway through quarter (midterm)
• SoW: Compound sentences and FANBOYS conjunctions

• In notebook: Glue in half sheet in SoW section (page 43-ish)
• Review the relationships that each FANBOYS conjunction implies--record in last column
• Groups: practice writing compound sentences with FANBOYS conjunctions
• Weekly writing: book blog post
• Reminders about book blog post
• Work on first post (be sure to identify the title [in italics], author, and genre in the first sentence or two)
• Reminder: due Thursday

Fri. 9/25/15

Learning Target:

• Define types of sentences (simple, compound, complex, compound-complex)
• Learn new roots and words that use them (geo, therm, scope, meter, logy)

Work Collected:

• None

Work Assigned/Handed Out:

• Keep reading--weekly goal due Tuesday
• Weekly writing (blog post) due Thursday
• Half sheet for notebook: types of sentences
• Mrs. Boyden passed back vocab/spelling quiz

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Skill of the week: types of sentences
• Glue half sheet of notes into next page of "SoW" section of notebook (around p. 42)
• Highlight with Mrs. Boyden's directions
• Next week: practice identifying and writing these types of sentences
• Reminder: goal = sentence fluency (start paying attention to HOW you share ideas, including the types of sentences you use)
• Word study
• p. 2 of packet: highlight unknown/unfamiliar words (these are the words to study for next week)
• Group work
• Notebooks: write down 3 familiar and 3 unfamiliar words under your root flaps
• Notebooks: write down unfamiliar words + definitions/sentences on the next page (2 per root, or 10 total)

Thurs. 9/24/15

Learning Target:

• Create book blogs to share reading
• Identify elements of effective blog posts

Work Collected:

• Weekly writing (argument)
• Show Mrs. Boyden your book blog with 2 bookshelves (Shelfari widgets)

Work Assigned/Handed Out:

• Keep reading--weekly goal due Tuesday
• Weekly writing (book blog post) due Thursday

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Note: If you needed a new rate, you should have calculated that and can enter it in your blue box
• Google Classroom: turn in your weekly writing assignment (argument)
• Book blogs

• Overview of blog posts (about every 3 weeks)
• See directions here
• Embedding Shelfari bookshelves in your blog
• See video #1 here
• See video #2 here
• See video #3 here
• If done early: start working on book blog post (due Thursday)

Wed. 9/22/15

Learning Target:

• Create online profiles (Shelfari and Blogger) to share about books

Work Collected:

• none

Work Assigned/Handed Out:

• Weekly writing (argument) due tomorrow

Summary of Class:

• Library: Browse/checkout/renew/return books, then read
• Check in to your reading progress spreadsheet
  
• Introduction to why reading matters
• shelfari.com: log in and update your shelves
• blogger.com: log in and create a new book blog to use this year

• Weekly writing: arguments
• Due tomorrow
• Shared in class: position statement (what you are arguing)
• Example format: Although ____, I believe ____.

Tues. 9/22/15

Learning Target:

• Demonstrate your reading skills on the MAP test

Work Collected:

• Weekly reading for week 4 (Google Classroom--turn in spreadsheet)
• MAP test note card

Work Assigned/Handed Out:

• Weekly reading (argument) due Thursday
• Keep reading: weekly goal due next Tuesday

Summary of Class:

• Check in to your reading progress spreadsheet, then complete the orange reflection box for week 4
  
• Turn in your spreadsheet via Google Classroom (open the assignment and Add > Google Drive > Classroom > Language Arts > Find your spreadsheet to add, then click to turn it in)
• MAP testing
• Record score on note card and Lexile range on sticky note
• Read

Mon. 9/21/15

Learning Target:

• Identify phrases and clauses
• Define the roots geo, therm, meter, scope, and logy

Work Collected:

• None

Work Assigned/Handed Out:

• Weekly reading goal due tomorrow
• Weekly writing (argument) due Thursday
• Handout: vocab half sheet for notebook

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Reminder: weekly goal due tomorrow
• Skill of the week: phrases and clauses
• Small groups: practice with Mrs. Boyden
• Hallway: continue guessing "Where I'm From" poems
• Word studies: new roots
• Groups: sort words and guess root meanings
• Notebooks: cut and glue in half sheet
• Video: roots (geo, therm, meter, scope, logy)
• Weekly writing: argument
• Reminder: prompts and Google Doc in Google Classroom
• Notebook: brainstorming

Fri. 9/18/15

Learning Target:

• Demonstrate your knowledge of the Greek and Latin roots: tele, phon, photo, and graph

Work Collected:

• Word roots quiz

Work Assigned/Handed Out:

• Weekly reading due Tues.
• Weekly writing due Thurs.
• Handout: "Where I'm From" guessing sheet

Summary of Class:

• Word studies quiz
• Read for ten minutes, then check in to your reading progress spreadsheet 
• "Where I'm From" guesses: browse poems and begin guessing names
• Weekly writing assignment introduction
• Argument: Make a claim and support it with logic and reasoning
• classroom.google.com
• See prompts to help you brainstorm topics
• Put your argument in the assigned Google Doc by next Thursday's class

Thurs. 9/17/15

Learning Target:

• Learn the meanings and spellings of new vocabulary words that contain Greek and Latin roots (tele, photo, phon, graph)

Work Collected:

• Weekly writing ("Where I'm From" poem) turned in via Google Classroom

Work Assigned/Handed Out:

• Tomorrow: Word study quiz (spelling and vocabulary)
• Tuesday: weekly reading due

Summary of Class:

• Read for ten minutes (time reading and determine 10-minute rate)
• Check in to your reading progress spreadsheet and note 10-minute rate for week 4 (blue box)
  
• Weekly writing ("Where I'm From" poems)
• Final reminders:


• Turn in via Google Classroom
• Mrs. Boyden will assign you a number and print your poem to hang in the hallway
• Word studies
• Quiz reminders
  
  
• Review time for tomorrow's quiz
  
  

Wed. 9/16/15

Learning Target:

• Dive into a good book

Work Collected:

• None

Work Assigned/Handed Out:

• Thursday: Weekly writing ("Where I'm From" poem) due
• Friday: Spelling/vocab quiz
• Tuesday: Weekly reading due

Summary of Class:
(Early Dismissal Schedule)

• Reminders for "Where I'm From" poem (due tomorrow)
• Library: Return, renew, browse, check out, and read books
• Check in to your reading progress spreadsheet 
• Vocab review: class game on kahoot.it

Tues. 9/15/15

Learning Target:

• Demonstrate your amazing reading skills on the MAP test

Work Collected:

• Weekly reading for week 3 (via Google Classroom)

Work Assigned/Handed Out:

• Keep reading at least 30 mins. each day
• Weekly writing due Thursday ("Where I'm From" poem)
• Spelling/vocab quiz on Friday

Summary of Class:

• Check in to your reading progress spreadsheet: 
• Last row of green boxes for week 3
• Orange reflection box:
• Reflect on your weekly goal. Tell me whether your weekly page goal has increased/decreased/stayed the same over the past three weeks AND WHY you think that is the case.
• Explain why you did or did not meet your weekly goal this week (check the blue boxes to see).
• Submit this via Google Classroom (FOLLOW DIRECTIONS CAREFULLY)
• Go to classroom.google.com
• Click to open "Weekly Reading 9/15"
• Add your reading progress spreadsheet (Add > Google Drive > Classroom > Language Arts > Find your reading progress spreadsheet)
• Turn in this assignment (blue button)
• MAP testing
• Reminders: poem due Thursday, vocab/spelling quiz on Friday