Last week, we reviewed articles and other sources about taking naps. We read closely, marked up our texts and now we are sleep experts! The next step is to make a claim and support it with evidence. We will be working on our argumentative essay about napping this week. Below is a (rough) schedule of where we will be. I will try to update this with actual due dates. We would like to get finish the rough draft before we leave for spring break, but I'm not sure how realistic that is. We'll see. :)
MONDAY: compile notes (they have already been taken) and decide which side of the issue you'd like to argue
TUESDAY: look at stucture of an argumentative essay vs. persuasive essay
WEDNESDAY: graphic organizer for argumentative essay (3 body paragraphs)
THURSDAY: work time with help for graphic organizer and rough draft
FRIDAY: (movie incentive day) work time for rough draft
We'll keep our fingers crossed that this actually happens. I'll keep you updated here.
Friday, March 21, 2014
Monday, March 17, 2014
MARCH 17-21
Hello, all six of you who read this! I'm sorry I haven't posted in a few weeks. We have been trying to finish up a persuasive essay, and we are finally at the end! Here is what is happening in Hope/Sikes LA this week:
MONDAY:
* am assembly, shortened classes
* students will hopefully finish the final draft of their persuasive essay. If not, IT IS HOMEWORK!
TUESDAY:
* begin new essential question: Are naps good for you?
* read article "How Much Sleep Is Enough?" and discuss
* locate evidence supporting and refuting naps
WEDNESDAY:
* read "The Secret Truth About Napping"
* read "Ask The Sleep Doctor"
* discuss what we have learned about naps
THURSDAY:
* look at clarifying questions and answer with evidence from the articles
* begin formulating claim
FRIDAY
* use notes to come to a conclusion about taking naps
* gather evidence
* start writing argumentative essay
MONDAY:
* am assembly, shortened classes
* students will hopefully finish the final draft of their persuasive essay. If not, IT IS HOMEWORK!
TUESDAY:
* begin new essential question: Are naps good for you?
* read article "How Much Sleep Is Enough?" and discuss
* locate evidence supporting and refuting naps
WEDNESDAY:
* read "The Secret Truth About Napping"
* read "Ask The Sleep Doctor"
* discuss what we have learned about naps
THURSDAY:
* look at clarifying questions and answer with evidence from the articles
* begin formulating claim
FRIDAY
* use notes to come to a conclusion about taking naps
* gather evidence
* start writing argumentative essay
Friday, February 21, 2014
FEBRUARY 24-28
MONDAY, FEB. 24:
* review main idea (also called central idea)
* analyze "What Do You Know About Sharks?" Is it a credible source? A credible author?
* discuss main idea, author's purpose of "Sharks"
* look at text features for information
* finish graphic organizers for essay
TUESDAY, FEB. 25:
* discuss essential question: Are sharks dangerous?
* Discuss evidence--what is it, what counts as evidence--do opinions count?
* make t chart and record evidence from this article on whether sharks are dangerous
* essay
WEDNESDAY, FEB. 26:
* add source and evidence to vocabulary notebook
* Why should we look at more than one source when trying to answer a question?
* new source "Great White Sharks"
* analyze author (Peter Benchley of "Jaws") is he credible? What about his background?
* essay
THURSDAY, FEB. 27:
* introduce bias, loaded language, fact and opinion
* record evidence for essential question on t chart
* essay
FRIDAY, FEB. 28:
* add bias and loaded language to vocab notebook
* discuss loaded language and drawing conclusions
* answer conclusion question
* essay
* review main idea (also called central idea)
* analyze "What Do You Know About Sharks?" Is it a credible source? A credible author?
* discuss main idea, author's purpose of "Sharks"
* look at text features for information
* finish graphic organizers for essay
TUESDAY, FEB. 25:
* discuss essential question: Are sharks dangerous?
* Discuss evidence--what is it, what counts as evidence--do opinions count?
* make t chart and record evidence from this article on whether sharks are dangerous
* essay
WEDNESDAY, FEB. 26:
* add source and evidence to vocabulary notebook
* Why should we look at more than one source when trying to answer a question?
* new source "Great White Sharks"
* analyze author (Peter Benchley of "Jaws") is he credible? What about his background?
* essay
THURSDAY, FEB. 27:
* introduce bias, loaded language, fact and opinion
* record evidence for essential question on t chart
* essay
FRIDAY, FEB. 28:
* add bias and loaded language to vocab notebook
* discuss loaded language and drawing conclusions
* answer conclusion question
* essay
Friday, February 14, 2014
FEBRUARY 18-21
Hello Chalupacabras and parents! Mrs. Sikes was sick last week, so mostly we just worked on our Mr/Ms SMS essay. Students should have completed the t chart for three body paragraphs by the end of Friday. We will check over these Monday to make sure students are on the right track. Please see last week's blog for reading plans. We will start nonfiction this week in Reading.
Hello Chalupacabras and parents! Mrs. Sikes was sick last week, so mostly we just worked on our Mr/Ms SMS essay. Students should have completed the t chart for three body paragraphs by the end of Friday. We will check over these Monday to make sure students are on the right track. Please see last week's blog for reading plans. We will start nonfiction this week in Reading.
Friday, February 7, 2014
FEBRUARY 10-14
Hello, Chalupas and Chalupa Parents! In Reading, we are shifting our focus from literary text to informational. We will be focusing on main idea, drawing conclusions, finding evidence to support a claim and looking at how authors organize information. We will continue to work with literary text, but our focus is changing to informational.
MONDAY, FEBRUARY 10:
* introduce vocab words for informational text
* introduce essential questions for this unit of study: Can you believe everything you read? Where does this information come from? How can you tell if an author has a bias?
* notes on main idea and how to locate it/infer it in a text
* work on Mr/Mrs SMS essay
TUESDAY, FEBRUARY 11:
* add main idea to vocab notebook
* read "What Do You Know About Sharks?" together, noticing the format the author chose. Discuss
* Discuss main idea and author's purpose
* Essential question: ARE SHARKS DANGEROUS?
* Read author bio. Can we trust her to provide us with current, relevant information? (source) Does the date of this article matter? Have there been other scientific discoveries since this has been written?
* Look at text features together.
* work on essay
WEDNESDAY, FEBRUARY 12:
* library
* Start collecting evidence for essential question (are sharks dangerous?)
* make chart for evidence, begin looking for FACTS to support or refute the claim
* work on essay
THURSDAY, FEBRUARY 13:
* add source and evidence to vocab notebook
* discuss the need to look at mulitple sources for accurate info
* Do source check on "Great White Sharks" -- is author a credible source? What do you expect him to say about sharks?
* read "Great White Sharks" and record evidence on the chart
* essay
FRIDAY, FEBRUARY 14:
*SPIRIT ASSEMBLY! WEAR YOUR TEAM SHIRT!
* add bias and loaded language to vocab notebook
* locate and discuss loaded language in this selection. Does the author have a bias?
* draw conclusion--are sharks dangerous? What does the evidence say? Can you support your claim?
MONDAY, FEBRUARY 10:
* introduce vocab words for informational text
* introduce essential questions for this unit of study: Can you believe everything you read? Where does this information come from? How can you tell if an author has a bias?
* notes on main idea and how to locate it/infer it in a text
* work on Mr/Mrs SMS essay
TUESDAY, FEBRUARY 11:
* add main idea to vocab notebook
* read "What Do You Know About Sharks?" together, noticing the format the author chose. Discuss
* Discuss main idea and author's purpose
* Essential question: ARE SHARKS DANGEROUS?
* Read author bio. Can we trust her to provide us with current, relevant information? (source) Does the date of this article matter? Have there been other scientific discoveries since this has been written?
* Look at text features together.
* work on essay
WEDNESDAY, FEBRUARY 12:
* library
* Start collecting evidence for essential question (are sharks dangerous?)
* make chart for evidence, begin looking for FACTS to support or refute the claim
* work on essay
THURSDAY, FEBRUARY 13:
* add source and evidence to vocab notebook
* discuss the need to look at mulitple sources for accurate info
* Do source check on "Great White Sharks" -- is author a credible source? What do you expect him to say about sharks?
* read "Great White Sharks" and record evidence on the chart
* essay
FRIDAY, FEBRUARY 14:
*SPIRIT ASSEMBLY! WEAR YOUR TEAM SHIRT!
* add bias and loaded language to vocab notebook
* locate and discuss loaded language in this selection. Does the author have a bias?
* draw conclusion--are sharks dangerous? What does the evidence say? Can you support your claim?
Friday, January 31, 2014
FEBRUARY 3-7
MONDAY, FEBRUARY 3:
* test review in reading--our Unit 3 test is tomorrow! Students will make a study sheet in class and they should bring it home to study. :)
* essay quiz
* essay work
TUESDAY, FEBRUARY 4:
* UNIT 3 READING TEST!
WEDNESDAY, FEBRUARY 5:
* library
* author's purpose practice with velcro article
* essay
THURSDAY, FEBRUARY 6:
* mood and tone in reading, poetry
* essay
FRIDAY, FEBRARY 7:
* read "McDonald's" poem and identify similes
* add simile and metaphor to vocab notebook
* write poem about a special place
* essay
* test review in reading--our Unit 3 test is tomorrow! Students will make a study sheet in class and they should bring it home to study. :)
* essay quiz
* essay work
TUESDAY, FEBRUARY 4:
* UNIT 3 READING TEST!
WEDNESDAY, FEBRUARY 5:
* library
* author's purpose practice with velcro article
* essay
THURSDAY, FEBRUARY 6:
* mood and tone in reading, poetry
* essay
FRIDAY, FEBRARY 7:
* read "McDonald's" poem and identify similes
* add simile and metaphor to vocab notebook
* write poem about a special place
* essay
Thursday, January 23, 2014
JANUARY 27-31
MONDAY, JANUARY 27:
* add theme, compare, contrast to vocab notebook
* vocab study for "War of the Wall"
* read "War of the Wall"
* quiz on "War of the Wall" with emphasis on theme
* continue essay notes
TUESDAY, JANUARY 28:
* discuss themes of "War of the Wall"
* practice organizing MSP answer to theme question--how do we be very complete and very clear?
* BLUE DAY in writing--wear your blue to celebrate our new essay color!
WEDNESDAY, JANUARY 29:
* poetry: read "You Can't Write A Poem About McDonald's"
* define and find similes in poetry
* add metaphor (from last poetry day) to vocab notebook
* introductions and conclusions (essay)
THURSDAY, JANUARY 30:
* summary notes
* read "The Sweetest Fig" and summarize together
* essay
FRIDAY, JANUARY 31:
* read "What Do Fish Have to Do With Anything?"
* write summary with partner
* discuss themes of "Fish" and fill out practice question with all parts needed: topic sentence, transitions, details in seperate sentences
* add theme, compare, contrast to vocab notebook
* vocab study for "War of the Wall"
* read "War of the Wall"
* quiz on "War of the Wall" with emphasis on theme
* continue essay notes
TUESDAY, JANUARY 28:
* discuss themes of "War of the Wall"
* practice organizing MSP answer to theme question--how do we be very complete and very clear?
* BLUE DAY in writing--wear your blue to celebrate our new essay color!
WEDNESDAY, JANUARY 29:
* poetry: read "You Can't Write A Poem About McDonald's"
* define and find similes in poetry
* add metaphor (from last poetry day) to vocab notebook
* introductions and conclusions (essay)
THURSDAY, JANUARY 30:
* summary notes
* read "The Sweetest Fig" and summarize together
* essay
FRIDAY, JANUARY 31:
* read "What Do Fish Have to Do With Anything?"
* write summary with partner
* discuss themes of "Fish" and fill out practice question with all parts needed: topic sentence, transitions, details in seperate sentences
Subscribe to:
Posts (Atom)