We capped off this week with a continuation of our ELA Olympics. Each of the teams in class were competing quite hard to gain the most points. Today, we put our emphasis on two things: the ELA Infographic Project and sentence trees. I had a Q & A session with the students to make sure that everyone was clear on the expectations of the project (which is due next Friday, April 5th and no later). We then broke sentences down into their parts of speech and then looked at how the words came together to make phrases, clauses, complete subjects, complete predicates, etc.
Just as a refresher (for those of you parents who might not be familiar with sentence trees):
HOMEWORK: Read for 30 minutes. Continue work on the ELA Infographic Project (due Friday, April 5th).
PowerPoint: Status Report 3.29.13
Today the students had the opportunity to identify types of phrases and clauses from a literary text. In doing so, they also had to understand why the author chose to use that written element. This was originally scheduled for yesterday’s class, however time did not allow us to get to it.
After the Sponge (warm up) activity, the students began class with a game of charades. They had to guess the point or “object” of each student’s movements. Upon guessing, this served as a segue to our review discussion of direct objects, indirect objects, and objects of the preposition. Since we hit direct objects and objects of the preposition yesterday, we devoted more time to indirect objects (which are always a little tricky for students). The students practiced by working in groups to find the different types of objects.
HOMEWORK: Read for 30 minutes. Continue work on the ELA Infographic Project which is due on Friday, April 5th, 2013.
PowerPoint: I Object! 3.28.13
Today the students had the opportunity to go back through “Roger’s Swim” to talk about the sentence parts identified (subjects and predicates). We then had a discussion about direct objects where the students then located the direct objects in section A of the short story.
The students then transitioned into reading through “The Lottery” by Shirley Jackson where they did a literary and grammar scavenger hunt. From that scavenger hunt, they reviewed many of the skills required via the standards. They had 8 minutes to look at a specific set of concepts before switching to another set of concepts. Each table took turns with the requirements.
We finished class as we have all of this week with the ELA Olympics. So far, 6th period seems to have gained the most points overall (with “Europe” a.k.a. Side A) in the lead!
HOMEWORK: Continue work on the ELA Infographic Project.
Read for 30 minutes.
PowerPoint: Putting Things Together 3.27.13 v2
Thursday’s class began with our usual grammar practice. After a review of the focus standards for the day, we picked up where we left off yesterday. A “mission briefing”set the tone: follow the clues some more, complete the tasks, and move on to the beginnings of our Sentence Auction. This Sentence Auction, which will begin Friday and finish Monday, the 7th of October, is where the students will sell sentences they have created. The monetary value of each sentence will be determined by what each sentence contains.
Sentence Auction Guidelines:
HOMEWORK: Re-read pages 141-148 in your Reader/Writer Interactive Workbook. This time, answer ALL of the questions on pages 149-150.
PowerPoint: 10-4-12 Follow the Context Clues
Let me first extend a warm welcome to the parents who have just signed up to follow this blog through their email. Thank you for your support!
Friday we brought together all that we had learned this week through a freestyle rap review in the style of Jimmy Fallon’s “Ready, Set, Flow.” Not all of the classes got a chance to do this entirely, but all were exposed to this concept for future reviews (in a much more fun and interactive way). It was then time for our weekly quiz over the sentence parts of predicate, direct object and indirect object. After completing the quiz, it was then time to write our weekly BCR. This week, to reflect our in-class discussions, the students had the opportunity to choose from one of the topics below:
- Topic 1: Has ‘The American Dream’ been deferred as Langston Hughes mentions in his 1951 poem. Include examples to support your claim.
- Topic 2: Can men and women fully be equal in society? Why or why not? Include examples to support your claim.
- Topic 3: What issue do you think politicians should not address? Why should this issue be off limits? Include examples to support your claim.
HOMEWORK: None! Have a safe and wonderful weekend!
PowerPoint: 9-7-12 Truth, Justice, and the American Way
Today we reviewed direct ojects from yesterday and then talked about indirect objects. We first watched a quick Brain Pop video on direct and indirect objects. We then took notes on both types of objects before putting what was learned into practice on page 82 of the Grammar for Writing work book (this is book in the classroom). The Advanced Content class did only the odd numbers, while the other classes did all of the odd numbered sentences except for #3. Everyone worked in their Source Books to identify the the subjects, the verb/predicates, the direct objects, and indirect objects.
HOMEWORK: All- (Almost like yesterday) write 5 sentences that have SVO with direct and indirect objects. 2nd Period- Complete the homework but do 7 sentences instead of 5.