Tuesday, April 2nd, 2013 and Wednesday, April 3rd, 2013

Tuesday, April 3rd, 2013: On Tuesday, the students worked whole group on a head-to-head team challenge with ELA CRCT review questions.

HOMEWORK: Read for 30 minutes.  Work on completing the ELA Infographic Project, which is due Friday, April 5th.

PowerPoint:Standards Centers (Day 2) 4.2.13


Wednesday, April 3rd, 2013: Today, after much pleading from the students (that was a little example of hyperbole),though they had the option of working in three different centers,  they overwhelmingly voted to work on their infographic projects.  I reminded them that they could use PowerPoint, Infogr.am, and Visual.ly.   I have included information on these resources below:

HOMEWORK: Read for 30 minutes.  Work on completing the ELA Infographic Project, which is due Friday, April 5th.

PowerPoint:ELA Olympic Showdown (Day 1) 4.3.13 

Friday, March 29th, 2013

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):

Sandy likes candy with chocolate.Sentence Tree

HOMEWORK: Read for 30 minutes.  Continue work on the ELA Infographic Project (due Friday, April 5th).

PowerPoint: Status Report 3.29.13

Wednesday, September 5th, 2012 in Brief

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.

PowerPoint: 9-5-12 Direct & Indirect Objects in Argumentative Writing

Tuesday, September 4th, 2012 Recap

After the wonderful, 3-day Labor Day weekend we did a review of the basic sentence parts: subjects and verbs/predicates.  We then took a 10-question quiz on complete subjects and predicates as well as abstract nouns.  Finally, the lesson wrapped up with notes, discussion, and practice identifying direct objects.

HOMEWORK: AC: Write a 5-sentence story using SVO (Subject/Verb/(Direct) Object).  Highlight the sentence parts (Subject/Verb/(Direct) Object) in different colors.  2nd, 6th, and 7th: Write 5 sentences that use  SVO (Subject/Verb/(Direct) Object).  Identify each sentence part (Subject/Verb/(Direct) Object).

PowerPoint: 9-4-12 Subjects, Verbs, & Direct Objects

Monday, August 27th, 2012 in Brief

We’re still getting the hang of this new and wonderful school year as I am with using this blog.  Starting next week, I will aim to have a summary of each day’s lesson plus it’s powerpoint posted here as a post like this one. 

On Monday we learned about text features–you know those things we see in text books and articles that give us a general understanding of what the text is about?  Through a strategy called BIG FOX, we learned how to pull out some of the most important information from a text.

  • B   Bold – List any words or phrases that are in bold print.  
  • I   Italics – List any words or phrases that are in italics.  
  • G   Graphics – Describe any graphics. (photos, drawings, graphs, charts, maps, tables, etc.)  
  • F   Facts – List at least 5 facts found in the article.  (These include statistics and other numerical data)
  • O   Opinions – List any opinions found in the article.  
  • X   X marks the spot – or at least the main point. In 2-3 sentences, write the main point of the article. (Hint – read the topic sentence of each paragraph.)

We also talked about the difference between concrete nouns and abstract nouns

  • Concrete nouns are people, places, or things that you can actually touch or physically.
    • Examples: dog, cat, house, restaurant, mother, father, etc.
  • Abstract nouns are ideas, concepts, and states of emotion.  Remember, abstract cannot be physically touched.
    • Examples: happiness, sadness, pride, success, joy, peace, etc.

HOMEWORK: AC: Reader/Writer Interactive Workbook pgs 194-195, 2nd & 6th: Reader/Writer Interactive Workbook pgs 194-199, 7th: Reader’s Journey Workbook pgs 8-10

PowerPoint: BIG FOX and Nouns as Ideas (August 27th, 2012)