Mrs. Wolff and Mr. Wezeman's
7th Grade!
Mrs. Wolff and Mr. Wezeman's
7th Grade! |
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DATE |
OBJECTIVE |
CLASSWORK |
HOMEWORK |
| Sept. 4 | Classroom behavior LA05 Elements of Literature |
Do Now: Find your assigned seat (overhead) Activity: Mrs. Wolff explains our new self manager program. Students work in pairs to take a list of responsibilities (Big 10) and put them into categories: behavior, work and prepared. Next, students brainstorm rewards and privileges that those with "Self Management" status will have. Then, students take a quiz over the elements of literature. We correct it together and students are asked to take it home and study for a test on Mon., Sept. 14. |
Study your elements of literature - test 9/14 |
| Sept. 8 | LA05 Elements of Literature | Do Now: Take out your elements of literature paper from Friday and quiz your table partners. Activity: Mrs. Wolff hands out the syllabus. We review classroom expectations together. Next, Mrs. Wolff hands out Scholastic Book orders. Finally, students play "Bingo" with the elements of literature. |
Get syllabus signed. Book orders due 9/18 Elem of Lit test 9/14 |
| Sept. 9 | LA05 Conflict | Do Now: Turn your signed syllabus into the bin. Make sure it is complete! #3's get the books for your table. |
Make a list of conflicts that occurred in "Three Skeleton Key". Study for the elem. of lit. test on 9/14 |
| Sept. 10 | LA05-Conflict | Do Now: Take out your list of conflicts. #1's get books for your table. Activity: Students take turns at their table groups sharing a conflict from their list while group members decide it the conflict is external or internal. After sharing out with the class, students then talk at their groups to decide if each conflict is man vs. man, man vs. nature, man vs. self, etc.. Then, students take a quiz on conflict. When they are finished, they read and respond to the Wildside article, "Alone at Sea." Mrs. Wolff returns the conflict quiz and we go over it together to clarify wrong answers. |
Study for the elements of literature test on 9/14 (Monday) |
| Sept. 11 | LA05-Conflict & Character | There was a guest teacher in for Mrs. Wolff today. Activity: Students read pages 18-26, "Survive the Savage Seas" and complete a worksheet about conflict and character traits. |
Finish the worksheet. |
| Sept. 14 | LA05-Conflict LA06-Compare/Contrast |
Do Now: Clear your desk. Turn in "Survive the Savage Seas" worksheet. Activity: Students take the Elements of Literature test. Next, we read two articles about real people who have been lost at sea.. Afterwards, we make a t-chart to compare the articles and the story we read on Friday. |
write a paragraph to compare the differences between the three selections |
| Sept. 15 | Portfolio reflection | Do Now: Turn in your paragraph of the differences between the three selections. Get your portfolio. Activity: Together, we correct "Alone at Sea" Wildside. Then, students select one test from their portfolio that shows how well they did last year in reading informational text, literary text and writing. Then, they select one test that shows an area that they need to work on. After that, they move the rest of their 6th grade portfolio contents to the back tab of their portfolio. Finally, Mrs. Wolff returned the Elements of Literature test and students reflected on their work and added it to their portfolio. |
If you want to retake the elements of literature test, study for it and see Mrs. Wolff in a few weeks to retake it at lunch, before or after school. |
| Sept. 16 | Writing: Organization | Do Now: At your table, make one list of all the requirements of a good paragraph. Activity: Students share lists with class and Mrs. Wolff puts them into categories of Content, Organization, Style or Conventions. After that, Mrs. Wolff reviews the rules for the Step Up to Writing strategy. She shows a few examples for writing a paragraph to explain differences using the Step Up strategy. Then, students take out their paragraphs about the differences in the three shipwreck stories. They use colored pencils to underline their topic sentence green. Student share them out loud with class. Then, students find the details of their paragraphs and underline them in yellow. Share. Next, students use red to identify their "E's" - examples, evidences, elaboration. Share. Finally, students use green to underline their closing sentence. All students use a Step Up to Writing worksheet template to rewrite their paragraph adding or deleting as necessary. |
Finish rewriting your paragraph. Staple your rewrite to the top of your first draft. Due at the beginning of class tomorrow. |
| Sept. 17 | LC01-Main idea and details LA05-Setting and Plot |
Do Now: Turn in your re-written paragraph stapled on top of your old one. Activity: Read "Princess" on pages 28-36. Do #1-5 on page 37. |
Finish page 37 if you didn't already complete it in class. |
| Sept. 18 | LA05-Conflict | Do Now: Turn in p. 37. #2's get books. Activity: Correct p. 37. Students take a test about the conflicts in the story, "Princess". Then, we review the conflicts worksheet for "Survive the Savage Seas". |
none! |
| Sept. 21 | IC13-Inferences IT19-Evaluate Reasoning IT20-Make Generalizations |
Do Now: What form of figurative language is: "A Sleeping Giant Awakes" if it is referring to a volcano? Do your table mates agree? Activity: Students take a quick quiz - simply the same question as the do-now. Together, we read, "Mt. St. Helens: A Sleeping Giant Awakes" and respond to questions. For the IT20 question, students stand on either side of the classroom depending on their Yes or No response. Then, they defend their statements with text evidence. For each question, we discuss how to make a better response and students self-evaluate and correct their own papers. |
Finish the third question tonight if you didn't complete it in class. |
| Sept. 22 | IT19-Evaluate Reasoning IT20-Make Generalizations |
Do Now: Make sure you have a sharpened #2 pencil. Borrow if necessary. Activity: Students take the vocabulary portion of the Gates McGinite reading test. Next. we review our answers the the third question from yesterday. Mrs. Wolff writes examples on the overhead and we discuss how to make a better response and students correct and self-evaluate their own papers. |
None! |
| Sept. 23 | IT19-Evaluate Reasoning | Do Now: Make sure you have a sharpened #2 pencil. Borrow if necessary. Activity: Students take the comprehension portion of the Gates McGinite reading test. Next, students read an article about Mt. Rainier and answer a question about it. |
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| Sept. 24 | LA05-Plot LA07-Cause and Effect |
Do Now: Make a T-chart at your table (one piece of paper) to explain the good and bad things that can happen when performing. Activity: Read, "La Bamba" answering the 6 questions as you read. |
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| Sept. 25 | LA05-Character & other Elements of Literature Portfolio-self reflection |
Do Now: At your tables, discuss what "grade" you would give Manual for the character traits on the overhead. Get your portfolios. Activity: One student from each table stands up and "grades" Manual on one of the character traits, providing text evidence to prove their point. Next, we work together to fill out an elements of literature worksheet about "La Bamba". Following that, we add reading record sheets to our portfolios, reflect and record some reading assessments (Elem. of Lit test, Alone at Sea Wildside). |
None! |
| Sept. 28 | Assorted Reading EALR's | Do Now: At your table, discuss who you know that is popular at Illahee. What makes them so well-liked? Get your portfolio. Stargirl Due Dates: TWO Stargirl Projects due Monday, Oct. 12 |
Budget your time! |
| Sept. 29 | LC01-Main Idea & Details LC02-Summarize LC03-Predict Lc04-Vocabulary |
Do Now: Look up the word, "Par" to find out what it means. Discuss at your table how the work can be applied to golf and to a person's behavior. Activity: Discuss Do-Now. Read pages 1-42 and complete the first novel task. Mrs. Wolff give students a handout that will be due at the end of the unit, on Oct. 13. |
Make sure you are ready to contribute to your group discussion tomorrow! This means you have read up to page 42 and you finished your novel task. |
| Sept. 30 | LC01-Main Idea & Details LC02-Summarize LC03-Predict Lc04-Vocabulary LA05-Elements of Literature |
Do Now: So, why do y ou think that Jerry Spinelli gave Wayne Parr his name? Find text proof. Activity: Talk about Do Now as a class. Mrs. Wolff explains her expectations for novel group discussions. Novel groups work together to discuss their questions, clarifying, summarizing and predicting. Then, as a class, we discuss. We start making a class list of figurative language that students have found in the novel. |
Read pages 43-75 and complete the 2nd novel task by the beginning of class on Friday. |
| Oct. 1 | LC01-Main Idea & Details LC02-Summarize LC03-Predict Lc04-Vocabulary LA05-Elements of Literature |
Do Now: Discuss at your table the meaning of the quote: "We honored her by imitation." p. 38 Activity: Groups share Do-Now ideas with class. Next, groups discuss the metaphor about the frogs on page 40 and then share with class. Then, students are given the balance of the class time (about 80 minutes) to read from page 43 to page 75 and complete their second novel task. Mrs. Wolff reminds the students to write words, similes, metaphors and personification down on their Post-it sticky note. |
Read pages 43-75 and complete the 2nd novel task by the beginning of class tomorrow. |
| Oct. 2 | LC01-Main Idea & Details LC02-Summarize LC03-Predict Lc04-Vocabulary LA05-Elements of Literature |
Do Now: Clarifiers select one word to write on the board under the map. Activity: Novel groups have their discussions. Then, as a class we share some of the figurative language that we have collected. Went to Magazine Drive Assembly. |
Work on your projects. |
| Oct. 5 | LC01-Main Idea & Details LC02-Summarize LC03-Predict Lc04-Vocabulary LA05-Elements of Literature |
Do Now: Look for quotes that can be used as clues to prove that Leo and Stargirl will become more than friends. Also find clues that they won't. Activity: Review Do Now activity. We found evidence on pages 29, 72, 73-74, and 76. Students use the rest of the class period (about 70 minutes) to read Stargirl from page 76-138 and complete their 3rd novel task. If they finish early, they work on their project. |
Read pages 76-138 and complete the 3rd novel task by the beginning of class tomorrow. |
| Oct. 6 | LC01-Main Idea & Details LC02-Summarize LC03-Predict Lc04-Vocabulary LA05-Elements of Literature |
Do Now: At your table, share what you LIKE about Stargirl's character and what you DON'T LIKE. Be specific and be prepared to give examples. Activity: Discuss Do-Now as a class. Group novel discussions followed by class discussion of words and figurative language. |
Finish book and do 4th novel task by the beginning of class Thursday. Projects due Mon. 10/12 |
| Oct. 7 | LC01-Main Idea & Details LC02-Summarize LC03-Predict Lc04-Vocabulary LA05-Elements of Literature |
Do Now: At your table, discuss if you think Stargirl ever wanted to be popular. Activity: Discuss Do-Now as a class. Finish reading the book and complete your last novel task. |
Finish book and do the last novel task by the beginning of class tomorrow. Projects and worksheet due Monday 10/12. |
| Oct. 8 | LC01-Main Idea & Details LC02-Summarize LC03-Predict Lc04-Vocabulary LA05-Elements of Literature |
Do Now: Discuss the quote on the overhead: p. 177 "Star people are rare. You'll be lucky to meet another." What does Archie mean? Describe "Star people". Activity: Discuss Do-Now as a class. Students work in groups to have their last novel discussion followed by our class discussion. |
Projects and worksheet due Monday 10/12. |
| Oct. 12 | LA05-Elem of Literature LA06-Compare and Contrast LA07-Cause and Effect LT09-Evaluate Ideas LT10-Draw Conclusions |
Do Now: Turn in your Stargirl projects and take out your elements of literature worksheet. Write your EFFECT on the board under the map. (No repeats) Activity: Together, we review the cause-effect worksheet and elements of literature. Then, students are given study questions. Groups work on the study questions for 15 minutes. Following that, groups present their question and answer to class. |
Test tomorrow. Bring your book, worksheet and novel tasks to class tomorrow. |
| Oct. 13 | LC01-Main Idea & Details LC02-Summarize LC04-Vocabulary LA05-Elements of Literature |
Do Now: Turn in your Stargirl novel task packet and elements of literature/cause-effect worksheet. Take out your book and clear your desk. Activity: Students take part 1 of the Stargirl test. |
None |
| Oct. 14 | LA07-Cause and Effect LT08-Author's Purpose LT09-Evaluate Ideas LT10-Apply Information |
Do Now: Now that you have finished the book, do you understand the quote on the back of it (also on bottom of page 15 and on overhead)? Activity: Stargirl Test part 2 |
None-unless you need to study for a elements of literature test retake! |
| Oct. 15 | Reflection, Goal-Setting |
Do Now: Get your portfolio. Activity: Mrs. Wolff returns the Compare/Contrast essay for the shipwreck articles and we show exceeding examples and discuss expectations. Students reflect and set goals for improving in the area of writing organization. Next, students get their Mt. Rainier article response back and we review expectations for that. Again, students reflect and use their check-list to set goals for improving their reading informational text responses. After this, students choose one of these assignments to redo. Finally, Mrs. Wolff shows a 10 minute Power Point about germs and staying healthy. |
None |
| Oct. 19 | LC01-Main idea, details, theme LA05-Character |
Activity: "Manager Monday" treats given to Self Managers! Seat changes made for new Self Managers. Together, we read the story, "Charles" (pages 76-79) aloud in class. Then, students answer #1-5 on page 79. Then, students fill out a Venn diagram for the two characters, Laurie and Charles. Finally, we correct #1-5 together. |
None - unless you didn't finish something we did in class today. |
| Oct. 20 | LA05-Character Writing-Organization |
Do Now: Describe a family member to your table partner. Activity: Students share descriptions of family members and we talk about how we know about these people. Appearances, What they Say or Do, What others think of them, and what we say about them. Next, we work together as a class to fill out the character worksheet for Stargirl. Then, students work in pairs to fill the worksheet out for the character of Laurie in the story, "Charles". We discuss as a class. After that, we switch from reading to writing and review how to "FAT-P" a writing prompt: F=Form, A=Audience, T=Topic and P=Purpose and after doing several on the overhead together, students completed a practice worksheet that they corrected themselves as Mrs. Wolff goes over the answers on the overhead. (keep this to study from) Finally, students were given a graphic organizer "Frame" to memorize. We reviewed how this frame will help students to organize their writing. |
Know FAT-P. Review your notes and quiz yourself for a few minutes each day. Start memorizing the writing frame so you will be able to rewrite it on a blank one! |
| Oct. 21 | Writing-Organization | Do Now: On a piece of paper, FAT-P the Stargirl essay (overhead). Activity: FATP the Stargirl essay and frame it together. Students copy down what we come up with so they can use it as a model for practicing. |
FAT-P and Frame test on Friday! Use these handouts to study: |
| Oct. 22 | Writing-Organization | Do Now: Using the back side of yesterday's handout, FATP and frame the prompt on the overhead (about a wise person). Activity: We FATP the prompt together as a class. Then, students work alone or together in their group to frame the same prompt that we just FATP'd. Mrs. Wolff gives students a checklist to use to self-evaluate. |
1. FATP test tomorrow 2. FRAME test -"phrases" Monday 3. FATP/FRAME a prompt on Tuesday |
| Oct. 23 | Writing-Organization | Do Now: Turn in your Frame from yesterday about the wise person prompt. Now, FATP the new prompt on the overhead. (about a healthy, happy child) Activity: Review FATP from do-now. Students take the FATP test. Then, students proceed to frame the "happy child" prompt. We review them together. Mrs. Wolff guides students through checking their own frame using a checklist on the overhead. |
Memorize the blank frame "starter phrases" for Monday's test. |
| Oct. 26 | Writing-Organization Goal-setting/Reflection |
Do Now: Get your portfolio and put it under your seat. Clear desk. Activity: Students take the blank frame test. Next, Mrs. Wolff returns the Stargirl projects and test. Students reflect and record their scores in their portfolios. Then, students fill out the reading and writing overview sheets. |
FATP/FRAME test tomorrow. |
| Oct. 27 | Writing-Organization LA05-Character |
Do Now: Clear Desk Activity: FATP and FRAME a prompt test. Students take a character practice quiz that we review together. |
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| Oct. 28 | LA05-Character/Imagery Writing-Style |
Do Now: #4's get textbooks Activity: Together as a class, we complete the character worksheet for "Charles". Then, we work on finding examples of imagery and sensory language in reading passages with a packet called "Paint a Picture". Mrs. Wolff guides students through as they mark the text and think about how the author conjures up a picture in the reader's head because of his word choices. |
How did you do on the Elements of Literature test at the beginning of the year? Are you ready to retake it? Study and talk to Mrs. W to schedule a retake. |
| Nov. 2 | Writing - style and conventions (commas) |
Do Now: On a piece of paper, describe your favorite food. Try to use all 5 senses! Activity: Share descriptions, identifying adjectives, sensory language and similes/metaphors. Next, we review 8 rules of comma usage. After that, students write a paragraph about their favorite season using sensory language. |
Study comma rules for test on Friday. |
| Nov. 3 | Writing -style and conventions (commas) | Do Now: Do page 2 of your Standards Plus packet. Activity: Review the Standards Plus comma activity. Mrs. Wolff returns the FATP/Frames for the Thankful prompt and we discuss them. Next, Mrs. Wolff explains what connotation and denotation are and students think about the differences in connotation that colors and words have while we do the worksheet together. |
Do the TOP of the back side of the worksheet: "You Light up My Life" |
| Nov. 4 | Writing-style and conventions (apostrophes) | Do Now: Do page 3 of your Standards Plus packet. Activity: Mrs. Wolff gives a short lecture about when to use apostrophes with plural and singular words. Students correct their own worksheet and are encouraged to review the ones they missed tonight (memorize the rules and write out 3 example sentences for each one they got wrong). Together we review the student's answers for the "You Light Up My Life" worksheet. Then, students fill out side one of a worksheet about revision to tap into their prior knowledge about revising their writing. They turn that in and it will be returned at the end of our revision unit. Finally, Mrs. Wolff lectures about the reason we revise and all the different ways to revise: add, delete and replace as students take Cornell notes on a handout. KEEP YOUR NOTES to use in the future whenever you are writing/revising. Started making a brainstorm list about your favorite holiday, sport, video game, or movie. |
Finish your brainstorming list of your favorite holiday, sport, video game or movie. Can you get 25 items? |
| Nov. 5 | Writing-Conventions | Do Now: Do page 4 and 5 of the Standards Plus packet. Activity: First, we go to the school library where Michelle from the King County Libray does a book talk presentation. Mrs. Wolff assigns each table an apostrophe rule. They write a sentence in which students must choose between two or three words (example its/it's or their/they're. We show the group sentences on Elmo and all students write them down. Then, we do them together on the board. |
None- other than study and practice apostrophes and commas |
| Nov. 6 | Writing-Style and Conventions | Do Now: Clear desk. Activity: Students take the Standards Plus test on apostrophes and commas. Then, Mrs. Wolff tells about the 4 new classroom books that students can check out that we got for free from Scholastic when students order their books online. Then, she passed out the book order flyers; orders are due Nov. 13th. Next, Mrs. Wolff guides students through revision practice of adding, deleting and replacing on the back of the Cornell notes worksheet that we used on Wednesday. Finally, students do both sides of a revision worksheet titled, "Revise Flat sentences" and "Sticking to the topic". |
Finish both sides of today's worksheet. |
| Nov. 9 | Writing-Process, Style and Conventions | Do Now: Discuss at your table when we use quotation marks. Get your portfolio. Activity: Students get their Standards Plus tests over commas and apostrophes back and reflect on how they did. They record and place them into their portfolios. If students want to retake them, they must use the rules handout from last week to find the rules and write 3 sentences for the ones they got wrong. Retake on Friday. Then, we start this week's Standards Plus packet and discuss the rules for using quotation marks in dialogue. Then, students correct their own "Flat Sentences" worksheet. Finally, Mrs. Wolff explains the expectations for our writers' workshop and students use a handout to gather peer feedback and revise their paragraphs. |
None, unless you need to practice for the Standards Plus retake on Friday over commas and apostrophes. |
| Nov. 10 | Writing: Process, Style and Conventions - Student will practice revising their writing and know when to use quotation marks |
Do Now: Complete page 2 of your Standards Plus packet. Veteran's Day Assembly - only 1 hour of class today. |
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| Nov. 12 | Writing: Student will apply what they have learned about content, organization, style and conventions to write a 5 paragraph essay. | Do Now: Do pages 3 and 4 of your Standards Plus packet. Activity: Mrs. Wolff goes over the Standards Plus rules on semicolon and colon uses. Then, students are given a prompt on choices that they need to FATP, Frame and write a rough draft. |
Turn in your rough draft-finished or not. You will write your final draft tomorrow. Standards Plus test on quotation marks, colons and semicolons tomorrow. |
| Nov. 13 | Writing: Student will apply what they have learned about content, organization, style and conventions to write a 5 paragraph essay. | Do Now: Clear desk and show me your corrections if you wish to take the comma/apostrophe retake. Activity: Standards Plus Test and retake. Revise your rough draft. Explain your revisions on a separate worksheet. Use the writing checklist and staple it all together in this order: TOP Check list, Final draft, Rough draft, FATP/Frame, Revision explanation worksheet BOTTOM. |
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| Nov. 16 | Writing: Student will apply what they have learned about content, organization, style and conventions to write a 5 paragraph essay. Reading: Students will understand literary elements of poetry. (LA05) |
Do Now: At your table, finish one of the following statements and be ready to explain: Poetry is like a yo-yo./a light stick./playdough. Activity: Finish final draft or silent read to 8:25. Next, students fold a piece of notebook paper into quarters and we use it to summarize the sections of page 256-259 together. Then, students flip their paper over, write rhythm, rhyme, and refrain down. |
Read page 260 and write the definitions for rhythm, rhyme, and refrain. |
| Nov. 17 | Students will practice reading poetry to find the author's use of imagery, figurative language and meaning. | Do Now: #2's get books. Use your notes from yesterday to read the poem on page 259 and answer the overhead questions - in your head. (images, figures of speech, word sounds, form, rhythm, rhyme and refrain) Activity: Review homework and do now. Mrs. Wolff reads "The Big Rock Candy Mountains" on page 261 while students follow along. Then, we re-read each stanza to ask questions and clarify words and ideas. After that, students are given a SOAPSTone worksheet to fill out. Finally, students are given the words to "Somewhere Over the Rainbow" and they SOAPSTone it too. |
Finish the SOAPSTone worksheet for "Somewhere Over the Rainbow" due on Thursday morning Bring a sack lunch and drinks for tomorrow. |
| Nov. 18 | JA Field Trip! | ||
| Nov. 19 | Students will practice reading poetry to find the author's use of imagery, tone, figurative language and meaning. | Activity: Students corrected their own SOAPSTone worksheet as we discussed the poem, "Somewhere Over the Rainbow". Then, students wrote a paragraph of the similarities between "The Big Rock Candy Mountain" and "Somewhere Over the Rainbow". After that, Mrs. Wolff reads, "Bury Me Not on the Loan Prairie" aloud. Then, students answer #6, 7, 8 and "Connotations" questions on page 266. |
Finish today's assignment |
| Nov. 20 | Students will practice reading poetry to find the author's use of imagery, tone, figurative language and meaning. | Do Now: Turn in p. 266. #4's get books. Then, discuss at your table what the tone of "Bury Me Not" is and what words prove it. Activity: Pop quiz over do-now question. Review answers for #6, 7, 8 and "connotations" on p. 266. Then, students complete a worksheet on tone and turn it in. After that, they SOAPSTone "Bury Me" and we go over it together as a class as students correct their own papers. |
No homework! |
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DATE |
OBJECTIVE |
CLASSWORK |
HOMEWORK |
| Sept. 4 | Classroom behavior LA05 Elements of Literature |
Do Now: Find your assigned seat (overhead) Activity: Mrs. Wolff explains our new self manager program. Students work in pairs to take a list of responsibilities (Big 10) and put them into categories: behavior, work and prepared. Next, students brainstorm rewards and privileges that those with "Self Management" status will have. Then, students take a quiz over the elements of literature. We correct it together and students are asked to take it home and study for a test on Mon., Sept. 14. |
Study your elements of literature - test 9/14 |
| Sept. 8 | LA05 Elements of Literature | Do Now: Take out your elements of literature paper from Friday and quiz your table partners. Activity: Mrs. Wolff hands out the syllabus. We review classroom expectations together. Next, Mrs. Wolff hands out Scholastic Book orders. Finally, students play "Bingo" with the elements of literature. |
Get syllabus signed. Book orders due 9/18 Elem of Lit test 9/14 |
| Sept. 9 | LA05 Conflict | Do Now: Turn your signed syllabus into the bin. Make sure it is complete! #3's get the books for your table. Activity: Together, we read pages 2-5 in the textbook and discuss conflict in our lives and in literature. We discuss the two main types of conflict: internal and external. Students work at their tables to identify the internal conflicts that the three main characters have in the story, "The Dinner Party." Then, we read "Three Skeleton Key" together. |
Make a list of conflicts that occurred in "Three Skeleton Key". Study for elem. of lit. test on 9/14 OPTIONAL: finish reading "Three Skeleton Key". |
| Sept. 10 | LA05-Conflict | Do Now: Take out your list of conflicts. #1's get books for your table. |
Study for the elements of literature test on 9/14 (Monday) |
| Sept. 11 | LA05-Conflict & Character | There was a guest teacher in for Mrs. Wolff today. Activity: Students read pages 18-26, "Survive the Savage Seas" and complete a worksheet about conflict and character traits. |
Finish the worksheet. |
| Sept. 14 | LA05-Conflict LA06-Compare/Contrast |
Do Now: Clear your desk. Turn in "Survive the Savage Seas" worksheet. Activity: Students take the Elements of Literature test. Next, we read two articles about real people who have been lost at sea.. Afterwards, we make a t-chart to compare the articles and the story we read on Friday. |
Write a paragraph to compare the differences in the three selections |
| Sept. 15 | Portfolio reflection | Do Now: Turn in your paragraph of the differences between the three selections. Get your portfolio. Activity: Together, we correct "Alone at Sea" Wildside. Then, students select one test from their portfolio that shows how well they did last year in reading informational text, literary text and writing. Then, they select one test that shows an area that they need to work on. After that, they move the rest of their 6th grade portfolio contents to the back tab of their portfolio. Finally, Mrs. Wolff returned the Elements of Literature test and students reflected on their work and added it to their portfolio. |
If you want to retake the elements of literature test, study for it and see Mrs. Wolff in a few weeks to retake it at lunch, before or after school. |
| Sept. 16 | Writing: Organization | Do Now: At your table, make one list of all the requirements of a good paragraph. Activity: Students share lists with class and Mrs. Wolff puts them into categories of Content, Organization, Style or Conventions. After that, Mrs. Wolff reviews the rules for the Step Up to Writing strategy. She shows a few examples for writing a paragraph to explain differences using the Step Up strategy. Then, students take out their paragraphs about the differences in the three shipwreck stories. They use colored pencils to underline their topic sentence green. Student share them out loud with class. Then, students find the details of their paragraphs and underline them in yellow. Share. Next, students use red to identify their "E's" - examples, evidences, elaboration. Share. Finally, students use green to underline their closing sentence. Students who are happy with their paragraphs turn them in. Others choose to rewrite their paragraph adding or deleting as necessary. |
Finish rewriting your paragraph. Staple your rewrite to the top of your first draft. Due at the beginning of class tomorrow. |
| Sept. 17 | LC01-Main idea and details LA05-Setting and Plot |
Do Now: Turn in your re-written paragraph stapled on top of your old one. Activity: Read "Princess" on pages 28-36. Do #1-5 on page 37. |
Finish page 37 if you didn't already complete it in class. |
| Sept. 18 | LA05-Conflict | Do Now: Turn in p. 37. #2's get books. Activity: Correct p. 37. Students take a test about the conflicts in the story, "Princess". Then, we review the conflicts worksheet for "Survive the Savage Seas". |
none! |
| Sept. 21 | IC13-Inferences IT19-Evaluate Reasoning IT20-Make Generalizations |
Do Now: What form of figurative language is: "A Sleeping Giant Awakes" if it is referring to a volcano? Do your table mates agree? Activity: Together, we read, "Mt. St. Helens: A Sleeping Giant Awakes" and respond to questions. For the IT20 question, students stand on either side of the classroom depending on their Yes or No response. Then, they defend their statements with text evidence. For each question, we discuss how to make a better response and students self-evaluate and correct their own papers. |
Finish the third question tonight if you didn't complete it in class. |
| Sept. 22 | IT19-Evaluate Reasoning IT20-Make Generalizations |
Do Now: Make sure you have a sharpened #2 pencil. Borrow if necessary. Activity: Students take the vocabulary portion of the Gates McGinite reading test. Next. we review our answers the the third question from yesterday. Mrs. Wolff writes examples on the overhead and we discuss how to make a better response and students correct and self-evaluate their own papers. |
None! |
| Sept. 23 | IT19-Evaluate Reasoning | Do Now: Make sure you have a sharpened #2 pencil. Borrow if necessary. Activity: Students take the comprehension portion of the Gates McGinite reading test. Next, students read an article about Mt. Rainier and answer a question about it. |
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| Sept. 24 | LA05-Plot LA07-Cause and Effect |
Do Now: Make a T-chart at your table (one piece of paper) to explain the good and bad things that can happen when performing. Activity: Read, "La Bamba" answering the 6 questions as you read. |
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| Sept. 25 | LA05-Character & other Elements of Literature Portfolio-self reflection |
Do Now: At your tables, discuss what "grade" you would give Manual for the character traits on the overhead. Get your portfolios. Activity: One student from each table stands up and "grades" Manual on one of the character traits, providing text evidence to prove their point. Next, we work together to fill out an elements of literature worksheet about "La Bamba". Following that, we add reading record sheets to our portfolios, reflect and record some reading assessments (Elem. of Lit test, Alone at Sea Wildside and The Princess Conflict Quiz). |
None! |
| Sept. 28 | Assorted Reading EALR's | Do Now: At your table, discuss who you know that is popular at Illahee. What makes them so well-liked? Stargirl Due Dates: TWO Stargirl Projects due Monday, Oct. 12 |
Budget your time! |
| Sept. 29 | LC01-Main Idea & Details LC02-Summarize LC03-Predict Lc04-Vocabulary |
Do Now: Look up the word, "Par" to find out what it means. Discuss at your table how the work can be applied to golf and to a person's behavior. Activity: Discuss Do-Now. Read pages 1-42 and complete the first novel task. Mrs. Wolff give students a handout that will be due at the end of the unit, on Oct. 13. |
Make sure you are ready to contribute to your group discussion tomorrow! This means you have read up to page 42 and you finished your novel task. |
| Sept. 30 | LC01-Main Idea & Details LC02-Summarize LC03-Predict Lc04-Vocabulary LA05-Elements of Literature |
Do Now: So, why do y ou think that Jerry Spinelli gave Wayne Parr his name? Find text proof. Activity: Talk about Do Now as a class. Mrs. Wolff explains her expectations for novel group discussions. Novel groups work together to discuss their questions, clarifying, summarizing and predicting. Then, as a class, we discuss. We start making a class list of figurative language that students have found in the novel. |
Read pages 43-75 and complete the 2nd novel task by the beginning of class on Friday. |
| Oct. 1 | LC01-Main Idea & Details LC02-Summarize LC03-Predict Lc04-Vocabulary LA05-Elements of Literature |
Do Now: Discuss at your table the meaning of the quote: "We honored her by imitation." p. 38 Activity: Groups share Do-Now ideas with class. Next, groups discuss the metaphor about the frogs on page 40 and then share with class. Then, students are given the balance of the class time (about 80 minutes) to read from page 43 to page 75 and complete their second novel task. Mrs. Wolff reminds the students to write words, similes, metaphors and personification down on their Post-it sticky note. |
Read pages 43-75 and complete the 2nd novel task by the beginning of class tomorrow. |
| Oct. 2 | LC01-Main Idea & Details LC02-Summarize LC03-Predict Lc04-Vocabulary LA05-Elements of Literature |
Do Now: Clarifiers select one word to write on the board under the map. Activity: Went to Magazine Drive Assembly. Then, novel groups have their discussions. Then, as a class we share some of the figurative language that we have collected. |
Work on your projects. |
| Oct. 5 | LC01-Main Idea & Details LC02-Summarize LC03-Predict Lc04-Vocabulary LA05-Elements of Literature |
Do Now: Look for quotes that can be used as clues to prove that Leo and Stargirl will become more than friends. Also find clues that they won't. Activity: Review Do Now activity. We found evidence on pages 29, 72, 73-74, and 76. Students use the rest of the class period (about 70 minutes) to read Stargirl from page 76-138 and complete their 3rd novel task. If they finish early, they work on their project. |
Read pages 76-138 and complete the 3rd novel task by the beginning of class tomorrow. |
| Oct. 6 | LC01-Main Idea & Details LC02-Summarize LC03-Predict Lc04-Vocabulary LA05-Elements of Literature |
Do Now: At your table, share what you LIKE about Stargirl's character and what you DON'T LIKE. Be specific and be prepared to give examples. Activity: Discuss Do-Now as a class. Group novel discussions followed by class discussion of words and figurative language. |
Finish book and do 4th novel task by the beginning of class Thursday. Projects due Mon. 10/12 |
| Oct. 7 | LC01-Main Idea & Details LC02-Summarize LC03-Predict Lc04-Vocabulary LA05-Elements of Literature |
Do Now: At your table, discuss if you think Stargirl ever wanted to be popular. Activity: Discuss Do-Now as a class. Finish reading the book and complete your last novel task. |
Finish book and do the last novel task by the beginning of class tomorrow. Projects and worksheet due Monday 10/12. |
| Oct. 8 | LC01-Main Idea & Details LC02-Summarize LC03-Predict Lc04-Vocabulary LA05-Elements of Literature |
Do Now: Discuss the quote on the overhead: p. 177 "Star people are rare. You'll be lucky to meet another." What does Archie mean? Describe "Star people". Activity: Discuss Do-Now as a class. Students work in groups to have their last novel discussion followed by our class discussion. |
Projects and worksheet due Monday 10/12. |
| Oct. 12 | LA05-Elem of Literature LA06-Compare and Contrast LA07-Cause and Effect LT09-Evaluate Ideas LT10-Draw Conclusions |
Do Now: Turn in your Stargirl projects and take out your elements of literature worksheet. Write your EFFECT on the board under the map. (No repeats) Activity: Together, we review the cause-effect worksheet and elements of literature. Then, students are given study questions. Groups work on the study questions for 15 minutes. Following that, groups present their question and answer to class. |
Test tomorrow. Bring your book, worksheet and novel tasks to class tomorrow. |
| Oct. 13 | LC01-Main Idea & Details LC02-Summarize LC04-Vocabulary LA05-Elements of Literature |
Do Now: Turn in your Stargirl novel task packet and elements of literature/cause-effect worksheet. Take out your book and clear your desk. Activity: Students take part 1 of the Stargirl test. |
None |
| Oct. 14 | LA07-Cause and Effect LT08-Author's Purpose LT09-Evaluate Ideas LT10-Apply Information |
Do Now: Now that you have finished the book, do you understand the quote on the back of it (also on bottom of page 15 and on overhead)? Activity: Stargirl Test part 2 |
None-unless you need to study for a elements of literature test retake! |
| Oct. 15 | Reflection, Goal-Setting |
Do Now: Get your portfolio. Activity: Mrs. Wolff returns the Compare/Contrast essay for the shipwreck articles and we show exceeding examples and discuss expectations. Students reflect and set goals for improving in the area of writing organization. Next, students get their Mt. Rainier article response back and we review expectations for that. Again, students reflect and use their check-list to set goals for improving their reading informational text responses. After this, students choose one of these assignments to redo. Finally, Mrs. Wolff shows a 10 minute Power Point about germs and staying healthy. |
None |
| Oct. 19 | To understand the Springboard theme of choice and learn our goals for unit 1: 1) Understand the function and use of narrative elements and use them as models in their own writing 2) Use the writing process: purposeful revision |
Do Now: Think about some of the choices that Stargirl had to make. Activity: Talk about Stargirl's choices. Mrs. Wolff gives "Manager Monday" treats to students who are self managers. Then, we work through pages 4-8 in the Springboard book. Students are given folders to keep their Springboard work in. |
Decorate your Springboard folder with pictures, words, sayings, song lyrics that reflect choices OTHER people have made for you on the OUTSIDE and choices YOU have made for yourself on the INSIDE. |
| Oct. 20 | To understand the Springboard theme of choice Writing-Organization |
Do Now: Read the poem on page 8 of your Springboard pages. In the "notes" section, write what it means and any connections you have to the poem. Activity: We talk about the poem and what each stanza means to us. Students fill out the graphic organizer on page 8 about choices that they make on a daily basis. Then, they take 6 minutes to "quick write" about a choice they have made and the factors that have played into that decision. After that, we review how to "FAT-P" a writing prompt: F=Form, A=Audience, T=Topic and P=Purpose and after doing several on the overhead together, students completed a practice worksheet that they corrected themselves as Mrs. Wolff showed the answers on the overhead. (keep this to study from) Finally, students were given a graphic organizer "Frame" to memorize. We reviewed how this frame will help students to organize their writing. We used the frame together to plan the Stargirl essay of comparing Illahee to Mica. |
Know FAT-P. Review your notes and quiz yourself for a few minutes each day. Start memorizing the writing frame so you will be able to rewrite it on a blank one! |
| Oct. 21 | Writing-Organization | Do Now: FATP the prompt on the overhead (about a wise person). Activity: We FATP the prompt together as a class. Then, students work alone or together in their group to frame the same prompt that we just FATP'd. Mrs. Wolff gives students a checklist to use to self-evaluate. |
1. FATP test tomorrow 2. FRAME test -"phrases" Friday 3. FATP/FRAME a prompt on Monday |
| Oct. 22 | Writing-Organization Reading-LT08-Author's craft |
Do Now: FATP and FRAME the prompt on the overhead (about happy, healthy children) - use the back of yesterday's handout. Activity: Review the do-now and use check list to peer evaluate. Students take a quick FATP test. Finally, we read Frost's poem, "The Road Not Taken" on page 10 of our Springboard book. Students circle interesting or unfamiliar words. Mrs. Wolff teaches a short lesson about connotation and denotation using common words: house, home, dwelling, abode OR meal, feast, snack, food and we discuss the emotional attachment and meaning each word has. The point is poets select their words wisely to conjure up FEELINGS and MEANING. |
-FRAME test -"phrases" Friday -FATP/FRAME a prompt on Monday |
| Oct. 23 | Writing-Organization |
Do Now: FATP the prompt on the overhead. Use notebook paper to make your own frame. (holiday prompt) Activity: Review the do-now and students Frame the prompt. Mrs. Wolff returns yesterday's frames with feedback. Students need to read Mrs. W's comments and ask questions if they don't understand their errors. Students switch papers and another student uses the checklist on the overhead to correct their holiday prompt frame. Finally, students get their Springboard folders and we use a worksheet to decode the meaning of 3 more words from the poem, "The Road Not Taken". |
Be ready to FATP and Frame a prompt on Monday! |
| Oct. 26 | Goal-setting/Reflection | Do Now: Get your portfolio. Activity: Mrs. Wolff returns the Stargirl projects and test. Students reflect and record their scores in their portfolios. Then, students fill out the reading and writing overview sheets. |
FATP/FRAME test is postponed until tomorrow |
| Oct. 27 | Writing-Organization LA04-Vocabulary LA05-Imagery |
Do Now: Clear Desk Activity: Students take FATP and Frame a prompt test. Next, students are given 1 minute intervals to quick-draw each stanza of the Rober Frost poem, "The Road Not Taken". Then, they summarize it and consider the theme and think of how it may apply to their lives now or in the future. |
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| Oct. 28 | Reading LA05-Character, Elements of a Story LA07-Cause and Effect LT08-Author's purpose |
Do Now: #4's get folders and Springboard books for table. Tear out pages 11-18. Share your connections to yesterday's poem. Activity: Mrs. Wolff guides students through marking the text with the feelings and choices that were made in the story, "Staying Fat..." We discuss personal narratives and the parts of a story while working on pages 11-13 and finally, students think of times in their lives that they had to make choices and they record them on page 14. |
None |
| Nov. 2 | Reading LA05-Elements of a story and character Reading LT08-Tone |
Do Now: #3's get folders and Springboard books for table. Rip out p. 19-26. Silently read "About the Author" on page 14. Activity: We review 8 rules for comma usage on page 1 of the Standards Plus packet. Next, we talk about Zora Neale Hurston's perspective on life (based on do-now passage). Define tone. Read "Dust Tracks.." and "100 Bucks of Happy" as Mrs. Wolff guides students through marking the text looking for beginnings and endings, tone and character development. |
Study comma rules for test on Friday. |
| Nov. 3 | LA05-Elements of a story Writing - Conventions (commas) and Process |
Do Now: #1's get folders. Everyone do page 2 of your Standards Plus packet. Activity: Review the Standards Plus comma activity. Mrs. Wolff returns the FATP/Frames for the Thankful prompt and we discuss them. Students correct their own page 26 as Mrs. Wolff reviews the answers on the overhead. We discuss how the character in "100 Bucks of Happy" is developed through his words and actions. Next. we read "Ditching" identifying what the author does to grab us at the beginning. We also look at the consequences for his choice to ditch. After that, students fill out page 31 about their prior knowledge of revising their writing. Finally, we look at some ways that authors "grab" us when they write their beginning on page 34 of Springboard. |
None |
| Nov. 4 | Writing-style and conventions (apostrophes) | Do Now: Do page 3 of your Standards Plus packet. Activity: Mrs. Wolff gives a short lecture about when to use apostrophes with plural and singular words. Students correct their own worksheet and are encouraged to review the ones they missed tonight (memorize the rules and write out 3 example sentences for each one they got wrong). Then, Mrs. Wolff lectures about the reason we revise and all the different ways to revise: add, delete and replace as students take Cornell notes on a handout. KEEP YOUR NOTES to use in the future whenever you are writing/revising. Students started writing a paragraph about your favorite holiday, sport, video game, or movie. |
Finish your paragraph of your favorite holiday, sport, video game or movie. |
| Nov. 5 | Writing-Conventions | Do Now: Do page 4 and 5 of the Standards Plus packet. Activity: Mrs. Wolff assigns each table an apostrophe rule. They write a sentence in which students must choose between two or three words (example its/it's or their/they're. We show the group sentences on Elmo and all students write them down. Then, we do them together on the board. Finally, we go to the school library where Michelle from the King County Libray does a book talk presentation. |
None- other than study and practice apostrophes and commas |
| Nov. 6 | Writing-Style and Conventions | Do Now: Clear desk. Activity: Students take the Standards Plus test on apostrophes and commas. Then, Mrs. Wolff tells about the 4 new classroom books that students can check out that we got for free from Scholastic when students order their books online. Then, she passed out the book order flyers; orders are due Nov. 13th. Next, Mrs. Wolff guides students through revision practice of adding, deleting and replacing on the back of the Cornell notes worksheet that we used on Wednesday. Finally, we review the writer's workshop guidelines from page 33 of their Springboard curriculum and students work together in groups to make suggestions to revise one of their peer's paragraphs (video game, sport or holiday paragraph from Nov. 4) |
Finish both sides of today's worksheet. |
| Nov. 9 | Writing-Process, style and conventions | Do Now: Discuss at your table when we use quotation marks. Get your portfolio. Activity: Students get their Standards Plus tests over commas and apostrophes back and reflect on how they did. They record and place them into their portfolios. If students want to retake them, they must use the rules handout from last week to find the rules and write 3 sentences for the ones they got wrong. Retake on Friday. Then, we start this week's Standards Plus packet and discuss the rules for using quotation marks in dialogue. Then, Mrs. Wolff explains the expectations for our writers' workshop and students use a handout to gather peer feedback and revise their paragraphs. Finally, we look at the beginnings of 4 Springboard naratives and complete page 35 to identify the authors' techniques. |
None, unless you need to practice commas and apostrophes for the Standards Plus retake on Friday. |
| Nov. 10 | Writing: Process, Style and Conventions - Student will practice revising their writing and know when to use quotation marks |
Do Now: Complete page 2 of your Standards Plus packet. Veteran's Day Assembly - only 20 minutes of class today! |
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| Nov. 12 | Writing: Student will apply what they have learned about content, organization, style and conventions to write a 5 paragraph essay. | Do Now: Do pages 3 and 4 of your Standards Plus packet. Activity: Mrs. Wolff goes over the Standards Plus rules on semicolon and colon uses. Then, students are given a prompt on choices that they need to FATP, Frame and write a rough draft. |
Turn in your rough draft-finished or not. You will write your final draft tomorrow. Standards Plus test on quotation marks, colons and semicolons tomorrow. |
| Nov. 13 | Writing: Student will apply what they have learned about content, organization, style and conventions to write a 5 paragraph essay. | Do Now: Clear desk and show me your corrections if you wish to take the comma/apostrophe retake. Activity: Standards Plus Test and retake. Revise your rough draft. Explain your revisions on a separate worksheet. Use the writing checklist and staple it all together in this order: TOP Check list, Final draft, Rough draft, FATP/Frame, Revision explanation worksheet BOTTOM. |
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| Nov. 16 | Writing: Student will apply what they have learned about content, organization, style and conventions to write a 5 paragraph essay. Reading: Students will understand literary elements of poetry. (LA05) |
Do Now: At your table, finish one of the following statements and be ready to explain: Poetry is like a yo-yo./a light stick./playdough. Activity: Finish final draft or silent read to 9:55. Next, students fold a piece of notebook paper into quarters and we use it to summarize the sections of page 256-259 together. Then, students flip their paper over, write rhythm, rhyme, and refrain down. We read page 260 and write the definitions. After that, we use a worksheet strategy called SOAPSTone to analyze the poem, "Big Rock Candy Mountain" on page 261. |
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| Nov. 17 | Students will practice reading poetry to find the author's use of imagery, figurative language and meaning. | Do Now: #2's get books. Use your notes from yesterday to read the poem on page 259 and answer the overhead questions - in your head. (images, figures of speech, word sounds, form, rhythm, rhyme and refrain) Activity: Review homework and do now. Mrs. Wolff reads "The Big Rock Candy Mountains" on page 261 while students follow along. Then, we re-read each stanza to ask questions and clarify words and ideas. After that, students are given a SOAPSTone worksheet to fill out. Finally, students are given the words to "Somewhere Over the Rainbow" and they SOAPSTone it too. |
Finish the SOAPSTone worksheet for "Somewhere Over the Rainbow" due on Thursday morning Bring a sack lunch and drinks for tomorrow. |
| Nov. 18 | JA Field Trip! | ||
| Nov. 19 | Students will practice reading poetry to find the author's use of imagery, tone, figurative language and meaning. | Activity: Students corrected their own SOAPSTone worksheet as we discussed the poem, "Somewhere Over the Rainbow". Then, students wrote a paragraph of the similarities between "The Big Rock Candy Mountain" and "Somewhere Over the Rainbow". After that, Mrs. Wolff reads, "Bury Me Not on the Loan Prairie" aloud. Then, students answer #6, 7, 8 and "Connotations" questions on page 266. |
Finish today's assignment |
| Nov. 20 | Students will practice reading poetry to find the author's use of imagery, tone, figurative language and meaning. | Do Now: Turn in p. 266. #4's get books. Then, discuss at your table what the tone of "Bury Me Not" is and what words prove it. Activity: Pop quiz over do-now question. Review answers for #6, 7, 8 and "connotations" on p. 266. Then, students complete a worksheet on tone and turn it in. After that, they SOAPSTone "Bury Me" and we go over it together as a class as students correct their own papers. |
No homework! |
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DATE |
OBJECTIVE |
CLASSWORK |
HOMEWORK |
| Sept. 4 | Earth Science 2E-Earth's crust is made like plates that move 2G-Processes that change the surface of Earth |
Do Now: Look at EALR 4E and G. Make a list of science vocabulary that you would need to know in order to learn these standards. Activity: Review some of the new vocabulary: crust, mantle, core, structures, landforms, process, etc. that students identified. Next, Mrs. Wolff reads p. 11 of our textbook aloud. After that, students set up their new interactive notebooks. |
Student may take their Interactive Science Notebooks home to decorate if they choose. |
| Sept. 8 | Earth Science 2E-Earth's crust is made like plates that move 2G-Processes that change the surface of Earth |
Do Now: Take out your science notebook and copy the overhead onto page 5. Activity: Together, we read pages 12-17 together, taking notes in our science notebook as we read. |
Finish reading to page 21 and take Cornell notes in your science notebook. |
| Sept. 9 | Earth Science 2E-Earth's crust is made like plates that move 2G-Processes that change the surface of Earth |
Do Now: Look at the overhead. On scratch paper, make 1 question and 1 statement about the picture. |
Finish #1-4 on p. 21 |
| Sept. 10 | Earth Science 2E-Earth's crust is made like plates that move 2G-Processes that change the surface of Earth |
Do Now: Turn in #1-4 on page 21. Then, students do the word-relationship activity on the overhead (explain how each word pair is related: dome and magma, plateau and fold, crust and mantle, fault and crust.) Activity: Correct p. 21. Read pages 22-24 together while taking notes and discussing. Next. we make a Venn diagram of faults and folds on the left side of our notebook. |
You can start to study for the chapter 1 test that will be on Tuesday, Sept. 15th |
| Sept. 11 | Earth Science 2E-Earth's crust is made like plates that move 2G-Processes that change the surface of Earth |
There was a guest teacher in for Mrs. Wolff today. Activity: Students did the chapter 1 review: all of page 28 and #1, 3, 4, 6 on the top of page 29. |
Study! Test will be on 9/15. |
| Sept. 14 | Earth Science 2E-Earth's crust is made like plates that move 2G-Processes that change the surface of Earth |
Do Now: On the LEFT side of your notebook, across from the word "plateau", draw a landscape that includes all the words on the overhead. Activity: Correct the chapter review (pages 28 and 29) that we did on Friday. Then, students watch mini video clips (2 min. long) about Mountain Formation, Fault Mountains, Plateaus, and Earthquakes. Students use the video and other information to draw pictures on the left side page of their notebooks that help them to remember the information on the right sides. |
Study! The test will be tomorrow. |
| Sept. 15 | Earth Science 2F-The Earth's crust is made of plates floating on a mantle - earthquakes & volcanoes |
Do Now: Clear your desk. Activity: Students take the chapter 1 test. When finished, they read p. 31 silently to themselves. Next, Mrs. Wolff shows a mini video clip to introduce volcanoes. The, students read p. 32, 33 while taking notes. |
Complete anything that you didn't finish in class today. |
| Sept. 16 | Earth Science 2F-The Earth's crust is made of plates floating on a mantle - earthquakes & volcanoes |
Do Now: Look at the map on page 39. What does that mean for people in Texas or Washington? What about Florida. Discuss at your table. Activity: Mrs. Wolff checks notes for p. 32 and 33. Then, we read pages 34, 36, 37 while taking notes together. After that, we answer all but #3 on p. 39 together. |
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| Sept. 17 | Earth Science 2F-The Earth's crust is made of plates floating on a mantle - earthquakes & volcanoes |
Do Now: On the left side of your notebook, next to yesterday's notes, write a sentence telling how each of the word-pairs on the overhead is related. Activity: Review the do-now together. Students use the rubric in the front of their notebook to self-evaluate the accuracy, thoroughness and organization of their notebooks. Mrs. Wolff returns the chapter 1 test and we reflect on it. |
Finish reading and taking notes through page 39. |
| Sept. 18 | Earth Science 2F-The Earth's crust is made of plates floating on a mantle - earthquakes & volcanoes |
Do Now: On the left side of your notebook, next to your volcano notes, draw a picture of the three types of volcanoes Activity: Share volcano pictures. Label the pictures with the names and ways that the volcanoes are formed. Then, read p. 47-48, taking notes. Then, Mrs. Wolff shows a writing prompt, followed by a 3 minute video about volcanoes types. Students complete the writing prompt using Step Up to Writing strategy. |
Finish your volcano types paragraph. Start studying for the chapter 2 test on Tuesday, Sept. 22nd! |
| Sept. 21 | Earth Science 2F-The Earth's crust is made of plates floating on a mantle - earthquakes & volcanoes |
Do Now: Turn in your volcano types paragraph. On scratch paper, make 1 statement and 1 question about the picture on the overhead. Activity: Discuss the do now (projected lava flow if Mt. Rainier erupts). Next, we check notes to ensure that they are complete. Then, students do the chapter review: all of page 52 and #1-8 on page 53. We correct. |
Test tomorrow! |
| Sept. 22 | Earth Science 2F-The Earth's crust is made of plates floating on a mantle - earthquakes & volcanoes |
Do Now: Fill out the TOP part of your test reflection and glue it into your notebook on the left side AFTER your last page of notes. Activity: Students take the chapter 2 test on volcanoes and earthquakes. Read the article, "Shake, Rattle and Glow." |
Finish reading the article if you did not finish it in class today. Bring it back to class with you tomorrow. |
| Sept. 23 | Earth Science 2F-The Earth's crust is made of plates floating on a mantle - earthquakes & volcanoes |
Do Now: Write a 1 sentence summary on the bottom of "Shake, Rattle and Glow". Activity: Students find someone who has the same number as they do. Then, they share their summaries and decide which of the two student's summaries is better. Students with the better summaries stand in front of the class. Each of them reads their summary. The class votes if it is too broad, narrow or just right. Finally, we decided which was the ultimate summary and Michael C was chosen! Mrs. Wolff returns the tests and students complete a worksheet to reflect upon their test results and study methods. They take the test home to show parent/guardian and have parents read their notebook reflection and sign. Students also read "Cracked Plates" and answer questions about the two articles. |
Show your test to your guardian and have them sign your reflection in your notebook! Finish reading the article and complete the worksheet. |
| Sept. 24 | Earth Science 2F-The Earth's crust is made of plates floating on a mantle - earthquakes & volcanoes |
Do Now: Open your notebook to the page with your parent's signature. While you wait for Mrs. W to check you off, make a title page for ch. 3 (See overhead). Activity: Quickly grade yesterday's worksheet. Then, students read page 55-59 while taking notes. |
Make sure your notes are complete and get your notebook signed if you haven't already! |
| Sept. 25 | Earth Science 2F-The Earth's crust is made of plates floating on a mantle - earthquakes & volcanoes |
Do Now: Your table will be responsible for explaining how the evidence on the overhead supports the theory of continental drift. Each groups gets one piece of evidence: rocks, glacial deposits, salt, continent shapes, coal, fossils, climate. Activity: We quickly grade the worksheet for the articles we read on Tues. and Wed. Then, we read pages 60-63 taking notes. |
Finish reading and notes to page 63. |
| Sept. 28 | Earth Science 2F-The Earth's crust is made of plates floating on a mantle - earthquakes & volcanoes |
Do Now: Find out the definitions for: Constructive and Destructive. Use a dictionary or ask your table mates. Activity: We discuss the do now. Afterwards, students read p. 64-71 in the textbook while taking notes in our interactive science notebook. Then, Mrs. Wolff shows examples of Pangaea puzzle worksheets from last year that demonstrate how the evidence of continental drift seem to match up the continents like a puzzle. |
Finish taking notes up to page 71! |
| Sept. 29 | Earth Science 2F-The Earth's crust is made of plates floating on a mantle - earthquakes & volcanoes |
Do Now: Students open their notebooks to the last page of notes. Activity: Mrs. Wolff checks student notes to make sure they are complete. Next, students watch a 14 minute video called, "Plate Tectonics: Our Restless Planet" followed by a discussion led by Mrs. Wolff. Next, students add pictures on the left side of their notebooks to reinforce and demonstrate what they learned from the video and book. |
Finish making pictures on the left- side pages of your notebook. Use your textbook and today's video for ideas. |
| Sept. 30 | Earth Science 2F-The Earth's crust is made of plates floating on a mantle - earthquakes & volcanoes |
Do Now: Take out your notebook and share/explain your pictures to your table, one student at a time. Activity: Mrs. Wolff checks pictures. Students share pictures with the class. Students check their notes and compare them to Mrs. Wolff's, adding anything they are missing. Next. students do the chapter review: all of page 76 and #1, and #3-8 at the TOP of page 77. |
The chapter 3 test will be Friday, 10/2 |
| Oct. 1 | Earth Science 2F-The Earth's crust is made of plates floating on a mantle - earthquakes & volcanoes |
Do Now: Take out your chapter review. Activity: We correct the chapter review and clarify anything students need. Then, we read and respond to pages 72-74 in the Science Daybook. |
The chapter 3 test will be tomorrow. STUDY your notes and textbook. |
| Oct. 2 | Earth Science 2F-The Earth's crust is made of plates floating on a mantle - earthquakes & volcanoes |
Do Now: Get your Daybook from the shelf or your backpack. Activity: Marisol tells us about Crater Lake with a demonstration and description from her visit last week. THE TEST WAS POSTPONED UNTIL MONDAY! Instead, we play "Who Wants to Be a Millionaire" about plate tectonics at: http://www.quia.com/rr/66026.html and then we read and respond to pages 74-75 in Science Daybook. |
Test was postponed until Monday! Make sure you study! |
| Oct. 5 | Earth Science 2F-The Earth's crust is made of plates floating on a mantle - earthquakes & volcanoes |
Do Now: Fill out the test reflection and glue it onto the left side of your notebook. Get your Science Daybook out and put it under your desk. Activity: Students take the chapter 3 test. Then, they finish reading and responding to pages 75-81 in their Science Daybook. |
Finish Science Daybook to page 81. |
| Oct. 6 | Earth Science 2H-The rock cycle and 3 types of rock |
Do Now: Copy the overhead on the right-side page of your notebook next to your test refection. Activity: Correct yesterday's Science Daybook up to page 81. Read textbook from p. 93 to 97 and take notes in notebook. |
Finish reading and notes. |
| Oct. 7 | Earth Science 2H-The rock cycle and 3 types of rock |
Do Now: Number 1-10 on a piece of paper. Take out your notebook. Activity: Return tests and reflect. Students take their test home and get notebook signed by guardian. Next, students do a quick True/False pretest before watching an 11 minute video "Geologist's Notebook". Then, we look at the pretest and students adjust their answers if needed. Last, students do p. 20-23 in Science Daybook. While students work on their Science Daybook assignment, Mrs. Wolff meets with all students who got a beginning on their test. |
Show your test to your guardian and get your notebook signed. |
| Oct. 8 | Earth Science 2H-The rock cycle and 3 types of rock |
Do Now: Do you remember the three groups of rocks? If not, look them up. Activity: Mrs. Wolff does a notebook check for guardian signatures. Then, we correct yesterday's Science Daybook pages 20-23. Finally, students read pages 97-104 and take notes. (It sounds like a lot of pages, but it is mostly pictures!) |
Finish reading and notes up to page 104. |
| Oct. 12 | Earth Science 2H-The rock cycle and 3 types of rock |
Do Now: On a piece of scratch paper, answer the questions on the overhead. Activity: Mrs. Wolff checks notebooks for parent signatures and notes to page 104. Then, students finish reading pages 105-107, taking notes. Last, students work in a group to create a poster and answer questions for their section. They will present the poster and section questions to the class on Wednesday. |
KNOW your group's section well! Group 1-sec 4-3 |
| Oct. 13 | Earth Science 2H-The rock cycle and 3 types of rock |
Do Now: Take out one piece of paper per table and brainstorm a list of WHAT to teach the class about your section. Activity: Work at your table to decide HOW to teach the class about your text section. Make your poster. Practice your presentation/skit/poem/song. (Each group gets 10 minutes to present on Thursday.) |
You may work on your part at home, but keep the poster at school! Group 1-sec 4-3 Groups 2 & 5-sec 4-4 Groups 3 & 6-sec 4-5 Groups 4 & 7-sec 4-6 |
| Oct. 14 | Earth Science 2H-The rock cycle and 3 types of rock |
Do Now: Think about how you best remember new science information. Read? Make pictures? See videos? Make flashcards? Take notes? Talk about it? Activity: Mrs. Wolff has students stand in different corners to show how they learn. All 4 corners were full of 3 or more kids showing that we all learn different ways. Mrs. Wolff challenges each group to incorporate activities from two "corner" learning styles. Next. students get their posters from the front of the room and a package of markers. Finish posters, practice presentations (skit, poem, song, rap) to help the class remember the information in your section. |
Practice so you are ready for your 10 minute presentation tomorrow. |
| Oct. 15 | Earth Science 2H-The rock cycle and 3 types of rock |
Do Now: Do anything last minute that is required. We start when the tardy bell rings! Activity: Groups present the information in their section of the textbook. Students in the "audience" take notes on a handout. After each presentation, we determine if all the necessary information was included and we use a rubric to evaluate. |
Start studying! The ch. 4 test will be on Wednesday! |
| Oct. 19 | Earth Science 2H-The rock cycle and 3 types of rock |
Do Now: Draw a Venn diagram to show similarities and differences between the 3 types of rock. Do this on the left page across from notes about igneous rock. Activity: Mrs. Wolff guides students through highlighting the important items in their notebooks. If notes are missing, this was the time to add them! The last two groups give their rock presentations as the class takes notes on their handout. |
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| Oct. 20 | Earth Science 2H-The rock cycle and 3 types of rock |
Do Now: Which rock would you most likely find a fossil in? Does your group agree? Why? Activity: Students complete the chapter review: Multiple Choice #1,3, 7 on page 110. and Top #3, 4, 5, 6, 8 of page 111 and Bottom #2 and 4 on page 111. Correct together. |
Start studying if you haven't already! The chapter 4 test has been moved to THURSDAY! |
| Oct. 21 | Earth Science 2H-The rock cycle and 3 types of rock |
Do Now: Open your notebook to the rock cycle picture and share at your table. Is yours complete? Activity: Mrs. Wolff checks notebooks for completion and then students share their rock cycle pictures on the overhead. Next, students correct their own chapter review. Finally, we review how scientists make observations and inferences. We practice with photos. |
Study! Ch. 4 test is tomorrow! |
| Oct. 22 | Earth Science 2H-The rock cycle and 3 types of rock. |
Do Now: Complete the test reflection and glue it onto the next LEFT side page of your notebook. Activity: Students take the chapter 4 test about rocks. Mrs. Wolff reviews observations and inferences. Students practice making observations and inferences using pictures on the overhead. |
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| Oct. 23 | Earth Science 2H-The rock cycle and 3 types of rock. |
Do Now: Make 2 observations and 1 inference about the photo on the overhead. Activity: Students read the handout on rock classification to prepare for Monday's rock lab. Students add the information from the handout to their Venn diagram in their notebooks. Then, students look at rocks to make observations and inferences as to how they are classified. |
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| Oct. 26 | Earth Science
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Do Now: Clear your desk. Activity: Mrs. Wolff returns the Rock test and students fill out the reflection in their notebooks. Students take a quiz over Observations and Inferences. Then, they make a title page for chapter 5 in their notebooks (copy overhead). After that, we glue the standards that are covered for chapters 1-6 in the Dynamic Earth Textbook into our notebooks. Finally, we look at the standards for the last sections of science and talk about whether they meet them now. How do you know? |
Show your test to your parent and get your notebook signed! Also, get your progress report envelope signed. |
| Oct. 27 | Earth Science 2G-Landforms are created/destroyed through weathering and erosion. |
Do Now: Open your notebook to your signature page. Describe the picture on page 112 of your science textbook and discuss with your table. Activity: Discuss the do now. Then, Mrs. Wolff gives guiding questions for taking Cornell notes in chapter 5. Students read p. 113-120 and take notes. |
Finish taking notes to page 120! Can you find the answers to the questions on page 120 in your notes? Show your test to your parent and get your notebook signed. |
| Oct. 28 | Earth Science 2G-Landforms are created/destroyed through weathering and erosion. |
Do Now: Can you think of an example of weathering on Illahee's campus? Activity: Discuss do-now. Fold paper the long way ("hotdog" style) and write chemical on the left and mechanical on the right. Students will use this paper for homework. Next, Mrs. Wolff gives students the guiding questions for taking Cornell notes in section 5-2. |
Make sure your notes are complete for 5-1 and 5-2. Draw pictures of types of weathering on the left pages of your notebook. Find examples of weathering in your neighborhood, store or at Illahee and write them on the paper we prepared today Ch. 5 test (sections 1 and 2) will be on Wednesday, 4th |
| Nov. 2 | Earth Science 2G-Landforms are created/destroyed through weathering and erosion. |
Do Now: Do you know what happens to copper over time? Share this at your table. Activity: Discussion about the do now. Students share their homework examples for chemical and mechanical weathering. Students trade their notebooks with another student and look for the answers to the questions on pages 120 and 122. Mrs. Wolff uses the overhead to show what students' notes should include. Students add anything that is missing. |
Test on Wed. 11/4 |
| Nov. 3 | Earth Science 2G-Landforms are created/destroyed through weathering and erosion. |
Do Now: Explain to a table partner the difference between chemical and mechanical weathering. Activity: Discuss the do now. Students do the chapter review: all of page 130 and just #4 and 6 on the top of page 131. Students correct their own paper as Mrs. Wolff reviews the answers. Finally, students share their pictures of weathering on the left side of their science notebooks. |
Study your notes, text and chapter review for the ch. 5 test tomorrow. |
| Nov. 4 | Earth Science 2G-Landforms are created/destroyed through weathering and erosion. |
Do Now: Fill out the test reflection and glue it into your notebook. Get your Science Daybook from the shelf and place it underneath your chair. Activity: Take the ch. 5 science test on weathering. Then, students read and respond to pages 52-55 of their Science Daybook. Mrs. Wolff returns student's inquiry tests. |
If you didn't finish your Daybook up to the bottom of page 55, finish it for homework! |
| Nov. 5 | Earth Science 2G-Landforms are created/destroyed through weathering and erosion. |
Do Now: At your tables, work together to write a definition of erosion. Activity: Share definitions. Students do pages 60-61 in Science Daybook. Then, students fold their paper into thirds (like a brochure) and quick draw the 6 techniques that farmers use to fight erosion of their crops. |
Finish your pictures tonight! |
| Nov. 6 | Earth Science 2G-Landforms are created/destroyed through weathering and erosion. |
Do Now: Turn in your brochure. Talk at your tables about how weathering and erosion are related. Activity: Show student brochures on the Elmo (document camera). Together, we preread chapter 6, looking at pictures, guide-for-reading questions and headings. Then, Mrs. Wolff gives students a handout that includes important vocabulary and guiding questions that they need to use when reading and taking notes for chapter 6. So, students then read chapter 6 and take notes. |
Finish reading and draw pictures on the left side of your notebook across from your notes. |
| Nov. 9 | Earth Science 2G-Landforms are created/destroyed through weathering and erosion. |
Do Now: Open your notebook to your parent signature page. Activity: Mrs. Wolff checks for signatures. Then, Mrs. Wolff uses the Elmo to show her notes and students compare theirs, making sure they are complete. Students finish reading and taking notes for the rest of chapter 6. Mrs. Wolff returns students' brochures. |
Finish reading chapter 6 and taking notes. Draw pictures on the left side of your notebook across from your notes. |
| Nov. 10 | Earth Science 2G-Students will understand how landforms are created/destroyed through weathering and erosion. | Do Now: Write a paragraph to summarize chapter 6; use the overhead as a guide. Also, last call for brochures! Activity: Notes check over 6-3 to 6-6 and pictures on the left sides of notebook. Then, we share the summaries. Do worksheet 6-1. Do #1, 2, 3 and 8, 9, 10 of the multiple choice on the top of page 158. Also complete all the true/false on that page. |
Chapter 6 test over erosion will be Friday, November 13th. |
| Nov. 12 | Earth Science 2G-Students will understand how landforms are created/destroyed through weathering and erosion. | Do Now: Explain how caves are formed and talk about how that is similar to how sea stacks are formed. Activity: Do now discussion. Students correct their own 6-1 worksheet and their own test review p. 158. Next. Mrs. Wolff explains what you will need to know for the test and go over #1, 2, 4, 6 and 9 on the top of page 159. |
Ch. 6 test over erosion will be tomorrow. |
| Nov. 13 | Earth Science 2G-Students will understand how landforms are created/destroyed through weathering and erosion. | Do Now: Clear desk. Activity: Students take the chapter 6 test. |
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| Nov. 16 | Students will be able to generate questions (Inquiry A) and know the parts of a science experiment (Inquiry D) | Do Now: Make 3 observations and 1 inference about the picture on the overhead. (man with big belly) Activity: Do now discussion. Mrs. Wolff returns student's erosion tests and they fill out their reflection in their notebook. Then, students work in pairs to define inquiry vocabulary cards. We set up the next section of our notebook (copy overhead) and then, students take notes as pairs share out their definitions with the class. |
Know the inquiry vocabulary! Click here for inquiry vocabulary definitions |
| Nov. 17 | Students will be able to generate questions (Inquiry A) and know the parts of a science experiment (Inquiry B&D) | Do Now: At your table, review what you remember about the scientific method/process. Activity: Do Now discussion. Student pairs continue to share their vocabulary on inquiry cards as the class takes notes. Then, students take notes about the scientific process and glue their vocabulary words into their notebook. Finally, students start the first page of a handout that we will finish on Thursday. |
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| Nov. 18 | JA Field Trip! | ||
| Nov. 19 | Students will be able to generate questions (Inquiry A) and know the parts of a science experiment (Inquiry B&D) | Do Now: Take out your experiment packet and continue to make scientific questions for the situations on the front page of the packet. Activity: Discussion over the do-now and then students write hypotheses for the scenarios on the back of the first page of the packet. Next, students finish the packet, identifying the parts of the scienctific method in a banana experiment. |
Finish the packet tonight! |
| Nov. 20 | Students will be able to generate questions (Inquiry A) and know the parts of a science experiment (Inquiry B&D) | Do Now: Turn in your experiment packet. Tack out your notes and silently review the inquiry vocab and notes. Activity: Correct the packet. Next, Mrs. Wolff reads an article about oysters and we work together to identify the parts of the science experiment. |
