April 10-14
We are reading a paired text set about the development of TV and the effect it has had on American culture.
Monday: Read the paired text set and answer #1-3 on page 1. We will review the answers as a class. Then, classwork/ group work is to finish the text evidence questions on pages 3 and 4.
Homework: This was assigned on Friday, and is due Tuesday - to complete the comparison chart of the two speeches (RFK and Reagan) from last week.
Tuesday: Turn in homework at the START of class. Read for 10 minutes, then complete reading activity + book cover design. We will review the answers to pages 3 and 4 about American television, then complete the close reading questions on pages 5 and 6. This becomes homework if unfinished.
Wednesday: Complete the synthesis activity for the paired texts and have class discussion about close reading questions.
Homework: Study for quiz on FRIDAY
Thursday: Review for the quiz on FRIDAY and respond to the critical thinking and constructed response questions for the paired texts on American television.
Friday: Take quiz, complete gallery walk of book reviews, possible reading picnic, weather permitting.
The paired text plus copies of the packet can be found below.
If you need to print, I recommend selecting ONLY the pages you want to print because it is a lengthy document.
Monday: Read the paired text set and answer #1-3 on page 1. We will review the answers as a class. Then, classwork/ group work is to finish the text evidence questions on pages 3 and 4.
Homework: This was assigned on Friday, and is due Tuesday - to complete the comparison chart of the two speeches (RFK and Reagan) from last week.
Tuesday: Turn in homework at the START of class. Read for 10 minutes, then complete reading activity + book cover design. We will review the answers to pages 3 and 4 about American television, then complete the close reading questions on pages 5 and 6. This becomes homework if unfinished.
Wednesday: Complete the synthesis activity for the paired texts and have class discussion about close reading questions.
Homework: Study for quiz on FRIDAY
Thursday: Review for the quiz on FRIDAY and respond to the critical thinking and constructed response questions for the paired texts on American television.
Friday: Take quiz, complete gallery walk of book reviews, possible reading picnic, weather permitting.
The paired text plus copies of the packet can be found below.
If you need to print, I recommend selecting ONLY the pages you want to print because it is a lengthy document.
history_of_tv.pdf | |
File Size: | 661 kb |
File Type: |
piared_text_all_activities.pdf | |
File Size: | 1474 kb |
File Type: |
March 20-24
Monday: Complete FSA bellringer #6, goal setting practice (academic and personal), lemurs: show what you know, update composition notebook, add test and quiz dates to agenda
Tuesday: Bellringer: finish goal setting practice, watch Lemurs of Madagascar documentary, complete 3-2-1 notes/ chart
Wednesday: practice constructing and answering DOK level 2 and 3 questions about the impact of deforestation on an endangered species population such as lemurs of Madagascar.
Thursday: Practice FSA exam on laptops
Friday: goal setting due, "make your own quiz" questions with groups, library trip.
Tuesday: Bellringer: finish goal setting practice, watch Lemurs of Madagascar documentary, complete 3-2-1 notes/ chart
Wednesday: practice constructing and answering DOK level 2 and 3 questions about the impact of deforestation on an endangered species population such as lemurs of Madagascar.
Thursday: Practice FSA exam on laptops
Friday: goal setting due, "make your own quiz" questions with groups, library trip.
lemur_handout.docx | |
File Size: | 13 kb |
File Type: | docx |
March 6-9
Monday 3/6: Complete #1-6 Analyze for "The Ravine"
Tuesday: Class trip to library. Notes about character development and conflict.
Wednesday: Complete a character web for the friends in "The Ravine", finish notes on character development and conflict. Test review.
Thursday: Test over "The Ravine". Open notes, open book. Partially fill in the blank, mostly written response. See below for study guide.
Friday: NO SCHOOL
Tuesday: Class trip to library. Notes about character development and conflict.
Wednesday: Complete a character web for the friends in "The Ravine", finish notes on character development and conflict. Test review.
Thursday: Test over "The Ravine". Open notes, open book. Partially fill in the blank, mostly written response. See below for study guide.
Friday: NO SCHOOL
Study Guide - The Ravine - Test | |
File Size: | 13 kb |
File Type: | docx |
"The Ravine" read online | |
File Size: | 518 kb |
File Type: |
"The Ravine" PowerPoint notes | |
File Size: | 58 kb |
File Type: | pptx |
Notes: The Ravine | |
File Size: | 15 kb |
File Type: | docx |
Missing assignments
Please check your grades online to see what assignments you are missing.
I have electronic copies of some of the work we do in class, but not all.
See the files attached below.
I have electronic copies of some of the work we do in class, but not all.
See the files attached below.
Planning sheet: Civil Rights essay | |
File Size: | 12 kb |
File Type: | docx |
Story: The Emperor's New Clothes | |
File Size: | 18 kb |
File Type: | docx |
Vocabulary Homework: define and use in a sentence | |
File Size: | 14 kb |
File Type: | docx |
Anti-Poaching Infographic | |
File Size: | 913 kb |
File Type: |
Literary Terms worksheet | |
File Size: | 17 kb |
File Type: |
Identify 10 problems with light pollution | |
File Size: | 73 kb |
File Type: | doc |
Story: The Princess and the Pea | |
File Size: | 44 kb |
File Type: | docx |
January 9-13th
Monday Jan. 9
Review the writing process.
Learn SPRITE writing strategy.
Read sources about light pollution.
Split into 4 groups, each will read 1 source then share with the whole class a summary of that source.
Daily grade: Completed notes and participation in jigsaw activity
Homework: Create a list of ALL the problems associated with light pollution.
Tuesday Jan. 10
At the start of class check Monday’s homework
Write the thesis for the essay on light pollution.
Share the lists of issues, organize them into 3 categories. Color code the evidence in the sources based on these categories.
Homework: Complete the thesis
Wednesday Jan. 11
Check for completed thesis statement
Receive copies of the essay writing packets.
Complete the SPRITE chart for these 4 sources.
Use the planning sheet to plan the essay.
Homework: Finish the sprite chart and planning sheet, if incomplete.
Thursday Jan. 12
At the start of class, check Wednesday’s homework
Write the introduction paragraph for an essay about light pollution.
Must include: Background information about light pollution, hook (to make the audience want to read this) and thesis statement that includes the 3 major issues associated with light pollution
Homework: Write one of the body paragraphs
Friday Jan. 13
Practice elaboration techniques to improve the quality of our body paragraphs.
Read a partner’s body paragraph about light pollution and revise it to add better elaboration.
Turn in this whole packet
Review the writing process.
Learn SPRITE writing strategy.
Read sources about light pollution.
Split into 4 groups, each will read 1 source then share with the whole class a summary of that source.
Daily grade: Completed notes and participation in jigsaw activity
Homework: Create a list of ALL the problems associated with light pollution.
Tuesday Jan. 10
At the start of class check Monday’s homework
Write the thesis for the essay on light pollution.
Share the lists of issues, organize them into 3 categories. Color code the evidence in the sources based on these categories.
Homework: Complete the thesis
Wednesday Jan. 11
Check for completed thesis statement
Receive copies of the essay writing packets.
Complete the SPRITE chart for these 4 sources.
Use the planning sheet to plan the essay.
Homework: Finish the sprite chart and planning sheet, if incomplete.
Thursday Jan. 12
At the start of class, check Wednesday’s homework
Write the introduction paragraph for an essay about light pollution.
Must include: Background information about light pollution, hook (to make the audience want to read this) and thesis statement that includes the 3 major issues associated with light pollution
Homework: Write one of the body paragraphs
Friday Jan. 13
Practice elaboration techniques to improve the quality of our body paragraphs.
Read a partner’s body paragraph about light pollution and revise it to add better elaboration.
Turn in this whole packet
light pollution packet | |
File Size: | 73 kb |
File Type: | doc |
January 4-6
Wednesday: Read both anti poaching articles: "Can She Be Saved?" and "Can Drones Stop Animal Killers?". Complete the T-chart of notes while reading. After reading, complete the Synthesis chart to answer questions about both articles. The chart is linkedbelow.
Thursday: Due by the end of class - Anti-Poaching articles synthesis chart and notes. Homework assigned: Create an anti-poaching info graphic. Assignment sheet is linked below.
Friday: Due: Anti-Poaching Info graphic. Class activity: Gallery walk of anti-poaching infographics
Optional: Use https://www.easel.ly/create or www.canva.com to create an info graphic online.
To submit it to Mrs. Perkins you can
a) print it out
b) save the image and email the file to Mrs. Perkins at: [email protected]
Bonus opportunity: Write an explanatory essay to enter the SCOPE magazine contest. The essay must answer the following: Why is poaching a concern? What can be done to “turn the tide” against poaching? Explain your answer, using evidence from both texts. Five winners will each get What Elephants Know by Eric Dinerstein.
All entries must be received by SCOPE Magazine by FEBRUARY 15TH. It is your responsibility to mail in the essay. Turn in your copy to me by February 15th also to receive bonus credit. Scholastic chooses 5 winners for this nationwide contest. I am offering a frozen treat (Blizzard, milkshake, frosty etc.) of any size and flavor to any students from Shoal River who are recognized by Scholastic as winners!
See Mrs. Perkins for a copy of the entry form or follow this link
anti-poaching infographic assignment.docx | |
File Size: | 14 kb |
File Type: | docx |
Classwork charts: anti-poaching articles from SCOPE Magazine | |
File Size: | 12 kb |
File Type: | docx |
Final Exams Week: Dec 12-16th
Monday: Review questions and study guide in class. See file below for a copy of the study guide and answers.
Tuesday: Review activity in class. The informational essay is due at the start of class.
Wednesday: Turn in any bonus opportunity questions (#1-37) at the start of class. The exam will be given during class only, no take home portions. After testing, students may read.
Thursday: Due - Book Review for December AND Reading Log for December.
Friday: Due - any bonus work made for the special yearbook activity. Also, last chance for any teddy bear/ stuffed animals to be donated for the Children's Hospital.
Tuesday: Review activity in class. The informational essay is due at the start of class.
Wednesday: Turn in any bonus opportunity questions (#1-37) at the start of class. The exam will be given during class only, no take home portions. After testing, students may read.
Thursday: Due - Book Review for December AND Reading Log for December.
Friday: Due - any bonus work made for the special yearbook activity. Also, last chance for any teddy bear/ stuffed animals to be donated for the Children's Hospital.
Study guide for December exam: review questions and answers | |
File Size: | 24 kb |
File Type: | docx |
Informational Essay - The Nile River and Ancient Egypt
Throughout the month of December students will complete a cross-curricular project with Social Studies about the devlopment of ancient civilizations and how they were impacted by rivers. Our essay focuses entirely on the Nile River's impact on Ancient Egypt. The final essay will be scored as a test grade, or a summative assignment. This category is 40% of their grades in ELA.
Prompt: Write an Informational Essay about the impact of the Nile River on Ancient Egyptian life and civilization.
25 points are possible for text marking, 25 points are possible for graphic organizers, 50 points are possible for the essay.
Due: Tuesday, December 13th, 2016.
Format:
Prompt: Write an Informational Essay about the impact of the Nile River on Ancient Egyptian life and civilization.
25 points are possible for text marking, 25 points are possible for graphic organizers, 50 points are possible for the essay.
Due: Tuesday, December 13th, 2016.
Format:
- Write in pencil on lined paper
- Skip every other line. Do not write on every line. Leave an empty line between your writing.
- Only write on the FRONT of your paper
- Include your name and class period
- Turn in all together – paper clipped OR in a folder
- 1) The essay
- 2) All sources (to be check for text marking)
- 3) The graphic organizers
- 4) Self evaluation (You need to complete this form)
Self-assessment/ Informational essay assignment sheet | |
File Size: | 36 kb |
File Type: | docx |
Graphic Organizer for Essay Structure (15 points) | |
File Size: | 19 kb |
File Type: | docx |
Graphic Organizer for Controlling Idea and Thesis (10 points) | |
File Size: | 12 kb |
File Type: | docx |
Source: Egypt the Kingdom of Kush and Mesopotamia_0__1_.pdf | |
File Size: | 201 kb |
File Type: |
Source: How Did the Nile Shape Ancient Egypt? | |
File Size: | 209 kb |
File Type: | docx |
Week 13: October 31-November 4th
All files used in class are attached below.
Monday: The argumentation essay is due at the beginning of class. We will read our spooky story, "A Dead Body" and begin questions in the student packet. Taking notes on mood and imagery.
Tuesday: Re-read "A Dead Body" for imagery and mood. Notes on theme. Late essays may be turned in for a maximum of 80% credit.
Wednesday: Late essays may be turned in for a maximum of 60% credit
Thursday: Due: Questions 1-25 from the student packet on "A Dead Body". The answers must be on a separate sheet of paper and written using complete sentences. Late essays may be turned in for a maximum of 40% credit
Friday: Quiz: over imagery, theme, mood and the plot and characters in "A Dead Body". The entire packet is due at the start of class. ALL sections must be complete. Late essays may be turned in for a maximum of 20% credit
Monday: The argumentation essay is due at the beginning of class. We will read our spooky story, "A Dead Body" and begin questions in the student packet. Taking notes on mood and imagery.
Tuesday: Re-read "A Dead Body" for imagery and mood. Notes on theme. Late essays may be turned in for a maximum of 80% credit.
Wednesday: Late essays may be turned in for a maximum of 60% credit
Thursday: Due: Questions 1-25 from the student packet on "A Dead Body". The answers must be on a separate sheet of paper and written using complete sentences. Late essays may be turned in for a maximum of 40% credit
Friday: Quiz: over imagery, theme, mood and the plot and characters in "A Dead Body". The entire packet is due at the start of class. ALL sections must be complete. Late essays may be turned in for a maximum of 20% credit
dead_body._student_packet.docx | |
File Size: | 42 kb |
File Type: | docx |
Week of October 24-28th
Monday: Revising and editing our argumentation essays for quality, with a focus on the support details and transitional strategies used.
Mini lesson - editing marks to use while proofreading.
Materials - Typed and printed essay + Guide for Revising and Publishing your Argumentation Essay
Tuesday: Editing conferences and with peer editors.
Mini lesson: Providing appropriate background information in the introduction.
Wednesday: Editing conferences and with peer editors.
Mini lesson: Ending with a strong conclusion.
Thursday: Typing final draft to be published
Friday: Students will finish typing their essay and will begin the self-assessment of the essay according to the FSA rubric. The class will go to the library to check out and return books.
Mini lesson - editing marks to use while proofreading.
Materials - Typed and printed essay + Guide for Revising and Publishing your Argumentation Essay
Tuesday: Editing conferences and with peer editors.
Mini lesson: Providing appropriate background information in the introduction.
Wednesday: Editing conferences and with peer editors.
Mini lesson: Ending with a strong conclusion.
Thursday: Typing final draft to be published
Friday: Students will finish typing their essay and will begin the self-assessment of the essay according to the FSA rubric. The class will go to the library to check out and return books.
How to email your file to Mrs. Perkins
Reading
Reminder: Students should bring a book with them DAILY.
Book Cover design: In class on Tuesday, October 11th, we designed new/ alternative covers for our books. Any unfinished work became homework and is due on Wednesday, October 12th. A description of the assignment is below.
Book Review: Students will have a book review due each month. This means that students must be reading at least one book per month.
The template for the book review is below. Additional copies are available in class.
Book Cover design: In class on Tuesday, October 11th, we designed new/ alternative covers for our books. Any unfinished work became homework and is due on Wednesday, October 12th. A description of the assignment is below.
Book Review: Students will have a book review due each month. This means that students must be reading at least one book per month.
The template for the book review is below. Additional copies are available in class.
Book Cover Design | |
File Size: | 13 kb |
File Type: | docx |
Book Review | |
File Size: | 13 kb |
File Type: | docx |
Argumentation Essay: Should All Schools Offer P.E. Programs?
Find attached several files related to this long-term writing assignment
- 4 sources (including 1 info graphic)
- Editing checklist (self editing and peer editing)
- A chart that can help choose evidence from the sources
- 2nd draft Homework requirements
- Guide for Revising and Publishing your Argumentation Essay
- Self-assessment for argumentation essay
Guide for Revising and Publishing your Argumentation Essay | |
File Size: | 23 kb |
File Type: | docx |
Sources: Argumentation essay about P.E. | |
File Size: | 306 kb |
File Type: | docx |
editing checklist | |
File Size: | 19 kb |
File Type: | docx |
Chart: Gathering evidence | |
File Size: | 13 kb |
File Type: | docx |
2nd Draft: HW assignment directions | |
File Size: | 13 kb |
File Type: | docx |
Self-assessment for argumentation essay | |
File Size: | 18 kb |
File Type: | docx |
Week of September 26th-30th
Students are beginning a new argumentation essay this week. The topic is: "Should all schools have P.E. programs?" We are all arguing the same claim: YES The sources are attached below. The Unit 1 Test is Thursday. It is essential that students do well because this will be the only test grade in the summative assessment category for the progress reports. This means 40% of the grade for ELA will be this test alone. Please see attached review questions and study guide to prepare! Other helpful resources will include previous week's notes and handouts from homework and classwork. The HW this week: Book Reviews are due Tuesday. These count as a quiz grade. The file is below. 8-10 flash cards are due on Thursday. Note cards were distributed on Tuesday. The first draft of the 5 Paragraph Argumentation Essay is due on Friday. The sources were distributed Tuesday.
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Week of September 19-23rd
Week of September 12th-16th
This week we will take the Discovery Education Assessment, begin a mini-lesson series on commas, practice editing and FSA exemplar essay and prepare to present book reviews.
Click below for the Google Slides presentation used for notes and instruction throughout this week
Click below for the Google Slides presentation used for notes and instruction throughout this week
This week we are taking notes on rules for comma usage. The homework and the notes template are attached below.
Also, find attached the new spelling words (file says vocab words)
Also, find attached the new spelling words (file says vocab words)
comma-uses-handout.rtf | |
File Size: | 60 kb |
File Type: | rtf |
vocab_words_2.docx | |
File Size: | 12 kb |
File Type: | docx |
Week of September 6th-9th
On Tuesday September 6th, students will receive their new article about the Great Stink of 1858 and the companion packet with all of our activities for the week.
All work will be done in this packet and graded on Friday for accuracy.
Points will be deducted for misuse of grammar and incorrect spelling.
On Friday the Questions for Comprehension will be turned in with the packet but on a separate sheet of lined paper. Answers may also be typed.
Find below: The packet and the article (files for download)
londonrenovationpacket.docx | |
File Size: | 18 kb |
File Type: | docx |
the_great_stink.pdf | |
File Size: | 472 kb |
File Type: |