FEBRUARY 2015 READING SCHEDULE FOR
Narrative of the Life of Frederick Douglass
Quarter 1 ASSIGNMENTS
DATE:
September 8th to 12th September 15th to 26th September 29th to October 3rd October 6th to 10th October 13th to 17th October 20th to 24th October 27th to 31st |
ASSIGNMENT:
Scantron What's Your Story? Study Island Pathway: Context Clues Literature Unit 1: Autobiographically Speaking Test Write your Memoir (Due October 12th; must be submitted by November 3rd to make it on Q1 report card) "The Lottery" Quiz "The Secret Life of Walter Mitty" Quiz Critical Skills Passage A: Multiple Choice Critical Skills Passage A: Open Ended Question Response Critical Skills Passage B: Multiple Choice Critical Skills Passage B: Open Ended Question Response Writing Conference |
Points:
20 10 10 10 20 10 10 5 4 5 4 10 |
Location:
edperformance.com Sapphire Study Island Sapphire Sapphire Drop Box Sapphire Sapphire Sapphire Sapphire Sapphire Sapphire BBC (make appointment at http://mrstwiddyslacclass.setmore.com) |
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Week 6 & 7: October 13th to the 24th: Critical Thinking Skills Unit 6
Students work on the Critical Thinking Skills Narrative
Students will read a passage in class and complete multiple choice questions in regards to the passage as well as answer 2 open-ended response questions. Mrs. Twiddy will review the textual evidence applicable for answering several of the multiple choice questions so students can see how and what to do in regards to this type of questioning. Mrs. Twiddy will also model how to answer an open-ended response question. Students will be given time to work on their open-ended responses in class with teacher assistance. The second week will allow for similar activities with a different passage and a longer essay response.
Students will read a passage in class and complete multiple choice questions in regards to the passage as well as answer 2 open-ended response questions. Mrs. Twiddy will review the textual evidence applicable for answering several of the multiple choice questions so students can see how and what to do in regards to this type of questioning. Mrs. Twiddy will also model how to answer an open-ended response question. Students will be given time to work on their open-ended responses in class with teacher assistance. The second week will allow for similar activities with a different passage and a longer essay response.
Week 5: October 6th to the 10th: The Short Story: "The Secret Life of Walter Mitty"
Students read "The Secret Life of Walter Mitty" by James Thurber
Students focused on applying the elements of plot, point of view, setting, characterization and theme to the short story "The Secret Life of Walter Mitty."
Specific focus was given to TEXTUAL EVIDENCE in regards to supporting themes identified for this story.
Students focused on applying the elements of plot, point of view, setting, characterization and theme to the short story "The Secret Life of Walter Mitty."
Specific focus was given to TEXTUAL EVIDENCE in regards to supporting themes identified for this story.
Week 4: September 29th to October 3rd: The Short Story: "The Lottery"
Students read "The Lottery" by Shirley Jackson
Students focused on learning about plot, point of view, setting, characterization and theme and then applying these elements to the short story of "The Lottery."
Students focused on learning about plot, point of view, setting, characterization and theme and then applying these elements to the short story of "The Lottery."
Week 2 & 3: September 15th to the 26th: Writing the Memoir
Students completed Composition Unit 1: Memoirs
Students used TTAP (Topic, Tone, Audience & Purpose) to begin their memoirs. We looked at this strategy and how TTAP is identifiable in Galarza's "Barrio Boy, Baker's "No Gumption," as well as other memoirs. Students completed a google form establishing their TTAP. We began drafting our memoirs after brainstorming for ideas. Students took class time to write. Mrs. Twiddy modeled writing using her "The PIG Mishap" memoir (available on Class Resources page). Students spent time peer conferencing and revising their work in writer workshop style in class.
Students used TTAP (Topic, Tone, Audience & Purpose) to begin their memoirs. We looked at this strategy and how TTAP is identifiable in Galarza's "Barrio Boy, Baker's "No Gumption," as well as other memoirs. Students completed a google form establishing their TTAP. We began drafting our memoirs after brainstorming for ideas. Students took class time to write. Mrs. Twiddy modeled writing using her "The PIG Mishap" memoir (available on Class Resources page). Students spent time peer conferencing and revising their work in writer workshop style in class.
Week 1: September 8th to the 12th
Students completed Literature Unit 1: Autobiographically Speaking
For homework, students read "Barrio Boy" by Ernesto Galarza (page 16 in Classics for Young Readers) and "No Gumption" by Russell Baker (page 22 in Classics for Young Readers).
We looked at Galarza's memoir and his use of DETAILS to make his writing more interesting for readers. His description of his new American school as well as his new principal and 1st grade teacher allows readers to vividly see what he saw as a young boy learning a new language.
We also looked at Baker's memoir and his use of HUMOR to make his writing more interesting for readers. He uses exaggeration, self-criticism, repetition, and sarcasm to bring his experience more alive for his readers.
Work Completed Week 1:
1. "What's Your Story?" practice quiz in Sapphire -- 10 question survey to help Mrs. Twiddy get to know you better
2. Study Island Pathway: Context Clues in Study Island (studyisland.com) -- complete 10 questions at a time striving for a blue ribbon
3. Literature Unit 1: Autobiographically Speaking Test in Sapphire -- 10 question, 15 point test on "Barrio Boy" and "No Gumption" as well as memoirs overall
Also, have you completed your Scantron tests? Your Reading Scantron is worth 20 points towards your LAC grade.
For homework, students read "Barrio Boy" by Ernesto Galarza (page 16 in Classics for Young Readers) and "No Gumption" by Russell Baker (page 22 in Classics for Young Readers).
We looked at Galarza's memoir and his use of DETAILS to make his writing more interesting for readers. His description of his new American school as well as his new principal and 1st grade teacher allows readers to vividly see what he saw as a young boy learning a new language.
We also looked at Baker's memoir and his use of HUMOR to make his writing more interesting for readers. He uses exaggeration, self-criticism, repetition, and sarcasm to bring his experience more alive for his readers.
Work Completed Week 1:
1. "What's Your Story?" practice quiz in Sapphire -- 10 question survey to help Mrs. Twiddy get to know you better
2. Study Island Pathway: Context Clues in Study Island (studyisland.com) -- complete 10 questions at a time striving for a blue ribbon
3. Literature Unit 1: Autobiographically Speaking Test in Sapphire -- 10 question, 15 point test on "Barrio Boy" and "No Gumption" as well as memoirs overall
Also, have you completed your Scantron tests? Your Reading Scantron is worth 20 points towards your LAC grade.