Welcome:P.R.I.D.E.: Positive Responsible Individuals Demonsrating Excellence

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Week of October 5th

October 2th-8th

We are continuing to read the novel Blood on the River and working with vocabulary and inference skills. We will also begin looking at a five paragraph expository essay on one character from the novel. Through primary sources we are determining why so many people died at Jamestown. Daily Language 4 and Roots 3 Quiz on Thursday this week.

Daily Learning Targets:

  • I can correctly use conventions of standard English
  • I can use Greek and Latin root words as clues to the meaning of a word

Reading & Social Studies:

  • I can read informational text closely for explicit and implicit ideas.
  • I can interpret words and phrases as they are used in the text.
  • I can cite text evidence to support inferences.
  • I can determine key ideas and themes in the text.
  • I can integrate and evaluate important ideas and details.

Writing & Social Studies:

  • I can analyze information in order to support a claim that explains why so many colonists died at Jamestown.

 

 

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Week of September 28th

September 28th-October 2nd

We are continuing to read the novel Blood on the River and working with vocabulary and inference skills.   We are in the beginning stages of writing an expository essay that supports, with text evidence, a character trait of one of the characters in the novel.  We are studying life in the early colonies and Jamestown during our social studies time.  Daily Language and Roots 2 Quizzes on Friday.

Daily Learning Targets:

  • I can correctly use conventions of standard English
  • I can use Greek and Latin root words as clues to the meaning of a word

Reading & Social Studies:

  • I can read informational text closely for explicit and implicit ideas.
  • I can interpret words and phrases as they are used in the text.
  • I can cite text evidence to support inferences.
  • I can determine key ideas and themes in the text.
  • I can integrate and evaluate important ideas and details.

Writing & Social Studies:

  • I can analyze information in order to support a claim that explains why so many colonists died at Jamestown.
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Week of September 21st

September 21st-September 25th

We are reading the novel Blood on the River and the students have been given a calendar indicating what will be read daily and the work they will need to be doing.  This should be an easy check for you.  We are studying life in the early colonies and Jamestown during our social studies time. We will also start writing our expositories. Daily Language and Root Quiz on Fridays.

Daily Learning Targets:

  • I can correctly use conventions of standard English
  • I can use Greek and Latin root words as clues to the meaning of a word

Reading & Social Studies:

  • I can read informational text closely for explicit and implicit ideas.
  • I can interpret words and phrases as they are used in the text.
  • I can cite text evidence to support inferences.
  • I can determine key ideas and themes in the text.
  • I can integrate and evaluate important ideas and details.

Writing & Social Studies:

  • I can analyze information in order to support a claim that explains why so many colonists died at Jamestown.
  • I can use appropriate citation in order to avoid plagiarism.
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Week of September 14th

September 14-September 18th

We will begin reading the novel Blood on the River working on vocabulary, implicit and explicit inferences for Chapters 1-7.   We will also be looking at early Jamestown and the students will use the information to ansower the question "Why did so many cololnists die?"

Daily Learning Targets:

  • I can correctly use conventions of standard English
  • I can use Greek and Latin root words as clues to the meaning of a word

Reading & Social Studies:

  • I can read informational text closely for explicit and implicit ideas.
  • I can interpret words and phrases as they are used in the text.
  • I can cite text evidence to support inferences.
  • I can determine key ideas and themes in the text.
  • I can integrate and evaluate important ideas and details.

Writing & Social Studies:

  • I can analyze information in order to support a claim that explains why so many colonists died at Jamestown.
  • I can use appropriate citation in order to avoid plagiarism.

 

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Week of October 13th

Week of October 13th-17th

We will complete reading  novel Blood on the River and begin working on a five paragraph literature-based essay about one of the characters in the book. We have begun working in the History Alive text book and are studying pre-revolutionary war. We will be studying root words week #6 and also continue with studying conventions of standard English, week 7. They should be using their flash cards at home to study their roots.  The grammatical skill and root quiz are on Friday.

Daily Learning Targets:

  • I can correctly use conventions of standard English
  • I can use Greek and Latin root words as clues to the meaning of a word

Reading & Social Studies:

  • I can read informational text closely for explicit and implicit ideas.
  • I can interpret words and phrases as they are used in the text.
  • I can cite text evidence to support inferences.
  • I can determine key ideas and themes in the text.
  • I can integrate and evaluate important ideas and details.

Writing & Social Studies:

  • I can write a text-based explanatory essay to convey ideas clearly.
  • I can analyze information in order to support a claim that explains why so many colonists died at Jamestown.
  • I can use precise language to create an interesting hook and conclusion for my writing, as well as to provide unique voice and sentence fluency/variety.
  • I can correctly use conventions of standard English.
  • I can develop and strengthen my writing (planning, editing, rewriting).
  • I can use appropriate citation in order to avoid plagiarism.
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September 19, 2014

Today’s Agenda:

  • Planner and Silent Reading
  • Roots #2 test
  • DOL week #2 test
  • Jamestown video and notes for essay

Todays Learning Targets:

  • I can correctly use conventions of standard English
  • I can use Greek and Latin root words as clues to the meaning of a word.
  • I can interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone
  • I can cite the textual evidence that most strongly supports analysis of what the text says explicitly and implicitly
  • I can cite specific textual evidence to support analysis of primary and secondary sources (RH1)
  • Make inferences (RH3)
  • Determine central themes within & among sources (RH2)
  • Analyze how & why events happened (RH3)
  • Analyze point of view (RH6)
  • Explain how two or more texts address similar themes or topics (RH10)
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September 18, 2014

Today’s Agenda:

  • Planner/ DOL and Silent Reading
  • BOTR-Chapters 1-4  finish questions on Inference and Figurative Language
  • Jamestown Bucketing
  • Aimsweb testing
 

Todays Learning Targets:

  • I can correctly use conventions of standard English
  • I can use Greek and Latin root words as clues to the meaning of a word.
  • I can interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone
  • I can cite the textual evidence that most strongly supports analysis of what the text says explicitly and implicitly
  • I can cite specific textual evidence to support analysis of primary and secondary sources (RH1)
  • Make inferences (RH3)
  • Determine central themes within & among sources (RH2)
  • Analyze how & why events happened  (RH3)
  • Analyze point of view (RH6)
  • Explain how two or more texts address similar themes or topics (RH10)

 

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September 17, 2014

Today’s Agenda:

  • Planner/ DOL and Silent Reading
  • BOTR-Chapters 1-4  Inference and Figerative Language
  • Jamestown Bucketing

Todays Learning Targets:

  • I can correctly use conventions of standard English
  • I can use Greek and Latin root words as clues to the meaning of a word.
  • I can interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone
  • I can cite the textual evidence that most strongly supports analysis of what the text says explicitly and implicitly
  • I can cite specific textual evidence to support analysis of primary and secondary sources (RH1)
  • Summarize text and make inferences (RH2 & Interpret words and phrases and how they are used in the text (RH4)
  • Analyze the structure of texts (RH5)
  • Analyze the point of view (RH6)
  • Evaluate arguments in texts (RH8)
  • Build upon others’ ideas and express my own clearly and persuasively (SL4)
  • Adapt speech to a variety contexts and communicative tasks (SL6)

 

 

 

 

 

 

 

 

 
 

 

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