• Students will read three articles on benefits of insects
• Students will analyze how particular elements of a story interact, use context clues to the meaning of a word and demonstrate understanding of figurative language.
• Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
• Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
• Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence

 

Students are assigned to nine days outside of class. This will be worth points for the next book talk.

• Students will be cooking a recipe of their choosing on May 18. Please ask your child what ingredients they will need to bring for this fun activity

Students will read Insects: The Benefits to Humans.

• Students will analyze how particular elements of nonfiction, interact, use context clues to the meaning of a word and demonstrate understanding of figurative language.
• Students are reading informational text "Bug heads, Rat Hairs- bon appetite.
• Students will read a novel of their choice, fill out a comprehension sheet and monitor their thinking on sticky notes or in a comprehension journal by April 22.
• Book orders are due by April 20.

Students will

• Read informational text on a controversial of their choice.
• Research Pros and Cons
• Learn how to analyze nonfiction/informational text.
• Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• Practice metacognition (thinking about their thinking)..
• Research both side without showing a BIAS/SLANT/POINT OF VIEW
• Present their findings.

• read a novel and finish by April 28

 

Objectives

Book orders are due by Wednesday. You can order online at scholastic.com/readingclub the code is MMJQ3

 

Students will

*determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

*learn about BIAS in literature. They will notice the connotation of word choice.

*determine and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient, identify false statements and fallacious reasoning.

 

 

 

• Author’s Purpose: The author’s intent either to inform or teach someone about something, to entertain people, or to persuade or convince the audience to do or not do something.

• Bias: A judgment based on a personal point of view.

• Editorials: A newspaper or magazine article that gives the opinions of the editors or publishers; an expression of opinion that resembles such an article.

Students will cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Students will be  learning how to analyze nonfiction/informational/expository text.

Students will notice if the text is a primary or secondary source.

Students will find the text features of a text.

Students will circle cue words in each paragraph and label the text structure of each paragraph.

Students will find the main idea of the text and each paragraph.

 

 

 

Each Student will be responsible to read and finish a novel on his or her own. Students will be given some class time; however, many students will have to be reading at home too. Please note, a book talk will be due on or before March 28, 2017. I will give extra credit on a second book talk.

Hot Cocoa Café is on Fridays for any student who reads his or her novel at home. The requirements for hot cocoa are 20 minutes four days a week, an adult signature for the minutes read.

*Students will cook on Monday.

*Each student will analyze "The Star Spangled Banner"

 

Students will:

• learn how to read a recipe/PROCEDURAL TEXT.
• determine the main idea of a text.
• make inferences from a text.
• cooking during 3^rd and 4^th hour for reading classes ON THURSDAY.
• find a recipe from the 1812, circle action verbs , and decide what ingredients are needed.

Each Student will be responsible to read and finish a novel on his or her own. Students will be given some class time; however, many students will need to be reading at home too in order to finish on time. Please note, a book talk will be due on or before February 15, 2017. I will give extra credit on a second book talk.

Hot Cocoa Café is on Fridays for any student who reads his or her novel at home. The requirements for hot cocoa are 20 minutes four days a week, and an adult signature is needed for the minutes read.

• Students will  analyze "The Star Spangled Banner" for Fact

  or Fictional information

• Students will learn about alliteration and assonance.
• Students will determine the meaning of words and phrases, including figurative meaning; analyze the impact of word choices on meaning and tone.
• Students will analyze how the structure of text.
• Students will read and comprehend poetry.
• Student will analyze how particular lines of dialogue or incidents in a story propel the action, reveal aspects of a character, or provoke a decision. Of two or more texts.
• Students will learn about the skill called foreshadowing.
• Students will cite textual evidence to support my answers.
• Students will compare and contrast the structure of two or more texts.

Each Student will be responsible to read and finish a novel on his or her own. Students will be given some class time; however, many students will have to be reading at home too. Please note, a book talk will be due on or before February 14, 2017 I will give extra credit on a second book talk.

Hot Cocoa Café is on Fridays for any student who reads his or her novel at home. The requirements for hot cocoa are 20 minutes four days a week, and an adult signature is needed for the minutes read.

 

• Students will learn about alliteration and assonance.

• Students will determine the meaning of words and phrases as they are used in a text.

• Students will analyze how the structure of [a] text on tributes to its meaning.

• Students will read and comprehend poems.

• Student will analyze how particular lines of dialogue or incidents in a story propel the action, reveal aspects of a character, or provoke a decision. Of two or more texts.

• Students will learn about the skill called foreshadowing.

• Students will cite textual evidence to support my answers.

• Students will compare and contrast the structure of two or more texts.

• Students will explain how learning history through literature is different from learning history through informational text.

• Students will determine the author’s point of view in two texts about the same topic and discuss the effect it has on the work.

• Students will demonstrate understanding of figurative language and interpret figures of speech.

 

 

8^th Grade

Each Student will be responsible to read and finish a novel on his or her own. Students will be given some class time; however, many students will have to be reading at home too. Please note, a book talk will be due on or before February 14, 2016. I will give extra credit on a second book talk.

Hot Cocoa Café is on Fridays for any student who reads his or her novel at home. The requirements for hot cocoa are 20 minutes four days a week, and an adult signature is needed for the minutes read.

 

• Students will be writing a procedural text.
• They will have steps to teach lower grades figurative language.
• Students will analyze ‘Paul’s Midnight Ride”

• Students will learn about alliteration and assonance.

• Students will determine the meaning of words and phrases as they are used in a text.

• Students will analyze how the structure of [a] text on tributes to its meaning.

• Students will read and comprehend poems.

• Student will analyze how particular lines of dialogue or incidents in a story propel the action, reveal aspects of a character, or provoke a decision. Of two or more texts.

• Students will learn about the skill called foreshadowing.

• Students will cite textual evidence to support my answers. (RL 8.1)

• Students will compare and contrast the structure of two or more texts. (RL 8.5)

• Students will explain how learning history through literature is different from learning history through informational text. (RI 8.3)

• Students will determine the author’s point of view in two texts about the same topic and discuss the effect it has on the work. (RI 8.6)

Students will demonstrate understanding of figurative language and interpret figures of speech. (L 8.5a)