Periods 1-2
1. Complete endangered species chart
Period 4
1. Read-On
Periods 6-7
1. Complete Pirates project
2. Odyssey
3. SSR
Thursday, December 20, 2007
Tuesday, December 18, 2007
Wednesday, Dec. 19
Periods 1-2
1. News of the day
2. Journal: Pretend you're a manatee and you're trying to convince boaters to slow down when the enter your habitat. Needs to be one page.
3. Complete the 11 multiple choice questions in the Impact book (Lesson 2). Pages 20-21.
4. Begin selective underlining/summary writing as a class
Period 4
1. News of the day
2. Complete endangered species graphic organizer
Periods 6-7
1. Five minutes to write sentences on the words you learned Friday (myopic, entomology, etc)
2. word wall
3. fluency
4. read aloud
5. revise marco polo answers
6. review list 1-2-3 lesson 3
7. cold read/hot read lesson 3
8. Multiple choice questions Page 34 (rewards)
9. Multiple choice questions Page
1. News of the day
2. Journal: Pretend you're a manatee and you're trying to convince boaters to slow down when the enter your habitat. Needs to be one page.
3. Complete the 11 multiple choice questions in the Impact book (Lesson 2). Pages 20-21.
4. Begin selective underlining/summary writing as a class
Period 4
1. News of the day
2. Complete endangered species graphic organizer
Periods 6-7
1. Five minutes to write sentences on the words you learned Friday (myopic, entomology, etc)
2. word wall
3. fluency
4. read aloud
5. revise marco polo answers
6. review list 1-2-3 lesson 3
7. cold read/hot read lesson 3
8. Multiple choice questions Page 34 (rewards)
9. Multiple choice questions Page
Tuesday, Dec. 18
Periods 1-2
1. News of the day
2. Word wall
3. Read for fluency
4. Teacher lead read
5. Partner read while completing cause-effect chart
6. Multiple choice questions
7. Review multiple choice questions
Period 4
1. Journal: Pretend you're a manatee and you're trying to convince boaters to slow down when the enter your habitat. Needs to be one page.
2. Complete the 11 multiple choice questions in the Impact book (Lesson 2). Pages 20-21.
Periods 6-7
1. News of the day
2. Five minute to write five sentences on the words you learned last week (that include myopic, entomology, etc)
3. Fluency
4. Read aloud
5. Revise short-response questions from Marco Polo lesson in Rewards Plus. Receive two bonus points for copying the correct answer from the overhead:
How did the Kublai Khan’s intense fondness of the Polos create an obstacle for the Polos? Use details, facts, and information from the text to support your answer.
The Kublai Khan’s intense fondness of the Polos caused a problem for the Polos in many ways. One way is that the Polos wanted to return to Europe after many years of service. While in service for the Khan, Marco Polo was sent on many diplomatic missions. Upon return from these missions he would have new stories and descriptions to share. The Polos were denied their requests to return to Europe because the Khan was so fond of these stories. This obstacle was overcome when, finally, the Khan allowed them to accompany a Mongolian princess to Persia. Once she arrived safely, the Polos traveled back to Venice.
6. SSR
7. Fire drill
1. News of the day
2. Word wall
3. Read for fluency
4. Teacher lead read
5. Partner read while completing cause-effect chart
6. Multiple choice questions
7. Review multiple choice questions
Period 4
1. Journal: Pretend you're a manatee and you're trying to convince boaters to slow down when the enter your habitat. Needs to be one page.
2. Complete the 11 multiple choice questions in the Impact book (Lesson 2). Pages 20-21.
Periods 6-7
1. News of the day
2. Five minute to write five sentences on the words you learned last week (that include myopic, entomology, etc)
3. Fluency
4. Read aloud
5. Revise short-response questions from Marco Polo lesson in Rewards Plus. Receive two bonus points for copying the correct answer from the overhead:
How did the Kublai Khan’s intense fondness of the Polos create an obstacle for the Polos? Use details, facts, and information from the text to support your answer.
The Kublai Khan’s intense fondness of the Polos caused a problem for the Polos in many ways. One way is that the Polos wanted to return to Europe after many years of service. While in service for the Khan, Marco Polo was sent on many diplomatic missions. Upon return from these missions he would have new stories and descriptions to share. The Polos were denied their requests to return to Europe because the Khan was so fond of these stories. This obstacle was overcome when, finally, the Khan allowed them to accompany a Mongolian princess to Persia. Once she arrived safely, the Polos traveled back to Venice.
6. SSR
7. Fire drill
Monday, December 17, 2007
Monday, Dec. 17
Periods 1-2
1. Finish Socratic questioning from last week
2. Pre-reading activity on Lesson 2 (clip from United Streaming)
Period 4
1. Word wall
2. Read for fluency
3. Teacher lead read
4. Partner read while completing cause-effect chart
5. Multiple choice questions
6. Review multiple choice questions
Periods 6-7
1. More work on Pirates project in 701 computer lab
2. SSR
1. Finish Socratic questioning from last week
2. Pre-reading activity on Lesson 2 (clip from United Streaming)
Period 4
1. Word wall
2. Read for fluency
3. Teacher lead read
4. Partner read while completing cause-effect chart
5. Multiple choice questions
6. Review multiple choice questions
Periods 6-7
1. More work on Pirates project in 701 computer lab
2. SSR
Friday, December 14
Periods 1, 2, 4
1. Read-On reading improvement program
Periods 6-7
1. Word wall
2. Read aloud
3. Fluency
4. Vocab rap
MYOPIC: SHORT-SIGHTED (ADJ): HIS VIEW ON SPENDING WAS MYOPIC. HIS VIEW ON SPENDING WAS SHORT-SIGHTED.
RASH – EE – O ---CIN—ATE
RATIOCINATE: THINK (VERB): I HAD TO RATIOCINATE BEFORE LETTING HER GO TO THE BATHROOM. I HAD TO THINK BEFORE LETTING HER GO TO THE BATHROOM.
ENTOMOLOGY: STUDY OF INSECTS (NOUN): MY BROTHER DECIDED TO MAJOR IN ENTOMOLOGY. MY BROTHER DECIDED TO MAJOR IN THE STUDY OF INSECTS.
OSTRACIZE: EXCLUDE FROM A COMMUNITY (VERB) BECAUSE HE HAD AIDS, HE WAS OSTRACIZED. BECAUSE HE HAD AIDS HE WAS EXCLUDED FROM A COMMUNITY
PARIAH: OUTCAST (NOUN): SERIAL KILLERS ARE USUALLY CONSIDERED PARIAHS. SERIAL KILLERS ARE USUALLY CONSIDERED OUTCASTS.
PERSEVERE: PERSIST OR REMAIN CONSTANT (VERB): IF YOU PERSEVERE THERE’S NO REASON YOU CAN’T GRADUATE HIGH SCHOOL. IF YOU PERSIST OR REMAIN CONSTANT THERE’S NO REASON YOU CAN’T GRADUATE HIGH SCHOOL.
BURGEONING: BLOSSOMING (ADJ):
MY FRIEND HAS A BURGEONING CAREER. MY FRIEND HAS A BLOSSOMING CAREER.
DILIGENT: CAREFUL (ADJ):
I WAS ALWAYS DILIGENT WHEN IT CAME TO HOMEWORK. I WAS ALWAYS CAREFUL WHEN IT CAME TO HOMEWORK.
COMMODIOUS: SPACIOUS (ADJ) HOMES IN PARKLAND ARE USUALLY COMMODIOUS. HOMES IN PARKLAND ARE USUALLY SPACIOUS.
5. Complete VIS
6. Begin project on Pirates
1. Read-On reading improvement program
Periods 6-7
1. Word wall
2. Read aloud
3. Fluency
4. Vocab rap
MYOPIC: SHORT-SIGHTED (ADJ): HIS VIEW ON SPENDING WAS MYOPIC. HIS VIEW ON SPENDING WAS SHORT-SIGHTED.
RASH – EE – O ---CIN—ATE
RATIOCINATE: THINK (VERB): I HAD TO RATIOCINATE BEFORE LETTING HER GO TO THE BATHROOM. I HAD TO THINK BEFORE LETTING HER GO TO THE BATHROOM.
ENTOMOLOGY: STUDY OF INSECTS (NOUN): MY BROTHER DECIDED TO MAJOR IN ENTOMOLOGY. MY BROTHER DECIDED TO MAJOR IN THE STUDY OF INSECTS.
OSTRACIZE: EXCLUDE FROM A COMMUNITY (VERB) BECAUSE HE HAD AIDS, HE WAS OSTRACIZED. BECAUSE HE HAD AIDS HE WAS EXCLUDED FROM A COMMUNITY
PARIAH: OUTCAST (NOUN): SERIAL KILLERS ARE USUALLY CONSIDERED PARIAHS. SERIAL KILLERS ARE USUALLY CONSIDERED OUTCASTS.
PERSEVERE: PERSIST OR REMAIN CONSTANT (VERB): IF YOU PERSEVERE THERE’S NO REASON YOU CAN’T GRADUATE HIGH SCHOOL. IF YOU PERSIST OR REMAIN CONSTANT THERE’S NO REASON YOU CAN’T GRADUATE HIGH SCHOOL.
BURGEONING: BLOSSOMING (ADJ):
MY FRIEND HAS A BURGEONING CAREER. MY FRIEND HAS A BLOSSOMING CAREER.
DILIGENT: CAREFUL (ADJ):
I WAS ALWAYS DILIGENT WHEN IT CAME TO HOMEWORK. I WAS ALWAYS CAREFUL WHEN IT CAME TO HOMEWORK.
COMMODIOUS: SPACIOUS (ADJ) HOMES IN PARKLAND ARE USUALLY COMMODIOUS. HOMES IN PARKLAND ARE USUALLY SPACIOUS.
5. Complete VIS
6. Begin project on Pirates
Thursday, December 13, 2007
Thursday, December 13
Periods 1-2
1. News of the day
2. Word wall
3. Finish Socratic questioning of Irwin story from Impact book
Period 4
1. News of the day
2. Word wall
3. Review Socratic questioning of Irwin story
4. Pre-reading activity on endangered species story from Impact book
Periods 6-7
1. Five minutes to study for vocab quiz
2. Vocab quiz
3. Fluency
4. Read aloud
5. Distribute rubrics for Pirates project
6. Continue selective underlining of story on Nazca Lines
7. SSR
1. News of the day
2. Word wall
3. Finish Socratic questioning of Irwin story from Impact book
Period 4
1. News of the day
2. Word wall
3. Review Socratic questioning of Irwin story
4. Pre-reading activity on endangered species story from Impact book
Periods 6-7
1. Five minutes to study for vocab quiz
2. Vocab quiz
3. Fluency
4. Read aloud
5. Distribute rubrics for Pirates project
6. Continue selective underlining of story on Nazca Lines
7. SSR
Wednesday, December 12, 2007
Wednesday, Dec. 12
Period 1
1. Vocab quiz
2. Begin Socratic questioning of Steve Irwin story in Impact book
Period 2
1. Word wall
2. Begin Socratic questioning of Steve Irwin story in Impact book
Period 4
1. Finish Socratic questioning of Steve Irwin story in Impact book
Periods 6-7
1. Word wall
2. Fluency
3. Read aloud
4. Begin selective underlining of Nazca Lines story
5. SSR
1. Vocab quiz
2. Begin Socratic questioning of Steve Irwin story in Impact book
Period 2
1. Word wall
2. Begin Socratic questioning of Steve Irwin story in Impact book
Period 4
1. Finish Socratic questioning of Steve Irwin story in Impact book
Periods 6-7
1. Word wall
2. Fluency
3. Read aloud
4. Begin selective underlining of Nazca Lines story
5. SSR
Tuesday, December 11, 2007
Tuesday, December 11
Period 1
1. Word wall
2. Learn new vocab from "Flocabulary" book
3. Complete VIS
Period 2
1. Word wall
2. Learn new vocab
3. Complete VIS
4. MYOPIC: SHORT-SIGHTED (ADJ): HIS VIEW ON SPENDING WAS MYOPIC. HIS VIEW ON SPENDING WAS SHORT-SIGHTED.
RATIOCINATE: THINK (VERB): I HAD TO RATIOCINATE BEFORE LETTING HER GO TO THE BATHROOM. I HAD TO THINK BEFORE LETTING HER GO TO THE BATHROOM.
ENTOMOLOGY: STUDY OF INSECTS (NOUN): MY BROTHER DECIDED TO MAJOR IN ENTOMOLOGY. MY BROTHER DECIDED TO MAJOR IN THE STUDY OF INSECTS.
OSTRACIZE: EXCLUDE FROM A COMMUNITY (VERB) BECAUSE HE HAD AIDS, HE WAS OSTRACIZED. BECAUSE HE HAD AIDS HE WAS EXCLUDED FROM A COMMUNITY
PARIAH: OUTCAST (NOUN): SERIAL KILLERS ARE USUALLY CONSIDERED PARIAHS. SERIAL KILLERS ARE USUALLY CONSIDERED OUTCASTS.
PERSEVERE: PERSIST OR REMAIN CONSTANT (ADJ): IF YOU PERSEVERE THERE’S NO REASON YOU CAN’T GRADUATE HIGH SCHOOL. IF YOU PERSIST OR REMAIN CONSTANT THERE’S NO REASON YOU CAN’T GRADUATE HIGH SCHOOL.
BURGEONING: BLOSSOMING (ADJ):
MY FRIEND HAS A BURGEONING CAREER. MY FRIEND HAS A BLOSSOMING CAREER.
DILIGENT: CAREFUL (ADJ):
I WAS ALWAYS DILIGENT WHEN IT CAME TO HOMEWORK. I WAS ALWAYS CAREFUL WHEN IT CAME TO HOMEWORK.
COMMODIOUS: SPACIOUS (ADJ) HOMES IN PARKLAND ARE USUALLY COMMODIOUS. HOMES IN PARKLAND ARE USUALLY SPACIOUS.
4. Take quiz
Period 4
1. Word wall
2. Change Steve Irwin story from lesson 1 of Impact book into a series of questions. Then answer the questions. For example, paragraph 1 asks the following questions:
1. What was Steve Irwin better known as? (1) Steve Irwin was better known as “The Crocodile Hunter.”
2. At what age did Irwin die? (1) Steve Irwin died at the age of 44.
1. Word wall
2. Learn new vocab from "Flocabulary" book
3. Complete VIS
Period 2
1. Word wall
2. Learn new vocab
3. Complete VIS
4. MYOPIC: SHORT-SIGHTED (ADJ): HIS VIEW ON SPENDING WAS MYOPIC. HIS VIEW ON SPENDING WAS SHORT-SIGHTED.
RATIOCINATE: THINK (VERB): I HAD TO RATIOCINATE BEFORE LETTING HER GO TO THE BATHROOM. I HAD TO THINK BEFORE LETTING HER GO TO THE BATHROOM.
ENTOMOLOGY: STUDY OF INSECTS (NOUN): MY BROTHER DECIDED TO MAJOR IN ENTOMOLOGY. MY BROTHER DECIDED TO MAJOR IN THE STUDY OF INSECTS.
OSTRACIZE: EXCLUDE FROM A COMMUNITY (VERB) BECAUSE HE HAD AIDS, HE WAS OSTRACIZED. BECAUSE HE HAD AIDS HE WAS EXCLUDED FROM A COMMUNITY
PARIAH: OUTCAST (NOUN): SERIAL KILLERS ARE USUALLY CONSIDERED PARIAHS. SERIAL KILLERS ARE USUALLY CONSIDERED OUTCASTS.
PERSEVERE: PERSIST OR REMAIN CONSTANT (ADJ): IF YOU PERSEVERE THERE’S NO REASON YOU CAN’T GRADUATE HIGH SCHOOL. IF YOU PERSIST OR REMAIN CONSTANT THERE’S NO REASON YOU CAN’T GRADUATE HIGH SCHOOL.
BURGEONING: BLOSSOMING (ADJ):
MY FRIEND HAS A BURGEONING CAREER. MY FRIEND HAS A BLOSSOMING CAREER.
DILIGENT: CAREFUL (ADJ):
I WAS ALWAYS DILIGENT WHEN IT CAME TO HOMEWORK. I WAS ALWAYS CAREFUL WHEN IT CAME TO HOMEWORK.
COMMODIOUS: SPACIOUS (ADJ) HOMES IN PARKLAND ARE USUALLY COMMODIOUS. HOMES IN PARKLAND ARE USUALLY SPACIOUS.
4. Take quiz
Period 4
1. Word wall
2. Change Steve Irwin story from lesson 1 of Impact book into a series of questions. Then answer the questions. For example, paragraph 1 asks the following questions:
1. What was Steve Irwin better known as? (1) Steve Irwin was better known as “The Crocodile Hunter.”
2. At what age did Irwin die? (1) Steve Irwin died at the age of 44.
Monday, December 10, 2007
Monday, December 10
Periods 1, 2, 4
1. Read-On reading improvement program (40 minutes)
Periods 6-7
1. Compass Learning Odyssey (40 minutes
2. SSR
1. Read-On reading improvement program (40 minutes)
Periods 6-7
1. Compass Learning Odyssey (40 minutes
2. SSR
Friday, December 7, 2007
Friday, December 7
Periods 1-2
1. Word wall
2. Finish selective underlining and writing a summary based on the Steve Irwin story in the Impact book
3. Complete the 14 multiple choice questions on Pages 10-11 in Impact (Turn in summary along with answers to questions)
Period 4
1. Distribute story on reading
2. Have students complete questions from overhead
Periods 6-7
1. Word wall
2. Pre-reading activity on Pirates lesson from Rewards Plus
1. Word wall
2. Finish selective underlining and writing a summary based on the Steve Irwin story in the Impact book
3. Complete the 14 multiple choice questions on Pages 10-11 in Impact (Turn in summary along with answers to questions)
Period 4
1. Distribute story on reading
2. Have students complete questions from overhead
Periods 6-7
1. Word wall
2. Pre-reading activity on Pirates lesson from Rewards Plus
Thursday, December 6, 2007
Thursday, December 6
Periods 1-2
1. News of the day
2. Word wall
3. Begin selective underling of story from Impact book on Steve Irwin
4. Begin writing summary on Irwin story
Periods 4
1. News of the day
2. Word wall
3. Learn new vocabulary using Flocabulary rap song "Transformation"
MYOPIC: SHORT-SIGHTED (ADJ): HIS VIEW ON SPENDING WAS MYOPIC. HIS VIEW ON SPENDING WAS SHORT-SIGHTED.
RATIOCINATE: THINK (VERB): I HAD TO RATIOCINATE BEFORE LETTING HER GO TO THE BATHROOM. I HAD TO THINK BEFORE LETTING HER GO TO THE BATHROOM.
ENTOMOLOGY: STUDY OF INSECTS (NOUN): MY BROTHER DECIDED TO MAJOR IN ENTOMOLOGY. MY BROTHER DECIDED TO MAJOR IN THE STUDY OF INSECTS.
OSTRACIZE: EXCLUDE FROM A COMMUNITY (VERB) BECAUSE HE HAD AIDS, HE WAS OSTRACIZED. BECAUSE HE HAD AIDS HE WAS EXCLUDED FROM A COMMUNITY
PARIAH: OUTCAST (NOUN): SERIAL KILLERS ARE USUALLY CONSIDERED PARIAHS. SERIAL KILLERS ARE USUALLY CONSIDERED OUTCASTS.
PERSEVERE: PERSIST OR REMAIN CONSTANT (ADJ): IF YOU PERSEVERE THERE’S NO REASON YOU CAN’T GRADUATE HIGH SCHOOL. IF YOU PERSIST OR REMAIN CONSTANT THERE’S NO REASON YOU CAN’T GRADUATE HIGH SCHOOL.
BURGEONING: BLOSSOMING (ADJ):
MY FRIEND HAS A BURGEONING CAREER. MY FRIEND HAS A BLOSSOMING CAREER.
DILIGENT: CAREFUL (ADJ):
I WAS ALWAYS DILIGENT WHEN IT CAME TO HOMEWORK. I WAS ALWAYS CAREFUL WHEN IT CAME TO HOMEWORK.
COMMODIOUS: SPACIOUS (ADJ) HOMES IN PARKLAND ARE USUALLY COMMODIOUS. HOMES IN PARKLAND ARE USUALLY SPACIOUS.
4. Complete VIS
Periods 6-7
1. News of the day
2. Word wall
3. Fluency
4. Fluency check
5. Read aloud
6. Complete Yes/No/Why from Lesson 2 of Rewards Plus
7. Complete FCAT prompts (essential questions and the short-response in the Rewards supplement). This will count as a quiz grade
1. News of the day
2. Word wall
3. Begin selective underling of story from Impact book on Steve Irwin
4. Begin writing summary on Irwin story
Periods 4
1. News of the day
2. Word wall
3. Learn new vocabulary using Flocabulary rap song "Transformation"
MYOPIC: SHORT-SIGHTED (ADJ): HIS VIEW ON SPENDING WAS MYOPIC. HIS VIEW ON SPENDING WAS SHORT-SIGHTED.
RATIOCINATE: THINK (VERB): I HAD TO RATIOCINATE BEFORE LETTING HER GO TO THE BATHROOM. I HAD TO THINK BEFORE LETTING HER GO TO THE BATHROOM.
ENTOMOLOGY: STUDY OF INSECTS (NOUN): MY BROTHER DECIDED TO MAJOR IN ENTOMOLOGY. MY BROTHER DECIDED TO MAJOR IN THE STUDY OF INSECTS.
OSTRACIZE: EXCLUDE FROM A COMMUNITY (VERB) BECAUSE HE HAD AIDS, HE WAS OSTRACIZED. BECAUSE HE HAD AIDS HE WAS EXCLUDED FROM A COMMUNITY
PARIAH: OUTCAST (NOUN): SERIAL KILLERS ARE USUALLY CONSIDERED PARIAHS. SERIAL KILLERS ARE USUALLY CONSIDERED OUTCASTS.
PERSEVERE: PERSIST OR REMAIN CONSTANT (ADJ): IF YOU PERSEVERE THERE’S NO REASON YOU CAN’T GRADUATE HIGH SCHOOL. IF YOU PERSIST OR REMAIN CONSTANT THERE’S NO REASON YOU CAN’T GRADUATE HIGH SCHOOL.
BURGEONING: BLOSSOMING (ADJ):
MY FRIEND HAS A BURGEONING CAREER. MY FRIEND HAS A BLOSSOMING CAREER.
DILIGENT: CAREFUL (ADJ):
I WAS ALWAYS DILIGENT WHEN IT CAME TO HOMEWORK. I WAS ALWAYS CAREFUL WHEN IT CAME TO HOMEWORK.
COMMODIOUS: SPACIOUS (ADJ) HOMES IN PARKLAND ARE USUALLY COMMODIOUS. HOMES IN PARKLAND ARE USUALLY SPACIOUS.
4. Complete VIS
Periods 6-7
1. News of the day
2. Word wall
3. Fluency
4. Fluency check
5. Read aloud
6. Complete Yes/No/Why from Lesson 2 of Rewards Plus
7. Complete FCAT prompts (essential questions and the short-response in the Rewards supplement). This will count as a quiz grade
Tuesday, December 4, 2007
Wednesday, Dec. 5
Periods 1, 2
1. Finish concept maps
Period 4
1. Read story on Steve Irwin that was distributed
2. Review rules of Socratic seminar
3. Round-robbin discussion on story
SOCRATIC SEMINAR RULES
1. Listen intently
2. Be courteous
3. There are no right or wrong answers as long as you refer to the text
4. Share your point of view
5. Avoid sarcasm or put-downs
6. Do not look at the teacher, but instead look at the person to whom you are speaking
SOCRATIC SEMINAR GOALS
1. To speak at least three times
2. To focus on the speaker
3. To ask at least two questions
4. To refer to the text at least twice
5. To take notes on others' comments
6. To say "I want to build on ..." in reference to another's comment
7. To say "I want to connect my thought to ..." in reference to another's comment
8. To use the phrase "I agree with ..." in reference to another participant
9. To use the phrase "I disagree with ...." in reference to another participant
10. To say "I have a question about ..." in reference to another participant's comment
11. To say "I've changed my mind" to compare your current thought with a previous thought
What is another title for this article?
Did Steve Irwin deserve to die?
Do you agree with the author when he says that the animal world is finally getting it revenge?
Should we feel sorry that Steve Irwin died?
What is the author's opinion of Steve Irwin? What words does the author use to support that opinion?
What is Steve Irwin's opinion of himself?
Did Irwin respect the habitat of animals?
Is there someone else you can remember who led a life similar to Irwin's?
Do you think of Irwin had the chance to come back to life, he would regret some of the decisions he made in his first life?
Periods 6-7
1. News of the day
2. Word wall
3. Read aloud
4. FCAT prompt
5. Yes/No/Why activity
6. Complete timeline on Polo
1. Finish concept maps
Period 4
1. Read story on Steve Irwin that was distributed
2. Review rules of Socratic seminar
3. Round-robbin discussion on story
SOCRATIC SEMINAR RULES
1. Listen intently
2. Be courteous
3. There are no right or wrong answers as long as you refer to the text
4. Share your point of view
5. Avoid sarcasm or put-downs
6. Do not look at the teacher, but instead look at the person to whom you are speaking
SOCRATIC SEMINAR GOALS
1. To speak at least three times
2. To focus on the speaker
3. To ask at least two questions
4. To refer to the text at least twice
5. To take notes on others' comments
6. To say "I want to build on ..." in reference to another's comment
7. To say "I want to connect my thought to ..." in reference to another's comment
8. To use the phrase "I agree with ..." in reference to another participant
9. To use the phrase "I disagree with ...." in reference to another participant
10. To say "I have a question about ..." in reference to another participant's comment
11. To say "I've changed my mind" to compare your current thought with a previous thought
What is another title for this article?
Did Steve Irwin deserve to die?
Do you agree with the author when he says that the animal world is finally getting it revenge?
Should we feel sorry that Steve Irwin died?
What is the author's opinion of Steve Irwin? What words does the author use to support that opinion?
What is Steve Irwin's opinion of himself?
Did Irwin respect the habitat of animals?
Is there someone else you can remember who led a life similar to Irwin's?
Do you think of Irwin had the chance to come back to life, he would regret some of the decisions he made in his first life?
Periods 6-7
1. News of the day
2. Word wall
3. Read aloud
4. FCAT prompt
5. Yes/No/Why activity
6. Complete timeline on Polo
Monday, December 3, 2007
Tuesday, December 4
Periods 1-3
1. Read-On reading improvement program
Periods 6-7
1. News of the day
2. Word wall
3. Read aloud
4. Fluency
5. Write summary as a class on Marco Polo story (Lesson 2, Rewards Plus)
6. SSR
1. Read-On reading improvement program
Periods 6-7
1. News of the day
2. Word wall
3. Read aloud
4. Fluency
5. Write summary as a class on Marco Polo story (Lesson 2, Rewards Plus)
6. SSR
Friday, November 30, 2007
Monday, December 3
Periods 1-2
1. Word wall
2. Read aloud
3. Finish concept maps from Friday
Period 4
1. Word wall
2. Read aloud
3. Complete selective underlining of Steve Irwin story
4. Write summary (as a class)
Periods 6-7
1. News of the Day
2. Word wall
3. Read aloud
4. Fluency
5. Write summary (as a class)
7. Complete Yes/No/Why
8. Complete FCAT prompt
9. New vocab
10. Complete VIS
11. SSR
1. Word wall
2. Read aloud
3. Finish concept maps from Friday
Period 4
1. Word wall
2. Read aloud
3. Complete selective underlining of Steve Irwin story
4. Write summary (as a class)
Periods 6-7
1. News of the Day
2. Word wall
3. Read aloud
4. Fluency
5. Write summary (as a class)
7. Complete Yes/No/Why
8. Complete FCAT prompt
9. New vocab
10. Complete VIS
11. SSR
Thursday, November 29, 2007
Friday, November 30
Periods 1-2
1. News of the day
2. A-Z on Steve Irwin
3. Clip of his show from Animal Planet
4. Group read story
5. Partner read story
6. Concept map
Period 4
1. News of the day
2. Word wall
3. Selective underlining
Periods 6-7
1. News of the day
2. Word wall
3. Read aloud
4. Fluency
5. Complete summary
6. Complete Yes/No/Why activity
7. Complete FCAT prompt
8. SSR
1. News of the day
2. A-Z on Steve Irwin
3. Clip of his show from Animal Planet
4. Group read story
5. Partner read story
6. Concept map
Period 4
1. News of the day
2. Word wall
3. Selective underlining
Periods 6-7
1. News of the day
2. Word wall
3. Read aloud
4. Fluency
5. Complete summary
6. Complete Yes/No/Why activity
7. Complete FCAT prompt
8. SSR
Thursday, Nov. 29
Period 1
1. New vocab
. Evolved: develop to a higher state or condition (Verb): The human race has evolved since the time of the caveman The human race has developed to a higher state or condition since the time of the caveman **
2. Organic: related to living organisms (adj): Food that is organic is always more expensive. Food that is related to living organisms is always more expensive.**
3. Microscopic: very small (adj): I couldn’t see the tick because it was microscopic. I couldn’t see the tick because it was very small. ***
4. Nutrients: sources of food or nourishment (noun): Every diet needs to be strong in nutrients. Every diet needs to be strong in sources of food or nourishments.***
5. Habitat: dwelling place (noun): Perhaps the greatest threat to owls is their loss of a habitat. Perhaps the greatest threat to owls is their loss of a dwelling place.
6. Surpass: become greater than (verb): Brett Farve finally surpassed Dan Marino’s record for career touchdown passes. Brett Farve finally became greater than Dan Marino’s record for career touchdown passes
7. Friction: rubbing or wearing away (noun): The friction between flint and steel can create fire. The rubbing between flint and steel can create fire. ****
8. Sediments: stuff that settles to the bottom (noun): The sediment in my tea is probably what got me sick. The stuff that settled to the bottom of my tea is probably what got me sick.
9. Dismal: bad or poor (adj): His performance on the FCAT was dismal. His performance on the FCAT was bad or poor.
2. Complete VIS
3. Quiz
Period 2
1. Vocab football
Period 4
1. Finish concept maps on Steve Irwin
Periods 6-7
1. News of the day
2. Word wall
3. Fluency
4. Read aloud
5. Selective underlining
6. SSR
1. New vocab
. Evolved: develop to a higher state or condition (Verb): The human race has evolved since the time of the caveman The human race has developed to a higher state or condition since the time of the caveman **
2. Organic: related to living organisms (adj): Food that is organic is always more expensive. Food that is related to living organisms is always more expensive.**
3. Microscopic: very small (adj): I couldn’t see the tick because it was microscopic. I couldn’t see the tick because it was very small. ***
4. Nutrients: sources of food or nourishment (noun): Every diet needs to be strong in nutrients. Every diet needs to be strong in sources of food or nourishments.***
5. Habitat: dwelling place (noun): Perhaps the greatest threat to owls is their loss of a habitat. Perhaps the greatest threat to owls is their loss of a dwelling place.
6. Surpass: become greater than (verb): Brett Farve finally surpassed Dan Marino’s record for career touchdown passes. Brett Farve finally became greater than Dan Marino’s record for career touchdown passes
7. Friction: rubbing or wearing away (noun): The friction between flint and steel can create fire. The rubbing between flint and steel can create fire. ****
8. Sediments: stuff that settles to the bottom (noun): The sediment in my tea is probably what got me sick. The stuff that settled to the bottom of my tea is probably what got me sick.
9. Dismal: bad or poor (adj): His performance on the FCAT was dismal. His performance on the FCAT was bad or poor.
2. Complete VIS
3. Quiz
Period 2
1. Vocab football
Period 4
1. Finish concept maps on Steve Irwin
Periods 6-7
1. News of the day
2. Word wall
3. Fluency
4. Read aloud
5. Selective underlining
6. SSR
Tuesday, November 27, 2007
Wednesday, Nov. 28
Period 1
1. BAT testing (no period 1)
Period 2
1. Read-On reading improvement program
Period 4
1. BAT testing (no period 4)
Periods 6-7
1. Word wall
2. Read aloud
3. Fluency
4. Odyssey
5. SSR
1. BAT testing (no period 1)
Period 2
1. Read-On reading improvement program
Period 4
1. BAT testing (no period 4)
Periods 6-7
1. Word wall
2. Read aloud
3. Fluency
4. Odyssey
5. SSR
Tuesday, Nov. 27
Period 1
1. Read aloud
Period 2
1. Read aloud
2. Word Wall
3. New Vocab
Evolved: develop to a higher state or condition (Verb): The human race has evolved since the time of the caveman The human race has developed to a higher state or condition since the time of the caveman **
2. Organic: related to living organisms (adj): Food that is organic is always more expensive. Food that is related to living organisms is always more expensive.**
3. Microscopic: very small (adj): I couldn’t see the tick because it was microscopic. I couldn’t see the tick because it was very small. ***
4. Nutrients: sources of food or nourishment (noun): Every diet needs to be strong in nutrients. Every diet needs to be strong in sources of food or nourishments.***
5. Habitat: dwelling place (noun): Perhaps the greatest threat to owls is their loss of a habitat. Perhaps the greatest threat to owls is their loss of a dwelling place.
6. Surpass: become greater than (verb): Brett Farve finally surpassed Dan Marino’s record for career touchdown passes. Brett Farve finally became greater than Dan Marino’s record for career touchdown passes
7. Friction: rubbing or wearing away (noun): The friction between flint and steel can create fire. The rubbing between flint and steel can create fire. ****
8. Sediments: stuff that settles to the bottom (noun): The sediment in my tea is probably what got me sick. The stuff that settled to the bottom of my tea is probably what got me sick.
9. Dismal: bad or poor (adj): His performance on the FCAT was dismal. His performance on the FCAT was bad or poor.
4. Complete VIS
5. Quiz
Period 4
1. Read aloud
2. Word wall
3. Complete concept map on Steve Irwin from yesterday
Periods 6-7
1. Read aloud
2. Word wall
3. Fluency
4. Review cause-effect chart from yesterday
5. FCAT questions (Page 26 in Rewards Plus)
6. FCAT questions (Rewards Supplement)
7. Target notes
8. SSR
1. Read aloud
Period 2
1. Read aloud
2. Word Wall
3. New Vocab
Evolved: develop to a higher state or condition (Verb): The human race has evolved since the time of the caveman The human race has developed to a higher state or condition since the time of the caveman **
2. Organic: related to living organisms (adj): Food that is organic is always more expensive. Food that is related to living organisms is always more expensive.**
3. Microscopic: very small (adj): I couldn’t see the tick because it was microscopic. I couldn’t see the tick because it was very small. ***
4. Nutrients: sources of food or nourishment (noun): Every diet needs to be strong in nutrients. Every diet needs to be strong in sources of food or nourishments.***
5. Habitat: dwelling place (noun): Perhaps the greatest threat to owls is their loss of a habitat. Perhaps the greatest threat to owls is their loss of a dwelling place.
6. Surpass: become greater than (verb): Brett Farve finally surpassed Dan Marino’s record for career touchdown passes. Brett Farve finally became greater than Dan Marino’s record for career touchdown passes
7. Friction: rubbing or wearing away (noun): The friction between flint and steel can create fire. The rubbing between flint and steel can create fire. ****
8. Sediments: stuff that settles to the bottom (noun): The sediment in my tea is probably what got me sick. The stuff that settled to the bottom of my tea is probably what got me sick.
9. Dismal: bad or poor (adj): His performance on the FCAT was dismal. His performance on the FCAT was bad or poor.
4. Complete VIS
5. Quiz
Period 4
1. Read aloud
2. Word wall
3. Complete concept map on Steve Irwin from yesterday
Periods 6-7
1. Read aloud
2. Word wall
3. Fluency
4. Review cause-effect chart from yesterday
5. FCAT questions (Page 26 in Rewards Plus)
6. FCAT questions (Rewards Supplement)
7. Target notes
8. SSR
Monday, November 26, 2007
Monday, November 26
Periods 1, 2
1. Word wall
2. Read aloud (story on texting in cars)
3. Finish selective underlining of Nazca Lines story
4. Write summary
Period 4
1. Word wall
2. Read aloud
3. Class read Impact story on Steve Irwin
4. Concept map on Steve Irwin
Periods 6-7
1. Read aloud
2. Word wall
3. Fluency
4. Cause effect practice http://teacherslounge.editme.com/files/CauseEffectGame/Cause%20and%20Effect%20Game.pdf
5. Cold read, group read with questions, hot read
6. Graphic organizer
7. Review graphic organizer
8. SSR
1. Word wall
2. Read aloud (story on texting in cars)
3. Finish selective underlining of Nazca Lines story
4. Write summary
Period 4
1. Word wall
2. Read aloud
3. Class read Impact story on Steve Irwin
4. Concept map on Steve Irwin
Periods 6-7
1. Read aloud
2. Word wall
3. Fluency
4. Cause effect practice http://teacherslounge.editme.com/files/CauseEffectGame/Cause%20and%20Effect%20Game.pdf
5. Cold read, group read with questions, hot read
6. Graphic organizer
7. Review graphic organizer
8. SSR
Tuesday, November 20, 2007
Wednesday, November 21
Periods 1, 2, 4
1. Read-On reading improvement program
Periods 6-7
1. Compass Learning Odyssey
2. "A Charlie Brown Thanksgiving"
1. Read-On reading improvement program
Periods 6-7
1. Compass Learning Odyssey
2. "A Charlie Brown Thanksgiving"
Monday, November 19, 2007
Tuesday, Nov. 20
Periods 1, 2
1. Read aloud on "Baggy Pants" story from Sun-Sentinel
2. Word wall
3. Identify Peru on map
4. Pictures of Nazca Lines
5. Begin selective underlining of Nazca Lines story
6. FCAT retake reading scores (last five minutes)
Period 4
1. Read aloud
2. Word wall
3. K-W-L on Steve Irwin
4. Clip of his show from Animal Planet
5. Group read story
6. Partner read story
7. Concept map
Periods 6-7
1. Read aloud (saggy pants article)
2. Word wall
3. Fluency
4. Letter to soldier
5. 5 minutes to study for Vocab quiz
6. Vocab quiz
7. Review S.U. of Marco Polo story from Friday
8. SSR?
1. Read aloud on "Baggy Pants" story from Sun-Sentinel
2. Word wall
3. Identify Peru on map
4. Pictures of Nazca Lines
5. Begin selective underlining of Nazca Lines story
6. FCAT retake reading scores (last five minutes)
Period 4
1. Read aloud
2. Word wall
3. K-W-L on Steve Irwin
4. Clip of his show from Animal Planet
5. Group read story
6. Partner read story
7. Concept map
Periods 6-7
1. Read aloud (saggy pants article)
2. Word wall
3. Fluency
4. Letter to soldier
5. 5 minutes to study for Vocab quiz
6. Vocab quiz
7. Review S.U. of Marco Polo story from Friday
8. SSR?
Thursday, November 15, 2007
Friday, Nov. 16
Periods 1, 2, 4
1. Read-On reading improvement program
Periods 6-7
1. Fluency
2. word wall
3. Story on Marco Polo. Divide the story into numbered paragraphs. Assign each student a paragraph. Have them underline the subject/verb, then write a target note, and then write a sentence that reflects the main idea of each paragraph. Present your paragraph/s on Monday.
4. SSR (30 minutes)
1. Read-On reading improvement program
Periods 6-7
1. Fluency
2. word wall
3. Story on Marco Polo. Divide the story into numbered paragraphs. Assign each student a paragraph. Have them underline the subject/verb, then write a target note, and then write a sentence that reflects the main idea of each paragraph. Present your paragraph/s on Monday.
4. SSR (30 minutes)
Wednesday, November 14, 2007
Monday, November 19
Periods 1, 2, 4
1. Practice difference between their/there/they're
2. Have students complete journal on their kindness projects
3. Presentations on kindness projects
4. Word wall
Periods 6-7
1. Write five sentences from the words you learned last week
2. Review their/they’re/there
3. Review answer to short-response question from Lesson 1
4. Kindness journal
5. Kindness presentations
6. Word wall
7. Fluency
8. Read aloud
9. SSR
1. Practice difference between their/there/they're
2. Have students complete journal on their kindness projects
3. Presentations on kindness projects
4. Word wall
Periods 6-7
1. Write five sentences from the words you learned last week
2. Review their/they’re/there
3. Review answer to short-response question from Lesson 1
4. Kindness journal
5. Kindness presentations
6. Word wall
7. Fluency
8. Read aloud
9. SSR
Thursday, Nov. 15
Periods 1, 2
1. Entry activity: Respond, in the form of a letter-to-the-editor to the article on cell phones that appeared in Wednesday's Sun-Sentinel. Using the CRISS strategy, pretend that you are a teacher and that you object to allowing cell phones in school
2. Word wall
3. Kindness project
4. Vocab quiz from Lesson 1 words in "Topics"
Period 2
1. Entry activity: Respond, in the form of a letter-to-the-editor to the article on cell phones that appeared in Wednesday's Sun-Sentinel. Using the CRISS strategy, pretend that you are a teacher and that you object to allowing cell phones in school
2.Word wall
3. Kindness project
4. Fire drill
Period 4
1. Entry activity: Respond, in the form of a letter-to-the-editor to the article on cell phones that appeared in Wednesday's Sun-Sentinel. Using the CRISS strategy, pretend that you are a teacher and that you object to allowing cell phones in school
2. Pre-reading activity on Lesson 2 from "Topics"
3. Complete Lesson 2 in "Topics"
Periods 6-7
1. Word wall
2. Fluency
3. Read aloud
4. Background knowledge on Peru
5. Show pictures of Nazca Lines
6. Begin selective underlining on Nazca Lines story
7. SSR
1. Entry activity: Respond, in the form of a letter-to-the-editor to the article on cell phones that appeared in Wednesday's Sun-Sentinel. Using the CRISS strategy, pretend that you are a teacher and that you object to allowing cell phones in school
2. Word wall
3. Kindness project
4. Vocab quiz from Lesson 1 words in "Topics"
Period 2
1. Entry activity: Respond, in the form of a letter-to-the-editor to the article on cell phones that appeared in Wednesday's Sun-Sentinel. Using the CRISS strategy, pretend that you are a teacher and that you object to allowing cell phones in school
2.Word wall
3. Kindness project
4. Fire drill
Period 4
1. Entry activity: Respond, in the form of a letter-to-the-editor to the article on cell phones that appeared in Wednesday's Sun-Sentinel. Using the CRISS strategy, pretend that you are a teacher and that you object to allowing cell phones in school
2. Pre-reading activity on Lesson 2 from "Topics"
3. Complete Lesson 2 in "Topics"
Periods 6-7
1. Word wall
2. Fluency
3. Read aloud
4. Background knowledge on Peru
5. Show pictures of Nazca Lines
6. Begin selective underlining on Nazca Lines story
7. SSR
Tuesday, November 13, 2007
Wednesday, Nov. 14
Period 1
1. Word wall
2. Continue introductory lesson in "Topics"
3. New vocab from lesson 1 in "Topics"
1. magnate: powerful or important person (noun):
2. scanning: looking at with great care (verb):
3. Nocturnal: occurring at night (adj):
4. diffuse: spread out (verb):
5. resolve: break into parts (verb
6. meridian: highest point in the sky (noun):
7. prime: first in quality (adj):
8. entertain: consider (verb):
9. contention: claim or belief (noun):
10. fathom: understand or comprehend (verb
4. Redo ACT practice test scantrons
Period 2
1. Vocab quiz
2. Word wall
3. Continue introductory lesson in "Topics"
4. Redo practice ACT scantrons
Period 4
1. Kindness projects: Journal and presentation due Monday
--put each students’ name in a bowl or basket. At the beginning of the day, let each student draw a name. They must keep the name that they draw a secret. During the day, each student is to watch for an opportunity to do something kind for the person whose name he/she drew. At the end of the week, have students tell in a journal something kind that was done or said to him/her. Then have them tell how it feels to have experienced a day or week of kindnesses.
2. Word wall
3. Vocab football
Periods 6-7
PERIODS 6-7
1. WORD WALL
2. FLUENCY
3. READ ALOUD
4. FCAT PROMPT (PAGE 5 IN REWARDS SUPPLEMENT)
5. KINDNESS PROJECT
6. PRE-READING ACTIVITY FOR LESSON 2 (MARCO POLO VIDEO FROM UNITED STREAMING)
7. SSR
1. Word wall
2. Continue introductory lesson in "Topics"
3. New vocab from lesson 1 in "Topics"
1. magnate: powerful or important person (noun):
2. scanning: looking at with great care (verb):
3. Nocturnal: occurring at night (adj):
4. diffuse: spread out (verb):
5. resolve: break into parts (verb
6. meridian: highest point in the sky (noun):
7. prime: first in quality (adj):
8. entertain: consider (verb):
9. contention: claim or belief (noun):
10. fathom: understand or comprehend (verb
4. Redo ACT practice test scantrons
Period 2
1. Vocab quiz
2. Word wall
3. Continue introductory lesson in "Topics"
4. Redo practice ACT scantrons
Period 4
1. Kindness projects: Journal and presentation due Monday
--put each students’ name in a bowl or basket. At the beginning of the day, let each student draw a name. They must keep the name that they draw a secret. During the day, each student is to watch for an opportunity to do something kind for the person whose name he/she drew. At the end of the week, have students tell in a journal something kind that was done or said to him/her. Then have them tell how it feels to have experienced a day or week of kindnesses.
2. Word wall
3. Vocab football
Periods 6-7
PERIODS 6-7
1. WORD WALL
2. FLUENCY
3. READ ALOUD
4. FCAT PROMPT (PAGE 5 IN REWARDS SUPPLEMENT)
5. KINDNESS PROJECT
6. PRE-READING ACTIVITY FOR LESSON 2 (MARCO POLO VIDEO FROM UNITED STREAMING)
7. SSR
Tuesday, Nov. 13
Period 1
1. Read-On reading improvement program
Period 2
1. Word wall
2. Learn new vocab from Lesson 1 of "Topics" (period 4 vocab from Oct. 31 that includes 'magnate')
3. Complete VIS
Period 4
1. Read-On reading improvement program
Periods 6-7
1. Word wall
2. Fluency
3. New vocab
4. Complete VIS sheet
5. SSR
1. Read-On reading improvement program
Period 2
1. Word wall
2. Learn new vocab from Lesson 1 of "Topics" (period 4 vocab from Oct. 31 that includes 'magnate')
3. Complete VIS
Period 4
1. Read-On reading improvement program
Periods 6-7
1. Word wall
2. Fluency
3. New vocab
4. Complete VIS sheet
5. SSR
Friday, November 9, 2007
Friday, Nov. 9
Periods 1, 2
1. Word wall
2. Continue Introductory Lesson in "Topics"
Period 4
1. Word wall
2. Finish selective underlining of story on Nazca Lines
3. Write summary as a class (turn in summary)
Periods 6-7
1. Word wall
2. Fluency
3. FCAT prompt on Lesson 1: Describe how the author views Greek theater and its relationship to present-day theater. Use relevant details, facts, and information from the text to support your answer.
4. Read-aloud
5. SSR
1. Word wall
2. Continue Introductory Lesson in "Topics"
Period 4
1. Word wall
2. Finish selective underlining of story on Nazca Lines
3. Write summary as a class (turn in summary)
Periods 6-7
1. Word wall
2. Fluency
3. FCAT prompt on Lesson 1: Describe how the author views Greek theater and its relationship to present-day theater. Use relevant details, facts, and information from the text to support your answer.
4. Read-aloud
5. SSR
Thursday, November 8, 2007
Thursday, Nov. 8
Periods 1-2
1. Take practice ACT (reading section)
Period 4
1. Vocab quiz
2. Word wall
3. Where is Nazca, Peru? Background on my trip to South America
4. Pictures of the Nazca Lines
5. Selective underlining of story on the Nazca Lines
Periods 6-7
1. Take practice ACT (reading section)
Period 4
1. Vocab quiz
2. Word wall
3. Where is Nazca, Peru? Background on my trip to South America
4. Pictures of the Nazca Lines
5. Selective underlining of story on the Nazca Lines
Periods 6-7
Tuesday, November 6, 2007
Wednesday, Nov. 7
Period 1
1. Entrance activity: You have three minutes to write down as many words and definitions from the word wall that you can remember. Anything over 10 will be considered extra credit.
2. Finish 'chunking' subheads from Chapter 2 of ACT prep book
Period 2
1. Entrance activity: You have three minutes to write down as many words and definitions from the word wall that you can remember. Anything over 10 will be considered extra credit.
2. Finish 'chunking' subheads from Chapter 2 of ACT prep book
3. Review test-taking strategies
4. Begin introductory lesson in "Topics for the Restless"
Period 4
1. 1. Entrance activity: You have three minutes to write down as many words and definitions from the word wall that you can remember. Anything over 10 will be considered extra credit.
2. Finish Lesson 1 in "Topics for the Restless"
3. Revise A-Z brainstorming
4. Learn vocabulary for "Topics" Lesson 2
1. Evolved: develop to a higher state or condition (Verb): The human race has evolved since the time of the caveman The human race has developed to a higher state or condition since the time of the caveman **
2. Organic: related to living organisms (adj): Food that is organic is always more expensive. Food that is related to living organisms is always more expensive.**
3. Microscopic: very small (adj): I couldn’t see the tick because it was microscopic. I couldn’t see the tick because it was very small. ***
4. Nutrients: sources of food or nourishment (noun): Every diet needs to be strong in nutrients. Every diet needs to be strong in sources of food or nourishments.***
5. Habitat: dwelling place (noun): Perhaps the greatest threat to owls is their loss of a habitat. Perhaps the greatest threat to owls is their loss of a dwelling place.
6. Surpass: become greater than (verb): Brett Farve finally surpassed Dan Marino’s record for career touchdown passes. Brett Farve finally became greater than Dan Marino’s record for career touchdown passes
7. Friction: rubbing or wearing away (noun): The friction between flint and steel can create fire. The rubbing between flint and steel can create fire. ****
8. Sediments: stuff that settles to the bottom (noun): The sediment in my tea is probably what got me sick. The stuff that settled to the bottom of my tea is probably what got me sick.
9. Dismal: bad or poor (adj): His performance on the FCAT was dismal. His performance on the FCAT was bad or poor.
10. Evolved: develop to a higher state or condition (Verb):
11. Organic: related to living organisms (adj):
12. Microscopic: very small (adj
13. Nutrients: sources of food or nourishment (noun):
14. Habitat: dwelling place (noun):
15. Surpass: become greater than (verb):
16. Friction: rubbing or wearing away (noun):
17. Sediments: stuff that settles to the bottom (noun):
18. Dismal: bad or poor (adj):
Periods 6-7
1. Word wall
2. fluency
3. read aloud
4. Complete Page 5 (supplement)
5. Practice FCAT first sentence (overhead)
6. Create five FCAT questions and answers of your own
7. SSR
1. Entrance activity: You have three minutes to write down as many words and definitions from the word wall that you can remember. Anything over 10 will be considered extra credit.
2. Finish 'chunking' subheads from Chapter 2 of ACT prep book
Period 2
1. Entrance activity: You have three minutes to write down as many words and definitions from the word wall that you can remember. Anything over 10 will be considered extra credit.
2. Finish 'chunking' subheads from Chapter 2 of ACT prep book
3. Review test-taking strategies
4. Begin introductory lesson in "Topics for the Restless"
Period 4
1. 1. Entrance activity: You have three minutes to write down as many words and definitions from the word wall that you can remember. Anything over 10 will be considered extra credit.
2. Finish Lesson 1 in "Topics for the Restless"
3. Revise A-Z brainstorming
4. Learn vocabulary for "Topics" Lesson 2
1. Evolved: develop to a higher state or condition (Verb): The human race has evolved since the time of the caveman The human race has developed to a higher state or condition since the time of the caveman **
2. Organic: related to living organisms (adj): Food that is organic is always more expensive. Food that is related to living organisms is always more expensive.**
3. Microscopic: very small (adj): I couldn’t see the tick because it was microscopic. I couldn’t see the tick because it was very small. ***
4. Nutrients: sources of food or nourishment (noun): Every diet needs to be strong in nutrients. Every diet needs to be strong in sources of food or nourishments.***
5. Habitat: dwelling place (noun): Perhaps the greatest threat to owls is their loss of a habitat. Perhaps the greatest threat to owls is their loss of a dwelling place.
6. Surpass: become greater than (verb): Brett Farve finally surpassed Dan Marino’s record for career touchdown passes. Brett Farve finally became greater than Dan Marino’s record for career touchdown passes
7. Friction: rubbing or wearing away (noun): The friction between flint and steel can create fire. The rubbing between flint and steel can create fire. ****
8. Sediments: stuff that settles to the bottom (noun): The sediment in my tea is probably what got me sick. The stuff that settled to the bottom of my tea is probably what got me sick.
9. Dismal: bad or poor (adj): His performance on the FCAT was dismal. His performance on the FCAT was bad or poor.
10. Evolved: develop to a higher state or condition (Verb):
11. Organic: related to living organisms (adj):
12. Microscopic: very small (adj
13. Nutrients: sources of food or nourishment (noun):
14. Habitat: dwelling place (noun):
15. Surpass: become greater than (verb):
16. Friction: rubbing or wearing away (noun):
17. Sediments: stuff that settles to the bottom (noun):
18. Dismal: bad or poor (adj):
Periods 6-7
1. Word wall
2. fluency
3. read aloud
4. Complete Page 5 (supplement)
5. Practice FCAT first sentence (overhead)
6. Create five FCAT questions and answers of your own
7. SSR
Monday, November 5, 2007
Tuesday, Nov. 6
Periods 1, 2, 4
1. Read-On
2. Word wall
Periods 6-7
1. Word wall
2. Fluency
3. Read aloud
4. Complete Page 18 in Rewards, pages 4+6 in Rewards supplement
5. Write first sentence, Page 5, Rewards supplement
6. SSR
1. Read-On
2. Word wall
Periods 6-7
1. Word wall
2. Fluency
3. Read aloud
4. Complete Page 18 in Rewards, pages 4+6 in Rewards supplement
5. Write first sentence, Page 5, Rewards supplement
6. SSR
Friday, November 2, 2007
Monday, Nov. 5
Periods 1, 2, 4
1. Read-On reading improvement program
2. Access student data (complete on data sheet)
Periods 6-7
1. Access student data (complete on data sheet)
2. Compass Learning Odyssey
3. SSR
1. Read-On reading improvement program
2. Access student data (complete on data sheet)
Periods 6-7
1. Access student data (complete on data sheet)
2. Compass Learning Odyssey
3. SSR
Friday, November 2
Period 1
1. Guest speaker
Period 2
1. Guest speaker
2. Finish "Chunking" project from Thursday
Period 4
1. Guest speaker
2. Finish Lesson 1 from "Topics"
Periods 6-7
1. Word wall
2. Fluency
3. Read aloud
4. Finish selective underlining/target notes
5. Writing sample
6. SSR
1. Guest speaker
Period 2
1. Guest speaker
2. Finish "Chunking" project from Thursday
Period 4
1. Guest speaker
2. Finish Lesson 1 from "Topics"
Periods 6-7
1. Word wall
2. Fluency
3. Read aloud
4. Finish selective underlining/target notes
5. Writing sample
6. SSR
Wednesday, October 31, 2007
Thursday, Nov. 1
Periods 1, 2
1. Word Wall
2. Finish "Chunking" Chapter 2 of ACT book
Period 4
1. Vocab quiz
2. A-Z Brainstorming on comets
3. Complete Lesson 1 in "Topics" book
Periods 6-7
1. Word wall
2. Fluency
3. Read aloud
4. Selective underlining/summary of story while answering questions
Choose the BEST answer to each question. Refer to the text to support your answer.
1. Which of the following best describes a satirical play?
a. It shows the right or wrong paths in life.
b. It is what they called Greek comedies.
c. It shows common aspects of life.
d. It makes fun of everyday life.
2. If you had to choose a different title for this story, which title would be most appropriate?
a. How Theater Became Entertainment
b. Famous Greek Plays
c. The Birth of Theater
d. How Amphitheaters Began
3. Which of the following characteristics best describes a thespian?
a. A thespian works in a theater.
b. A thespian acts in a play.
c. A thespian competes in drama competitions.
d. A thespian writes a theatrical production.
4. For which reason would wealthy people most likely fund a production?
a. They would not have to pay taxes that year.
b. They enjoyed drama competitions.
c. They wanted to honor the Greek god of fertility, Dionysus.
d. Theater was popular.
1. Word Wall
2. Finish "Chunking" Chapter 2 of ACT book
Period 4
1. Vocab quiz
2. A-Z Brainstorming on comets
3. Complete Lesson 1 in "Topics" book
Periods 6-7
1. Word wall
2. Fluency
3. Read aloud
4. Selective underlining/summary of story while answering questions
Choose the BEST answer to each question. Refer to the text to support your answer.
1. Which of the following best describes a satirical play?
a. It shows the right or wrong paths in life.
b. It is what they called Greek comedies.
c. It shows common aspects of life.
d. It makes fun of everyday life.
2. If you had to choose a different title for this story, which title would be most appropriate?
a. How Theater Became Entertainment
b. Famous Greek Plays
c. The Birth of Theater
d. How Amphitheaters Began
3. Which of the following characteristics best describes a thespian?
a. A thespian works in a theater.
b. A thespian acts in a play.
c. A thespian competes in drama competitions.
d. A thespian writes a theatrical production.
4. For which reason would wealthy people most likely fund a production?
a. They would not have to pay taxes that year.
b. They enjoyed drama competitions.
c. They wanted to honor the Greek god of fertility, Dionysus.
d. Theater was popular.
Tuesday, October 30, 2007
Wednesday, October 31
Periods 1, 2, 4
1. Read-On reading improvement program
Periods 6-7
1. Compass Learning Odyssey
1. Read-On reading improvement program
Periods 6-7
1. Compass Learning Odyssey
Monday, October 29, 2007
Tuesday, October 30
Periods 1, 2
1. Finish underlining/summary on AMSCO Pages 158-161
2. Begin 'chunking' Chapter 2 of ACT book
Period 4
1. Finish underlining/summary on AMSCO Pages 158-161
2. Learn new vocabulary from Chapter 2 of "Topics" book
1. magnate: powerful or important person (noun): Donald Trump would be considered a magnate. Donald Trump would be considered a powerful or important person (who else would you consider a magnate?) **
2. scanning: looking at with great care (verb): After scanning the contract, I finally decided to sign it. After looking at the contract with great care, I finally decided to sign it. **
3. Nocturnal: occurring at night (adj): The hoary bat is a nocturnal animal. The hoary bat is an animal that occurs at night (what does that mean? What other animals are nocturnal? How many of you are nocturnal?) **
4. diffuse: spread out (verb): The Marine Corps was called in to diffuse the situation. The Marine Corps was called in to spread out the situation. (what do security guards do when there is a fight in the cafeteria. In the picture who is trying to diffuse the situation?) **
5. resolve: break into parts (verb): Security was called to the classroom to resolve the problem. Security was called to the classroom to break the problem into parts. **
6. meridian: highest point in the sky (noun): It’s best to observe comets when they are at the meridian. It’s best to observe comets when they are at the highest point in the sky.
7. prime: first in quality (adj): I only eat beef that is prime. I only eat beef that is first in quality. (if that is true, where would I buy that beef?) ***
8. entertain: consider (verb): Not for one second did I ever entertain the thought of letting him move in with me. Not for one second did I ever consider the thought of letting him move in with me.
9. contention: claim or belief (noun): Her contention was that the teacher was not being fair. Her claim or belief was that the teacher was not being fair. (why did my sister get a bad grade in Algebra II?)
10. fathom: understand or comprehend (verb): I couldn’t fathom what I was seeing. I couldn’t understand or comprehend what I was seeing (9-11, Hindenberg, what else?) **
3. Complete VIS
Periods 6-7
1. Word wall
2. Read aloud
3. Cold/teacher/hot/partner
4. Complete graphic organizer
5. Review graphic organizer
6. SSR?
1. Finish underlining/summary on AMSCO Pages 158-161
2. Begin 'chunking' Chapter 2 of ACT book
Period 4
1. Finish underlining/summary on AMSCO Pages 158-161
2. Learn new vocabulary from Chapter 2 of "Topics" book
1. magnate: powerful or important person (noun): Donald Trump would be considered a magnate. Donald Trump would be considered a powerful or important person (who else would you consider a magnate?) **
2. scanning: looking at with great care (verb): After scanning the contract, I finally decided to sign it. After looking at the contract with great care, I finally decided to sign it. **
3. Nocturnal: occurring at night (adj): The hoary bat is a nocturnal animal. The hoary bat is an animal that occurs at night (what does that mean? What other animals are nocturnal? How many of you are nocturnal?) **
4. diffuse: spread out (verb): The Marine Corps was called in to diffuse the situation. The Marine Corps was called in to spread out the situation. (what do security guards do when there is a fight in the cafeteria. In the picture who is trying to diffuse the situation?) **
5. resolve: break into parts (verb): Security was called to the classroom to resolve the problem. Security was called to the classroom to break the problem into parts. **
6. meridian: highest point in the sky (noun): It’s best to observe comets when they are at the meridian. It’s best to observe comets when they are at the highest point in the sky.
7. prime: first in quality (adj): I only eat beef that is prime. I only eat beef that is first in quality. (if that is true, where would I buy that beef?) ***
8. entertain: consider (verb): Not for one second did I ever entertain the thought of letting him move in with me. Not for one second did I ever consider the thought of letting him move in with me.
9. contention: claim or belief (noun): Her contention was that the teacher was not being fair. Her claim or belief was that the teacher was not being fair. (why did my sister get a bad grade in Algebra II?)
10. fathom: understand or comprehend (verb): I couldn’t fathom what I was seeing. I couldn’t understand or comprehend what I was seeing (9-11, Hindenberg, what else?) **
3. Complete VIS
Periods 6-7
1. Word wall
2. Read aloud
3. Cold/teacher/hot/partner
4. Complete graphic organizer
5. Review graphic organizer
6. SSR?
Monday, Oct. 29
Period 1
1. Vocab quiz on words you learned Monday, Oct. 22
2. Review AMSCO Pages 158-161 (finish tomorrow)
Periods 2, 4
1. Word wall review
2. Review AMSCO Pages 158-161 (finish tomorrow)
Periods 6-7
1. Entrance activity: You have three minutes to write down as many vocab words and definitions as you can remember
2. Read aloud
3. Fluency
4. Words Parts review Lesson 6
5. Review Activity A Lists 1,2, 3
6. Background knowledge video (united streaming)
1. Vocab quiz on words you learned Monday, Oct. 22
2. Review AMSCO Pages 158-161 (finish tomorrow)
Periods 2, 4
1. Word wall review
2. Review AMSCO Pages 158-161 (finish tomorrow)
Periods 6-7
1. Entrance activity: You have three minutes to write down as many vocab words and definitions as you can remember
2. Read aloud
3. Fluency
4. Words Parts review Lesson 6
5. Review Activity A Lists 1,2, 3
6. Background knowledge video (united streaming)
Tuesday, October 23, 2007
Thursday, Oct. 25
Period 1
1. Learn new FCAT vocab words (these are the words you were supposed to learn Monday)
Period 2
1. Vocab quiz on words from Monday
Period 4
1. Learn new FCAT vocab words (these are the words you were supposed to learn Monday)
Period 2
1. Vocab quiz on words from Monday
Period 4
Wednesday, October 24
Periods 1, 2, 4
1. Read-On reading improvement program
Periods 6-7
1. Compass Learning Odyssey
2. SSR
1. Read-On reading improvement program
Periods 6-7
1. Compass Learning Odyssey
2. SSR
Tuesday, October 23
Periods 1, 2
1. ACT meeting
2. Students remaining in class finished assignment from Wednesday (AMSCO Pages 158-161)
Period 4
1. Complete introductory lesson in "Topics for the Restless" (worksheet provided)
Periods 6-7
1. Word wall
2. Read aloud
3. Fluency
4. Word parts Review Lesson 5 (Rewards)
5. Review AMSCO Pages 158-161 from last Wednesday
6. SSR
1. ACT meeting
2. Students remaining in class finished assignment from Wednesday (AMSCO Pages 158-161)
Period 4
1. Complete introductory lesson in "Topics for the Restless" (worksheet provided)
Periods 6-7
1. Word wall
2. Read aloud
3. Fluency
4. Word parts Review Lesson 5 (Rewards)
5. Review AMSCO Pages 158-161 from last Wednesday
6. SSR
Monday, October 22
Periods 1-2
1. Learn new vocabulary
2. Complete VIS
1. Conceited: full of yourself (adj): I think Kobe Bryant is conceited. I think Kobe Bryant is full of himself.
2. chaos: confusion (noun): There is usually chaos when the teacher is absent. There is usually confusion when the teacher is absent.
3. arrogant: full of yourself (adj): I think Kobe Bryant is arrogant. I think Kobe Bryant is full of himself.
4. affectionate: loving (adj): The couple was affectionate toward one another. The couple was loving toward one another.
5. curt: short (adj): The student wanted to know why the teacher was so curt with him. The student wanted to know why the teacher was so short with him.
6. bizarre: strange or weird (adj): Some of the things that happened at Neverland Ranch were bizarre. Some of the things that happened at Neverland Ranch were strange or weird.
7. humorous: funny (adj): That comedian is very humorous. That comedian is very funny.
8. intense: full of energy (adj): Brandon is intense when it comes to baseball. Brandon is full of energy when it comes to baseball.
9. forlorn: sad or lonely (adj): He was forlorn after his wife died. He was sad and lonely after his wife died.
10. exasperated: annoyed or frustrated (adj): He got exasperated after seeing my team allow five goals. He got annoyed and frustrated after seeing my team allow five goals.
Period 4
1. intent: purpose (Noun): His intent was to kill. His purpose was to kill. (What was your intent in calling me at 3 am?)
2. aspects: parts, features, elements (noun): There are certain aspects of teaching that I like. There are certain parts, features or elements of teaching that I like. (what aspects of this class do you like? which do you dislike?)
3. oppression: punishment or hardship (noun): The Jews had to flee oppression during the Holocaust. The Jews had to flee punishment or hardship during the Holocaust.
4. compelling: interesting (adj): Her story was compelling. Her story was interesting. (What books do you find compelling)
5. slant: viewpoint (noun): The politician did not agree with the writer's slant. The politician did not agree with the writer's viewpoint. (What is the Sun Sentinel's slant)
6. efficient: performing a task easily and skillfully (adj): Some teachers are more efficient than others. Some teachers perform tasks more easily and skillfully than others. (What are some things that might make a teacher more efficient? What are some things that might make a student more efficient? Have you ever heard of an energy-efficient home?)
7. consecutively: coming one after another (adv): He made nine three-pointers, all consecutively. He made nine three-pointers, all one after another
8. corresponding: matching (adj): Please bubble in the letter that corresponds with the correct answer. Please bubble in the letter that matches with the correct answer.
9. diagnostic: helping to analyze or find problems in (adj): The test the student ran on his computer was diagnostic. The test the student ran on his computer was to help analyze or find the problems
10. discriminating: able to see differences (adj): He is discriminating when it comes to clothes. He is able to see differences when it comes to clothes. (if someone is discriminating, do you think they would buy their clothes at walmart? who on tv is discriminating when it comes to clothes…if you are discriminating would you be able to tell the difference between a real polo shirt and a fake polo shirt)
1. Learn new vocabulary
2. Complete VIS
1. Conceited: full of yourself (adj): I think Kobe Bryant is conceited. I think Kobe Bryant is full of himself.
2. chaos: confusion (noun): There is usually chaos when the teacher is absent. There is usually confusion when the teacher is absent.
3. arrogant: full of yourself (adj): I think Kobe Bryant is arrogant. I think Kobe Bryant is full of himself.
4. affectionate: loving (adj): The couple was affectionate toward one another. The couple was loving toward one another.
5. curt: short (adj): The student wanted to know why the teacher was so curt with him. The student wanted to know why the teacher was so short with him.
6. bizarre: strange or weird (adj): Some of the things that happened at Neverland Ranch were bizarre. Some of the things that happened at Neverland Ranch were strange or weird.
7. humorous: funny (adj): That comedian is very humorous. That comedian is very funny.
8. intense: full of energy (adj): Brandon is intense when it comes to baseball. Brandon is full of energy when it comes to baseball.
9. forlorn: sad or lonely (adj): He was forlorn after his wife died. He was sad and lonely after his wife died.
10. exasperated: annoyed or frustrated (adj): He got exasperated after seeing my team allow five goals. He got annoyed and frustrated after seeing my team allow five goals.
Period 4
1. intent: purpose (Noun): His intent was to kill. His purpose was to kill. (What was your intent in calling me at 3 am?)
2. aspects: parts, features, elements (noun): There are certain aspects of teaching that I like. There are certain parts, features or elements of teaching that I like. (what aspects of this class do you like? which do you dislike?)
3. oppression: punishment or hardship (noun): The Jews had to flee oppression during the Holocaust. The Jews had to flee punishment or hardship during the Holocaust.
4. compelling: interesting (adj): Her story was compelling. Her story was interesting. (What books do you find compelling)
5. slant: viewpoint (noun): The politician did not agree with the writer's slant. The politician did not agree with the writer's viewpoint. (What is the Sun Sentinel's slant)
6. efficient: performing a task easily and skillfully (adj): Some teachers are more efficient than others. Some teachers perform tasks more easily and skillfully than others. (What are some things that might make a teacher more efficient? What are some things that might make a student more efficient? Have you ever heard of an energy-efficient home?)
7. consecutively: coming one after another (adv): He made nine three-pointers, all consecutively. He made nine three-pointers, all one after another
8. corresponding: matching (adj): Please bubble in the letter that corresponds with the correct answer. Please bubble in the letter that matches with the correct answer.
9. diagnostic: helping to analyze or find problems in (adj): The test the student ran on his computer was diagnostic. The test the student ran on his computer was to help analyze or find the problems
10. discriminating: able to see differences (adj): He is discriminating when it comes to clothes. He is able to see differences when it comes to clothes. (if someone is discriminating, do you think they would buy their clothes at walmart? who on tv is discriminating when it comes to clothes…if you are discriminating would you be able to tell the difference between a real polo shirt and a fake polo shirt)
Thursday, October 18, 2007
Friday, Oct. 19
Periods 1, 2, 4
1. Read-On reaading improvement program
Periods 6-7
1. Word wall
2. read aloud
3. word parts review lesson 4 (rewards)
4. fluency
5. vocab quiz
6. pre-reading activity on rewards lesson 1 (video of life in ancient greece)
1. Read-On reaading improvement program
Periods 6-7
1. Word wall
2. read aloud
3. word parts review lesson 4 (rewards)
4. fluency
5. vocab quiz
6. pre-reading activity on rewards lesson 1 (video of life in ancient greece)
Thursday, Oct. 18
Periods 1, 2, 4
1. Entrance activity: Write as many words and definitions from the world wall as you can remember. You will receive 2 points of extra credit per word for any number over 10
2. Finish selective underlining, target notes, and sentences for AMSCO Social Studies Pages 111-113
Periods 6-7
1. Write five sentences from the words you learned last week (production, commentary, audience)
2. Word wall
3. Read aloud
4. Fluency
5. Model selective underlining, target notes, sentences
6. Word parts review lesson 3 from Rewards
1. Entrance activity: Write as many words and definitions from the world wall as you can remember. You will receive 2 points of extra credit per word for any number over 10
2. Finish selective underlining, target notes, and sentences for AMSCO Social Studies Pages 111-113
Periods 6-7
1. Write five sentences from the words you learned last week (production, commentary, audience)
2. Word wall
3. Read aloud
4. Fluency
5. Model selective underlining, target notes, sentences
6. Word parts review lesson 3 from Rewards
Tuesday, October 16, 2007
Wednesday, October 17
Periods, 1, 2, 4
1. Complete worksheet from AMSCO Social Studies Pages 158--161
Periods, 6,7
1. Complete worksheet from AMSCO Social Studies Pages 158-161
2. SSR
1. Complete worksheet from AMSCO Social Studies Pages 158--161
Periods, 6,7
1. Complete worksheet from AMSCO Social Studies Pages 158-161
2. SSR
Friday, October 12, 2007
Tuesday, October 16
Periods 1, 2, 4
1. Word wall
2. Review of AMSCO Social Studies Pages 111-113 using handout distributed in class on Wednesday, Oct. 10 (pre-reading strategies, selective underlining, target notes)
Periods 6-7
1. Do now: Write five sentences using the words you learned Friday
2. Word wall
3. Read aloud
4. Word Parts Review #2
5. Fluency
6. SSR
1. Word wall
2. Review of AMSCO Social Studies Pages 111-113 using handout distributed in class on Wednesday, Oct. 10 (pre-reading strategies, selective underlining, target notes)
Periods 6-7
1. Do now: Write five sentences using the words you learned Friday
2. Word wall
3. Read aloud
4. Word Parts Review #2
5. Fluency
6. SSR
Monday, October 15
Periods 1, 2, 4
1. Read-On reading improvement program
Periods 6-7
1. Compass Learning Odyssey
2. SSR
1. Read-On reading improvement program
Periods 6-7
1. Compass Learning Odyssey
2. SSR
Thursday, October 11, 2007
Friday, Oct. 12
Periods 1, 2,4
1. Journal: Have you ever been persecuted? If not, do you know someone who has? What did it feel like? How do you think they felt? What can be done to prevent future persecution?
2. Vocab quiz
3. Word wall
Periods 6-7
1. Word wall review: Write down as many words and definitions from the wall that you can remember. Extra credit for more than 10 words.
2. Read aloud
3. Vocab quiz on Chapter 3 words
4. New vocabulary from Rewards Lesson 1 (VIS)
1. production: play, movie or video (noun):
2. Protagonist: main character (noun):
3. Audience: group of people gathered (noun):
4. Commentary: explanation (noun):
5. Morality: whether an act is right or wrong (noun)
6. Tradition: doing something the same way it was done in the past (n):
7. Visible: can be seen (adj)
8. Accommodate: to make room for (verb):
9. Appreciate: to like something (verb): She appreciates art. She likes art.
10. Interact: to talk to someone (v):
5. SSR
1. Journal: Have you ever been persecuted? If not, do you know someone who has? What did it feel like? How do you think they felt? What can be done to prevent future persecution?
2. Vocab quiz
3. Word wall
Periods 6-7
1. Word wall review: Write down as many words and definitions from the wall that you can remember. Extra credit for more than 10 words.
2. Read aloud
3. Vocab quiz on Chapter 3 words
4. New vocabulary from Rewards Lesson 1 (VIS)
1. production: play, movie or video (noun):
2. Protagonist: main character (noun):
3. Audience: group of people gathered (noun):
4. Commentary: explanation (noun):
5. Morality: whether an act is right or wrong (noun)
6. Tradition: doing something the same way it was done in the past (n):
7. Visible: can be seen (adj)
8. Accommodate: to make room for (verb):
9. Appreciate: to like something (verb): She appreciates art. She likes art.
10. Interact: to talk to someone (v):
5. SSR
Thursday, Oct. 11
Periods 1, 2
1. Word wall
2. Learn new vocabulary
1. intent: purpose (Noun): His intent was to kill. His purpose was to kill. (What was your intent in calling me at 3 am?)
2. aspects: parts, features, elements (noun): There are certain aspects of teaching that I like. There are certain parts, features or elements of teaching that I like. (what aspects of this class do you like? which do you dislike?)
3. oppression: punishment or hardship (noun): The Jews had to flee oppression during the Holocaust. The Jews had to flee punishment or hardship during the Holocaust.
http://atlasshrugs2000.typepad.com/atlas_shrugs/images/2007/04/15/holocaust00_1.jpg
4. compelling: interesting (adj): Her story was compelling. Her story was interesting. (What books do you find compelling)
http://www.fantasticfiction.co.uk/images/c3/c18990.jpg
5. slant: viewpoint (noun): The politician did not agree with the writer's slant. The politician did not agree with the writer's viewpoint. (What is the Sun Sentinel's slant)
http://images.google.com/imgres?imgurl=http://imagecache2.allposters.com/images/pic/PHO/Mattmo0035~Brett-Favre-200th-Consecutive-Game-Posters.jpg&imgrefurl=http://www.allposters.com/-sp/Brett-Favre-200th-Consecutive-Game-Posters_i1247759_.htm&h=278&w=350&sz=32&hl=en&start=2&tbnid=w6B128y7JPJfMM:&tbnh=95&tbnw=120&prev=/images%3Fq%3Dconsecutive%26gbv%3D2%26svnum%3D10%26hl%3Den%26sa%3DG%26ie%3DUTF-8
6. efficient: performing a task easily and skillfully (adj): Some teachers are more efficient than others. Some teachers perform tasks more easily and skillfully than others. (What are some things that might make a teacher more efficient? What are some things that might make a student more efficient? Have you ever heard of an energy-efficient home?)
http://pelmatp.doe.gov.ph/images/articles/Image/File0053.jpg
7. consecutively: coming one after another (adv): He made nine three-pointers, all consecutively. He made nine three-pointers, all one after another
http://images.google.com/imgres?imgurl=http://imagecache2.allposters.com/images/pic/PHO/Mattmo0035~Brett-Favre-200th-Consecutive-Game-Posters.jpg&imgrefurl=http://www.allposters.com/-sp/Brett-Favre-200th-Consecutive-Game-Posters_i1247759_.htm&h=278&w=350&sz=32&hl=en&start=2&tbnid=w6B128y7JPJfMM:&tbnh=95&tbnw=120&prev=/images%3Fq%3Dconsecutive%26gbv%3D2%26svnum%3D10%26hl%3Den%26sa%3DG%26ie%3DUTF-8
8. corresponding: matching (adj): Please bubble in the letter that corresponds with the correct answer. Please bubble in the letter that matches with the correct answer.
http://upload.wikimedia.org/wikipedia/commons/archive/b/b2/20050901093019!Corresponding_angles.png
9. diagnostic: helping to analyze or find problems in (adj): The test the student ran on his computer was diagnostic. The test the student ran on his computer was to help analyze or find the problems.
http://ebemotors.com/images/roverdiaghood.jpeg
10. discriminating: able to see differences (adj): He is discriminating when it comes to clothes. He is able to see differences when it comes to clothes. (if someone is discriminating, do you think they would be their clothes at walmart? who on tv is discriminating when it comes to clothes)
3. Complete VIS
Period 4
1. Word wall
2. Learn new vocabulary
1. Conceited: full of yourself (adj): I think Kobe Bryant is conceited. I think Kobe Bryant is full of himself.
2. chaos: confusion (noun): There is usually chaos when the teacher is absent. There is usually confusion when the teacher is absent.
3. arrogant: full of yourself (adj): I think Kobe Bryant is arrogant. I think Kobe Bryant is full of himself.
4. affectionate: loving (adj): The couple was affectionate toward one another. The couple was loving toward one another.
5. curt: short (adj): The student wanted to know why the teacher was so curt with him. The student wanted to know why the teacher was so short with him.
6. bizarre: strange or weird (adj): Some of the things that happened at Neverland Ranch were bizarre. Some of the things that happened at Neverland Ranch were strange or weird.
7. humorous: funny (adj): That comedian is very humorous. That comedian is very funny.
8. intense: full of energy (adj): Brandon is intense when it comes to baseball. Brandon is full of energy when it comes to baseball.
9. forlorn: sad or lonely (adj): He was forlorn after his wife died. He was sad and lonely after his wife died.
10. exasperated: annoyed or frustrated (adj): He got exasperated after seeing my team allow five goals. He got annoyed and frustrated after seeing my team allow five goals.
3. Complete VIS
Periods 6-7
1. Journal: Have you ever been persecuted (punished) because of your religion or the color of your skin? Do you know anyone who has? What did it feel like? How do you think the person being being persecuted felt? Tell me what happened? What should be done to prevent future persecution?
2. Write five sentences on the remaining vocabulary words you learned last week.
3. Word wall
4. Read aloud
5. Fluency
6. SSR
1. Word wall
2. Learn new vocabulary
1. intent: purpose (Noun): His intent was to kill. His purpose was to kill. (What was your intent in calling me at 3 am?)
2. aspects: parts, features, elements (noun): There are certain aspects of teaching that I like. There are certain parts, features or elements of teaching that I like. (what aspects of this class do you like? which do you dislike?)
3. oppression: punishment or hardship (noun): The Jews had to flee oppression during the Holocaust. The Jews had to flee punishment or hardship during the Holocaust.
http://atlasshrugs2000.typepad.com/atlas_shrugs/images/2007/04/15/holocaust00_1.jpg
4. compelling: interesting (adj): Her story was compelling. Her story was interesting. (What books do you find compelling)
http://www.fantasticfiction.co.uk/images/c3/c18990.jpg
5. slant: viewpoint (noun): The politician did not agree with the writer's slant. The politician did not agree with the writer's viewpoint. (What is the Sun Sentinel's slant)
http://images.google.com/imgres?imgurl=http://imagecache2.allposters.com/images/pic/PHO/Mattmo0035~Brett-Favre-200th-Consecutive-Game-Posters.jpg&imgrefurl=http://www.allposters.com/-sp/Brett-Favre-200th-Consecutive-Game-Posters_i1247759_.htm&h=278&w=350&sz=32&hl=en&start=2&tbnid=w6B128y7JPJfMM:&tbnh=95&tbnw=120&prev=/images%3Fq%3Dconsecutive%26gbv%3D2%26svnum%3D10%26hl%3Den%26sa%3DG%26ie%3DUTF-8
6. efficient: performing a task easily and skillfully (adj): Some teachers are more efficient than others. Some teachers perform tasks more easily and skillfully than others. (What are some things that might make a teacher more efficient? What are some things that might make a student more efficient? Have you ever heard of an energy-efficient home?)
http://pelmatp.doe.gov.ph/images/articles/Image/File0053.jpg
7. consecutively: coming one after another (adv): He made nine three-pointers, all consecutively. He made nine three-pointers, all one after another
http://images.google.com/imgres?imgurl=http://imagecache2.allposters.com/images/pic/PHO/Mattmo0035~Brett-Favre-200th-Consecutive-Game-Posters.jpg&imgrefurl=http://www.allposters.com/-sp/Brett-Favre-200th-Consecutive-Game-Posters_i1247759_.htm&h=278&w=350&sz=32&hl=en&start=2&tbnid=w6B128y7JPJfMM:&tbnh=95&tbnw=120&prev=/images%3Fq%3Dconsecutive%26gbv%3D2%26svnum%3D10%26hl%3Den%26sa%3DG%26ie%3DUTF-8
8. corresponding: matching (adj): Please bubble in the letter that corresponds with the correct answer. Please bubble in the letter that matches with the correct answer.
http://upload.wikimedia.org/wikipedia/commons/archive/b/b2/20050901093019!Corresponding_angles.png
9. diagnostic: helping to analyze or find problems in (adj): The test the student ran on his computer was diagnostic. The test the student ran on his computer was to help analyze or find the problems.
http://ebemotors.com/images/roverdiaghood.jpeg
10. discriminating: able to see differences (adj): He is discriminating when it comes to clothes. He is able to see differences when it comes to clothes. (if someone is discriminating, do you think they would be their clothes at walmart? who on tv is discriminating when it comes to clothes)
3. Complete VIS
Period 4
1. Word wall
2. Learn new vocabulary
1. Conceited: full of yourself (adj): I think Kobe Bryant is conceited. I think Kobe Bryant is full of himself.
2. chaos: confusion (noun): There is usually chaos when the teacher is absent. There is usually confusion when the teacher is absent.
3. arrogant: full of yourself (adj): I think Kobe Bryant is arrogant. I think Kobe Bryant is full of himself.
4. affectionate: loving (adj): The couple was affectionate toward one another. The couple was loving toward one another.
5. curt: short (adj): The student wanted to know why the teacher was so curt with him. The student wanted to know why the teacher was so short with him.
6. bizarre: strange or weird (adj): Some of the things that happened at Neverland Ranch were bizarre. Some of the things that happened at Neverland Ranch were strange or weird.
7. humorous: funny (adj): That comedian is very humorous. That comedian is very funny.
8. intense: full of energy (adj): Brandon is intense when it comes to baseball. Brandon is full of energy when it comes to baseball.
9. forlorn: sad or lonely (adj): He was forlorn after his wife died. He was sad and lonely after his wife died.
10. exasperated: annoyed or frustrated (adj): He got exasperated after seeing my team allow five goals. He got annoyed and frustrated after seeing my team allow five goals.
3. Complete VIS
Periods 6-7
1. Journal: Have you ever been persecuted (punished) because of your religion or the color of your skin? Do you know anyone who has? What did it feel like? How do you think the person being being persecuted felt? Tell me what happened? What should be done to prevent future persecution?
2. Write five sentences on the remaining vocabulary words you learned last week.
3. Word wall
4. Read aloud
5. Fluency
6. SSR
Wednesday, Oct. 10
Periods 1, 2, 4
1. Complete "Human Rights" worksheets (Story is on Pages 111-114 in pink AMSCO Social Studies book)
Periods 6, 7
1. Complete "Human Rights" worksheets (Story is on Pages 111-114 in pink AMSCO Social Studies book)
2. SSR
1. Complete "Human Rights" worksheets (Story is on Pages 111-114 in pink AMSCO Social Studies book)
Periods 6, 7
1. Complete "Human Rights" worksheets (Story is on Pages 111-114 in pink AMSCO Social Studies book)
2. SSR
Monday, October 8, 2007
Tuesday, Oct. 9
Periods 1, 2, 4
1. Journal: What have you learned so far in this class? What do you think will help you the most on the FCAT?
2. Vocabulary pyramid
Periods 6-7
1. Complete AMSCO Social Studies pages 111-114 (Selective underlining, target notes, summary, multiple-choice questions)
1. Journal: What have you learned so far in this class? What do you think will help you the most on the FCAT?
2. Vocabulary pyramid
Periods 6-7
1. Complete AMSCO Social Studies pages 111-114 (Selective underlining, target notes, summary, multiple-choice questions)
Monday, Oct. 8
Periods 1, 2, 4
1. Read-On reading improvement program
Periods 6-7
1. Do Now: Write five sentences using the vocabulary words you learned last week
2. Word wall
3. Read aloud
4. Word parts review
5. Fluency
6. SSR
1. Read-On reading improvement program
Periods 6-7
1. Do Now: Write five sentences using the vocabulary words you learned last week
2. Word wall
3. Read aloud
4. Word parts review
5. Fluency
6. SSR
Thursday, October 4, 2007
Thursday, Oct. 4
Periods 1, 2, 4
1. Vocab quiz
2. Read-On
Periods 6-7
1. Do Now: Journal -- What have you learned so far in this class? What
have you found to be the most helpful? What do you think will help you the
most on the FCAT?
2. Word wall review
3. Read aloud
4. Vocab charades
5. SSR
1. deliberate
2. conjecture
3. inexplicable
4. meticulous
5. conscious
6. coax
7. disgruntled
8. ecstatic
9. indecisive
10. populate
11. contrite
12. illusion
13. persecute
14. bewildered
15. cautious
16. luminous
17. novel
18. appalled
19. grateful
20. repent
21. vehemently
22. haste
23. irrevocable
24. farce
25. vivacious
26. morose
27. conspiracy
28. tentative
29. inaudible
30. irrational
1. Vocab quiz
2. Read-On
Periods 6-7
1. Do Now: Journal -- What have you learned so far in this class? What
have you found to be the most helpful? What do you think will help you the
most on the FCAT?
2. Word wall review
3. Read aloud
4. Vocab charades
5. SSR
1. deliberate
2. conjecture
3. inexplicable
4. meticulous
5. conscious
6. coax
7. disgruntled
8. ecstatic
9. indecisive
10. populate
11. contrite
12. illusion
13. persecute
14. bewildered
15. cautious
16. luminous
17. novel
18. appalled
19. grateful
20. repent
21. vehemently
22. haste
23. irrevocable
24. farce
25. vivacious
26. morose
27. conspiracy
28. tentative
29. inaudible
30. irrational
Wednesday, Oct. 3
Periods 1, 2, 4
1. Learn new vocab
2. Complete VIS
3. Vocab quiz
1. coax: persuade (verb): He tried to coax his friend into skipping school. He tried to persuade his friend into skipping school.
2. disgruntled: unhappy (adj): My sister was disgruntled when she found out she was grounded. My sister was unhappy when she found out she was grounded.
3. ecstatic: overly happy (adj): My sister was ecstatic when she found out she passed the FCAT. My sister was overly happy when she found out she passed the FCAT.
4. indecisive: not able to make a decision (adj): When it comes to shopping, I am very indecisive. When it comes to shopping, I am not able to make a decision.
5. witty: funny (adj): I always laugh when I’m with my friend because he is witty. I always laugh when I’m with my friend because he is funny
6. devoted: loyal (adj): Dogs are very devoted pets. Dogs are very loyal pets.
7. blissful: happy (adj): She is blissful when she is around her boyfriend. She is happy when she is around her boyfriend.
8. clever: smart (adj): What he did to fix the lock was very clever. What he did to fix the lock was very smart.
9. courageous: brave (adj): Rescuing the woman from the burning building was very courageous. Rescuing the woman from the burning building was very brave.
Periods 6-7
1. Word wall review
2. Read aloud
3. Compass Learning Odyssey
1. Learn new vocab
2. Complete VIS
3. Vocab quiz
1. coax: persuade (verb): He tried to coax his friend into skipping school. He tried to persuade his friend into skipping school.
2. disgruntled: unhappy (adj): My sister was disgruntled when she found out she was grounded. My sister was unhappy when she found out she was grounded.
3. ecstatic: overly happy (adj): My sister was ecstatic when she found out she passed the FCAT. My sister was overly happy when she found out she passed the FCAT.
4. indecisive: not able to make a decision (adj): When it comes to shopping, I am very indecisive. When it comes to shopping, I am not able to make a decision.
5. witty: funny (adj): I always laugh when I’m with my friend because he is witty. I always laugh when I’m with my friend because he is funny
6. devoted: loyal (adj): Dogs are very devoted pets. Dogs are very loyal pets.
7. blissful: happy (adj): She is blissful when she is around her boyfriend. She is happy when she is around her boyfriend.
8. clever: smart (adj): What he did to fix the lock was very clever. What he did to fix the lock was very smart.
9. courageous: brave (adj): Rescuing the woman from the burning building was very courageous. Rescuing the woman from the burning building was very brave.
Periods 6-7
1. Word wall review
2. Read aloud
3. Compass Learning Odyssey
Tuesday, Oct. 2
Periods 1, 2, 4
1. FCAT retakes
Periods 6-7
1. word wall
2. read-aloud
3. teach new vocab
4. partner-read Chapter 3 of "Killing Mr. Griffin"
5. draw picture/write summary of Chapter 3
6. SSR
1. deliberate: on purpose (adj): The punch he threw was deliberate: The punch he threw was on purpose
2. conjecture: guess (noun): I made a conjecture as to how many jelly beans were in the jar. I made a guess as to how many jelly beans were in the jar.
3. explicable: not able to be explained (adj): My sister's bad grades were inexplicable. My sister's bad grades were not able to be explained
4. meticulous: careful (adj): The old man was very meticulous with the miniature figurines he was carving. The old man was very careful with the miniature figurines he was carving
5. conscious: awake (adj): The boy was still conscious when we found him. The boy was still awake when we found him
6. coax: persuade (verb): His sister coaxed him into skipping school. His sister persuaded him into skipping school.
7. disgruntled: unhappy: (adj): I was disgruntled when my mother grounded me for the weekend. I was unhappy when my mother grounded me for the weekend.
8. ecstatic: overly happy (adj): She was ecstatic when her boyfriend proposed. She was overly happy when her boyfriend proposed.
9. indecisive: not able to make a decision (adj): When it comes to shopping, I am indecisive. When it comes to shopping, I am not able to make a decision.
1. FCAT retakes
Periods 6-7
1. word wall
2. read-aloud
3. teach new vocab
4. partner-read Chapter 3 of "Killing Mr. Griffin"
5. draw picture/write summary of Chapter 3
6. SSR
1. deliberate: on purpose (adj): The punch he threw was deliberate: The punch he threw was on purpose
2. conjecture: guess (noun): I made a conjecture as to how many jelly beans were in the jar. I made a guess as to how many jelly beans were in the jar.
3. explicable: not able to be explained (adj): My sister's bad grades were inexplicable. My sister's bad grades were not able to be explained
4. meticulous: careful (adj): The old man was very meticulous with the miniature figurines he was carving. The old man was very careful with the miniature figurines he was carving
5. conscious: awake (adj): The boy was still conscious when we found him. The boy was still awake when we found him
6. coax: persuade (verb): His sister coaxed him into skipping school. His sister persuaded him into skipping school.
7. disgruntled: unhappy: (adj): I was disgruntled when my mother grounded me for the weekend. I was unhappy when my mother grounded me for the weekend.
8. ecstatic: overly happy (adj): She was ecstatic when her boyfriend proposed. She was overly happy when her boyfriend proposed.
9. indecisive: not able to make a decision (adj): When it comes to shopping, I am indecisive. When it comes to shopping, I am not able to make a decision.
Monday, Oct. 1
Periods 1, 2, 4
1. FCAT Retakes
Periods 6-7
1. Word wall
2. Read aloud
3. Finish selective underlining and target notes for slavery story on Page 42 of the AMSCO Social Studies book
4. Finish summary
5. Complete multiple choice questions
6. SSR
1. FCAT Retakes
Periods 6-7
1. Word wall
2. Read aloud
3. Finish selective underlining and target notes for slavery story on Page 42 of the AMSCO Social Studies book
4. Finish summary
5. Complete multiple choice questions
6. SSR
Friday, Sept. 28
Periods 1, 2, 4
1. Read On
Periods 6-7
1. Word Wall
2. Read aloud
3. Compass Learning Odyssey
1. Read On
Periods 6-7
1. Word Wall
2. Read aloud
3. Compass Learning Odyssey
Thursday, September 27, 2007
Thursday, Sept. 27
Periods 1, 2, 4
1. Read-On
Periods 6-7
1. Word wall
2. Read aloud
3. Word parts review
4. Vocab quiz
5. SSR
1. Read-On
Periods 6-7
1. Word wall
2. Read aloud
3. Word parts review
4. Vocab quiz
5. SSR
Monday, September 24, 2007
Wednesday, Sept. 26
Periods 1, 2, 4
1. BAT testing
Periods 6-7
1. Word wall
2. Read aloud
3. Word parts review
4. Vocab crossword review
5. SSR
1. BAT testing
Periods 6-7
1. Word wall
2. Read aloud
3. Word parts review
4. Vocab crossword review
5. SSR
Monday, Sept. 24
Periods 1, 2, 4
Guest Speaker (Dr. Solomon)
Periods 6-7
1. Write five sentences using the Chapter 2 vocab words we learned last week
2. Word wall
3. Readaloud
4. Word parts/vowel sounds review on overhead
5. Begin summary writing of "Slavery and the Slave Trade" story that begins on Page 49 of AMSCO social studies book
6. SSR (last 30 minutes)
Guest Speaker (Dr. Solomon)
Periods 6-7
1. Write five sentences using the Chapter 2 vocab words we learned last week
2. Word wall
3. Readaloud
4. Word parts/vowel sounds review on overhead
5. Begin summary writing of "Slavery and the Slave Trade" story that begins on Page 49 of AMSCO social studies book
6. SSR (last 30 minutes)
Friday, September 21, 2007
Friday, Sept. 21
Periods 1, 2, 4
1. Journal: Why did you fail last year's FCAT? What do you have to do to pass the FCAT this year? (Was collected in class)
2. Word Wall
3. Benchmark activity: Figure out which benchmarks the questions on "Never Give Up" are testing
Periods 6-7
1. Do Now: Cut the fat -- These sentences are wordy. Do your best to make them more concise. Write the sentence and strike through the words that are not necessary. This should be the fourth assignment in your notebook. Please see me for a copy of the sentences.
2. Word wall review
3. Today in the news
4. Readaloud
5. Vocabulary football
1. Journal: Why did you fail last year's FCAT? What do you have to do to pass the FCAT this year? (Was collected in class)
2. Word Wall
3. Benchmark activity: Figure out which benchmarks the questions on "Never Give Up" are testing
Periods 6-7
1. Do Now: Cut the fat -- These sentences are wordy. Do your best to make them more concise. Write the sentence and strike through the words that are not necessary. This should be the fourth assignment in your notebook. Please see me for a copy of the sentences.
2. Word wall review
3. Today in the news
4. Readaloud
5. Vocabulary football
Thursday, September 20, 2007
Thursday, Sept. 20
Periods 1, 2, 4
1. Word wall
2. Practice identifying the subject-verb in a simple sentence
3. Identify subject-verb in "Never Give Up" story distributed in class
4. Write target notes for each paragraph
5. Answer questions 1-10 in story "Never Give Up"
WHATEVER YOU DON'T FINISH IS HOMEWORK
Periods 6-7
1. Word wall
2. Read aloud
3. Partner read Ch. 2 of "Killing Mr. Griffin"
4. Write summary and draw picture of Ch. 2
5. Vocab charades (if time permits)
6. SSR (last 30 minutes)
1. Word wall
2. Practice identifying the subject-verb in a simple sentence
3. Identify subject-verb in "Never Give Up" story distributed in class
4. Write target notes for each paragraph
5. Answer questions 1-10 in story "Never Give Up"
WHATEVER YOU DON'T FINISH IS HOMEWORK
Periods 6-7
1. Word wall
2. Read aloud
3. Partner read Ch. 2 of "Killing Mr. Griffin"
4. Write summary and draw picture of Ch. 2
5. Vocab charades (if time permits)
6. SSR (last 30 minutes)
Wednesday, September 19, 2007
Wednesday, September 19
Periods 1, 2, 4,
1. Continued work with Read-On
Periods 6-7
1. Word wall review
2. Read aloud
3. Today in the news
4. Figure out which question matches which benchmark using the handout distributed in class (this was turned in for a grade)
5. New vocabulary (finish VIS for homework)
6. SSR (last 30 minutes)
1. Populate: to provide with something (V): He came up with a plan to populate the country. He came up with a plan to provide the country with people.
2. contrite: to feel sorrow (adj): He was contrite after giving his brother a black eye. He felt sorrow after giving his brother a black eye.
3. Illusion: trick (noun): The magician spent 10 hours a week practicing illusions. The magician spent 10 hours a week practicing tricks.
4. Persecute: to punish (v): His mother persecuted him for no reason. His mother punished him for no reason
5. Bewildered: confused (v): My sister gets bewildered in Algebra II. My sister gets confused in Algebra II.
6. Cautious: careful (adj): Be very cautious when crossing the street: Be very careful when crossing the street
7. Luminous: giving out light (adj): The sun has a luminous surface. The sun has a surface that gives out light
8. Novel: new and original (adj): Teachers are praised for coming up with ideas that are novel. Teachers are praised for coming up with ideas that are new and original.
9. Appalled: disgusted: (adj) I was appalled at what I saw going on in the halls. I was disgusted at what I saw going on in the halls.
10. Grateful: thankful (adj): She was very grateful when I paid for her mail. She was very thankful when I paid for her meal.
1. Continued work with Read-On
Periods 6-7
1. Word wall review
2. Read aloud
3. Today in the news
4. Figure out which question matches which benchmark using the handout distributed in class (this was turned in for a grade)
5. New vocabulary (finish VIS for homework)
6. SSR (last 30 minutes)
1. Populate: to provide with something (V): He came up with a plan to populate the country. He came up with a plan to provide the country with people.
2. contrite: to feel sorrow (adj): He was contrite after giving his brother a black eye. He felt sorrow after giving his brother a black eye.
3. Illusion: trick (noun): The magician spent 10 hours a week practicing illusions. The magician spent 10 hours a week practicing tricks.
4. Persecute: to punish (v): His mother persecuted him for no reason. His mother punished him for no reason
5. Bewildered: confused (v): My sister gets bewildered in Algebra II. My sister gets confused in Algebra II.
6. Cautious: careful (adj): Be very cautious when crossing the street: Be very careful when crossing the street
7. Luminous: giving out light (adj): The sun has a luminous surface. The sun has a surface that gives out light
8. Novel: new and original (adj): Teachers are praised for coming up with ideas that are novel. Teachers are praised for coming up with ideas that are new and original.
9. Appalled: disgusted: (adj) I was appalled at what I saw going on in the halls. I was disgusted at what I saw going on in the halls.
10. Grateful: thankful (adj): She was very grateful when I paid for her mail. She was very thankful when I paid for her meal.
Monday, September 17, 2007
Tuesday, September 18
Periods 1, 2, 4
Continue work with Read-On reading improvement program
Periods 6-7
1. Word wall review
2. Readaloud
3. Begin work with selective underlining using the "Never Give Up" story on Lance Armstrong that was handed out in class. Students were to underline the subject and the verb. Then we answered questions 1-10 as a class.
4. SSR (last 30 minutes)
Continue work with Read-On reading improvement program
Periods 6-7
1. Word wall review
2. Readaloud
3. Begin work with selective underlining using the "Never Give Up" story on Lance Armstrong that was handed out in class. Students were to underline the subject and the verb. Then we answered questions 1-10 as a class.
4. SSR (last 30 minutes)
Monday, September 17
Periods 1, 2, 4
1. Learn new vocabulary
2. Complete VIS sheet
3. Take vocabulary quiz
1. bewildered: confused (v): My sister gets bewildered when the teacher starts talking about binomials. My sister gets confused when the teacher starts talking about binomials.
2. appalled: disgusted (v): I was appalled at what I saw going on in the halls. I was disgusted at what I saw going on in the halls.
3. content: happy (adj): I am content with staying at Coral Springs High School. I am happy with staying at Coral Springs High School.
4. compassionate: caring (adj): Mother Theresa is compassionate toward the poor. Mother Theresa is caring toward the poor.
5. cautious: careful (adj): Be very cautious when crossing the street. Be very careful when crossing the street.
6. boisterous: loud (adj): I often get headaches when my students are boisterous. I often get headaches when my students are loud.
7. grateful: thankful (adj): My friend was very grateful when I paid for her dinner. My friend was very thankful when I paid for her dinner
8. novel: new and original (adj): Teachers are praised for coming up with novel ideas. Teachers are praised for coming up with new and original ideas.
9. irrational: without reason (adj): She gets mad when her parents make decisions that are irrational. She gets mad when her parents make decisions that are without reason.
10. tentative: not fully worked out (adj): My plans to go to London are tentative. My plans to go to London are not fully worked out.
Periods 6-7
1. Word wall review
2. Review vocab quiz
3. Readaloud
4. Subject-verb practice. Underline the subject once and the verb twice. This will be turned in for a grade.
The waitress had cleaned off the table.
He ran around the block.
You are my friend.
I like to walk.
The efforts (to get her elected) succeeded.
The woman hurried.
A bouquet (of yellow roses) will lend color and fragrance to the room.
The jet engine passed inspection.
(From the ceiling) hung the chandelier.
(YOU) Please bring me some coffee.
I like cake and he likes ice cream.
He and I like cake.
She lifts weights and jogs daily.
John played the piano.
The girl skipped rope.
The custodian was shampooing the carpet.
George W. Bush is president of the United States.
Julie is athletic.
Juan was quite muscular.
5. SSR (Everyone should now have an AR book on their reading level)
1. Learn new vocabulary
2. Complete VIS sheet
3. Take vocabulary quiz
1. bewildered: confused (v): My sister gets bewildered when the teacher starts talking about binomials. My sister gets confused when the teacher starts talking about binomials.
2. appalled: disgusted (v): I was appalled at what I saw going on in the halls. I was disgusted at what I saw going on in the halls.
3. content: happy (adj): I am content with staying at Coral Springs High School. I am happy with staying at Coral Springs High School.
4. compassionate: caring (adj): Mother Theresa is compassionate toward the poor. Mother Theresa is caring toward the poor.
5. cautious: careful (adj): Be very cautious when crossing the street. Be very careful when crossing the street.
6. boisterous: loud (adj): I often get headaches when my students are boisterous. I often get headaches when my students are loud.
7. grateful: thankful (adj): My friend was very grateful when I paid for her dinner. My friend was very thankful when I paid for her dinner
8. novel: new and original (adj): Teachers are praised for coming up with novel ideas. Teachers are praised for coming up with new and original ideas.
9. irrational: without reason (adj): She gets mad when her parents make decisions that are irrational. She gets mad when her parents make decisions that are without reason.
10. tentative: not fully worked out (adj): My plans to go to London are tentative. My plans to go to London are not fully worked out.
Periods 6-7
1. Word wall review
2. Review vocab quiz
3. Readaloud
4. Subject-verb practice. Underline the subject once and the verb twice. This will be turned in for a grade.
The waitress had cleaned off the table.
He ran around the block.
You are my friend.
I like to walk.
The efforts (to get her elected) succeeded.
The woman hurried.
A bouquet (of yellow roses) will lend color and fragrance to the room.
The jet engine passed inspection.
(From the ceiling) hung the chandelier.
(YOU) Please bring me some coffee.
I like cake and he likes ice cream.
He and I like cake.
She lifts weights and jogs daily.
John played the piano.
The girl skipped rope.
The custodian was shampooing the carpet.
George W. Bush is president of the United States.
Julie is athletic.
Juan was quite muscular.
5. SSR (Everyone should now have an AR book on their reading level)
Friday, September 14, 2007
Friday, Sept. 14
Periods 1, 2, 4
1. Continue with Read-On reading improvement program
*Make sure you turned in your parent-teacher form. It was your first grade in Pinnacle.
Periods 6-7
1. Today's journal: What did you struggle with on the FCAT? What can I do as a teacher to help you improve on the FCAT? This should be the third assignment in your notebook
2. Today in the news
3. Word Wall
4. Read aloud
5. 15 minutes to study for vocab quiz
6. Vocab quiz
7. 30 minutes of SSR
8. Begin first day of selective underlining
*Make sure you turned in your parent-teacher form. It was your first grade in Pinnacle.
1. Continue with Read-On reading improvement program
*Make sure you turned in your parent-teacher form. It was your first grade in Pinnacle.
Periods 6-7
1. Today's journal: What did you struggle with on the FCAT? What can I do as a teacher to help you improve on the FCAT? This should be the third assignment in your notebook
2. Today in the news
3. Word Wall
4. Read aloud
5. 15 minutes to study for vocab quiz
6. Vocab quiz
7. 30 minutes of SSR
8. Begin first day of selective underlining
*Make sure you turned in your parent-teacher form. It was your first grade in Pinnacle.
Wednesday, September 12, 2007
Wednesday, September 12
Periods 1, 2, 4
What did we do today?
Continued using the Read-On reading improvement program
Periods 6-7
What did we do today?
1. Write six sentences using the vocabulary words you learned Monday (goes on the same sheet of paper as the five sentences you wrote yesterday)
2. Word wall review
3. Split students up into groups of 2-3 and have each group act out two of Monday's vocab words
4. Read aloud
5. Give students 30 minutes to finish yesterday's summaries and pictures
6. SSR (if time permits)
What did we do today?
Continued using the Read-On reading improvement program
Periods 6-7
What did we do today?
1. Write six sentences using the vocabulary words you learned Monday (goes on the same sheet of paper as the five sentences you wrote yesterday)
2. Word wall review
3. Split students up into groups of 2-3 and have each group act out two of Monday's vocab words
4. Read aloud
5. Give students 30 minutes to finish yesterday's summaries and pictures
6. SSR (if time permits)
Tuesday, Sept. 11
Periods 1, 2, 4
What did we do today?
1. Continued using the Read-On reading improvement program
Periods 6-7
1. Write five sentences using the vocabulary words you learned yesteday (this should be the first assignment in your three-ring binder). I will grade binders every Friday.
2. Complete journal on "What makes a good teacher? What makes a bad teacher? (this journal should be the second assignment in your three-ring binder). I will grade binders every Friday
3. Read Chapter 1 of "Killing Mr. Griffin" with a partner
4. Create your own book (see me for details)
5. Write at least 10 sentences summarizing Chapter 1 (goes in the book you created)
6. Graphically represent Chapter 1 using the colored pencils provided (goes in the book you created)
What did we do today?
1. Continued using the Read-On reading improvement program
Periods 6-7
1. Write five sentences using the vocabulary words you learned yesteday (this should be the first assignment in your three-ring binder). I will grade binders every Friday.
2. Complete journal on "What makes a good teacher? What makes a bad teacher? (this journal should be the second assignment in your three-ring binder). I will grade binders every Friday
3. Read Chapter 1 of "Killing Mr. Griffin" with a partner
4. Create your own book (see me for details)
5. Write at least 10 sentences summarizing Chapter 1 (goes in the book you created)
6. Graphically represent Chapter 1 using the colored pencils provided (goes in the book you created)
Sunday, September 9, 2007
Monday, September 10
Ninth-grade Intensive Reading
First grade of the semester: Turn in signed form saying that you have read and understand my syllabus (counts as a participation grade) Second grade of the semester: Finish VIS sheet (counts as a vocab grade)
Third grade of the semester: Vocabulary quiz (counts as a vocab grade)
Homework: Check out an AR book -- one that is fiction and at least 150 pages -- and begin reading. You will be required to pass two AR tests by the end of the semester. If the book is not on your reading level (or above) you will not receive credit for any AR tests you may pass. You will also receive a grade for bringing your AR book to class.
Chapter 1 vocabulary words from the novel "Killing Mr. Griffin" by Lois Duncan 1. ve-he-ment-ly: emotionally: adverb: He vehemently denied his involvement in the bank robbery. He emotionally denied his involvement in the bank robbery. 2. re-pent: to feel regret: verb: The priest asked the sinners to repent. The priest asked the sinners to feel regret. Where is one place where you might repent of your sins?
3. haste: overly eager speed: noun: He soon regretted his haste. He soon regretted his overly eager speed. What might happen if you act in haste?
4. ir-rev-o-ca-ble: cannot be changed or reversed: adj: The judge's decision was irrevocable. The judge's decision could not be changed or reversed. Who can think of something that is irrevocable?
5. farce: show that is hard to believe: noun: The reporter described the trial as a farce: The reporter described the trial as a show that was hard to believe. What made the trial a farce?
6. vi-va-cious: lively: Despite being 60, his mom was pretty vivacious. Despite being 60, his mom was pretty lively.
7. mor-ose: unhappy: adj: I tried to cheer him up since he appeared so morose. I tried to cheer him up since he appeared so unhappy.
8. con-spir-acy: entering into an agreement to do something illegal: noun: The men were convicted of conspiracy. The men were convicted of entering into an agreement to do something illegal.
9. ten-ta-tive: not fully worked out: adjective: Our plans to go to Hawaii were tentative. Our plans to go to Hawaii were not fully worked out. What are some other things that might be tentative?
10. in-au-di-ble: not able to be heard: adjective: The dog whistle was inaudible: The dog whistle was not able to be heard. What are some other things that are inaudible? What are some things that are audible? What does the prefix "in" mean?
11. ir-ra-tion-al: without reason: She hates it when her mother makes decisions that are irrational. She hates it when her mother makes decisions that are without reason. How many people have parents who make irrational decisions? What does the prefix "in" mean?
What did we do today? We completed VIS sheets on the words from Chapter 1 of the novel "Killing Mr. Griffin."
11th- and 12th-grade Reading
First grade of the semester: Turn in signed form saying that you have read and understand my syllabus (counts as a participation grade)
Homework: Check out an AR book -- one that is fiction and at least 150 pages -- and begin reading. You will be required to pass two AR tests by the end of the semester. If the book is not on your reading level (or above) you will not receive credit for any AR tests you may pass. You will also receive a grade for bringing your AR book to class.
What did we do today? We used the laptops and began the Read-On reading improvement program.
First grade of the semester: Turn in signed form saying that you have read and understand my syllabus (counts as a participation grade) Second grade of the semester: Finish VIS sheet (counts as a vocab grade)
Third grade of the semester: Vocabulary quiz (counts as a vocab grade)
Homework: Check out an AR book -- one that is fiction and at least 150 pages -- and begin reading. You will be required to pass two AR tests by the end of the semester. If the book is not on your reading level (or above) you will not receive credit for any AR tests you may pass. You will also receive a grade for bringing your AR book to class.
Chapter 1 vocabulary words from the novel "Killing Mr. Griffin" by Lois Duncan 1. ve-he-ment-ly: emotionally: adverb: He vehemently denied his involvement in the bank robbery. He emotionally denied his involvement in the bank robbery. 2. re-pent: to feel regret: verb: The priest asked the sinners to repent. The priest asked the sinners to feel regret. Where is one place where you might repent of your sins?
3. haste: overly eager speed: noun: He soon regretted his haste. He soon regretted his overly eager speed. What might happen if you act in haste?
4. ir-rev-o-ca-ble: cannot be changed or reversed: adj: The judge's decision was irrevocable. The judge's decision could not be changed or reversed. Who can think of something that is irrevocable?
5. farce: show that is hard to believe: noun: The reporter described the trial as a farce: The reporter described the trial as a show that was hard to believe. What made the trial a farce?
6. vi-va-cious: lively: Despite being 60, his mom was pretty vivacious. Despite being 60, his mom was pretty lively.
7. mor-ose: unhappy: adj: I tried to cheer him up since he appeared so morose. I tried to cheer him up since he appeared so unhappy.
8. con-spir-acy: entering into an agreement to do something illegal: noun: The men were convicted of conspiracy. The men were convicted of entering into an agreement to do something illegal.
9. ten-ta-tive: not fully worked out: adjective: Our plans to go to Hawaii were tentative. Our plans to go to Hawaii were not fully worked out. What are some other things that might be tentative?
10. in-au-di-ble: not able to be heard: adjective: The dog whistle was inaudible: The dog whistle was not able to be heard. What are some other things that are inaudible? What are some things that are audible? What does the prefix "in" mean?
11. ir-ra-tion-al: without reason: She hates it when her mother makes decisions that are irrational. She hates it when her mother makes decisions that are without reason. How many people have parents who make irrational decisions? What does the prefix "in" mean?
What did we do today? We completed VIS sheets on the words from Chapter 1 of the novel "Killing Mr. Griffin."
11th- and 12th-grade Reading
First grade of the semester: Turn in signed form saying that you have read and understand my syllabus (counts as a participation grade)
Homework: Check out an AR book -- one that is fiction and at least 150 pages -- and begin reading. You will be required to pass two AR tests by the end of the semester. If the book is not on your reading level (or above) you will not receive credit for any AR tests you may pass. You will also receive a grade for bringing your AR book to class.
What did we do today? We used the laptops and began the Read-On reading improvement program.
Thursday, September 6, 2007
Syllabi for 9th-, 10th-, and 11th-grade Reading
9th-, 10th-, and 11th-grade Reading
Teacher: Mark Cooper
School number: (954) 322-0500
The best way to reach me is by email at mark.cooper@browardschools.com, though I can also be reached by phone before school (7:00-7:40) and after school (2:40-3:40).
Required materials
1. Three-ring binder (journals and VIS sheets will be kept here)
2. Loose-leaf paper
3. Pencils
4. Pens
5. AR book (bring to school daily)
The goal of this class is to:
1. Create accurate, fluent and expressive readers
2. empower strategic readers
3. extend reading comprehension
4. develop written expression
5. develop listening comprehension
6. encourage peer interaction
7. extend critical thinking
8. foster a love of reading
The Broward County grading scale is as follows:
90-100=A
80-89=B
70-79=C
60-69=D
0-59=F
The following categories will be used to determine grades:
20% Participation (Raising hand, volunteering, showing up to class on time, staying in seat)
20% AR (Students are required to pass at least four AR tests each semester)
20% Vocab
20% FCAT
20% Journals
Expectations
Food: Water is acceptable. Anything else must either be put away or thrown away before entering class
Dress: It is expected that all students will dress properly. Students not dressed properly will be sent to the main office, referred, and a parent/guardian will be called.
IPOD/MP3/CD players, phones, etc.: All devices must be put away. If a student has one of these devices out, that device will be confiscated and given to an administrator.
Language: It is expected that all students will speak properly. Cursing is not the kind of language to be spoken in school.
Cheating: Cheating is not acceptable and will result in a zero, parental contact, and a referral.
Grooming: Personal grooming is not something that should be done in class. If a student is caught grooming in class, a detention will be issued and a parent/guardian will be contacted.
Tardies: Students are expected to be seated and ready to work when the bell rings. Students not seated and ready to work when the bell rings will be issued detentions.
Respect: Students are expected to respect themselves, their peers, and their teacher.
Etc.: For additional expectations, see the Code of Student Conduct at:
http://www.broward.k12.fl.us/sbbcpolicies/docs/P5.8.pdf
Teacher: Mark Cooper
School number: (954) 322-0500
The best way to reach me is by email at mark.cooper@browardschools.com, though I can also be reached by phone before school (7:00-7:40) and after school (2:40-3:40).
Required materials
1. Three-ring binder (journals and VIS sheets will be kept here)
2. Loose-leaf paper
3. Pencils
4. Pens
5. AR book (bring to school daily)
The goal of this class is to:
1. Create accurate, fluent and expressive readers
2. empower strategic readers
3. extend reading comprehension
4. develop written expression
5. develop listening comprehension
6. encourage peer interaction
7. extend critical thinking
8. foster a love of reading
The Broward County grading scale is as follows:
90-100=A
80-89=B
70-79=C
60-69=D
0-59=F
The following categories will be used to determine grades:
20% Participation (Raising hand, volunteering, showing up to class on time, staying in seat)
20% AR (Students are required to pass at least four AR tests each semester)
20% Vocab
20% FCAT
20% Journals
Expectations
Food: Water is acceptable. Anything else must either be put away or thrown away before entering class
Dress: It is expected that all students will dress properly. Students not dressed properly will be sent to the main office, referred, and a parent/guardian will be called.
IPOD/MP3/CD players, phones, etc.: All devices must be put away. If a student has one of these devices out, that device will be confiscated and given to an administrator.
Language: It is expected that all students will speak properly. Cursing is not the kind of language to be spoken in school.
Cheating: Cheating is not acceptable and will result in a zero, parental contact, and a referral.
Grooming: Personal grooming is not something that should be done in class. If a student is caught grooming in class, a detention will be issued and a parent/guardian will be contacted.
Tardies: Students are expected to be seated and ready to work when the bell rings. Students not seated and ready to work when the bell rings will be issued detentions.
Respect: Students are expected to respect themselves, their peers, and their teacher.
Etc.: For additional expectations, see the Code of Student Conduct at:
http://www.broward.k12.fl.us/sbbcpolicies/docs/P5.8.pdf
Monday, September 3, 2007
Tuesday, August 21, 2007
View the 2007-2008 Student Code of Conduct at:
http://www.broward.k12.fl.us/sbbcpolicies/docs/P5.8.pdf
View the CSHS website at:
http://www.coralspringshigh.org/
http://www.broward.k12.fl.us/sbbcpolicies/docs/P5.8.pdf
View the CSHS website at:
http://www.coralspringshigh.org/
Some important places
View the 2007-2008 Code of Student Conduct at:
http://www.broward.k12.fl.us/sbbcpolicies/docs/P5.8.pdf
View the CSHS website at:
http://www.coralspringshigh.org/
http://www.broward.k12.fl.us/sbbcpolicies/docs/P5.8.pdf
View the CSHS website at:
http://www.coralspringshigh.org/
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