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Wow, only 1 more week until Fall break. Please make sure students have loose leaf paper and pencils for class. Thank you. Monday Library day Standards 8.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. When reading and writing, explain the functions of punctuation in creating sentence variety and style. 8.L.a Use context as a clue to the meaning of a word or a phrase. Students will use grade-level-appropriate vocabulary. Lesson / Instruction Library day- students will check out new books. Vocabulary review and quiz Tuesday ELA benchmark Lesson / Instruction Students will complete the district ELA benchmark Differentiation / Accommodations Read aloud Extended time Wednesday Informational text Standards 8.L.KL.3 When writing and speaking, adjust style and tone to a variety of contexts; when reading or listening, analyze stylistic choices to determine context. 8.L.b Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase. 8.RI.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone, including analogies and allusions to other texts. 8.RI.CS.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. 8.RI.KID.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary. 8.RI.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. Students will read and analyze an informational text passage for main idea and supporting details Lesson / Instruction Sw read an article aloud with the teacher and annotate the text for the main idea and supporting details. SW complete a graphic organizer used for expository text.  Vocabulary SW determine vocabulary based on unknown words in the text.  Thursday Informational text Standards 8.L.KL.3 When writing and speaking, adjust style and tone to a variety of contexts; when reading or listening, analyze stylistic choices to determine context. 8.L.b Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase. 8.RI.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone, including analogies and allusions to other texts. 8.RI.CS.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. 8.RI.KID.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary. 8.RI.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. Students will read and analyze an informational text passage for main idea and supporting details Lesson / Instruction Sw read an article aloud with the teacher and annotate the text for the main idea and supporting details. SW complete a graphic organizer used for expository text.    SW complete expository writing based on text and graphic organizer.    Vocabulary SW determine vocabulary based on unknown words in the text. 
Posted by toni.richards  On Oct 06, 2019 at 1:16 PM
  
We begin benchmarks this week for all subjects. This week will be Writing, Science and Social Studies. Next week we will test Reading and Math.  These benchmarks are really important to teachers and students in understanding how students are mastering the standards set by the state of Tennessee for each subject. I will be conferencing with students about their test data as it comes available.  It is important for students to understand their levels of mastery and where they may need extra help.  Monday Review day Standards 8.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. When reading and writing, explain the functions of punctuation in creating sentence variety and style. 8.L.b Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase. 8.L.VAU.5 When reading, listening, writing, and speaking, explain the function of figurative language, word relationships, and connotation/denotation and use them correctly and effectively. 8.L.VAU.6 Acquire and accurately use grade-appropriate general academic and domain- specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression. 8.RL.CS.6 Analyze how similarities and differences in the points of view of the audience and the characters create effects such as suspense, humor, or dramatic irony. 8.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. SW review the check 4 - Capitalization, Punctuation, Spelling and Grammar SW use context clues to learning the meaning of unknown words SW identify and explain types of figurative language used by and author and explain why the author used it (author's craft) Lesson / Instruction We will be reading the story "Charles" from the literature book and begin reviewing skills learned this 9 weeks, including plot, characterization, author's craft, and dialogue Today's focus will be general plot comprehension Differentiation / Accommodations Read Aloud Graphic organizers Vocabulary words for the week are posted on Vocabulary page Tuesday Writing benchmark Standards 8.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. 8.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 8.W.TTP.3 Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences. SW demonstrate their writing skills. This will be graded on the writing rubric. Lesson / Instruction District writing benchmark Differentiation / Accommodations Extended time Wednesday Review day Standards 8.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. When reading and writing, explain the functions of punctuation in creating sentence variety and style. 8.L.b Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase. 8.L.VAU.5 When reading, listening, writing, and speaking, explain the function of figurative language, word relationships, and connotation/denotation and use them correctly and effectively. 8.L.VAU.6 Acquire and accurately use grade-appropriate general academic and domain- specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression. 8.RL.CS.6 Analyze how similarities and differences in the points of view of the audi
Posted by toni.richards  On Sep 29, 2019 at 4:55 PM
  
I can't believe it is already the last week of September. I want to thank y'all for the first two months I have been at Heritage. Your kids are amazing, funny, smart, talented, and so special. Thank you for sharing them with me. Monday is parent-teacher conferences. Tuesday is library day. Wednesday is Outsiders Day. Students are allowed to dress up as Greasers or Socs. We are watching and analying the film version that day. Monday  Citing text evidence Standards 8.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. 8.RL.KID.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 8.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 8 standards for reading; assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims and recognize when irrelevant evidence is introduced. 8.W.TTP.1.g Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. SW be able to cite evidence to support inferences about characters and theme from a text (The Outsiders) Lesson / Instruction Students had problems on the skills assessment choosing text evidence to support their answer choices.  SW work with the teacher on explicit lesson connecting inferences to text evidence. SW learn how to write a text citation with lead ins and transitions for inference to evidence to explanation. Differentiation / Accommodations Graphic organizers Vocabulary Inference Schema   Instructional Strategies WTL Specify, generalize, and explain relationships w/evidence* WTL Writing Units: Argumentative, Informative/Expository, Literary Analysis, and Biography essays WTL Writing process* WTL Explain reasoning* Tuesday Library day Standards 8.RI.RRTC.10 Read and comprehend a variety of literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. 8.RI.CS.5 Analyze in detail the structure of a specific paragraph or section in a text, including the role of particular sentences in developing and refining a key concept. 8.W.T.TP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. SW choose Non fiction/informational book of choice SW review text structure and be able to identify type of text structure of a text  SW explain why an author chose to structure text in a particular format. (Author's craft) Lesson / Instruction Text structure notes Graphics for different texts Worksheet with reading passages. SW identify which text structure is used as well as why an author uses those structures. Materials / Resources / Technology Below worksheet Attachments identifying-text-structure-1.pdf Wednesday Outsiders Day- kids get to see pictures my dad circa 1960s (he was a greaser) Standards 8.RL.IKI.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from a text or script, evaluating the choices made by the director or actors. 8.SL.CC.1 Prepare for collaborative discussions on 8th grade level topics and texts; engage effectively with varied partners, building on others' ideas and expressing their own ideas clearly. 8.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. We all know the book is different from the movie, but why? Students will be exploring a director's choices in changing scenes, characters, or situations in a film. Students will also examine a director's choices in music, symbolism
Posted by toni.richards  On Sep 22, 2019 at 4:08 PM
  
Reminder NO SCHOOL MONDAY. Book fair all week. This week we will be starting Vocabulary of the Week. This will consist of learning 10 new words with activities to complete every day. a review week will take place after every 30 words or 3 weeks (week 4 will be review week). These words will be added to class discussion and students will be encouraged to use these words often. See the page titled "Vocabulary of the Week" for list of words. I am in the building by 7:30 most days especially if I know a student is coming to see me for extra help. Tutoring is available, extra help is available, students need to ask.  Tuesday and Wednesday The Outsiders Review day Standards 8.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including allusions to other texts, repetition of words and phrases, and analogies. 8.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. 8.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. 8.RL.KID.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Review details, plot and characterization in The Outsiders Lesson / Instruction Students will complete different review activities Characterization-  T-Chart how do the characters change over the course of the novel part 2 - attach character trait to specific characters and find text evidence to support choice Plot- put events into plot line plot 2- use of figurative language and poetry in the book Why would the author do this (author's craft)? Kahoot review   Quizlet for home practice https://quizlet.com/_3jmi0x       Differentiation / Accommodations Printed graphic organizers Instructional Strategies WTL Interactive notebooks WTL Specify, generalize, and explain relationships w/evidence* WTL Cite evidence and develop a logical argument* WTL Organize and order data* Thursday The Outsiders assessment Standards 8.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including allusions to other texts, repetition of words and phrases, and analogies. 8.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. 8.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. 8.RL.KID.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 8.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 8.W.TTP.1.d Use credible sources and demonstrate an understanding of the topic or source material. 8.W.T.TP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Assessment of text and skills using The Outsiders Lesson / Instruction Assessment will be multi-choice as well as written response. Written response will be graded on state expository writing rubric Differentiation / Accommodations Written response will be shortened with lead in questions.  Friday Poetry
Posted by toni.richards  On Sep 15, 2019 at 11:53 AM
  
Students are completing test corrections and reflections in class for the two assessments for The Outsiders.  These corrections and reflections will help students prepare for the end of book assessment being given on Sept 17th. Students need to continue to read their books of choice nightly.  As we are beginning the book project several students have not completed their books which they have had 4 weeks to read. We have talked in class about the need to set time aside for reading since that is their homework. We have also discussed ways to take notes over the books or set up page goals. THIS IS HOMECOMING WEEK. We have a pep rally Tuesday for Homecoming. Monday Outsiders Review ch 1-9 Standards 8.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including allusions to other texts, repetition of words and phrases, and analogies. 8.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. 8.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. 8.RL.KID.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 8.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 8.L.KL.3 When writing and speaking, adjust style and tone to a variety of contexts; when reading or listening, analyze stylistic choices to determine context. Students will apply information from earlier work, on plot and character, to extended application work Students will examine and apply character traits and analysis to creative writing Students will determine and analyze important quotes in relation to plot Lesson / Instruction SW complete 6 stations working with The Outsiders text for chapter 1-9. Stations will focus on plot and character development. SW work at a 7th station to complete test corrections and reflections.  Differentiation / Accommodations Small group with teacher Instructional Strategies WTL Summaries* WTL Reflections INQ Responding to a writing task INQ Extend and apply learning* Tuesday- Library day/Pep Rally Standards 8.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. 8.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. 8.RL.KID.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. SW analyze the character and plot of a book of their choice Lesson / Instruction SW attend the library to renew/check out books Librarian will show students video for upcoming book fair SW work on book project over book of their choice. Students were informed of the project 2nd week of school and have had 4 weeks to complete their reading.  Wednesday Outsiders Review ch 1-9 Standards 8.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including allusions to other texts, repetition of words and phrases, and analogies. 8.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evi
Posted by toni.richards  On Sep 08, 2019 at 1:39 PM
  
We are on to week 4. Progress reports will be going out on Friday this week. I know there have been some questions about grades as I have been working with students to get writings and assignments up to expectations.  This week we continue to work with S.E. Hinton's The Outsiders, as students continue to develop analysis and annotation skills needed the rest of the year to analyze and understand plot, characterization, author's craft (word choice and structure), and connections to other texts.  This week we add writing using paired texts. Students will work on writing with making connections between The Outsiders and a poem by Yrsa Daley-Ward (2014) "What love isn't". Monday- No school Labor Day Tuesday The Outsiders Standards 8.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. 8.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. 8.RL.KID.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently. 8.L.KL.3 When writing and speaking, adjust style and tone to a variety of contexts; when reading or listening, analyze stylistic choices to determine context. 8.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) SW be able to connect events in a plot to conflicts (man vs self, man vs man) SW be able to use WALTeR to analyze characters using actions, dialogue and conflicts to better understand the characters of Ponyboy, Johnny and Dallas.  Lesson / Instruction SW will follow read aloud for chapters 7-8 in The Outsider SW record the main events of each chapter in their reading log and write a summary of events between multiple chapters SW record more known details about the characters SW color code events to match events to conflicts to better understand how the events and characters move the plot forward.  Differentiation / Accommodations Small group with teacher Instructional Strategies WTL Interactive notebooks WTL Summaries* WTL Specify, generalize, and explain relationships w/evidence* Wednesday Standards 8.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. 8.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. 8.RL.KID.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently. 8.L.KL.3 When writing and speaking, adjust style and tone to a variety of contexts; when reading or listening, analyze stylistic choices to determine context. 8.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) SW be able to connect events in a plot to conflicts (man vs self, man vs man) SW be able to use WALTeR to analyze characters using actions, dialogue and conflicts to better understand the characters of Ponyboy, Johnny and Dallas.  Lesson / Instruction SW will follow read a
Posted by toni.richards  On Sep 01, 2019 at 4:51 PM
  
We are continuing to read The Outsiders and work on analyzing text with plot structure and character analysis.  This week we will also add use of figurative language: what is it (review), why the author uses it, and what does it mean.  Library on Tuesday Monday The Outsiders ch 1-3 assess Standards 8.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. 8.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. 8.RL.KID.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently. 8.L.b Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase. 8.L.c Consult reference materials, both print and digital, to find the pronunciation of a word or phrase. 8.L.VAU.6 Acquire and accurately use grade-appropriate general academic and domain- specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression. Lesson / Instruction Assessment for Ch 1-3 of The Outsiders (spot check to make sure students understand the exposition (beginning) of the story Silent reading Vocabulary study/review game Vocabulary worksheet Tuesday- Library Day Standards 8.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. 8.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. 8.RL.KID.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently. 8.L.KL.3 When writing and speaking, adjust style and tone to a variety of contexts; when reading or listening, analyze stylistic choices to determine context. 8.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) Applying analysis skills to student choice book. These are for plot, character and conflict Lesson / Instruction Library today!!! Make sure you have your book to  renew or return.  Those students who are done reading their book will have an opprotunity to start their book project.  Those students who need to have time to read will be able to do so.  ALL students will begin filling in a plot chart and WALTeR charts for their book.  Differentiation / Accommodations Worksheets with guiding questions for analysis Vocabulary Continue working on and reviewing vocabulary for The Outsiders.  Wednesday The Outsiders Standards 8.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. 8.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. 8.RL.KID.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 8.RL.RRTC.10 Read and comprehend a variety of literature at
Posted by toni.richards  On Aug 25, 2019 at 4:58 PM
  
We are running a bit behind because I have added in procedures and get to know you activities throughout the last two weeks. This week we will begin teacher/student conferences during Silent reading. I will be meeting with 5-6 different students each day.  This week we are focusing on fiction and analyzing a fictional text I can understand parts of plot, including setting I can analyze text for direct and indirect characterization I can read and comprehend grade level text    Monday Lesson / Instruction Bellringer- literary term of the week Intro thought questions for The Outsiders Read Ch. 1 - explain parts of exposition developed in chapter Cite text Vocabulary for chapter 1  Differentiation / Accommodations Audio book Definition already filled out  Vocabulary The Outsiders Vocabulary Chapter 1 2. Holler (v.) to cry out Page 5 3. Corvair (n.) a compact automobile produced by Chevrolet for the 1960–1969 model years. Page 7 4. Madras (n.) is a lightweight cotton fabric with typically patterned texture and plaid  Page 8 5. Loping (v.) to run in a relaxed way with long strides Page 10 6. Quivering (v.) to shake or move with a slight trembling motion Page 11 7. Vacant (adj.) being without content or occupant; not put to use Page 11 8. Unfathomable (adj) impossible to come to understand Page 12 9. Gingerly (adj) very cautious or careful Page 14 10. Tuff (adj.) slang for something cool or sharp Page 14 11. Savvy (adj.) having practical understanding or knowledge of something Page 19 Instructional Strategies WTL Focused Cornell notes w/questions and summary WTL Pre-writing activities/quick writes WTL Summaries* Materials / Resources / Technology The Outsiders novel by S.E. Hinton Plot diagram (on webpage) Vocabulary worksheet  Tuesday Reading level placement Lesson / Instruction Today we are taking the Universal Screener for reading. SW read a passage and answer 20 questions about the text and vocabulary.  Silent Reading Wednesday Lesson / Instruction Class will be shorter for school Volleyball games    Bellringer- Quote of the Week Read chapter 2 and 3 SW complete main idea notes and chapter summaries Ch 2 and 3 vocabulary Differentiation / Accommodations Main idea chart will have lead ins Vocabulary 2. Fuzz (n.) Slang term for the police Page 20 3. Hastily (adj) in haste; hurriedly Page 21 4. Roguishly (adv) acting in a mischievous manner Page 22 5. Incredulous (adj) unwilling to admit or accept what is offered as true; skeptical Page 24 6. Nonchalantly (adv.) in a composed and unconcerned manner Page 25 7. Shanghai (v.) to put by force or threat of force into; to put by trickery into an undesirable position Page 28 8. Incidentally (adv) apart or aside from the main subject of attention or discussion Page 28 9. Heaters (n.) slang for a handgun Page 28 10. Stricken (adj) deeply affected, as with grief, fear, or other emotions. Page 31 11. Vaguely (adv) not clearly expressed; stated in indefinite terms Page 31 https://quizlet.com/370357422/the-outsiders-vocabulary-flash-cards/   Instructional Strategies R.S.3 Double-Entry Journal WTL Focused Cornell notes w/questions and summary Thursday Lesson / Instruction Bellringer- Quote of the Week Read chapter 2 and 3 SW complete main idea notes and chapter summaries Ch 2 and 3 vocabulary Vocabulary 2. Fuzz (n.) Slang term for the police Page 20 3. Hastily (adj) in haste; hurriedly Page 21 4. Roguishly (adv) acting in a mischievous manner Page 22 5. Incredulous (adj) unwilling to admit or accept what is offered as true; skeptical Page 24 6. Nonchalantly (adv.) in a composed and unconcerned manner Page 25 7. Sh
Posted by toni.richards  On Aug 18, 2019 at 12:32 PM
  
Please look at the USEFUL LINKS page for copies of worksheets and tools we will be using in class. Several of these, such as annotation marks and plot line, will be used extensively this year. 
Posted by toni.richards  On Aug 11, 2019 at 5:12 PM
  
Richards ELA Week of August 12 August 12 We will be completing our pre-test today.  We will be reviewing annotation and annotation marks today and Tuesday. This will help students cite evidence from informational text and understand the main idea and arguments of an informational text. We will be using a CommonLit article on the importance of reading outside of school. August 13 Today is library day- review library expectations and check out books. We will continue reviewing annotation and annotation marks today. This will help students cite evidence from informational text and understand the main idea and arguments of an informational text. We will also work on summarizing a text. August 14 Today we will begin our class novel The Outsiders by SE Hinton We will be working on analyzing characters and character development. Students will be working on this throughout the text. August 15 Today we will be working on analyzing the setting and the role setting has in author’s purpose or theme development. Vocabulary will be started for chapters 1-3 August 16 We will continue working on Character and setting for chapters 1-3 of The Outsiders. SW write a summary for the first 3 chapters of the book and finish character charts for what they already know about the characters.
Posted by toni.richards  On Aug 11, 2019 at 4:52 PM
  
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