Week 15- DEC 18 English

Semana 15 – DEC 18 Inglés SOME CHANGES WILL BE MADE DURING THIS TIME

WATCH FOR UPDATES -- DATE WILL BE CURRENT ON CHANGES

Poem Assignment:asignación de poema:

Scaffold LessonsSelf- Edit Uno mismo – edición, Peer- Edit par – edición, Teacher Edit maestro edición

Microsoft® Translator TEKS AND FOCUS

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This Week’s ExpectationsYOU CHOOSE WHICH OUTLINE WORKS BEST FOR

YOU THE RETURN TO DRIVER WILL RETUN YOU TO THIS PAGE

Expectativas de esta semana que usted elige qué esquema funciona mejor para usted

LA VUELTA AL CONTROLADOR VOLUNTAD VOLVER USTED A ESTA PÁGINA

• GRADE SHEET• BY TOPIC• BY WEEK

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GRADE SHEET 3 GRADES / WEEKI. PARTICIPATION GRADE: 33

1DAILY -- Read through ‘Twas the Night Before Christmas  82DAILY -- PARTICIPATION  83FOLDER -- WEDNESDAY  84DAILY -- WORK  8

II. POETRY: 33

1Make my own analogy -- W  82Make my own Limerick -- W  83Find and Share DIFFERENT versions OF ‘Twas the Night Before Christmas -- F  84Create your own PUT THIS INTO YOUR POETRY BOOK 4 SETS OF STANZAS -- F  8

III. WORD SKILLS:

  VOCABULARY/DICTIONARY SKILLS: 33  1Denotation and Connotation -- W  72Scavenger Hunt -- T  73PRONOUN PRACTICE -- W  7 EDITING:  4Combining Sentences -- T  75Correcting Sentences -- T  7

IV. READING    NEWS PAPER / Choices Magazine: 48

1ANALYSIS -- T  122SUMMARY -- W  123PARAPHRASE -- H  124QUOTATION -- F  12

  LIBRARY BOOK:

  ANSWER THE QUESTIONS BELOW: 52  1Evaluate -- T  132Analyze -- W  133Create -- H  134Characterization -- F  13

V. ASSESSMENTS:  1VOCABULARY ASSESSMENT -- H 202READING ASSESSMENT -- F 20 WRITING DEW ASSESSMENT  3PROMPT -- H 304Pre-Writing -- H 30

Extra Practice: Extra Credit:Pronouns, Putting words, phrases, together Making words work

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POETRY VOCABULARY ASSESSMENT

POETRYMAKE MY OWN ANALOGY:

MAKE MY OWN LIMERICKPERSONIFICATION, HYPERBOLEALLITERATIONHAIKUCONSONANCE CINQUAIN‘TWAS NIGHT BEFORE CHRISTMAS

FIND/SHARE VERSIONS OF THE POEM

VOCABULARY FIND LITERARY TERMS IN POEMFUN WITH WORDS: REVIEW & PRELOADEDGENRES OF LITERATUREVOCABULARY FOCUSFOREIGN WORDSPARTS OF SPEECH PRONOUNROOT WORDSVOCABULARY THROUGH CHRISTMAS. VOCABULARY GAME

WRITING STRATEGIESWRITING PROMPTBLANK WRITING STRATEGIESBUBBLE SHEET BLANKPREWRITING – THANKSGIVINGGRAMMAR AND PUNCTUATION COMBINING CORRECTING SENTENCES

READING: GUIDED READING/COMPREHENSION:

READER’S CORNER REQUIREMENTS SELF-SELECTED BOOKCONTEXT CLUESEND ZONE – TO - END ZONE

ANALYZE THIS

QUESTIONS ANALYZEEVALUATIONCREATIVECHARACTERIZATION SHORT ANSWER PRACTICE

ANALYZE THIS

ASSESSMENT:VOCABULARY WRITING – PROMPTREADING PASSAGE – HANDOUTGAMES

REVIEW:FOLDER GAMESBELL RINGERSDAILY WORK ASSIGNMENT SHEET‘TWAS THE NIGHT BEFORE CHRISTMASNEWSPAPER ANALYSISCHOICES MAGAZINE ONLINE ASSIGNMENTDIAGRAMING SENTENCES PUTTING WORDS AND PHRASES TOGETHERALL FOLDER GAMES – DIRECTIONS ARE WRITTEN ON THE FOLDERS

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Driver PageMONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WRITING READING AND QUESTIONS

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Daily Assignment ListM WRITE T READ W VOCABULARYH ASSESSMENT F ASSESSMENT

5COMBINING CORRECTING SENTENCES

CONTEXT CLUESDictionary SkillsDENOTATION AND CONNOTATION

VOCABULARY ASSESSMENT 

READING ASSESSMENT 

 

6

LIBRARY BOOK: ANSWER THE QUESTIONSANALYZE CHARACTERIZATION

EVALUATE CREATE

  

 

5VOCABULARY: CONTRACTIONS

PRONOUN PRACTICE ConjunctionsF A N B O Y S

FOREIGN WORDSLiterary Terms & Practice1, 2, 3, 4, 5, 6.

PROMPTPRE-WRITINGWRITING

  

5CREATE: ANALOGY & LIMERICK

FIND EXAMPLES OF LITERARY TERMS IN POEM

SCAVENGER HUNT 1, 2, 3,

   

5

NEWS PAPER / CHOICES MAGAZINE HOMEWORK:ANALYZE THIS:

SUMMARY

PARAPHRASE

   

10 PRESENTATION REQUIREMENTSUSE YOUR READING STRATEGIES: FIND THE LITERARY TERMS IN THE POEM‘TWAS THE NIGHT BEFORE CHRISTMASFIND AND SHARE DIFFERENT VERSIONS CREATE YOUR OWN PUT THIS INTO YOUR POETRY BOOK

PRESENTATION‘TWAS THE NIGHT BEFORE CHRISTMAS

FINISH YOUR WRITING AND THEN THE REMAINDER OF YOUR WORK10

       

WARM – UPS: READ THROUGH ‘TWAS THE NIGHT BEFORE CHRISTMAS AND ITEMS CONTAINED IN THE FIRST 5 MINUTESPOETRY TABLE OF CONTENTS Students analyze the effects of simile and metaphor in a self-created poem.Handout: Select a poem and analyze the effects of the poet’s use of PERSONIFICATION, HYPERBOLE. ( peer - edit) Present: findings in a visual format ( e.g., poetry book page, original drawings ) and provide text evidence to support your analysis.

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Daily Assignment ListM WRITE T READ W VOCABULARY H ASSESSMENT F ASSESSMENT

5

COMBINATORIO CORRECCIÓN DE SENTENCIAS

CLAVES DE CONTEXTO

DENOTACIÓN Y CONNOTACIÓN

EVALUACIÓN DE VOCABULARIO

EVALUACIÓN DE LA LECTURA 

 

6

LIBRO BIBLIOTECA : RESPONDER A LAS PREGUNTAS ANALIZAR CARACTERIZACIÓN

EVALUACIÓN CREAR

     

5VOCABULARIO: CONTRACCIONES

PRÁCTICA PRONOMBRE

PALABRAS EXTRANJERAS

ESCRITURA RÁPIDA DE PRE-ESCRITURA

   

5CREAR: ANALOGÍA Y QUINTILLA CÓMICA

ENCONTRAR EJEMPLOS DE TÉRMINOS LITERARIOS EN EL POEMA

BÚSQUEDA DEL TESORO 1 , 2 , 3 ,

   

5

NOTICIAS DE PAPEL / ELECCIONES DE LA REVISTA DEBERES: ANALIZA ESTO:

RESUMEN PARÁFRASIS

   

10 REQUISITOS DE PRESENTACIÓN UTILIZAN TUS ESTRATEGIAS DE LECTURA: ENCONTRAR LAS CONDICIONES LITERARIAS EN EL POEMA ' TWAS LAS NOCHE ANTES DE NAVIDAD ENCONTRAR Y COMPARTIR DIFERENTES VERSIONES CREAR SU PROPIO PUESTO ESTA EN SU LIBRO DE POESÍA

PRESENTACIÓN ' TWAS LA NOCHE ANTES DE NAVIDAD

TERMINAR SU ESCRITURA Y LUEGO EL RESTO DE SU OBRA

10

       PREPARAR : LEA ERA LA NOCHE ANTES DE NAVIDAD DONALDA: LEA ERA LA NOCHE ANTES DE NAVIDAD Y ARTÍCULOS CONTENIDOS EN LOS PRIMEROS 5 MINUTOS ESTUDIANTES ANALIZAN LOS EFECTOS DE SÍMIL Y METÁFORA EN UN POEMA DE CREACIÓN PROPIA. FOLLETO: SELECCIONE UN POEMA Y ANALIZAR LOS EFECTOS DEL USO DEL POETA DE PERSONIFICACIÓN, HIPÉRBOLE. (PEER - EDITAR) ACTUALIDAD: RESULTADOS EN UN FORMATO VISUAL (POR EJEMPLO, PÁGINA DEL LIBRO DE POESÍA, DIBUJOS ORIGINALES) Y PROPORCIONAR PRUEBAS DEL TEXTO PARA SU ANÁLISIS.

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POETRY VOCABULARY ASSESSMENT

POETRYMAKE MY OWN ANALOGY: MAKE MY OWN LIMERICKPERSONIFICATION, HYPERBOLEALLITERATIONHAIKUCONSONANCE CINQUAIN‘TWAS NIGHT BEFORE CHRISTMASFIND/SHARE VERSIONS OF THE POEM

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POETRY Driver PageMONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WRITING READING AND QUESTIONS

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POETRY VOCABULARY ASSESSMENT

VOCABULARY FIND LITERARY TERMS IN POEMFUN WITH WORDS: REVIEW & PRELOADEDGENRES OF LITERATUREVOCABULARY FOCUSFOREIGN WORDSPARTS OF SPEECH PRONOUNROOT WORDSVOCABULARY THROUGH CHRISTMAS. VOCABULARY GAME

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VOCABULARY Driver PageMONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WRITING READING AND QUESTIONS

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POETRY VOCABULARY ASSESSMENT

WRITING STRATEGIESWRITING PROMPTBLANK WRITING STRATEGIESBUBBLE SHEET BLANKPREWRITING – THANKSGIVINGGRAMMAR AND PUNCTUATION

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WRITING Driver PageMONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WRITING READING AND QUESTIONS

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POETRY VOCABULARY ASSESSMENT

READING: GUIDED READING/COMPREHENSION: READER’S CORNER REQUIREMENTS SELF-SELECTED BOOKCONTEXT CLUESEND ZONE – TO - END ZONE

ANALYZE THIS

QUESTIONS ANALYZEEVALUATIONCREATIVECHARACTERIZATION SHORT ANSWER PRACTICE

ANALYZE THISDriver Page

READING Driver PageMONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WRITING READING AND QUESTIONS

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POETRY VOCABULARY ASSESSMENT

ASSESSMENT:VOCABULARY WRITING – PROMPTREADING PASSAGE – HANDOUTGAMES

REVIEW:FOLDER GAMESBELL RINGERSDAILY WORK ASSIGNMENT SHEET‘TWAS THE NIGHT BEFORE CHRISTMASNEWSPAPER ANALYSISCHOICES MAGAZINE ONLINE ASSIGNMENTDIAGRAMING SENTENCES PUTTING WORDS AND PHRASES TOGETHER

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ASSESSMENT Driver PageMONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WRITING READING AND QUESTIONS

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MONDAY• ASSIGNMENT SHEET• DAILY EXPECTATIONS• COMBINING & CORRECTING

SENTENCES • LIBRARY BOOK: ANSWER THE

QUESTIONS• ANALYZE: CHARACTERIZATION •  VOCABULARY: CONTRACTIONS•  CREATE: ANALOGY & LIMERICK • FIND THE LITERARY TERMS IN THE

POEM: ‘TWAS THE NIGHT BEFORE CHRISTMAS

• HOMEWORK:• NEWS PAPER / CHOICES MAGAZINE • ANALYZE THIS

• PRESENTATION REQUIREMENTS• USE YOUR READING STRATEGIES: • ‘TWAS THE NIGHT BEFORE

CHRISTMAS• FIND AND SHARE DIFFERENT

VERSIONS • CREATE YOUR OWN PUT THIS INTO

YOUR POETRY BOOK

• WARM – UPS: READ THROUGH ‘TWAS THE NIGHT BEFORE CHRISTMAS AND ITEMS CONTAINED IN THE FIRST 5 MINUTES

• POETRY TABLE OF CONTENTS • Students analyze the effects of simile and

metaphor in a self-created poem.• Handout: Select a poem and analyze the

effects of the poet’s use of PERSONIFICATION, HYPERBOLE. ( peer - edit) Present: findings in a visual format (e.g., poetry book page, original drawings) and provide text evidence to support your analysis.

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TUESDAY• CONTEXT CLUES• EVALUATE• PRONOUN PRACTICE • Conjunctions• F A N B O Y S• FIND EXAMPLES OF LITERARY TERMS IN POEM • SUMMARY• • PRESENTATION REQUIREMENTS• USE YOUR READING STRATEGIES: • FIND THE LITERARY TERMS IN THE POEM• ‘TWAS THE NIGHT BEFORE CHRISTMAS• FIND AND SHARE DIFFERENT VERSIONS • CREATE YOUR OWN PUT THIS INTO YOUR POETRY BOOK

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WEDNESDAY• Dictionary Skills• DENOTATION AND CONNOTATION•  CREATE •  FOREIGN WORDS• Literary Terms & Practice• 1, 2, 3, 4, 5, 6. •  SCAVENGER HUNT • 1, 2, 3, •  PARAPHRASE•  PRESENTATION REQUIREMENTS• USE YOUR READING STRATEGIES: • FIND THE LITERARY TERMS IN THE POEM• ‘TWAS THE NIGHT BEFORE CHRISTMAS• FIND AND SHARE DIFFERENT VERSIONS • CREATE YOUR OWN PUT THIS INTO YOUR POETRY BOOK•  WARM – UPS: READ THROUGH ‘TWAS THE NIGHT BEFORE CHRISTMAS • AND ITEMS CONTAINED IN THE FIRST 5 MINUTES• POETRY TABLE OF CONTENTS • Students analyze the effects of simile and metaphor in a self-created poem.• Handout: Select a poem and analyze the effects of the poet’s use of PERSONIFICATION,

HYPERBOLE. ( peer - edit) Present: findings in a visual format ( e.g., poetry book page, original drawings ) and provide text evidence to support your analysis.

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THURSDAY• VOCABULARY ASSESSMENT• PROMPT• PRE-WRITING• WRITING • PRESENTATION• ‘TWAS THE NIGHT BEFORE CHRISTMAS• WARM – UPS: READ THROUGH ‘TWAS THE NIGHT

BEFORE CHRISTMAS • AND ITEMS CONTAINED IN THE FIRST 5 MINUTES• POETRY TABLE OF CONTENTS • Students analyze the effects of simile and metaphor in a

self-created poem.• Handout: Select a poem and analyze the effects of the

poet’s use of PERSONIFICATION, HYPERBOLE. ( peer - edit) Present: findings in a visual format ( e.g., poetry book page, original drawings ) and provide text evidence to support your analysis.

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FRIDAY• READING ASSESSMENT• FINISH YOUR WRITING AND THEN THE REMAINDER OF YOUR WORK• WARM – UPS: READ THROUGH ‘TWAS THE NIGHT BEFORE

CHRISTMAS • AND ITEMS CONTAINED IN THE FIRST 5 MINUTES• POETRY TABLE OF CONTENTS • Students analyze the effects of simile and metaphor in a self-created

poem.• Handout: Select a poem and analyze the effects of the poet’s use of

PERSONIFICATION, HYPERBOLE. ( peer - edit) Present: findings in a visual format ( e.g., poetry book page, original drawings ) and provide text evidence to support your analysis.

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WRITING escritura

Writing/EscrituraAnalogy/Limerick

EditingGrammar

Punctuation PracticeCorrect SentenceCombine Sentence

AnalogyLimericks

Peer EditTeacher/Self Edit

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Create a new analogyCreate a new analogy -- Here are some samples.A glove is to a hand as a __ is to a shoe.Now try one on your own.A __ is to a __ as a __ is to a _ .

There once was an animal from _______.All the while it hoped _______________.So it _____________________________.And _____________________________.That _______ from ____.

There was a young lady named ____(a 1 or 2-syllable name)

Who liked to go shopping with _______ (noun that rhymes with your chosen name)

She borrowed a ______________ (a 1 or 2-syllable noun)

To the store she did __________ (verb that rhymes with line 3)

And she greeted a(n) ___, __, ___, ____.

(words and 1 adjective that rhymes with lines 1 & 2)

• Microsoft® Translator

Crear una nueva analogía, aquí están algunas muestras.

Un perro es un cachorro como un gato es ___.

Encontrar un limerick en la bolsa de plástico y ponerlo junto. Dígame sobre el limerickLimerick: Crear el limerick. Explicar la idea principal.

Había una vez un animal de ___. Al mismo tiempo espera ___. So ello ______________. y ______________________. _________ De ___________.

Había una señorita llamada ___ (nombre de 1 ó 2 sílabas) que le gustaba ir de compras con ___ (sustantivo que rima con su nombre elegido) ella pidió prestado un ___ (un sustantivo 1 ó 2 sílabas) a la tienda lo hizo ___ (verbo que rima con línea 3) y saludó a (n) ___, __, ___, ___. (palabras y 1 adjetivo que rima con las líneas 1 y 2)

http://www.brownielocks.com/Limericks.html

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Peer Editing Steps Peer Edición Pasos1. Compliment the author:

What are a few things that you liked about the author’s writing?

2. Make specific suggestions regarding the author’s

• Word choice• Use of details• Organization• Sentence length• Topic

3. Mark corrections on a separate piece of paper

• Look for spelling, grammar, and punctuation mistakes.In addition, remember to:• Stay positive! • Be specific!

1. ¿Cuáles son algunas cosas que te ha gustado sobre la escritura del autor?

2. hacer sugerencias específicas acerca del autor palabra opción uso de datos organización sentencia longitud tema

3. Correcciones de la marca en un pedazo separado de papel buscan errores de puntuación, ortografía y gramática. Además, recuerde: estancia positiva! Ser específico.

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Writing Strategy Steps for Teacher and content self-editingRead it out loud to yourself and a peer.

• Check Pre-Writing (Brainstorm and Bubble out your story.)• Scan for paragraphs (structure)• Check:

• Spelling• How do I know if it is spelled correctly?

• Capitals • What needs to be capitalized? • Are the capitals where they need to be? • Are there capitals in the middle of the sentence? • Do they need to be there?

• Grammar • Tense-Subject Verb Agreement – present, past, future;

• Do the subjects and verbs agree?• Am I using the correct form of the verb?

• Word Choice• Transitions-

• Do you have transitions?• Is there a smooth flow between the paragraphs?

• Proof: Read it from the bottom up. Do the sentences, alone, sound strong?

• Make the changes you agree with. • Repeat if Necessary

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Microsoft® Translator

Writing Strategy Steps for Teacher and content self-editing• Leer en voz alta a usted y su compañero de la ONU. •  Verificación de pre - escritura • Lluvia de ideas y la burbuja de la historia•  Análisis en los párrafos ( Estructura ) Revisados

•  Vocabulario •   ¿Cómo puedo saber si la ortografía está bien escrita

•  Capital • ¿ qué debe ser capitalizado ?•  Donde se están capital que tienen ? •  ¿ Hay capital en medio de la oración? •  ¿Necesitan estar allí ?

•  gramática•  Acuerdo de tiempo entre tema verbo gramática - pasado, presente y futuro.•  ¿Los sujetos y verbos acuerdo? •  Estoy usando la forma correcta del verbo ?

•  de palabras Opción• Transiciones –

• ¿El Transiciones Hall?• ¿Hay un flujo uniforme entre los párrafos ?

• Prueba: • Lea de abajo hacia arriba párr.• Haz Peñas , solo, suena fuerte? • Realice cambios en el Acuerdo. • Repita según sea necesario

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GRAMMARgramática

NEWSPAPER Grammar and PunctuationPunctuation PracticeCOMBINING SENTENCES

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Grammar and Punctuation

This week, use your newspaper activity and add this step. Find the grammar examples in the article you chose to read. Find Hyphens in the text of the articles. ----

 

Microsoft® Translator

Esta semana, utilice su actividad diario y añadir este paso. Encontrar los ejemplos de gramática en el artículo que ha elegido leer.

Encontrar guiones en el texto de los artículos. -----

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SENTENCE COMBINATION #1

 On your paper combine the following sentences to make into one sentence.

What time are you going to the store, What time are you going to the movies and What time are you making breakfast?

Marcus eats popcorn at the movie theatre. Marcus eats candy at the movie theatre. andMarcus drinks coke at the movie theatre.  

Nevaeh is going to the beauty salon. Nevaeh is getting her hair cut, and sheis a pretty girl.

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SENTENCE COMBINATION #1 Combine the sets of sentences into 1. Microsoft®

Translator COMBINACIÓN de la frase en su papel se combinan las oraciones siguientes en una frase.

The rabbit jumped on the grass.The dog jumped on the grass.The cat jumped on the grass.

Saul lived in a house.Saul lived in a tree.Saul lived with a mouse.

It was new year’s and the bells rang loudly.It was new year’s and the people shouted loudly.It was new year’s and the dogs barked loudly.

El conejo saltó sobre la hierba. El perro saltó sobre la hierba. El gato saltó sobre la hierba.

Saúl vivía en una casa . Saúl vivía en un árbol. Saúl vivía con un ratón .

Era Año Nuevo y las campanas sonó con fuerza. Era nuevo año de y la gente gritó en voz alta . Era Año Nuevo y los perros ladrar en voz alta .

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SENTENCE COMBINATION #2Combine the sets of sentences into 1. Microsoft®

Translator COMBINACIÓN de la frase en su papel se combinan las oraciones siguientes en una frase.

It was discovered that the egg came before the chicken.It was discovered that the chicken came before the egg.Later, it was discovered that a dinosaur laid the first egg

It was the night before Christmas and the house was quiet.It was the night before Halloween and the house was quiet.It was the night before Thanksgiving and the turkeys were yelling.

He called the reindeer by name, Donner.He called the reindeer by name, Blitzen.He called the reindeer by name, Comet.

Se descubrió que el huevo se presentó ante el pollo. Se descubrió que el pollo vino antes de que el huevo. Más tarde, se descubrió que un dinosaurio puso el primer huevo

Era la noche antes de la Navidad y la casa estaba en silencio. Era la noche antes de Halloween y la casa estaba en silencio. Era la noche antes de Acción de Gracias y los pavos estaban gritando .

Llamó a los renos por nombre, Donner . Llamó a los renos por nombre, Blitzen . Llamó a los renos por su nombre , el cometa .

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SENTENCE COMBINATION #3COMBINACIÓN de la frase #3• Combine the sets of sentences into 1. Microsoft®

Translator COMBINACIÓN de la frase en su papel se combinan las oraciones siguientes en una frase.

He gave the clerk a wink. He gave the clerk a twist of his head.He gave the clerk a $20 bill.

The calming music let me to know I had nothing to dread.The calming beat let me to know I had nothing to panic about.The calming rhyme let me to know that I better not go to bed.

His eyes - how they twinkled! his dimples how merry,His cheeks were like roses, his nose like a cherry;

Le dio al secretario un guiño . Le dio al secretario un giro de la cabeza. Él dio el empleado un billete de $ 20 .

La música que calma déjame saber que no tenía nada que temer . El ritmo calmante me dejó saber que no tenía nada para entrar en pánico . La rima que calma déjame saber que yo mejor no voy a la cama .

Sus ojos - cómo brillaron ! sus hoyuelos cómo alegre, Sus mejillas eran como las rosas , su nariz como una cereza ;

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READINGLECTURA Reading

Reader’s CornerAnalyze ThisInformation About the AuthorReading Strategies FIND ON DISTRICT WEBSITEReading Sort‘Twas the Night Before ChristmasSpanish ‘Twas the night before ChristmasSpanish/English Christmas TermsComic Strip Reading Comprehension DIRECTIONS ON THE STATION FOLDERAnalyzeEvaluationCreateRecallCharacteristicsIndependent Reading Project SEE LAST WEEK’S PPT (14)

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Read the Following

Your choice of books. – Independent Reading

Project due Friday.

Su elección de los libros . - lectura Independiente

Proyecto debido Viernes

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Reader’s Corner

• 10 minutes a day• Independent – alone

time to work skills.• Reading Skills are

developed through Independent Reading.

• Questions to answer after the reading.

• Reading journal • Teacher conference.

• 10 minutos al día

Independiente – • tiempo a solas para

trabajar habilidades. • Habilidades de Lectura

se desarrollan a través • de la lectura

independiente. • Preguntas para

responder después de la lectura.

• diario de la lectura • Conferencia del

profesor.

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Analyze This Independent Reading Comprehension

Analyze This………………………………………………….

Using your strategies read “__ your book for 15 minutes _.” Using complete sentences, write three ideas that you noticed while reading. Add your own “diction/voice/tone.” Do not copy the information.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Find three sentences in __________________________________________

that support the ideas above. “_______”

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What did you think or feel about the subject?

___________________________________________________________________________________________________________________________________________________________________________________________________

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INFORMATION ABOUT THE AUTHOR

Author Biography Name of the author: _________Autor nombre de la biografía del autorWhere he/she is from: ________________________ donde él o ella es deWhere he/ she lives presently: _________________ donde él / ella vive en la actualidad How many articles were written? ________________ ¿cómo muchos artículos fueron escritos? Tell me about his/her family____________________ Me dicen acerca de su familia

About the Author of the Poem sobre el autor del poema Name of the author: ______________________________ el nombre del autor: Where s/he is from: ______________________________ donde es de: ___ Where he/ she lives presently: _______________________ donde él / ella vive actualmente How many books were written? _______________________ ¿cómo se escribieron muchos libros?Tell me about his/her family ________________________ Hábleme de su / su familia

Pulling the Threads Together_____________ is a book that celebrates the ___________. Before you read, read _______________________________to see another way in which people felt. With a partner, use the space below to compare and contrast the two pieces of reading. Tirando de los hilos Juntos _____________ Es un libro que celebra la ___________ . Antes de leer , leer _______________________________to ver otra forma en que la gente se sentía . Con un compañero , utilice el espacio de abajo para comparar y contrastar las dos piezas de la lectura. _____________________ Ways they are alike __________________________

____________________________ Antes de leer, leer _________________________________

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Retelling Strategies

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‘Twas the Night before Christmas

SEE CLASS PPT

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Choices Magazine OnlineNEWSPAPERPERIÓDICO

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Choices Magazine Online

• www.scholastic.com/choices

His eyes - how they twinkled! his dimples how merry,His cheeks were like roses, his nose like a cherry;His droll little mouth was drawn up like a bow,And the beard of his chin was as white as the snow;

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Assignment For Choices Magazine

1. Describe the cover page.

2. Choose one article.

3. Read it using the reading strategies.

4. Answer the questions or participate in the activity on the Choices Magazine site for that article.

5. Turn this in by Friday of each week. You may use this for one of the “Newspaper” assignments.

1. Describir la portada.

2. Elija un artículo.

3. Lea usando las estrategias de lectura .

4. Responda a las preguntas o participar en la actividad en el sitio Revista opciones para ese artículo.

5. Gire esto en el viernes de cada semana . Usted puede usar esto para una de las asignaciones de " diario" .

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NewspaperNewspaperhttp://bijleszaanstad.nl/oefenblaadjes/taal/engels/texts/text6e.pdf

https://www.google.com/search?q=summarize&sa=X&biw=1420&bih=758&tbm=isch&tbo=u&source=univ&ved=0CD4QsARqFQoTCMiDg6n7gMgCFQrOgAodJEIKTQ&dpr=0.9

This week, use your newspaper activity and add this step. Find the grammar examples in the article you chose to read. Find Hyphens in the text of the articles. --- Microsoft® Translator

Esta semana, utilice su actividad diario y añadir este paso. Encontrar los ejemplos de gramática en el artículo que ha elegido leer. Encontrar guiones en el texto de los artículos. -----

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ANALYZE THIS_______Using your strategies read “________________________________.” Using complete sentences, write three ideas that you noticed while reading. Add your own “diction/voice/tone.” Do not copy the information.

Usando sus estrategias leen " ________________________________ . " El uso de oraciones completas , escribir tres ideas que usted notado durante la lectura. Añada su propia " dicción / voz / tono. " No copie la información

_______________________________________________________________________________________________________________________________________________________________________________________Find three sentences in _______________ that support the ideas above. “_______” Encuentra tres frases en ________________ que apoyan las ideas anteriores . " _______ "

_______________________________________________________________________________________________________________________________________________________________________________________What did you think or feel about the subject?

¿Qué es lo que usted piensa o siente sobre el tema?

_______________________________________________________________________________________________________________________________________________________________________________________

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Bubble SheetReturn to Driver

Independent Reading Project ChoicesLas opciones del proyecto Lectura Independiente

SEE CLASS PPT

• Independent Reading ProjectProyecto de Lectura Independiente

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VOCABULARY vocabulario• Literary Terms Quiz• ONOMATOPOEIA• Poetry Vocabulary Focus• Genres of Fiction• Vocabulary Through Christmas• 8 Parts of Speech• Root Words• Wednesday Games• Foreign Words• Pronouns• Conjunctions• Contractions• LITERATURE ACTIVITIES FOR LITERARY ELEMENTS

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LITERATURE ACTIVITIES FOR LITERARY ELEMENTSACTIVIDADES DE LITERATURA PARA elementos literariosSEE COMPREHENSION QUESTIONS PPT ON THE DISTRICT WEBSITE

• Context clues• VERBAL IRONY LANGUAGE DEVICES• CHARACTER ANALYSIS• ONOMATOPOEIA

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Comprehension QuestionsON DISTRICT WEBSITE

Questions Written by Tracee Orman Copyright ©2014 Tracee OrmanALL RIGHTS RESERVEDwww.traceeorman.comRevised 10-01-2015 by Beth Moore

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Root WordsChoose 3 words from the list on the next page and web it out on this organizer.

Elige 3 palabras de la lista en la siguiente página y web hacia fuera en este organizador.

DefinitionDefinición Related WordPalabra relacionada RootRaíz

• SEE VOCABULARY PPT• ON THE DISTRICT WEBSITE

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PRONOUNS

• SEE VOCABULARY PPT• ON THE DISTRICT WEBSITE

• http://www.english-grammar-revolution.com/list-of-pronouns.html

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CONJUNCTIONSSEE VOCABULARY PPT ON THE DISTRICT WEBSITE

F A N B O Y S

P Y N P O A AQ

FOR

AND

NOT

BUT

OR

YET

SOF A N B O Y S

PARA

Y

NO

PERO

O

AÚN

ASI QUE

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CONTRACTIONSCONTRACCIONES

• two words put together for form a new word can not = can't

• dos palabras juntar para forma una palabra nueva no puede = can't

• SEE VOCABULARY PPT ON THE DISTRICT WEBSITE

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Words Contraction

 would not

 should not

could not

 did not

had not

 are not

does not

 must not

would not

 has not

is not

 have not

do not

 can not

were not

 might not

I am

 they are

who are

 we are

you are

what are

they have

 we have

you have

 who have

what have

 Words Contraction

I have

you had or you would

we had or we would

they had or they would

 I had or I would

 who had or who would

 he had or he would

she had or she would

 he is or he has

she is or she has

it is

 who is or who has

 what is or what has

that is or that has

 where is or where has

there is or there has

 she will

he will or he shall

  I will or I shall

 you will or you shall

 they will or they shall

who will or who shall

 you all

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Dictionary Skills Diccionario Habilidades Connotation Denotation Connotación denotación

• Connotation Denotation• connotación denotación

• Scavenger Hunt• búsqueda del tesoro• SEE VOCABULARY PPT ON THE

DISTRICT WEBSITE

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•  READING ASSESSMENT: Show Evidence from the Text

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POETRY VOCABULARYVOCABULARIO DE POESÍA

ON DISTRICT WEBSITE VOCABULARY PPT

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Review and Pre Loading Poetry TermsFigurative LanguageSimile MetaphorPersonification HyperboleOxymoron Paradox

Figurado lenguaje símil metáfora personificación hipérbole oxímoron paradoja

Sound DevicesAlliteration ConsonanceAssonance Onomatopoeia Sonido dispositivos aliteración consonancia asonancia onomatopeya

Imagery or SensoryVisual AuditoryTactile OlfactoryKinesthetic/Tactile Gustatory

Imágenes o sensorial Visual auditivo táctil olfativa cinestésica/táctil gustativa

Meter

Monometer DimeterTrimeter TetrameterPentameter HexameterHeptameter Octameter

metro Monometer Dimeter Trimeter Tetrameter Pentameter Hexameter Heptameter Octameter

Types of PoemsHaiku CinquainLimerick NarrativeBallad EpicLyric SonnetsFree Verse RhythmIamb TrocheeAnapest DactylSpondee Pyrrhic

tipos de poemas Haiku Cinquain Limerick narrativa balada épica lírica sonetos verso libre ritmo Iamb Trochee Anapest Dactyl Spondee pírrica

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PoetryPoesíaSEE CLASSROOM PPT TEKS: E1.Fig19B E1.3A E1.13B, C, D,E; E1.14B; E1.25A

Ongoing TEKS E1.1E, E1.18A, Bi, ii, E1.19A

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Looking for Poetry TermsBuscando términos de poesía

SEE CLASS PPT

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Poetry TABLE OF CONTENTS Return to Driver

ELEMENTS OF POETRYSEE CLASS PPT

• Sound Devices• Figurative Language• Imagery• Structure• Rhyme• Rhythm and Meter

• Dispositivos de sonido

• lenguaje figurado • imágenes • estructura • rima • ritmo y metro

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ELEMENTS OF POETRYELEMENTOS DE POESÍASEE CLASS PPT

• Microsoft® Translator

• Dispositivos de sonido lenguaje figurado imágenes estructura rima ritmo y metro

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Haiku, Cinquain TYPES OF POEMSHaiku, cinquain TIPOS DE POEMAS

• Haiku: a three line poem with a 5,7,5 syllable

pattern usually written on a subject from nature. • Haiku: un línea de tres poema con un patrón de 5,7,5 sílaba

escrito generalmente sobre un tema de la naturaleza.

• Cinquain: a five line poem where • Line 1 is one word (the title), • Line 2 is two words that describe the title, • Line 3 is three words that tell the action,• Line 4 is four words that express the feeling, • Line 5 is one word that recalls the title.

Cinquain: un poema de cinco línea donde la línea 1 es una palabra (el título), la línea 2 es dos palabras que describen el título línea 3 tres palabras que indican la acción, la línea 4 es cuatro palabras que expresan el sentimiento, es línea 5 es una palabra que recuerda el título.

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TONGUE TWISTERReview Poetry Expectations

Alliteration – first sound repetition.

Add this to your poetry book

Due: Friday

esto añadir a su libro de poesía

debido: el viernes

Microsoft® Translator

Aliteración-primera repetición de sonido.

Mic

roso

ft® Tra

ns

lato

r

Be

rtha

ba

bb

ly b

lab

be

red

mie

ntra

s q

ue

so

pla

bu

rbu

jas

d

e c

hic

le.

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What Makes a Good Poem?

• What makes a good poem?

How do audience, purpose, and occasion influence a speaker?

How would you alter your poetry reading if your audience was comprised of famous poets instead of peers?

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Effective presentations should include:

• Eye contact

• Speaking rate (e.g. pauses for effect)

• Volume

• Enunciation

• Purposeful gestures

• Conventions of language

 

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Objective: Students compose original poems using a variety of literary techniques.

 1. Complete your poems.2. If you need help please ask. 3. Get out the Poetry Checklist.

4. Use the Poetry Checklist5. Students Peer Conference

6. Teacher Conference

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Title & AuthorForm of Poetry

Purpose Sound EffectsGraphic and

Structural Elements

Literary Language and Devices

Other (e.g., tone, message, etc.)

Analyzing Poetry: Purpose & Poetic Characteristics Response to Literature: In your Reader’s Notebook, write a response for each poem that compares and contrasts the relationships between the purposes and characteristics of the poetic forms including the effectiveness of poetic techniques, figurative language, and graphic elements. Include text evidence to support your ideas.

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Vocabulary Review and New

accentuate advertising alliteration ambiguous analogy antibody aspire allusion authoritative bamboozlebizarre boisterous boycott camouflage chronologycliché commemorate connections convey cower connotation denotation distraught duress genreimage imagery

8 Parts of Speech:

Adjective Adverb Nouns Preposition Pronouns

Verbs

omniscient paradox perspective persuasive precariously

redundant raspy resonate sarcasm simulation

trite 

Figurative language: Irony: Sensory language: Author’s Purpose

Metaphor Socratic Irony 5 senses

Simile Situational Irony

Personification Dramatic Irony

Hyperbole Sarcasm

 

Prefix and Suffix:

nonsense disagree reporter watery encode

overlook antifreeze misfire defrost lumpy

joyous gladly

 

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Answer the following this week:How are ________ and ________ different?Compare the ________ before and after ________ .Compare the character ________ at the beginning of the story and at the end.Distinguish between ________ and ________ .Compare ________ with ________ .On what dimensions might you compare ________ and ________ ?Which one is the biggest/oldest/tallest?

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CONTEXT CLUES SEE CONTEXT CLUES PPT ON

DISTRICT WEBSITE

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Games https://www.ixl.com/ela/grade-9• Ninth grade• Here is a list of all of the skills students learn in ninth grade! These skills are

organized into categories, and you can move your mouse over any skill name to view a sample question. To start practicing, just click on any link. IXL will track your score, and the questions will automatically increase in difficulty as you improve!

• Commas• A.1

Commas with direct addresses, introductory words, interjections, interrupters, and antithetical phrases

• A.2Commas with series, dates, and places• A.3Commas with compound and complex sentences• A.4Commas with coordinate adjectives• A.5Commas: review• Restrictive and nonrestrictive elements• B.1What does the punctuation suggest?• B.2Commas with nonrestrictive elements• Semicolons, colons, and commas• C.1Use semicolons and commas to separate clauses• C.2Use semicolons, colons, and commas with lists• C.3Semicolons, colons, and commas review• Apostrophes• D.1Identify and correct errors with plural and possessive nouns• D.2Identify and correct errors with compound and joint possession• Hyphens and dashes• E.1Use hyphens in compound adjectives• E.2Use dashes• Quotations• F.1Formatting quotations and dialogue• F.2Decide whether ellipses are used appropriately• Capitalization• G.1Correct capitalization errors• Titles• H.1Capitalizing titles• H.2Formatting titles• H.3Formatting and capitalizing titles: review• Sentence types• I.1Is the sentence declarative, interrogative, imperative, or exclamatory?• Sentences, fragments, and run-ons• J.1Identify sentence fragments• J.2Identify run-on sentences• J.3Choose punctuation to avoid fragments and run-ons• Phrases and clauses• K.1Is it a phrase or a clause?• K.2Identify prepositional phrases• K.3Identify appositives and appositive phrases• K.4Combine sentences using relative clauses• Verbals• L.1Identify participles and what they modify• L.2Identify gerunds and their functions• L.3Identify infinitives and infinitive phrases• Simple, compound, complex, and compound-complex sentences• M.1Identify dependent and independent clauses• M.2Is the sentence simple, compound, complex, or compound-complex?• Subject-verb agreement• N.1Identify and correct errors with subject-verb agreement• N.2Identify and correct errors with indefinite pronoun-verb agreement• N.3Identify and correct verb agreement with compound subjects• Nouns• O.1Form and use plurals: review• O.2Form and use plurals of compound nouns

• Pronouns• P.1Identify and correct errors with subject and object pronouns• P.2Subject and object pronouns review• P.3Pronouns after "than" and "as"• P.4Identify and correct pronoun errors with "who"• P.5Use relative pronouns: who and whom• P.6Use relative pronouns: who, whom, whose, which, and that• P.7Identify vague pronoun references• P.8Identify all of the possible antecedents• P.9Correct inappropriate shifts in pronoun number and person• Verbs• Q.1Form the progressive verb tenses• Q.2Form the perfect verb tenses• Q.3Identify transitive and intransitive verbs• Q.4Identify linking verbs, predicate adjectives, and predicate nouns• Q.5Identify and correct inappropriate shifts in verb tense• Active and passive voice• R.1Identify active and passive voice• R.2Rewrite the sentence in active voice• Adjectives and adverbs• S.1Choose between adjectives and adverbs• S.2Form and use comparative and superlative adjectives• S.3Good, better, best, bad, worse, and worst• S.4Form and use comparative and superlative adverbs• S.5Well, better, best, badly, worse, and worst• Writing clear and concise sentences• T.1Transitions with conjunctive adverbs• T.2Avoid double, illogical, and unclear comparisons• T.3Use the correct pair of correlative conjunctions• T.4Identify sentences with parallel structure• T.5Use parallel structure• T.6Remove redundant words or phrases• T.7Misplaced modifiers with pictures• T.8Select the misplaced or dangling modifier• T.9Are the modifiers used correctly?• Word choice and usage• U.1

Choose the word whose connotation and denotation best match the sentence• U.2Use words accurately and precisely• U.3Replace words using a thesaurus• U.4Use dictionary entries to determine correct usage• U.5Explore words with new or contested usages• Commonly misused words• V.1Correct errors in everyday use• V.2Correct errors with signs• V.3Use the correct frequently confused word• V.4Identify and correct errors with frequently confused words• V.5

Identify and correct errors with frequently confused pronouns and contractions

• V.6Use the correct homophone• V.7Identify and correct errors with homophones• V.8Correct errors with commonly misspelled words• Context clues• W.1Use context to identify the meaning of a word• W.2Determine the meaning of words using synonyms in context• W.3Determine the meaning of words using antonyms in context• Etymologies and foreign expressions• X.1Use etymologies to determine the meanings of words• X.2Use context as a clue to the meanings of foreign expressions• X.3Use the correct foreign expression

• Analogies• Y.1Analogies• Y.2Analogies: challenge• Word patterns• Z.1Word pattern analogies• Z.2Word pattern sentences• Prefixes• AA.1Words with pre-• AA.2Words with re-• AA.3Words with sub-• AA.4Words with mis-• AA.5Words with un-, dis-, in-, im-, and non-• Suffixes• BB.1Words with -ful• BB.2Words with -less• BB.3Words with -able and -ible• Greek and Latin roots• CC.1Sort words by shared Greek or Latin roots• CC.2Use Greek and Latin roots as clues to the meanings of words• CC.3Use words as clues to the meanings of Greek and Latin roots• CC.4Determine the meanings of Greek and Latin roots• CC.5Determine the meanings of words with Greek and Latin roots• Figurative language• DD.1Use personification• DD.2Interpret the meaning of allusions• DD.3Identify the source of allusions• DD.4Interpret figures of speech• DD.5Classify figures of speech: euphemism, hyperbole, oxymoron, paradox• DD.6Classify figures of speech: review• Point of view• EE.1Identify the narrative point of view• Planning and organizing writing• FF.1Order topics from broadest to narrowest• FF.2Identify thesis statements• FF.3Organize information by main idea• FF.4Choose the topic sentence that best captures the main idea• Writing arguments• GG.1Identify supporting evidence in a text• GG.2Choose evidence to support a claim• GG.3Choose the most appropriate counterclaim for a given claim• GG.4Choose the analysis that logically connects the evidence to the claim• GG.5

Transition logically between claims, evidence, analysis, and counterclaims• GG.6Distinguish facts from opinions• Audience, purpose, and tone• HH.1Identify audience and purpose• HH.2Compare passages for tone• HH.3Compare passages for subjective and objective tone• HH.4Which text is most formal?• HH.5Identify appeals to ethos, pathos, and logos in advertisements• HH.6Use appeals to ethos, pathos, and logos in persuasive writing• Research writing• II.1Identify plagiarism• II.2Recognize the parts of a Works Cited entry• II.3Understand a Works Cited entry• II.4Use in-text citations with MLA formatting• Reference skills• JJ.1Use dictionary entries• JJ.2Use dictionary definitions• JJ.3Use thesaurus entries•  

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• Analogy: • “SoftSchools.”Analogies Quizzes And Worksheets Web 2 October 2015.

http://www.softschools.com/language_arts/analogies/ • “English on the Internet~Test Quizzes.” Language Shop Web 2 October 2015. <

http://www.aj.cz/testquiz/soutez113.htm>• http://examples.yourdictionary.com/analogy-examples-for-kids.htm• MLA Style• "Analogy Examples for Kids." YourDictionary, n.d. Web. 2 October 2015.

<http://examples.yourdictionary.com/analogy-examples-for-kids.html>• Read more at

http://examples.yourdictionary.com/analogy-examples-for-kids.html#wmqRx5VOr1XZAcvG.99• <a href="http://examples.yourdictionary.com/analogy-examples-for-kids.html">Analogy Examples

for Kids</a>

• Limericks:• “Limericks.” Brownielocks

and the three Bears. Web.2 October 2015. http://www.brownielocks.com/Limericks.html

• Everyday Edit:

© 2004 by Education World®. Education World grants users permission to reproduce this work sheet for educational purposes only.

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