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**Week of October 9-13****Homework:**

- AR (30 min
__Mon-Fri__) - L 6.1 Pronouns Hwk (see button below)
**(due Friday, 10/13)** - Pronoun Quiz
**on Friday, 10/13.**(Study your homework, Google Classroom practice, and slideshow below.)

**Monday, 10/9**

Students received their homework - L 6.1 Pronouns (see button above). We then spent the class today editing their argumentative essays (see slide show below) and then looking at the rubric, specifically the 4 section (see button below). Students turned in their essays in Google Classroom before leaving class. They also turned in their green shaping sheets.

**Tuesday, 10/10**

Students learned about pronouns today, specifically subjective and objective pronouns. They viewed a slide show (slides 1-8; see below), took notes during the presentation (see buttons below), completed whiteboard practice (slide 7), and attempted an independent practice assignment in Google Classroom ("Subjective and Objective Pronouns").

**Wednesday, 10/11**

Students learned about possessive and intensive pronouns today. They viewed a slide show (slides 9-13; see slide show above), took notes during the presentation (see buttons above), completed whiteboard practice, and attempted an independent practice assignment in Google Classroom ("Possessive & Intensive Pronouns").

**Thursday, 10/12**

Students learned about two common pronoun mistakes - shifts in pronouns and vague pronouns. They viewed a slide show (slides 14-17); see slide show on Tuesday above), took notes during the presentation (see notes buttons on Tuesday above), completed whiteboard practice, and attempted an independent practice assignment in Google Classroom ("Pronoun Shifts & Vague Pronoun Practice").

**Friday, 10/13**

We went over the homework that was due today - L 6.1 Pronouns. We then played a Kahoot as a final review before the quiz. The students then took the Pronoun Quiz and had a few minutes for AR.

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**Week of October 2-6****Homework:**- AR (30 min
__Mon-Fri__) - L6.2 Capitalization & Punctuation Hwk (see button below)
**(due Thursday, 10/5)**

**Monday, 10/2**

Students received their homework (see button above). It is

**due Thursday**this week because there is no school on Friday. We reviewed the body paragraphs we worked on last Friday. Students then worked independently to complete the second body paragraph of their essay onto their shaping sheet (see button below). (See last Friday for Body Paragraph Notes.)

**Tuesday, 10/3**

We spent a few minutes reflecting on their second body paragraphs from yesterday to answer questions and make sure we were on the right track. We then had a lesson on the conclusion paragraph (see button below) and students were able to write theirs (see button below).

**Wednesday, 10/4**

Students learned about MLA format for essays (see buttons below). They then began typing their essays on the "Argumentative Essay" doc in Google Classroom.

**Thursday, 10/5**

Students had the entire class to type their essays. Many finished and turned them in in Google Classroom. Essays are due by Monday morning at 9:00 a.m. Green shaping sheets are also due Monday.

*Note: the body paragraphs are color-coded (see button below).

**Friday, 10/6 - No School**

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**Week of September 25-29****Homework:**

- AR (30 min
__Mon-Fri__) - W6.1d Formal vs. Informal Hwk (see buttons below)
**(due Friday, 9/29)**

**Monday, 9/25**

Students received their homework - W6.1d (due Friday). I then talked to them about formal vs. informal writing styles - their characteristics and when to use them. We then worked on a Google Classroom assignment "Formal vs. Informal" where the students read sentences, labeled them Formal or Informal, and translated informal sentences to formal ones.

(This assignment was turned in.)

**Tuesday, 9/26**

We read two articles about teens trick or treating (see buttons below), highlighted claims, underlined evidence, and then began to fill out two claim charts - one for each side of the argument (see button below). We will finish the claim charts tomorrow.

**Wednesday, 9/27**

Students decided which side of the argument they'd like to write about for their argumentative essay - teens should/should not trick or treat. They then added one more claim with at least two pieces of evidence to the back side of yesterday's claim chart (see button below) on their own.

Thursday, 9/28

Thursday, 9/28

We went over the argumentative essay writing prompt (see button below) and highlighted important info on it. We then learned how to write an introduction paragraph for the essay (see button below for notes on intro paragraph). Students wrote their introduction paragraphs today on an introduction shaping sheet (see button below).

**Friday, 9/29**

Students turned in their homework - W6.1d Formal vs. Informal Writing Style. We then learned how to write an introduction paragraph for the argumentative essay (see button below for notes on body paragraphs). Students wrote their first body paragraph today on a body paragraph shaping sheet (see button below).

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**Week of September 18-22****Homework:**

- AR (30 min
__Mon-Fri__) - RI 6.8 Author's Claim Hwk (see buttons below)
**(due Friday, 9/22)** - Study RI 6.8
**Quiz on Friday, 9/22**

**Monday, 9/18**

Students received their homework for the week - RI 6.8 Author's Claim (due Friday). I then went through a slide show (see below) while students filled in notes (see button below) and completed a claim chart (see button below) to go with the article on the last two slides of the slide show.

**Tuesday, 9/19**

We completed an assignment in Google Classroom - "Should Your School Get Rid of Sports?" We read the article together and discussed both sides of the argument. We then filled out a claim chart by noting one claim (and its evidence) for each side of the argument.

**Wednesday, 9/20**

We added "Author's Claim" notes (in Google Classroom) to our Notes page in our portfolios. The students then tried an independent assignment in Google Classroom "Should Kids Play Football?" where they read the article (which presented both sides of the argument) and filled out a claim chart (one claim with evidence for each side of the argument). Students will have about 10 more minutes to work on it in class tomorrow, and then they will turn it in.

**Thursday, 9/21**

Students had 10 more minutes to finish their claim charts for the football article from yesterday. They then turned it in. We then read an article "Is Technology Killing Our Friendships?" (see button below) and participated in a Kahoot about argument, claims, evidence, and applying those terms to the article.

**Friday, 9/22**

We discussed the homework that was due today RI 6.8 Author's Claim and then students turned it in. They then took the Author's Claim Quiz and had a few minutes of AR time.

Week of September 11-15Week of September 11-15

**Homework:**

- AR (30 min
__Mon-Fri__) - L 6.2 (capitalization & punctuation) and RL 6.1 (explicit & inference questions) hwk (see first 2 buttons below)
**(due Friday, 9/15)** - Study L 6.2 and RL 6.1
**Quiz on Friday, 9/15**

**Monday, 9/11**

Students received this week's homework (see two buttons above). We went through a slide deck (see below) for L 6.2 Capitalization and Punctuation. Students worked on a Google Classroom doc ("Capitalization & Punctuation Doc for Slides") during the slide deck beginning with slide #7. We then uploaded the "Capitalization & Punctuation Rules" and "Plot Terms" (both in Google Classroom) to our portfolios.

**Tuesday, 9/12**

We began talking about RL 6.1 (answering explicit and inference questions) today. We went through the first half of the slide deck (below) on answering explicit questions. The students worked on the Google Classroom assignment "Answering Explicit & Inference Questions" (just the explicit questions) during the slide presentation. Tomorrow we will do the other half of the slide deck and Google doc on answering inference questions.

Click to set custom HTML

**Wednesday, 9/13**

We discussed inference questions and how to make an inference (draw a conclusion). We then continued with the slide deck from yesterday (see above) and their Google Classroom assignment "Answering Explicit & Inference Questions."

**Thursday, 9/14**

Today students listened to/read a story called "Thank You, Ma'am" (in Google Classroom). We talked about the story afterwards to make sure students understood the events and the characters. Students then attempted one explicit and one inference brief write about the story on their own (in Google Classroom) and turned it in.

**Friday, 9/15**

We turned in homework (RL 6.1 & L 6.2) and went over it to make sure the students understood it. Then we played a Kahoot on the same two standards before the students took the quiz.

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**Week of September 4-8****Homework:**

- AR (30 min
__Mon-Fri__) - RL 6.3 Plot diagram (see first 2 buttons below)
**(due Friday, 9/8)** - Study Plot Terms (see last 2 buttons below)
**Quiz on Friday, 9/8**

**Monday, 9/4 - No School - Labor Day**

Tuesday, 9/5

Tuesday, 9/5

Students received this week's homework - RL 6.3 Plot diagram (see top 2 buttons above). We talked about what is required of them and that they may turn it in before Friday if they want to.

Students filled in notes for a plot diagram (see 3rd button down above) while watching a Prezi presentation (see button below). We then drew a plot diagram on the back of their notes and filled in information for "For the Birds" (a Pixar short that is in the Prezi presentation). Students may use these notes and the plot diagram (see last button above) to study for Friday's quiz on Plot Terms.

**Wednesday, 9/6**

Students learned about conflict and point of view in regards to plot diagrams and those terms in general. They then worked with a partner to fill out a plot diagram for "Just Once." Students shared out for the last few minutes of class so that everyone had an opportunity to check their plot diagrams or fill out as needed. Plot diagrams were turned in at the end of class.

**Thursday, 9/7**

We created an English portfolio (on Google Sites) that students will use for their years in middle school. We set up a 6th grade page and subpages that we will be using for the year. (*Absent students will need to see me before school, at lunch, during PAW, or after school to set up portfolios.)

We then studied Plot Terms using digital flashcards that I created on Quizlet.com and shared with them in Google Classroom ("Plot Terms Flashcards").

**Friday, 9/8**

We discussed the homework that was due today (RL 6.3 Plot diagram) and it was collected. We then practiced Plot Terms using quizlet.live before we took the quiz.

Week of August 28-September 1Week of August 28-September 1

**Homework:**

- AR (30 min
__Mon-Fri__) - Study Writing Terms (see button below) -
**Quiz on Friday, 9/1******

**Monday, 8/28**

Kids read "Just Once" from their anthology books (they have these books at home) and then answered comprehension questions in Google Classroom under the assignment "'Just Once' Comprehension Questions." Students answered in the form of a topic sentence (

__R__estate the question and

__A__nswer the question).

**Tuesday, 8/29**

Together, we completed the Google Classroom assignment "Gathering CDs," in which we talked about how the Moose felt at the beginning of the story (he was a lineman who wished he could be a runner), found evidence in the text that showed how he felt, and came up with one-word adjectives to describe how he felt. From there, we worked on the Google Classroom assignment "Prompt - Beginning of Story" where we answered the prompt in the form of a brief write - TS (Restate question, Answer question), CD (cite evidence), and CM (explain evidence.

**Wednesday, 8/30**

*Period 2 had an assembly today, so they will be completing the following assignment tomorrow in class.

Students worked with partners (and with the teacher) to complete the Google Classroom assignment "Gathering CDs - End of 'Just Once.'" Students looked for quotes that show evidence of the idea that the Moose would rather not be a runner anymore and stay a lineman, and they came up with single words that described how he felt.

**Thursday, 8/31**

*Period 2 is one day behind b/c of yesterday's assembly, so they did yesterday's activities today. Tomorrow they will do today's activities.

Students worked with partners (and with the teacher) to finish yesterday's Google Classroom assignment "Gathering CDs - End of 'Just Once.'" We looked at the rubric for a literary brief write (in Google Classroom) so that they knew how to score a 2 (the top score on a brief write on the state test). Then students worked with partners to complete the Google Classroom assignment "Brief Write - End of 'Just Once.'" They chose one quote and two adjectives (one for TS and one for CM) from their Gathering CDs chart from yesterday to use in their brief write. We will finish these up tomorrow and look at some to critique using the rubric.

**Friday, 9/1**

Students completed the Writing Terms Quiz in Google Classroom. They then finished their assignment "Brief Write - end of 'Just Once'" in Google Classroom. We looked at student samples together and talked about how to make them even better and how to apply what we talked about to their own brief writes.

Week of August 21-25Week of August 21-25

**Homework:**

- AR (30 min
__Mon-Fri__) __Monday:__Signatures on class syllabus**(due Tues.)**__Wednesday:__STAR Reading Test Results & AR/Library Contract**(due Thurs.)**

**Monday, 8/21**

Students will be assigned seats. We will go over class rules and procedures. Students will receive the class syllabus (the last page is a signature page that is

**due tomorrow**).

The last page of the class syllabus is

We will discuss students' STAR Reading Test results, including their AR goals for the semester and their personalized ZPDs. The information will come home today for a parent signature (

STAR Reading Test signatures

**Tuesday, 8/22**The last page of the class syllabus is

**due today**(with signatures). We will learn how to log in to our class Chromebooks and go over Chromebook rules & procedures. Students will take the STAR Reading Test in order to receive their personalized AR goals for Semester 1 and their ZPDs (the range within they may read and test on AR books). STAR Test data will come home tomorrow.**Wednesday, 8/23**We will discuss students' STAR Reading Test results, including their AR goals for the semester and their personalized ZPDs. The information will come home today for a parent signature (

**due tomorrow**). Students will also be receiving an AR/Library contract, which will also be**due tomorrow**with signatures. Students will join our English 6 class in Google Classroom.

**Thursday, 8/24**STAR Reading Test signatures

**and**AR/Library Contract signatures**due today**. Students will be introduced to writing terms that they will use for the duration of their time at Lone Hill (see button below). This document will be in Google Classroom for them to review at any time. We will also have our school library orientation today, and students will have the opportunity to check out an AR book.

*Modified schedule today (P1, P2, lunch, P5, then 1:00 dismissal; no P3, P4, P6, or PAW).

Students will attend the Welcome Back assembly during P5.

P2 was the only class in session today. We finished filling out the definitions for our writing terms in the Google Classroom assignment "Writing Terms" (see button above). Because of the extended class time, students were able to have 20 minutes of SSR.

**Friday, 8/25 (Minimum Day - 1:00 Dismissal)***Modified schedule today (P1, P2, lunch, P5, then 1:00 dismissal; no P3, P4, P6, or PAW).

Students will attend the Welcome Back assembly during P5.

P2 was the only class in session today. We finished filling out the definitions for our writing terms in the Google Classroom assignment "Writing Terms" (see button above). Because of the extended class time, students were able to have 20 minutes of SSR.