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**Week of June 4-June 7****Monday, 6/4**

To start a week of bonding, we played board games today!

**Tuesday, 6/5**

Each class was able to pick a movie to watch together.

**Wednesday, 6/6**

The classes continued watching yesterday's movie. During Period 4, all 6th graders received their yearbooks! Periods 5 and 6 were able to start yearbook signing.

**Thursday, 6/7**

Happy last day of 6th grade!

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**Week of May 28-June 1****Monday, 5/28 - Memorial Day - No School**

**Tuesday, 5/29**

Students took their last STAR Reading Test of the year! Results will come home tomorrow. They then selected one of their four blogs for me to grade by highlighting the date of the blog.

**Wednesday, 5/30**

We will be writing letters to incoming 6th graders next year. Today, we brainstormed ideas for the letter (in Google Classroom), went over the directions for writing the letter (in Google Classroom), and read a sample letter.

**Thursday, 5/31**

We reviewed the five parts of a letter, and students began writing their letters to incoming 6th graders (in Google Classroom).

**Friday, 6/1**

Students finished their letters to incoming 6th graders and then had free time with a friend.

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**Week of May 21-25**

**Homework:**

- AR (30 min
__Mon-Fri__)

*****GRADES CLOSE FRIDAY! All missing classwork/homework would be due by Friday. Friday would be the last day to take an AR quiz to count for Semester 2. It's also the last day to turn in the extra credit that was given out last week.**

Monday, 5/21

Monday, 5/21

Periods 2 and 4 finished up their Day 3 blogs. Period 5 edited their blogs from Days 1-3. Period 6 had their last day of state testing as a class.

**Tuesday, 5/22**

Trip project - Students were stuck in the airport on Day 4 because their flights home were delayed. Breaking news came over the airport monitors - it's a zombie apocalypse! Students were given a handout today (see buttons below) to work on in groups. They have today and tomorrow to plan their way to safety. If you need to see the video that aired over the airport monitors, email me and I'll send you the link. If students were in San Francisco, they are mapping their way to safety on Alcatraz; if they are in New York, they are trying to make their way to Ellis Island.

**Wednesday, 5/23**

Students had one more day to work in groups to plan their escapes (see yesterday's activities).

**Thursday, 5/24**

Students began writing a narrative for their escape blog now that their escape plan is finished. I gave them a Blog Narrative Checklist (see button below) to help guide their writing.

Students finished writing their narratives for their escape blogs. Those who were on the Raging Waters field trip will need to finish over the weekend because all blogs are due on Tuesday.

**Friday, 5/25**Students finished writing their narratives for their escape blogs. Those who were on the Raging Waters field trip will need to finish over the weekend because all blogs are due on Tuesday.

**Week of May 14-18**

**Homework:**

- AR (30 min
__Mon-Fri__)

**Monday, 5/14**

Period 2 continued working on their trip project. Today they began blogging Day 1 (in Google Classroom). Period 4 spent one last day as a class state testing. After today, students who need more time will be pulled from classes. Period 5 began state testing today (a 40-minute block). Period 6 continued blogging. Today they started Day 3.

**Tuesday, 5/15**

Periods 2 and 4 continued blogging about Day 1 of their trip. Period 6 continued blogging about Day 3 of their trip. Period 5 continued state testing.

**Wednesday, 5/16**

Periods 2 and 4 began blogging about Day 2 of their trip. Period 5 continued state testing. After today, kids who need more time will be pulled from non-testing classes to continue working. Period 6 began state testing today.

**Thursday, 5/17**

Periods 2 and 4 continued blogging about Day 2 of their trip. Period 5 starting blogging about Day 3 of their trip. Period 6 continued state testing today.

**Friday, 5/18**

Periods 2 and 4 began blogging about Day 3 of their trip. Period 5 finished blogging about Day 3 of their trip. Period 6 continued state testing.

**Week of May 7-11**

**Homework:**

- AR (30 min
__Mon-Fri__)

**Monday, 5/7**

Period 2 continued state testing. After today, they will continue working on their state tests during other non-testing classes.

Periods 4, 5, and 6 continued planning their trips. Today we worked on transportation. Since they know where they're going each day, they can get the mileage from place to place and then figure cost.

**Tuesday, 5/8**

Period 2 continued the planning process of their trip. Periods 4, 5, and 6 began their Day 1 blog.

**Wednesday, 5/9**

Period 4 began state testing today.

Periods 2 continued planning their trip. By now, they should have flights and a hotel booked, a food list, and a packing list. Today they worked on planning four places to visit while on their trip (two of historical value and two just for fun). Periods 5 and 6 are finishing up their Day 1 blogs.

**Thursday, 5/10**

Period 4 continued state testing.

Period 2 continued planning their trip. Today their task was to make a bulleted list of where they're going each day of their trip. Periods 5 and 6 began blogging Day 2 of their trip.

**Friday, 5/11**

Period 4 continued state testing.

Period 2 continued planning their trip. Today their task was to secure transportation during their stay in their city. They had to map the miles from location to location for each day and then calculate the money (if any) for each leg of their days. Periods 5 and 6 had another day to finish Day 2's blog.

**Week of April 30-May 4**

**Homework:**

- AR (30 min
__Mon-Fri__)

**Monday, 4/30**

We started a project that we'll be working on for the next 3-4 weeks. Students got into groups of 3 and began planning a trip to either San Francisco or New York. They have a budget to work with. Today students started looking into flights and hotel stays for their trips. Each day students will be given a to-do list to get ready for their trips. Trip planner packet below (see button).

Groups continued planning for their trips. Today they need to have secured flights and hotels and to start figuring out food (meals each day, restaurants, and cost of each meal).

Period 2 began state testing.

Periods 4, 5, & 6 continued planning their trips. They figured out food (meals each day, restaurants, and cost of each meal), and they started a packing list.

Period 2 did state testing.

Periods 4, 5, & 6 continued planning their trips. They finalized food (meals each day, restaurants, and cost of each meal). They finalized a packing list. They also chose their four activities to do in their cities (p. 2 of packet) - two have to be of historical significance and two just for entertainment.

Periods 4, 5, and 6 continued planning their trips. They scheduled each of the four days of their trip with a bulleted list of what they're doing each day and where they're going.

**Tuesday, 5/1**Groups continued planning for their trips. Today they need to have secured flights and hotels and to start figuring out food (meals each day, restaurants, and cost of each meal).

**Wednesday, 5/2**Period 2 began state testing.

Periods 4, 5, & 6 continued planning their trips. They figured out food (meals each day, restaurants, and cost of each meal), and they started a packing list.

**Thursday, 5/3**Period 2 did state testing.

Periods 4, 5, & 6 continued planning their trips. They finalized food (meals each day, restaurants, and cost of each meal). They finalized a packing list. They also chose their four activities to do in their cities (p. 2 of packet) - two have to be of historical significance and two just for entertainment.

**Friday, 5/4**

Period 2 continued state testing.Periods 4, 5, and 6 continued planning their trips. They scheduled each of the four days of their trip with a bulleted list of what they're doing each day and where they're going.

**Week of April 23-27**

**Homework:**

- AR (30 min
__Mon-Fri__) - Study CAASPP Vocabulary Set #3 - QUIZ ON
**THURSDAY** (see button below)

**Monday, 4/23**

Students read a passage called "Ice Hotel" (in Google Classroom). They then responded to a writing prompt in the form of RACE on their assigned slide in the class slide deck (in Google Classroom). They also had to offer constructive criticism on two other slides.

**Tuesday, 4/24**

We looked over a few of yesterday's slides and comments to see if students are able to recognize errors in brief writes. We then went through the Research CAASPP practice test together to review research skills from this year.

**Wednesday, 4/25**

We talked about and looked at a slide deck for the performance task on the state test (see button below). Students then tried out an essay scramble (in Google Classroom) to see if they could remember the sentence order in argumentative and explanatory essays. The answer key is also posted in Google Classroom.

**Thursday, 4/26**

We reviewed the CAASPP Vocabulary Set #3 words by playing Quizlet.live. Students then took the quiz and had a few minutes of AR time.

**Friday, 4/27**

Period 2 went to an assembly. Periods 4, 5, and 6 had 20 minutes of AR time, and then we played games as a standard review from the year.

**Week of April 16-20**

**Homework:**

- AR (30 min
__Mon-Fri__) - Study CAASPP Vocabulary Set #2 - QUIZ ON FRIDAY (see button below)

**Monday, 4/16**

We went through the Editing CAASPP practice test together to review grammar rules from this year.

**Tuesday, 4/17**

Students read an unfinished argumentative essay (see button below) about the benefits of zoos. They then had 30 minutes to write an introduction paragraph for it (see button below).

**Wednesday, 4/18**

Students worked in groups to read each other's introduction paragraphs (from yesterday) and to choose the best one from their groups. Those finalists went on to compete for the best class intro paragraph.

**Thursday, 4/19**

We looked at a poem today and answered questions about it (theme, point of view, figurative language, etc.). We completed a brief write about it as well. Students then had a few minutes to do AR or study their vocabulary words in Quizlet.

**Friday, 4/20**

We reviewed the CAASPP Vocabulary Set #2 words by playing Quizlet.live. Students then took the quiz and had a few minutes of AR time.

**Week of April 9-13**

**Homework:**

- AR (30 min
__Mon-Fri__) - Study CAASPP Vocabulary Set #1 - QUIZ ON FRIDAY (see button below)

**Monday, 4/9**

Students began a CAASPP practice test - Literary Texts. They will finish it tomorrow. Many had time afterwards to make a digital set of flashcards for their homework at Quizlet.com or to do AR.

**Tuesday, 4/10**

Students finished the CAASPP practice test on Literary Texts that they began yesterday. Many had time afterwards to make/study a digital set of flashcards for their homework at Quizlet.com or to do AR.

**Wednesday, 4/11**

We reviewed pronouns - subjective, objective, possessive, and intensive - to make sure that they are in their proper cases and are used correctly in text. We used a slideshow (see button below) from earlier this year along with Ready bk pp. 231-238.

**Thursday, 4/12**

We reviewed pronouns - vague pronouns and shifts in pronouns - to make sure that students can recognize and correct these errors. We used a slideshow (see button below) from earlier this year along with Ready bk pp. 239-242. We then looked over the CAASPP Practice Test for Literary Texts that the kids took on Monday and Tuesday.

**Friday, 4/13**

We reviewed the CAASPP Vocabulary Set #1 words by playing Quizlet.live. Students then took the quiz and had a few minutes of AR time.

**Week of April 2-6 - Spring Break**

**Week of March 26-30**

**Homework:**

- AR (30 min
__Mon-Fri__) - Daily unfinished classwork (we are starting an essay this week)

**Monday, 3/26**

Students typed up their essays today. Essays need to be finished by tonight. Tomorrow is an editing and turn-in day.

**Tuesday, 3/27**

Students edited their essays using slides in Google Classroom. They then turned their essays in (in Google Classroom) and turned in their pink essay packets (in class).

**Wednesday, 3/28**

We added work to our English Portfolios and spruced the portfolios up a bit for tonight's Open House.

**Thursday, 3/29**

Students were given an unfinished argumentative essay about installing security cameras in classrooms. Their task was to write an introduction paragraph and a conclusion paragraph for the essay. They will also have class time tomorrow. The instructions are in Google Classroom, and the unfinished essay and rubrics for the intro and conclusion are the buttons below.

**Friday, 3/30 - Minimum Day**

Students finished up the intros and conclusions they began working on yesterday. Due tonight by midnight.

**Week of March 19-23**

**Homework:**

- AR (30 min
__Mon-Fri__) - Daily unfinished classwork (we are starting an essay this week)

**Monday, 3/19**

Students read Source 3 (in Google Classroom) and completed a claim chart for it (see button below).

**Tuesday, 3/20**

We looked over the directions for the argumentative essay that we'll be starting today (in Google Classroom). I gave students reminders while they took notes about what goes in the introduction paragraph, and they worked on it in class. The intro paragraph is homework if not completed in class.

**Wednesday, 3/21**

We completed body paragraph #1 in our essay packet. This is homework if not completed in class.

**Thursday, 3/22**

We completed body paragraph #2 in our essay packet. This is homework if not completed in class.

**Friday, 3/23**

Students completed the conclusion paragraphs in their essay packets. This is homework if not completed in class. Most students were able to begin typing. Monday will be a typing day, but students may get a head start over the weekend (MLA format, of course). Tuesday will be an editing and turn-in day.

**Week of March 12-16**

**Homework:**

- AR (30 min
__Mon-Fri__) - Ready wkbk pp. 184-186
**(due Fri).**#4 should be in the form of a brief write (RACE)

**Monday, 3/12**

We began a CAASPP practice test on Listening and Interpreting text where the students could not see the text but instead had to listen to it in order to answer the questions. Today we did the first three pages (there are a total of six) . Students then had time for AR or to start English homework.

**Tuesday, 3/13**

Students finished the CAASPP practice test on Listening and Interpreting text. Many had time for AR or homework after.

**Wednesday, 3/14**

We are revisiting arguments, claims, and evidence in preparation for an argumentative writing piece that we will begin next week. Today we read Source 1 - "Is it Wrong to Let Children Do Extreme Sports?" (in Google Classroom).

**Thursday, 3/15**

We/Students completed a claim chart (see button below) for Source 1 (in Google Classroom).

**Friday, 3/16**

Students completed a claim chart (see button below) for Source 2 (in Google Classroom).

**Week of March 5-9**

**Homework:**

- AR (30 min
__Mon-Fri__) - Ready wkbk pp. 24-26
**(due Thurs).**#5 should be in the form of a brief write (RACE)

**Monday, 3/5**

We listened to a podcast - "90 Miles an Hour on Ice" and students took notes (in Google Classroom).

**Tuesday, 3/6**

Students used yesterday's podcast to answer comprehension questions (in Google Classroom). They also learned of their quiz score from last Friday and their state practice test score from last week.

**Wednesday, 3/7**

Students used the podcast from this week to make a brief write (in Google Classroom).

**Week of February 26-March 2**

**Homework:**

- AR (30 min
__Mon-Fri__) - Ready wkbk pp. 32-34
**(due Fri).**#4 should be in the form of a brief write (RACE)

**Monday, 2/26**

We finished the CAASPP practice test on Reading Informational Text. Students then had time for either AR or to start their Ready wkbk homework for this week.

**Tuesday, 2/27**

We started going over Text #1 of the CAASPP practice test that the students have been working on over the past few days. We answered questions about each of the text questions (in Google Classroom) to make sure that we understand what the question is asking and how to answer those types of questions. Students will see these same types of questions on the state test.

**Wednesday, 2/28**

*Assembly schedule today, so P4 will do this tomorrow since we didn't meet today. All other periods were 30-35 minutes long.

We looked at the rubric for reading informational text brief writes on the CAASPP (state test) website so that we know what it takes to get a 2 (the top score). We then looked at a samples of brief writes that scored a 2, a 1, and a 0 on last year's state test. After that, we looked at (anonymous) student brief write samples and scored them with a partner. Students has to also give explanations for the scores.

**Thursday, 3/1**

*Period 4 did what the other classes did yesterday.

We reread Text #3 from the CAASPP practice test we did a few days ago. Students answered questions with partners about each of the questions on the practice test (in Google Classroom) to make sure we understood what the questions were asking and how to answer those types of questions. I then went over the answers with them.

**Friday, 3/2**

We checked in and looked over the homework that was due today - Reading wkbk. pp. 32-34. Students then took a quiz on Reading Informational Text. Most had a few minutes of AR time afterwards.

**Week of February 19-23****Homework:**

- AR (30 min
__Mon-Fri__) - Narrative
**due Wed, 2/21**

**Monday, 2/19 - Presidents' Day (No School)**

Tuesday, 2/20

Tuesday, 2/20

Students had one last day today to finish typing up their narratives. Narratives need to be finished when they walk in the door tomorrow. Tomorrow will be an editing and submission day. Blue narrative packets will also be due tomorrow.

**Wednesday, 2/21**

Students edited their narrative essays using slides in Google Classroom. They then turned their essays in along with their narrative packets. Essays are due by midnight, if not turned in during class.

**Thursday, 2/22**

We began a CAASPP practice test on Reading Informational Text. Today we did page 1 (there are 3 pages). Because of the band field trip today and the Renaissance field trip tomorrow, we will be spending today, tomorrow, and Monday on this practice test. Students then had time for AR.

**Friday, 2/23**

We continued the CAASPP practice test on Reading Informational Text. Many students were on the Renaissance field trip today, so they will have Monday to make up today's section of the practice test. Students then had time for AR.

**Week of February 12-16****Homework:**

- AR (30 min
__Mon-Fri__) - Daily unfinished class work (we are starting Narrative Writing this week)

**Monday, 2/12 - Lincoln's Birthday (No School)**

Tuesday, 2/13

Tuesday, 2/13

Students received a packet for a narrative writing piece that we will be starting this today (see Google Classroom). Today we will read over the narrative prompt (p. 1) and students will fill out a plot diagram (p. 2) for their narratives. They will be making these stories up based on the prompt.

**Wednesday, 2/14**

Students completed p. 3 of the narrative packet (dialogue and integrating source info).

**Thursday, 2/15**

Students began their rough drafts today of their narratives. The narratives need to be in MLA format (see Oct. 2 in Google Classroom for MLA Format directions and a sample). They need to have dialogue. When to indent: every time a different character speaks, every time there's a new setting (time or place), every time a different character does something, at new events in the story. Students will also have class time tomorrow and Tuesday to work on their rough drafts. Wednesday will be an editing day, and students will then turn the narratives in.

**Friday, 2/16**

Students continued typing their rough drafts of their narratives. We will have one more typing day next Tuesday. Wednesday will be an editing day, and students will then turn the narratives in.

**Week of February 5-9****Homework:**

- AR (30 min
__Mon-Fri__) - Ready workbook pp. 58-60
**(due Fri).**#4 should be in the form of a brief write (RACE).

**Monday, 2/5**

We started talking about the effect dialogue has on narratives and going over dialogue rules (see slides below). Students took notes from the slides (see button below).

**Tuesday, 2/6**

Students saw how adding dialogue to a short narrative created more interest and depth to the plot and the characters (see "Adding Dialogue Sample" in Google Classroom). Students then worked with their seat partners and were given either Story 2, Story 3, or Story 4 (in Google Classroom) to add dialogue to. We looked at a few before class ended. Due by midnight today.

**Wednesday, 2/7**

Students partnered up today to fill out a plot diagram for a short narrative they will create using only a picture as a prompt (picture prompts on slides in Google Classroom). Tomorrow they will write their narrative on the slide after their picture (due tomorrow).

**Thursday, 2/8**

Partners used their plot diagrams they filled out yesterday to write out their narratives onto a slide in our Narrative Picture Prompts class slideshow (in Google Classroom). Due by midnight.

**Friday, 2/9**

Homework (Ready wkbk pp. 58-60) was checked in and gone over. We then played a Kahoot on Dialogue as a way to review for the quiz. Students then took the Dialogue Quiz (in Google Classroom).

**Week of January 29-February 2****Homework:**

- AR (30 min
__Mon-Fri__) - Ready workbook pp. 212-214
**(due Fri)**#3 should be in the form of a brief write. On #3, cross off sentence 1 (Compare & contrast...) and use sentence 2 as the prompt (Explain....). Also, change three details to two details.

**Monday, 1/29**

Students took two surveys for Mrs. Rivas' Think Tank group (in Google Classroom).

We then read Source 1 "Into the Desert," which is an entry in a scrapbook from a student interned at Poston, AZ, during WWII. We filled out a Compare/Contrast Chart (all of this can be found in Google Classroom).

**Tuesday, 1/30**

We read Source 2 "The Bracelet, which is a short realistic fiction piece written by a Japanese-American internee. Students then worked with their partners to fill out the Compare/Contrast Chart (all of this can be found in Google Classroom). We went over the info on the chart at the end of class.

**Wednesday, 1/31**

We read Source 3 "In Response to Executive Order 9066," a poem written by a Japanese-American internee. Students then worked independently to fill out the Compare/Contrast Chart (all of this can be found in Google Classroom). We went over the chart at the end of class.

**Thursday, 2/1**

Students wrote a compare/contrast brief write about the three Japanese-American internment sources we read this week (in Google Classroom). They used the row in the Compare/Contrast Chart that talked about the significance of the gifts in the sources to help them with their TS (topic sentence), and they used two of the sources to pull quotes from for their CD's (concrete details). Due by midnight.

**Friday, 2/2**

We worked on state test prep. We read a story together, students answered the comprehension questions with partners, and then we went over the answers together (all of this can be found in Google Classroom).

**Week of January 22-26****Homework:**

- AR (30 min
__Mon-Fri__) - Ready workbook pp. 8-10
**(due Fri)**#5 should be in the form of a brief write (RACE). - Padlet Project
**(due Fri by midnight)**

**Monday, 1/22**

We started a unit that will last for the next 2-3 weeks - the Japanese-American Internment during WWII. We watched a short video about it (https://www.youtube.com/watch?v=cZTioTkHcB0) and read an article (in Google Classroom). In each paragraph of the article, we highlighted the main idea and underlined the details.

**Tuesday, 1/23**

I introduced a Padlet project that students are beginning today. The guidelines and rubric are in Google Classroom. It is due by Friday at midnight.

**Wednesday, 1/24**

Students worked with their partners on their Padlet projects. Due Friday by midnight, if not finished in class.

**Thursday, 1/25**

Students worked with their partners on their Padlet projects. Due Friday by midnight, if not finished in class.

**Friday, 1/26**

We went over and checked in the homework that was due today (Ready wkbk pp. 8-10). Students then worked with their partners on their Padlet projects. Due tonight by midnight.

**Week of January 15-19****Homework:**

- AR (30 min
__Mon-Fri__) - Ready workbook pp. 140-141
**(due Fri)**- DON'T TEAR OUT; JUST BRING WORKBOOK ON FRIDAY - Tone Quiz
**on Fri.**Study slides & notes from Monday and homework.

**Monday, 1/15 - Martin Luther King, Jr. Holiday**

Tuesday, 1/16

Tuesday, 1/16

Students learned about the tone of a passage today. They viewed slides (see below) and took notes on the slides (see below). There will be a quiz on Friday.

**Wednesday, 1/17**

We read a piece by Sandra Cisneros called "Those Who Don't" and answered a few comprehension questions about the piece (in Google Classroom). We also went over possible tone words for the piece in preparation for an activity tomorrow.

**Thursday, 1/18**

Students completed a brief write about the tone for "Those Who Don't" (in Google Classroom). They then transferred some notes and writing over into their portfolios (the list of what to transfer is in Google Classroom).

**Friday, 1/19**

We went over the homework that was due today to clarify any questions the students had. Students then took their Tone Quiz (in Google Classroom). (*Absent students may not take an assessment from home. They need to schedule a make-up time with me to take the quiz.) For the last few minutes of class, students continued adding the docs posted in Google Classroom yesterday to their portfolios, if they didn't finish yesterday, or they did AR.

**Week of January 8-12****Homework:**

- AR (30 min
__Mon-Fri__) - Ready workbook pp. 263-264
**(due Fri)**- DON'T TEAR OUT; JUST BRING WORKBOOK ON FRIDAY - Connotation/Denotation Quiz
**on Fri.**Study slides & notes from Tuesday and homework. - STAR Reading Test signature
**(due Fri.)** - AR/Library Contract (see below)
**(due Fri.)**

**Monday, 1/8**

Students received new workbooks today - Ready books. They are to treat them as a textbook. They come back and forth to school everyday. If they are lost, students will be billed. We will be using them for homework, so students will only need to bring them to class on Fridays when homework is due. Students will not tear out pages that are used; they will bring the workbook to class when it's due to show completion.

Students took their mid-year STAR Reading Test today. Results will come home tomorrow for a parent signature. Students had AR time when they finished their tests.

**Tuesday, 1/9**

Periods 4 and 5 students received their STAR Reading Test results back today along with a Semester 2 AR/Library Contract. Both papers require a parent signature and are due by Friday.

We learned about the denotation and connotation of words today. We practiced distinguishing among the connotations of words with similar denotations. (See the slideshow and notes posted below.) *Period 2 had an assembly, so they'll be doing this tomorrow.

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Wednesday, 1/10

Wednesday, 1/10

*Period 2 will do what we did yesterday because we had an assembly yesterday.

We practiced distinguishing between the connotations of words with similar denotations (see buttons below).

**Thursday, 1/11**

We continued practicing distinguishing between the connotations of words with similar denotations using poems (in Google Classroom). We then played a Kahoot as a review for tomorrow's quiz.

**Friday, 1/12**

Ready workbook pp. 263-264 was due today. We went over it to clarify any questions. Students then took the Denotation & Connotation Quiz (in Google Classroom). (*Absent students may not take an assessment from home. They need to schedule a make-up time with me to take the quiz.) Students then had time for AR.

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

- AR (30 min
__Mon-Fri__)

**Monday, 12/18**

We reviewed figurative language - similes, metaphors, personification, and hyperboles - and practiced identifying and interpreting them using a slide deck and notes. (see below).

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et custom HTML

**Tuesday, 12/19**

We looked at a chapter called "Hairs" from Sandra Cisneros's book

__The House on Mango Street__. It is full of figurative language. We located, identified, and interpreted figurative language in the chapter (see Google Classroom). We then played a Kahoot of figurative language practice.

**Wednesday, 12/20**

Students began a two-day writing assignment in which they will write two paragraphs about a characteristic of family members or friends (modeled after yesterday's reading of "Hairs"). The assignment is posted in Google Classroom.

**Thursday, 12/21**

Students finished and turned in their writing assignment they began yesterday. We then were able to author share some of them. Due by midnight if not finished in class.

**Friday, 12/22 - Minimum Day**

We had fun watching part of "Elf."

**Week of December 11-15****Homework:**

- AR (30 min
__Mon-Fri__)

**Monday, 12/11**

Students turned in their essay packets (shaping sheets). We went through "Editing Your Explanatory Essay" slides (in Google Classroom) to help edit our essays. Most kids turned them in (through Google Classroom) in class. Due by midnight tonight, if not turned in in class.

**Tuesday, 12/12**

We listened to a podcast called "Animals Display Emotions." We talked about how some experts feel that animals display actual emotions and that others feel that it's not emotions they're displaying but something else. The students then listened to the podcast on their own again (or as many times as they needed to) and filled out notes for each side (see Google Classroom). Due today.

**Wednesday, 12/13**

Today students began working on comprehension questions (in Google Classroom) that go with the podcast we listened to yesterday. Some of the comprehension questions are quite involved, so the students will also have tomorrow to work on them.

**Thursday, 12/14**

Students continued working on the comprehension questions they began yesterday (in Google Classroom). It is due by midnight.

**Friday, 12/15**

Students took a Listening Quiz (in Google Classroom) and had time for AR.

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

- AR (30 min
__Mon-Fri__) - Unfinished classwork

**Monday, 12/4**

We finished our body paragraph #1 for our explanatory essays today. It is homework if not finished in class.

**Tuesday, 12/5**

We pair-shared our body paragraph #1 with partners. Students then completed their shaping sheets for body paragraph #2. It is homework if not finished in class.

**Wednesday, 12/6**

We pair-shared our body paragraph #2 with partners. Students then completed their shaping sheets for the conclusion paragraph. It is homework if not finished in class.

**Thursday, 12/7**

We pair-shared our conclusion paragraphs with partners. Students then made sure their shaping sheets were complete and began typing their essays in MLA format (in Google Classroom). Students will also have tomorrow's class to type their essays.

**Friday, 12/8**

Students continued/finished typing their Amelia Earhart explanatory essays. Many students had AR time today once they finished typing. Students need to finish typing their essays and filling out their essay shaping sheets over the weekend, if they aren't done. Essays and shaping sheets need to be done when they walk into class on Monday.

**Week of November 27-December 1****Homework:**

- AR (30 min
__Mon-Fri__) - RI 6.2 (mislabeled; should say RI 6.3) Main Idea and Evidence Hwk (see buttons below)
**(due Friday, 12/1)** - Finish Source 2 - Main Ideas & Evidence Chart (in Google Classroom)
**(due Tues, 11/28 by midnight)** - AR Point Goal Update Signature
**(due Wed, 11/29)** - Finish Source 3 - Main Ideas & Evidence Chart (in Google Classroom)
**(due Wed, 11/29 by midnight)**

**Monday, 11/27**

Our new standard this week - RI 6.3 Main Ideas and Evidence - piggybacks on the standard from the week before break (see slideshow below). After going through the slides, we filled out a Main Idea and Evidence chart for Source 1 in Google Classroom. I modeled it for them.

**Tuesday, 11/28**

Students worked with a partner to complete a Main Idea and Evidence chart for Source 2 in Google Classroom.

**Wednesday, 11/29**

Students worked independently to complete a Main Idea and Evidence chart for Source 3 in Google Classroom.

**Thursday, 11/30**

I introduced our explanatory essay about Amelia Earhart that we will be working on for the next two weeks (see button below). We took some notes on it, and students completed the intro shaping sheet.

**Friday, 12/1**

We went over the students' homework - RI 6.2 - and they turned it in. They then pair-shared their intros from the essay packet with partners - read them out loud to see if they sounded okay. Students were then instructed on (and had examples of) how to fill out body paragraph #1 in the essay packet. We will have class time on Monday for them to finish body paragraph #1.

**Week of November 13-17****Homework:**

- AR (30 min
__Mon-Fri__) - RI 6.2 Main Idea and Details Hwk (see buttons below)
**(due Friday, 11/17)** - Finish Source 2 - Highlight 1, Underline 3 and Summary Frame
**(due Wed, 11/15)** - Finish Source 3 - Highlight 1, Underline 3 and Summary Frame
**(due Thurs, 11/16)** - Amelia Earhart Article Summary
**(due Fri, 11/17)**

**Monday, 11/13**

Today we learned a strategy for finding the main/central idea of a text - Highlight 1, Underline 3 (see button below). We then read Source 1 (see button below) and used the strategy for each section of the article. We transferred the main idea and details of each section to a summary frame (see button below).

**Tuesday, 11/14**

We continued using the strategy Highlight 1, Underline 3 (see button above) with Source 2 (see buttons below) in partners. Students who did not finish #1-6 need to finish it for homework tonight.

**Wednesday, 11/15**

We continued working with the strategy Highlight 1, Underline 3 (see button from Monday) with Source 3 (see buttons below) independently today. Students who did not finish need to finish it for homework tonight - TAGS, #1-5, CS.

**Thursday, 11/16**

We stapled our sources (articles) and summary frames into one packet - green Source 1 on top, then green summary frame, blue Source 2, blue summary frame, pink Source 3, and then pink summary frame. Students need to hang on to these. We will continue to use them after Thanksgiving Break.

Students then chose either Source 2 or Source 3 to use to write a summary (see assignment in Google Classroom). This will be due tomorrow by midnight.

**Friday, 11/17**

We only had 30 min classes today due to the Turkey Trot. Students finished, edited, and then turned in their article summaries that they began yesterday. These are due by midnight tonight.

**Week of November 6-10****Homework:**

- AR (30 min
__Mon-Fri__) - RI 6.6 Author's Purpose & Point of View Hwk (see buttons below)
**(due Thursday, 11/9)** - Author's Purpose & Point of View Quiz
**on Thursday, 11/9.**(Study notes, slideshow, classwork, and homework.)

**Monday, 11/6**

Students took notes (see buttons below) while we went through a slideshow (see below) of Author's Purpose and Author's Point of View.

**Tuesday, 11/7**

We practiced Author's Purpose and Author's Point of View in Google Classroom - "Author's Purpose & Point of View (In-class practice)."

**Wednesday, 11/8**

We practiced Author's Purpose and Author's Point of View with an article on kitesurfing (see buttons below).

**Thursday, 11/9**

Students took the quiz for Author's Purpose and Point of View. They then had AR time.

**Friday, 11/10 - No School in honor of Veteran's Day**

**Week of October 30 - November 3****Homework:**

- AR (30 min
__Mon-Fri__) - RL 6.2 Theme Hwk (see buttons below)
**(due Thursday, 11/2)** - Theme Quiz
**on Thursday, 11/2.**(Study notes, slideshow, classwork, and homework from last week and this week.)

**Monday, 10/30**

We added many "forever" notes to our portfolios (see list in Google Classroom). Students who need to finish this or who were absent and need help may see me before school at 8:30 or at PAW. We then visited the Book Fair.

**Tuesday, 10/31**

Students worked in groups to develop themes for "All Summer in a Day" and then find evidence for the themes (see Google Classroom).

**Wednesday, 11/1**

Students completed a brief write for the theme of "All Summer in a Day" (see Google Classroom).

**Thursday, 11/2 (Minimum Day)**

Theme Quiz today.

**Friday, 11/3 - No School**

**Week of October 23-27****Homework:**

- AR (30 min
__Mon-Fri__) - RL 6.2 Summary Hwk (see buttons below)
**(due Friday, 10/27)** - AR Goals Parent Signature
**(due Tuesday, 10/24)**

**Monday, 10/23**

Students received this week's homework (see buttons above). They also received a slip of paper for a parent signature tonight - their current AR point goals and progress (due tomorrow). We listened to a story - "All Summer in a Day" by Ray Bradbury (you can find this online as well) and filled out a plot diagram for it (see button below).

**Tuesday, 10/24**

Students used their plot diagrams from yesterday to write a summary of "All Summer in a Day." A blank document, directions, and a rubric for the summary are posted in Google Classroom. Students were asked to open the MLA Format directions and sample (also in Google Classroom from Oct. 9) to make sure they set today's document up correctly.

**Wednesday, 10/25**

Students learned about theme (see slide show below) and took notes (see button below) during a slideshow presentation. We then listened to the song "Let it Go," determined the theme, and highlighted evidence in the lyrics that proved it was the theme.

**Thursday, 10/26**

Students traveled in groups to different stations where they listened to songs, determined their themes, and highlighted evidence in the lyrics (songs are posted in Google Classroom).

**Week of October 16-20****Homework:**

- AR (30 min
__Mon-Fri__) - RI 6.1 Oil Spill Brief Write Hwk (see buttons below)
**(due Friday, 10/20)** - Brief Write Quiz
**on Friday, 10/20.**(Study RACE & look at the brief writes in Google Classroom.)

**Monday, 10/16**

Students received this week's homework - RI 6.1 Oil Spill Brief Writes (due Friday; see buttons above). We reviewed explicit and inference questions and how to write a brief write (RACE). We then read an article and completed two brief writes (one explicit and one inference) together in Google Classroom ("Source 1 - Airport Dogs").

**Tuesday, 10/17**

We read a second article about dogs who help people, and students then completed two brief writes (one explicit and one inference) on their own in Google Classroom ("Source 2 - Service Dogs"). They hit the "turn in" button.

**Wednesday, 10/18**

We completed a brief write together with a prompt about both Source 1 and Source 2 (see "Brief Write (Class Model) for Source 1 & 2" in Google Classroom).

**Thursday, 10/19**

Students read Source 3 in Google Classroom and completed a brief write independently (see "Brief Write - Independent (Source 1, 2, & 3" in Google Classroom).

**Friday, 10/20 (Minimum Day)**

We discussed the students' homework they turned in - RI 6.1 Oil Spill Brief Write Hwk. We then looked at the scores for our Argumentative Essays in Google Classroom.

**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).

**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.