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Last week students learned about epiphany, paradox, oxymoron and the hero’s journey in literature.  They also reviewed poetic meter, wrote a haiku and a short free verse poem.  Readers took and reviewed a practice reading TAKS passage as well as silent reading and answering prompts in their journals.

This week Readers will:

• take and review a practice reading TAKS passage
• review TAKS test-taking strategies
• conference about their mystery stories
• read silently and answer prompts in their journals

Writers will:

• review 5-sentence paragraph formula
• write 5-sentence paragraphs in response to prompts
• review literary elements

Last week students completed writing samples for reading and English, a practice TAKS passage, silent reading and free writes focusing on setting and imagery.

This week Readers will:

• review tone/mood
• review denotative and connotative meaning
• review paraphrasing and summarizing
• complete and review a practice TAKS passage

Writers will:

• study epiphany, euphemism and paradox in literature
• study meter in poetry
• write a poem
• continue free writes with emphasis on tone and mood

This week Readers will:

• read silently with emphasis on setting descriptions and author’s point of view
• take and review a TAKS practice passage in class
• complete a required writing sample

Writers will:

• do free writes in their journals
• complete a required writing sample

PLEASE NOTE:  TAKS tutorials will begin next week.  Letters will be sent home this week.

Monday and Tuesday continue and complete Stanford testing for this school year.  Students will meet for periods 4, 1, 2 and 3 on Monday afternoon and periods 5, 6 and 7 on Tuesday afternoon after testing.

Readers will:

• continue silent reading, reading strategies and TAKS reading objectives

Writers will:

• complete mystery story rough draft, revise, edit and submit final copy for grading

Last week Readers read silently and worked on Stanford test strategies by completing text passages as well as studying Stanford vocabulary; they took  a short vocabulary test on Thursday.  Writers completed their character charts, circle, cause and effect and sequencing maps to plan their mystery stories.  Some began rough drafts.

This week Readers will:

• continue silent reading and reading strategies
• practice Stanford listening and spelling skills

Writers will:

• focus on mystery story rough drafts and the writing process

NOTE:  Stanford testing begins Thursday, January 21st and ends Tuesday, January 26th.

Last week I conferenced one-on-one with students about their commentary papers during silent reading and writers began planning a mystery story.

This week Readers will:

• continue work on Stanford vocabulary and test strategies
• read silently and answer prompts

Writers will:

• continue work on a mystery story by planning characters, cause and effect of inciting event, plot and setting by using thinking maps
• begin rough draft

During the last week of school, students worked hard to complete their commentary/opinion pieces prior to the holidays.  They interviewed peers and teachers, researched information online and worked on thesis statements while following the writing process.

This week Readers will:

• determine author’s point of view
• identify different genres (to inform, to persuade, to entertain)
• review basic sentence structure

Writers will:

• review commentary pieces for strengths and weaknesses
• begin work on a mystery short story

Please note:  lesson plans are subject to change

Last week Readers took a diagnostic reading TAKS and a diagnostic CBA.  They also read silently, did research in the library for their commentary pieces and reviewed timelines.   Writers spent time on their thesis statements, some did extra research in the classroom and others interviewed students and teachers for opinions on school-related subjects like dress code and after-school sports programs.

This week Readers will:

• Identify different genres (to inform, to persuade, to entertain)
• Determine author’s point of view
• Complete additional research for commentary

Writers will:

• Complete a commentary piece complete with thesis statement, researched information, opinion, revision and editing in both rough and final draft forms

Please note:  lesson plans are subject to change

Last week Readers read silently and answered prompts in writing and in class discussions.  I conferenced with students about his/her book review and discussed what areas of writing need improvement.  Writers began immersion in editorial opinion and commentary pieces and began looking at thesis statements.  On Friday, students took a diagnostic math TAKS in the morning.

This week Readers will:

• complete a CBA diagnostic
• study persuasive words and techniques
• complete Frayer models of Stanford vocabulary
• read silently and answer prompts

Writers will:

• make a final decision on subject matter for commentary
• write a thesis statement
• begin research for commentary

All students will also take a reading diagnostic TAKS on Monday, December 7th.

Please note:  lesson plans are subject to change

Last week Readers completed a flow map with details to show plot sequencing as well as silent reading and conferencing.  Writers read and annotated O. Henry’s “The Gift of the Magi” and watched a short film depiction of the story.

This week Readers will:

• develop a plot timeline 
• find similarities and differences across texts and note them on a thinking map
• determine different purposes of texts
• complete Frayer models of Stanford vocabulary

Writers will:

• begin immersion in editorial opinion text
• explore author’s point of view
• choose a topic for writing an editorial opinion piece