Everyone will do #1 at the same time…
1. Read to Self or Read to Other (pp. 341-347 in
literature book. Purpose for reading: What is
the main idea of each section? How do you
know?)
2. Word Work (Combine the sentence sheets
with the index cards in logical ways. Explain
the meanings of your sentences to your
partners.)
3. Writing (Write a paragraph explaining the
connections between today’s two text. Read
the directions in the folder.)
Critical Writing
• Think about the connections between the two
non fiction texts you read today. How were
they alike? How were they different?
• Write about the connections you recognize.
You may focus on topic and author’s purpose.
Use evidence (examples) from the text to
support your writing.
Rubric
Your paragraph will be assessed in the following
areas:
Ideas & Supporting
Details
Organization
Topic sentence contains
words from the prompt.
More than two relevant
pieces of evidence are used
to support topic sentence.
Reason for using selected
evidence is explained.
Effective topic sentence
opens paragraph and last
sentence provides closure.
Transitions such as for
example, for instance,
furthermore, however,
although, and consequently
are used.
4
3
2
1
4
3
2
1
Grammar &
Conventions
Proper grammar and
punctuation are used.
Misspellings are minimal
and do not prevent
audience from
understanding.
4
3
2
1
Word Work
Step 1: Read each of the mini posters.
Step 2: Read each of the index cards (transitions
and adverbs).
Step 3: Come up with as many ways as possible
to combine the mini posters with the index
cards to form new sentences. The index cards
can be used at the beginning or the middle.
Step 4: Keep a tally of how many new sentences
you create, BUT FIRST, verify with others on the
team that the combination of sentences and
transitions are logical. See the example below.
Examples
A visit to
Pompeii is like
entering a time
machine
A visit to Pompeii
is like entering a
time machine
although
because
You can see wide
streets still with the
ruts cut in the paving
stones by the wheels
of chariots.
You can see wide
streets still with the
ruts cut in the
paving stones by the
wheels of chariots.
Across nearly 2,000
years, their twisted
bodies are vivid
witnesses of what
happened on August
24, A.D. 79.
There are the people of
Pompeii, overwhelmed
as they tried to escape
the horror that
overtook their city.
In December, 1860,
the era of scientific
excavations had
begun.
Giuseppe Fiorelli
was appointed the
Director of the
Excavations at
Pompeii.
The system of grids
Fiorelli designed
for the excavation
was quite
organized.
Archaeologists from
all over the world
come to see Fiorelli’s
work at Pompeii
even today.
Slowly and carefully,
soil and volcanic debris
was removed and the
position of everything
was recorded.
Charred wood,
plaster, and
brickwork was
restored.
We know what the
disaster was like
for the people who
lived in the region.
We have a letter
written by a
survivor who
describe the
tragedy.
Hardened lava from
earlier explosions
plug openings in
composite
volcanoes.
Violent
eruptions occur.
Magma needs
to be able to
escape from
volcanoes.
Thousands died
due to the
volcano's
eruption.
They did not die
from hot magma,
but instead from
superhot gases.
Authorities have
launched a plan to
prevent new
deaths if Vesuvius
explodes again.
They are offering
residents cash
incentives to
move.
Nearly 600,000
people now live
in towns that
shadow the
mountain.
Scientists warn it
is only a matter
of time before
Vesuvius does
erupt again.
1. Read to Self or Read to Other (Start by
reading the fables. Purpose for reading:
Identify the theme. Then, read your own
book.)
2. Word Work (Play the game “One of these
things is not like the other” to help you
distinguish between theme and topic.)
3. Writing (Finish yesterday’s paragraph
comparing the two text we read. If you
finished it for homework, peer edit using the
rubric. Revise for a final draft.)
Word Work
• Topic is a few words related to the main idea or events
of a story.
• Theme is a universal lesson about human nature, NOT
something that specifically happened in the story.
• Carefully read the words on each card. Decide if the
words represent topics or lessons about human nature.
Categorize the cards as topic or theme.
• Discuss with your group which words help support your
choices. Then, work together to come up with the
theme of EACH of the fables you read.
• Write the themes on ONE paper with all of your
names.
Word Work
• Topic is a few words related to the main idea or events
of a story.
• Theme is a universal lesson about human nature, NOT
something that specifically happened in the story.
• Carefully read the words on each card. Decide if the
words represent topics or lessons about human nature.
Categorize the cards as topic or theme.
• Discuss with your group which words help support your
choices. Then, work together to come up with the
theme of EACH of the fables you read.
• Write the themes on ONE paper with all of your
names.
1. Read to Self or Read to Other (book of your
choice!)
2. Word Work (Create a personal spelling list of
six words from the list of 20 in Unit 28 of the
Spelling Connections book (p. 184). Look up
each of the six words in the dictionary to
learn the meaning. Then put the words into
sentences.)
3. Writing (Using Active or Passive Voice in
writing—this rotation is completed with Ms.
Dean.)
Writing
1. Use Post-It notes to write appropriate verbs
for the “Active Voice” sentences.
2. Use Post-It notes to write appropriate verbs
for the “Passive Voice” sentences.
3. Discuss what pattern or rules you see in the
completed sentences.
4. Use the sentence strips to change active
voice sentences to passive, and then change
passive voice sentences to active.
Writing
1. Use Post-It notes to write appropriate verbs
for the “Active Voice” sentences.
2. Use Post-It notes to write appropriate verbs
for the “Passive Voice” sentences.
3. Discuss what pattern or rules you see in the
completed sentences.
4. Use the sentence strips to change active
voice sentences to passive, and then change
passive voice sentences to active.
Quiz Passive or Active
1.
2.
3.
4.
The teacher planned a pizza party.
The pizza party was enjoyed by the students.
After eating pizza, the students went to class.
Before class, the pizza boxes were thrown
away.
“Tale of the Bundle”
1. Clear your desk of everything except a pen or
pencil.
2. Preview title, pictures, text structure. Draw a
conclusion about the genre and tell a partner.
3. Read the story ONCE without making any marks
on the page.
4. Read the story a second time, this time making
notes beside paragraphs, jotting questions you
have, underlining important lines…
Nine Square Review
• What’s the difference between a detail from
the story, an inference made from the story,
and a conclusion drawn from the story?
Friday, February 28
1. Decide what test taking strategy you are
going to try today.
2. Take the test. Read each passage TWICE.
3. Apply your strategy.
4. Answer questions on your answer document.
5. Complete the Critical Writing assignment.
6. Read a book of your choice.