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Week 15-
DEC 18 English
15
Semana
– 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 Lessons
Self- Edit
Uno mismo – edición,
Peer- Edit
par – edición,
Teacher Edit
maestro edición
Microsoft® Translator
TEKS AND FOCUS
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This Week’s Expectations
YOU 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
I. PARTICIPATION GRADE: 33
‘Twas the Night Before Christmas
1 DAILY -- Read through
2 DAILY -- PARTICIPATION
3 FOLDER -- WEDNESDAY
4 DAILY -- WORK
II. POETRY: 33
1 Make my own analogy -- W
2 Make my own Limerick -- W
‘Twas the Night Before Christmas
3 Find and Share DIFFERENT versions OF
4 Create your own PUT THIS INTO YOUR POETRY BOOK 4 SETS OF STANZAS -- F
III. WORD SKILLS:
GRADE SHEET 3 GRADES / WEEK
VOCABULARY/DICTIONARY SKILLS: 33
1 Denotation and Connotation -- W
2 Scavenger Hunt -- T
3 PRONOUN PRACTICE -- W
EDITING:
4 Combining Sentences -- T
5 Correcting Sentences -- T
IV. READING
NEWS PAPER / Choices Magazine: 48
1 ANALYSIS -- T
2 SUMMARY -- W
3 PARAPHRASE -- H
4 QUOTATION -- F
LIBRARY BOOK:
ANSWER THE QUESTIONS BELOW: 52
1 Evaluate -- T
2 Analyze -- W
3 Create -- H
4 Characterization -- F
V. ASSESSMENTS:
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-- F
8
8
8
8
8
8
8
8
7
7
7
Extra Practice: Extra Credit:
Pronouns, Putting words, phrases,
together Making words work
7
7
12
12
12
12
13
13
13
13
POETRY
VOCABULARY
MONDAY
WRITING
TUESDAY
Driver Page
WEDNESDAY
READING AND
QUESTIONS
THURSDAY
POETRY
WRITING STRATEGIES
MAKE MY OWN ANALOGY:
WRITING PROMPT
MAKE MY OWN LIMERICK
BLANK WRITING STRATEGIES
PERSONIFICATION,
BUBBLE SHEET BLANK
HYPERBOLE
PREWRITING – THANKSGIVING
ALLITERATION
GRAMMAR AND PUNCTUATION
HAIKU
COMBINING
CONSONANCE
CORRECTING SENTENCES
CINQUAIN
‘TWAS NIGHT BEFORE CHRISTMAS
READING: GUIDED
FIND/SHARE VERSIONS OF THE
READING/COMPREHENSION:
POEM
READER’S CORNER
VOCABULARY
FIND LITERARY TERMS IN
POEM
FUN WITH WORDS:
REVIEW & PRELOADED
GENRES OF LITERATURE
VOCABULARY FOCUS
FOREIGN WORDS
PARTS OF SPEECH
PRONOUN
ROOT WORDS
VOCABULARY THROUGH
CHRISTMAS.
VOCABULARY GAME
REQUIREMENTS
SELF-SELECTED BOOK
CONTEXT CLUES
END ZONE – TO - END
ZONE
ANALYZE THIS
QUESTIONS
ANALYZE
EVALUATION
CREATIVE
CHARACTERIZATION
SHORT ANSWER
PRACTICE
ANALYZE THIS
FRIDAY
ASSESSMENT
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ASSESSMENT:
VOCABULARY
WRITING – PROMPT
READING PASSAGE –
HANDOUT
GAMES
REVIEW:
FOLDER GAMES
BELL RINGERS
DAILY WORK
ASSIGNMENT SHEET
‘TWAS THE NIGHT BEFORE
CHRISTMAS
NEWSPAPER ANALYSIS
CHOICES MAGAZINE
ONLINE ASSIGNMENT
DIAGRAMING SENTENCES
PUTTING WORDS AND
PHRASES TOGETHER
ALL FOLDER GAMES –
DIRECTIONS ARE
WRITTEN ON THE
FOLDERS
Daily Assignment List Return to Driver
5
M WRITE
COMBINING
CORRECTING
SENTENCES
T READ
W VOCABULARY
CONTEXT CLUES
Dictionary Skills
DENOTATION AND
CONNOTATION
LIBRARY BOOK:
ANSWER THE
QUESTIONS
6
5
ANALYZE
CHARACTERIZATION
VOCABULARY:
CONTRACTIONS
5
CREATE:
ANALOGY &
LIMERICK
5
NEWS PAPER / CHOICES
MAGAZINE
HOMEWORK:
ANALYZE THIS:
10
10
EVALUATE
CREATE
PRONOUN
PRACTICE
FOREIGN WORDS
Conjunctions
F
A
N B O Y
H ASSESSMENT F ASSESSMENT
VOCABULARY
ASSESSMENT
READING
ASSESSMENT
Literary Terms &
Practice
S 1, 2, 3, 4, 5, 6.
FIND EXAMPLES
OF LITERARY
TERMS IN POEM
PROMPT
SCAVENGER HUNT
PRE-WRITING
1,
2,
3,
WRITING
SUMMARY
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
PRESENTATION
‘TWAS THE
NIGHT BEFORE
CHRISTMAS
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)
Daily Assignment ListReturn to Driver
5
M WRITE
COMBINATORIO
CORRECCIÓN DE
SENTENCIAS
EVALUACIÓN
CREAR
6
LIBRO BIBLIOTECA :
RESPONDER A LAS
PREGUNTAS
ANALIZAR
CARACTERIZACIÓN
5
VOCABULARIO:
CONTRACCIONES
PRÁCTICA
PRONOMBRE
PALABRAS
EXTRANJERAS
5
CREAR: 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
RESUMEN
REVISTA DEBERES:
ANALIZA ESTO:
10
10
T READ
W VOCABULARY
CLAVES DE
CONTEXTO
DENOTACIÓN Y
CONNOTACIÓN
H ASSESSMENT
F ASSESSMENT
EVALUACIÓN DE
VOCABULARIO
EVALUACIÓN DE LA
LECTURA
ESCRITURA RÁPIDA
DE PRE-ESCRITURA
PARÁFRASIS
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
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:
POETRY
VOCABULARY
MONDAY
WRITING
READING AND
QUESTIONS
POETRY Driver Page
TUESDAY WEDNESDAY THURSDAY
FRIDAY
ASSESSMENT
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POETRY
MAKE MY OWN ANALOGY:
MAKE MY OWN LIMERICK
PERSONIFICATION,
HYPERBOLE
ALLITERATION
HAIKU
CONSONANCE
CINQUAIN
‘TWAS NIGHT BEFORE CHRISTMAS
FIND/SHARE VERSIONS OF THE POEM
POETRY
VOCABULARY
MONDAY
WRITING
READING AND
QUESTIONS
VOCABULARY Driver Page
TUESDAY WEDNESDAY THURSDAY
FRIDAY
VOCABULARY
FIND LITERARY TERMS IN POEM
FUN WITH WORDS:
REVIEW & PRELOADED
GENRES OF LITERATURE
VOCABULARY FOCUS
FOREIGN WORDS
PARTS OF SPEECH
PRONOUN
ROOT WORDS
VOCABULARY THROUGH CHRISTMAS.
VOCABULARY GAME
ASSESSMENT
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POETRY
VOCABULARY
MONDAY
WRITING
READING AND
QUESTIONS
WRITING Driver Page
TUESDAY WEDNESDAY THURSDAY
FRIDAY
ASSESSMENT
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WRITING STRATEGIES
WRITING PROMPT
BLANK WRITING STRATEGIES
BUBBLE SHEET BLANK
PREWRITING – THANKSGIVING
GRAMMAR AND PUNCTUATION
POETRY
VOCABULARY
MONDAY
WRITING
READING AND
QUESTIONS
READING Driver Page
TUESDAY WEDNESDAY THURSDAY
FRIDAY
ASSESSMENT
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READING: GUIDED READING/COMPREHENSION:
READER’S CORNER REQUIREMENTS
SELF-SELECTED BOOK
CONTEXT CLUES
END ZONE – TO - END ZONE
ANALYZE THIS
QUESTIONS
ANALYZE
EVALUATION
CREATIVE
CHARACTERIZATION SHORT ANSWER PRACTICE
ANALYZE THIS
POETRY
VOCABULARY
MONDAY
WRITING
READING AND
QUESTIONS
ASSESSMENT Driver Page
TUESDAY WEDNESDAY THURSDAY
FRIDAY
ASSESSMENT
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ASSESSMENT:
VOCABULARY
WRITING – PROMPT
READING PASSAGE – HANDOUT
GAMES
REVIEW:
FOLDER GAMES
BELL RINGERS
DAILY WORK ASSIGNMENT SHEET
‘TWAS THE NIGHT BEFORE CHRISTMAS
NEWSPAPER ANALYSIS
CHOICES MAGAZINE ONLINE ASSIGNMENT
DIAGRAMING SENTENCES PUTTING WORDS AND PHRASES
TOGETHER
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
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•
•
•
•
•
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
•
TUESDAY
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Return to Driver
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
WEDNESDAY
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Return to Driver
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.
THURSDAY
• VOCABULARY ASSESSMENT
•
•
•
•
•
•
•
•
•
•
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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.
FRIDAY
•
•
•
•
•
•
•
Return to Driver
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.
WRITING
escritura
Writing/Escritura
Analogy/Limerick
Editing
Grammar
Punctuation Practice
Correct Sentence
Combine Sentence
Analogy
Limericks
Peer Edit
Teacher/Self Edit
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Create a new analogy
•
Create 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)
http://www.brownielocks.com/Limerick
s.html
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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 limerick
Limerick: 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)
Peer Editing Steps
Compliment the author:
What are a few things that you
liked about the author’s writing?
Peer Edición Pasos Return to Driver
1.
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.
Writing Strategy Steps for Teacher and content self-editing Return to Driver
Read 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
GRAMMAR
gramática
NEWSPAPER Grammar and Punctuation
Punctuation Practice
COMBINING 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. ----
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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.
-----
SENTENCE COMBINATION #1
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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. and
Marcus drinks coke at the movie theatre.
Nevaeh is going to the beauty salon.
Nevaeh is getting her hair cut, and she
is a pretty girl.
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.
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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 #2
Combine 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
.
SENTENCE COMBINATION #3
COMBINACIÓN 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.
Return to Driver
Le dio al secretario un guiño . Le
dio al secretario un giro de la
cabeza. Él dio el empleado un
billete de $ 20 .
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.
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 .
His eyes - how they twinkled!
his dimples how merry,
His cheeks were like roses,
his nose like a cherry;
Sus ojos - cómo brillaron ! sus
hoyuelos cómo alegre, Sus mejillas
eran como las rosas , su nariz como
una cereza ;
READING
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LECTURA
Reading
Reader’s Corner
Analyze This
Information About the Author
Reading Strategies FIND ON DISTRICT WEBSITE
Reading Sort
‘Twas the Night Before Christmas
Spanish ‘Twas the night before Christmas
Spanish/English Christmas Terms
Comic Strip Reading Comprehension DIRECTIONS ON THE STATION
Analyze
Evaluation
Create
Recall
Characteristics
Independent Reading Project SEE LAST WEEK’S PPT (14)
FOLDER
Read the Following
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Your choice of books. – Independent Reading
Project due Friday.
Su elección de los libros . - lectura
Independiente
Proyecto debido Viernes
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.
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• 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.
Analyze This Independent Reading Comprehension
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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 autor
Where he/she is from: ________________________ donde él o ella es de
Where 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 Online
NEWSPAPER
PERIÓDICO
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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;
Assignment For Choices Magazine
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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" .
Newspaper
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This week, use your newspaper Microsoft® Translator
activity
Esta semana, utilice su
and add this step. Find the actividad diario y añadir este
grammar
paso. Encontrar los ejemplos
examples in the article you
de gramática en el artículo que
chose to
ha elegido leer.
read. Find Hyphens in the
Encontrar guiones en el texto
text
de
of the articles. --los artículos. -----
http://bijleszaanstad.nl/oef
enblaadjes/taal/engels/tex
ts/text6e.pdf
https://www.google.com/se
arch?q=summarize&sa=X&
biw=1420&bih=758&tbm=is
ch&tbo=u&source=univ&ve
d=0CD4QsARqFQoTCMiD
g6n7gMgCFQrOgAodJEIK
TQ&dpr=0.9
ANALYZE THIS_______
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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 Sheet
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Independent Reading Project Choices
Las opciones del proyecto Lectura Independiente
SEE CLASS PPT
• Independent Reading Project
Proyecto de Lectura Independiente
VOCABULARY
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vocabulario
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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 ELEMENTS
ACTIVIDADES DE LITERATURA PARA elementos literarios
SEE COMPREHENSION QUESTIONS PPT
ON THE DISTRICT
WEBSITE
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Context clues
VERBAL IRONY LANGUAGE DEVICES
CHARACTER ANALYSIS
ONOMATOPOEIA
Comprehension Questions
ON DISTRICT WEBSITE
Questions Written by Tracee Orman
Copyright ©2014 Tracee Orman
ALL RIGHTS RESERVED
www.traceeorman.com
Revised 10-01-2015 by Beth Moore
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Root Words
• SEE VOCABULARY PPT
• ON THE DISTRICT WEBSITE
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Choose 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.
Definition
Definición
Related Word
Palabra relacionada
Root
Raíz
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PRONOUNS
• SEE VOCABULARY PPT
• ON THE DISTRICT WEBSITE
CONJUNCTIONS
SEE VOCABULARY PPT
F A
P Y
FOR
AND
NOT
BUT
OR
YET
N
N
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ON THE DISTRICT WEBSITE
B
P
O
O
Y S
A AQ
PARA
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NO
PERO
O
AÚN
ASI QUE
FANBOYS
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CONTRACTIONS
CONTRACCIONES
• 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
Words Contraction
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
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
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
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Dictionary Skills
Diccionario Habilidades
Connotation Denotation
Connotación denotación
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• Connotation Denotation
• connotación denotación
• Scavenger Hunt
• búsqueda del tesoro
• SEE VOCABULARY PPT
DISTRICT WEBSITE
ON THE
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• READING ASSESSMENT: Show
Evidence from the Text
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POETRY VOCABULARY
VOCABULARIO DE POESÍA
ON DISTRICT WEBSITE
VOCABULARY PPT
Review and Pre Loading Poetry Terms
Figurative Language
Simile
Personification
Oxymoron
Metaphor
Hyperbole
Paradox
Figurado lenguaje
símil
personificación
oxímoron
metáfora
hipérbole
paradoja
Sound Devices
Alliteration
Assonance
Consonance
Onomatopoeia
Sonido dispositivos
aliteración
asonancia
consonancia
onomatopeya
Imagery or Sensory
Visual
Tactile
Kinesthetic/Tactile
Auditory
Olfactory
Gustatory
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Meter
Monometer
Trimeter
Pentameter
Heptameter
Dimeter
Tetrameter
Hexameter
Octameter
metro
Monometer
Trimeter
Pentameter
Heptameter
Dimeter
Tetrameter
Hexameter
Octameter
Types of Poems
Haiku
Limerick
Ballad
Lyric
Free Verse
Iamb
Anapest
Spondee
Cinquain
Narrative
Epic
Sonnets
Rhythm
Trochee
Dactyl
Pyrrhic
tipos de poemas
Imágenes o sensorial
Visual
táctil
cinestésica/táctil
auditivo
olfativa
gustativa
Haiku
Limerick
balada
lírica
verso libre
Iamb
Anapest
Spondee
Cinquain
narrativa
épica
sonetos
ritmo
Trochee
Dactyl
pírrica
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Poetry
Poesía
SEE 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 Terms
Buscando términos de poesía
SEE CLASS PPT
Poetry TABLE OF CONTENTS
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ELEMENTS OF POETRY
SEE CLASS PPT
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Sound Devices
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Figurative Language
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Imagery
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Structure
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Rhyme
Rhythm and Meter •
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Dispositivos de
sonido
lenguaje figurado
imágenes
estructura
rima
ritmo y metro
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ELEMENTS OF POETRY
ELEMENTOS DE POESÍA
SEE CLASS PPT
•
Microsoft® Translator
• Dispositivos de sonido lenguaje figurado
imágenes estructura rima ritmo y metro
Haiku, Cinquain TYPES OF POEMS
Haiku, cinquain TIPOS DE POEMAS
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• 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.
Review Poetry Expectations
TONGUE TWISTER
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Add this to your poetry
book
Due: Friday
Microsoft® Translator
debido: el viernes
Bertha babbly blabbered mientras que sopla burbujas
de chicle.
esto añadir a su libro de
poesía
Alliteration – first
sound repetition.
Microsoft® Translator
Aliteración-primera
repetición de sonido.
What Makes a Good Poem?
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• 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?
Effective presentations should include:
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• 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 Checklist
5. Students Peer Conference
6. Teacher Conference
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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.
Title & Author
Form of
Poetry
Purpose
Sound Effects
Graphic and
Structural
Elements
Literary Language
and Devices
Other (e.g., tone,
message, etc.)
Vocabulary Review and New
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accentuate
antibody
bizarre
cliché
connotation
image
8 Parts of Speech:
Adjective
Verbs
advertising
aspire
boisterous
commemorate
denotation
imagery
alliteration
allusion
boycott
connections
distraught
ambiguous
authoritative
camouflage
convey
duress
analogy
bamboozle
chronology
cower
genre
Adverb
Nouns
Preposition
Pronouns
omniscient
redundant
trite
paradox
raspy
perspective
resonate
persuasive
sarcasm
precariously
simulation
Figurative language:
Metaphor
Simile
Personification
Hyperbole
Prefix and Suffix:
nonsense
overlook
joyous
Irony:
Socratic Irony
Situational Irony
Dramatic Irony
Sarcasm
disagree
antifreeze
gladly
reporter
misfire
Sensory language:
5 senses
watery
defrost
Author’s Purpose
encode
lumpy
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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
Games
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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.1Commas 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
https://www.ixl.com/ela/grade-9
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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.1Choose 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.5Identify 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
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Y.2Analogies: challenge
Word patterns
Z.1Word pattern analogies
Z.2Word pattern sentences
Prefixes
AA.1Words with preAA.2Words with reAA.3Words with subAA.4Words with misAA.5Words with un-, dis-, in-, im-, and nonSuffixes
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.5Transition 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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© 2004 by Education World®. Education World grants users permission to reproduce
this work sheet for educational purposes only.
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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-forkids.html#wmqRx5VOr1XZAcvG.99
<a href="http://examples.yourdictionary.com/analogy-examples-for-kids.html">Analogy Examples
for Kids</a>
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Limericks:
“Limericks.” Brownielocks and the three Bears. Web.2 October 2015.
http://www.brownielocks.com/Limericks.html
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Everyday Edit:
