Ad Power 2

Objective:

Students will learn how to draw conclusions by synthesizing new information with what they already know about advertising.

Activities:

1. Get your binder and a text book.

2. Get into groups and get ready to finish reading "Ad Power."

3. While reading "Ad Power," answer all of the questions that appear in the margins of the text.

4. Complete the Analyze questions at the conclusion of your reading.

Note:

If your group finishes early, spend some time reading your independent reading book.

The Power of Advertising

Objective:
Students will learn how to draw conclusions by synthesizing ideas and information while reading Shari Graydon's "Ad Power."

Activities:
1. Get your binders and textbooks.
2. Complete vocabulary assignment before reading.
3. What is evidence and argument?
4. Making Connections: How does a reader draw a conclusion about the topic they are reading?
5. Read "Ad Power." We will read together stopping periodically to answer the questions in the margin.

Note:
Be on the lookout for advertisements. What is it about the advertisement that makes you want to purchase the product?

Cluster 3 Test

Objective:
Students will take the cluster 3 test.

Activities:
1. Complete the vocabulary review activity for Unit 5 Cluster 3.
2. Take the U5CL3 test.
3. Complete the Independent Reading Journal Activities for section1.

Note:
We will be reviewing Unit 5 over the next couple of days and taking the Unit 5 test on Thursday and Friday.

Unit 5 Cluster 3 Review

Objective:
Students will complete their review of Unit 5 Cluster 3 in preparation for the Cluster Test next week.

Activities:
1. Get your binder, interactive practice book, and your independent reading book.
2. Complete the review activities on Pages 198, 199, 200, and 207-208.
3. Finish reading section 1 in your novel and complete the journal activities.

Note:
Early next week, we will take the Cluster 3 test and begin our review for the Unit 5 test.

The Raven

Objective:
Students will read Edgar Allan Poe's famous poem "The Raven" and discuss how the images an author/poet describe can create a foreboding mood.

Activities:
1. Get your binder, text book, and independent reading book.
2. What is "scary"?
3. Prepare to read "The Raven" (pg. 458).
4. Read "The Raven" (pg. 459-465).
5. Answer Analyze questions on page 465.
6. Independent reading groups - work on Key Concepts and Section One of your text.

Note:
You must complete section one of your independent reading text and journal by Monday April 21.

Independent Reading

Objective:
Students will choose their independent reading novel for the 4th quarter.

Activities:
1. Look at the novels I have selected for you to choose from.
2. Once you've decided which you'd like to read, see me.
3. After everybody has chosen their read, I will print Journals.
4. Complete the Getting Started activity in your Journal.
5. Read the Introduction to your novel and complete the Introduction activity in your journal with your reading partners.

Note:
We will be testing during second period tomorrow. You will have to surrender your cell phone (and/or other electronic devices). The only thing you will be permitted to do if you finish early is read, so make sure you have your book and journal ready before testing.

Fear This!

Objective:
Students will explore why fear is even a topic worth discussing.

Activities:
1. Get your binder and a text book.
2. Let's review "The Tell-Tale Heart."
3. Define "horror story."
4. What makes the topic of fear so riveting?

Note:
We need to decide on a novel for the fourth quarter. I'll put page numbers up on the board that correspond with novel synopses. Let's choose three to five novels that we would like to take a closer look at, and I will get those on Monday for our review.

"The Tell-Tale Heart"

Objective:
Students will apply vocabulary to their own experience and read Edgar Allan Poe's famous story "The Tell-Tale Heart."

Activities:
1. Mrs. Arratia will take roll and ask you to get your text books and binders.
2. Complete the Vocabulary Example Chart for Unit 5 Cluster 3 vocabulary.
3. Read "The Tell-Tale Heart."
4. Answer the Analyze questions after the story.

Note:
Be on task and make things easy for Mrs. Arratia.

U5CL2 Test

Objective:
Students will demonstrate mastery of the concepts and skills of Unit 5 Cluster 2.

Activities:
1. Complete the vocabulary review activity on page 441.
2. Take the test.

Note:
Please bring your copy of To Kill a Mockingbird to class tomorrow.

U5CL2 Review - Day Two

Objective:

Students will complete their review of "The Baby-Sitter" and "Beware: Do Not Read This Poem" by completing a 'writing about literature' project. 

Activities:

1. Get your binders, text books, and the Grammar and Writing Practice Book.

2. Take out a piece of paper for today's assignment. Put your name and today's date on the paper. 

3. Complete writing assignment.

4. After writing assignment, complete assignment from Writing and Grammar Practice Book.

5. Read Chapter 1 of To Kill a Mockingbird.

Note:

Let's chat about To Kill a Mockingbird. 

Review U5CL2

Objective:
Students will complete the review activities for Unit 5 Cluster 2 in their Interactive Practice Book.

Activities:
1. Get your binder and your Interactive Practice Book.
2. Complete the activities on pages 186, 187, & 188 for "The Baby-Sitter" and page 192 for "Beware: Do Not Read This Poem."
3. Begin To Kill a Mockingbird.

Note:
We will make a collective decision when to take the Unit 5 Cluster 2 Test today.

Using Words

Objective:
Students will examine how authors and poets use diction and repetition to create mood. They will also practice making connections with subjects in poetry.

Activities:
1. Get your binder and text book out of the book case. Prepare a writing implement for use.
2. Read about Repetition and Word Choice on page 436 of the text book.
3. Complete the "How to Make Connections" section on page 436.
4. Read "Beware: Do Not Read This Poem."
5. Answer margin questions though out the poem and the Analyze questions on page 440.

Note:
Don't forget to have To Kill a Mockingbird in class on Monday.

Author Power

Objective:
Students will discuss the power author's have when it comes to influencing and guiding their readers.

Activities:
1. Upon arrival, get your binder and textbook. Make sure you have a writing implement ready for use.
2. Go to the library to check out To Kill a Mockingbird.
3. Upon return, complete the margin questions for "The Baby-Sitter."
4. Answer Analyze questions from page 434.
5. To Kill a Mockingbird primer.

Note:
Bring To Kill a Mockingbird to class every Monday, Wednesday, and Friday. I encourage you to read at least one chapter on your own every night. There is no harm in reading something twice; often times the reader discovers something missed in first reading.

The Baby-Sitter

Objective:
Students will identify mood and tone in The Baby-Sitter and explain how mood and tone impact the story. Students will also practice making text to self connections.

Activities:
1. Please get your binder and a text book before The Pledge of Allegiance begins.
2. Read about the author, Jane Yolen, and discuss what might have influenced her.
3. Critical Viewing - Study the illustration on page 423 and complete Scary Images.
4. Read The Baby-Sitter (pg. 424-434). Students will answer margin questions on a separate sheet of paper.
5. In groups of four, answer the Analyze questions on page 434. You may use the same paper.

Note: 
I will read parts of the story aloud and have you read parts of the story silently. At the end of third period, we will chat about going to the library tomorrow to check out our next novel: To Kill a Mockingbird.

Unit 5 Vocabulary, Literary Terms, and Reading Strategy

Objective:
Students will grapple with U5C2 vocabulary, study mood and tone, and learn how to make connections while reading a story.

Activities:
1. Get your binder and a text book. Make sure you have a writing implement ready to go.
2. Complete the Vocabulary Example Chart for U5C2 vocabulary that appears on page 420 of your text book.
3. Learn about mood and how author's use mood to cause readers to experience feelings/emotions while reading.
4. Learn about tone and how an author's tone affects the reader's perception of a text.
5. Discuss how making connections while reading makes a story more meaningful for the reader.

Note: We are preparing to read the short story "The Baby-Sitter" by Jane Yolen. If there is time, we read about the author and jot down a few notes that might help us make connections when we read her story.