9/4-9/7

9/4 1. Bellringer 2. READ AR books 3. DEFINE vocabulary words 4. REVIEW Theme using the Theme-o method 5. DETERMINE the theme in the video from last week 6. DETERMINE the theme in the story "The Feather Pillow" 7. CONTINUE READING and ANALYZING "The Most Dangerous Game" and IDENTIFY a theme in "The Most Dangerous Game" Bellringer: current grammar, grammar review, and spelling practice Students will read their AR books for 15 minutes. The teacher will guide students in defining their vocabulary words for the week. Students will create notecards for their vocabulary words. The teacher will guide students in learning how to identify themes from a story. Students will practice identifying themes in the video from last week and "The Feather Pillow". The teacher will guide students in continuing to read and analyze "The Most Dangerous Game". Students will identify a theme in "The Most Dangerous Game".

Word Roots from Vocabulary Words Pos, Pon-from Latin meaning to place; to put Stan, Stat-from Latin meaning to stand; to stand something up Thes, Thet-from Greek meaning placing; having been placed

Week 2 Vocabulary Words 1st Block Composure-n. Control over expression and action Exponential-adj. Steadily increasing Imposition-n. An unwelcome demand; a burden Repository-n. A place designated for storage Instantaneous-adj. Happening immediately Reinstate-v. To bring back into existence or authority Inconstant-adj. Not lasting; not steady Synthesize-v. To combine;to blend Parenthetical-adj. Explaining the main idea or topic Hypothesis-n. An idea proposed as true; a theory

2nd and 3rd Block Vocabulary •Catharsis –The release of pent-up emotions, for example through drama •Caustic –Able to burn or corrode organic tissue by chemical action; scathing; biting •Cavalier –Showing a lack of proper concern •Censure –To express strong disapproval of •Circumscribe –Restrict; limit; define logically, draw a line around

2nd and 3rd Block Vocabulary •Cacophony –A harsh discordant mixture of sounds •Cajole –Persuade someone to do something by sustained coaxing or flattery •Callous –Insensitive and cruel •Callow –Inexperienced and immature •Capricious –Given to sudden and unaccountable changes of mood

Idiom A chip on your shoulder Meaning: The person is holding a grudge

Words in another Language in medias res-in the middle of things latin

To write with a broken pencil is pointless. Pun To write with a broken pencil is pointless. If you have a broken pencil, then the pencil has no point on the end of it. Also writing with a broken pencil would not work and thus would be pointless.

Theme review Theme Activity Theme-o Sheet

Practice Video for Practice Story for Practice

The Most Dangerous Game story The Most Dangerous questions Story Analysis Chart

9/5 1. Bellringer 2. READ AR books 3. CREATE visual representations of vocabulary words 4. IDENTIFY evidence in the video that supports the theme and PRACTICE WRITING a response using a paragraph frame 5. IDENTIFY evidence in "The Feather Pillow" that supports the theme and PRACTICE WRITING a response as a group using paragraph frame 6. CONTINUE READING and ANALYZING "The Most Dangerous Game" Bellringer: analogy, figurative language, and reference text Students will read their AR books for 15 minutes. Students will work with their groups to create visual representations of their vocabulary words. The teacher will guide students in identifying evidence from last week's video to support the theme. Students will write a written response to support their argument. Students will work with their group to use evidence from "The Feather Pillow" to identify a theme in the story. They will then write a written response to support their argument. The teacher will guide students in finishing analyzing "The Most Dangerous Game"

Theme Evidence Frame I can tell that the theme is ______________________. I know the theme is ________________ because _________________. _______________ also supports the fact that ________________ is the theme. We can see this when __________________. Furthermore, the theme is supported by ____________________________. Based on all of the aforementioned evidence is is obvious that the theme is ________________.

9/6 1. Bellringer 2. READ AR books 3. WRITE sentences using vocabulary words 4. WRITE a paragraph stating a possible theme from "The Most Dangerous Game" supported by evidence from the text 5. use NOTICE and NOTE strategies to READ "Who Are you Today Maria?" together as a class 6. REVIEW Notice and Note strategies by IDENTIFYING the signposts in "Your Cooler Self" 7. READ and PRACTICE using Notice and Note strategies on "Shame" Bellringer: prefix & suffix and everyday edit Students will read their AR books for 15 minutes. Students will work with their groups to write sentences using their vocabulary words. Students will write a paragraph stating a possible theme from "The Most Dangerous Game" supported by evidence from the text. The teacher will guide students in using Notice and Note strategies to read "Who Are you Today Maria?. Practice using Notice and Note strategies more by examining the video "Your Cooler Self". Students will work with their group to read "Shame" and examine the story with their group using Notice and Note strategies.

Implicit vs. Explicit Evidence You have to infer to find implicit information The author comes right out and says whatever it is

Notice and Note Practice Passages Cooler Self-video Who are You Today Maria? Shame Eat My Fine Coat

Notice and Note Passage Analysis Sheet Bookmarks Notes on Notice and Note

9/7 1. Bellringer 2. READ AR books 3. SET up Seesaw account and COMPLETE the 1st Seesaw activity 4. REVIEW vocabulary words 5. COMPLETE a vocabulary quiz 6. UPLOAD work into Seesaw 7. PRACTICE using notice and note strategies with "Eat My Fine Coat" Bellringer: vocabulary square, literary terminology, and idiom Students will read their AR books The teacher will guide students in setting up their Seesaw accounts and completing the 1st Seesaw activity. Students will review their vocabulary words by completing a matching activity. Students will complete a vocabulary quiz. Students will upload their completed work onto Seesaw. Students will work individually on using notice and note strategies to analyze "Eat My Fine Coat".

Vocabulary Review Matching 1st Block Matching 2nd and 3rd Block

How to Sign up for Seesaw 1. Click on the link https://web.seesaw.me/. 2. Click on Sign up. Click on I'm a Student. 3. Put in the code. 4. 1st Block: TDLH QNIA 2nd Block: PRRG KZYD 3rd Block: LCDQ YCFM

Sign up for Seesaw and Learn to use Seesaw Use the Seesaw task cards below to become familiar with Seesaw. Task Cards

What Assignments do I add to Seesaw? Today's quiz Your Bellringer #2 1. Go to https://web.seesaw.me/. 2. Click on login. 3. Click on the green plus sign to add items. Take photos of your assignments to submit for approval. 4. Add the assignments under the Weeks 1 and 2 Folder.