ESL 6 Quarter 4 Week 3 APRIL 28-May 2, 2014 Blue Days – 4/28, 30 and 5/2/ 2014 L. N ABULSI READING LOG DUE

Wiesbaden Middle School Purpose Statement ● The entire WMS community will provide a positive school climate through which all students can mature academically, socially, emotionally, and physically while developing a lifelong love of learning.

Wiesbaden Middle School Goal Statement ● The entire WMS community strives to provide a positive school climate through which all students can mature socially, academically, and physically, while developing a lifelong love of learning.

CSI GOALS ● #1 All students will increase reading comprehension scores in analyzing text and reading/writing strategies. ● #2 All students will increase scores in math computation, word problems, and problem solving. ●

CSI Interventions ● Reading comprehension ○ Marking the text ○ Charting the text ● Math ○ USA ○ Math journaling

Standards covered this week 6E1c.1: Identify different types (genres) of fiction and describe the major characteristics of each form. 6E2a.2: Choose the form of writing that best suits the intended purpose.

Put in planner ● Every day – read ● Due dates for Reading Logs due 4/29, 5/6, 5/28 ● Due 6/7 – vocabulary notebook

OVERVIEW OF WEEK 30 Mrs. Gardner loved itailian art, and Fenway Court her museum look like a Venetian palace.+4 ● GRAMMAR: Adjectives ● IDIOM: #10 “CROSSING THE RUBICON” A NALOGY : This OBJECT ASSISTS this ACTION Garlic: Vampire : : : Consolation: Grief Spoon : Soup : : : Microphone : ____ ● In-class -How to write a student epic

Vocabulary 30 Language Arts MathSocial StudiesScience 1.open-air theater 1.numerator1.aqueduct1.cyclic behavior 2. amphitheater 2 divisor2.circus2.cytoplasm 3.open poetic form 3. addendum3messiah3.day-neutral plant

DAILY LESSON PLANS

Lesson Plans – April 28, 2014 ● Take roll Correct the sentence: Ms. Gavriel said, “The art treasures and the building is unique Hector.”+2 ● Vocabulary: Vocabulary 29 ● Edit-It – #51 ● In class: Go through HERO QUEST PP. AND INSPIRATION

What is an epic? ● Long narrative poem ● Fate of the nation depends on the hero ● Long descriptions of battles and armor ● Journey to the underworld ● Patronymics ● Epithets ● Epic similes ● Opens in the middle of things ● Appeal to the muses ● Setting covers the universe (many nations) ● Divine intervention ● Long speeches

ADJECTIVES M ODIFY NOUN, TELLING WHICH ONE, WHAT KIND, HOW MANY, WHOSE ADJECTIVES TELL WHICH ONE WHAT KIND HOW MANY WHOSE ADJECTIVE CAN BE Single words Phrases clauses

What is an epic hero ● An epic hero is a larger than life figure from a history or legend, usually favored by or even partially descended from deities, but aligned more closely with mortal figures in popular portrayals. The hero participates in a cyclical journey or quest, faces adversaries that try to defeat him in his journey, gathers allies along his journey, and returns home significantly transformed by his journey. The epic hero illustrates traits, performs deeds, and exemplifies certain morals that are valued by the society from which the epic originates. They usually embody cultural and religious beliefs of the people. Many epic heroes are recurring characters in the legends of their native culture. Epic heroes are superhuman in that they are smarter, stronger, and braver than average humans. An epic hero can also be a warrior of some sort who performs extraordinary tasks that most find difficult. This hero is strong, smart, and brave.

April 30, 2014 ● Take roll ● Edit It 51 ● GRAMMAR : Adjective Worksheet ● IDIOM: ”C ROSSING THE R UBICON ” ANALOGY: This OBJECT ASSISTS this ACTION Garlic: Vampire : : : Consolation: Grief Spoon : Soup : : : Microphone : ______ In-class: Create your own epic; Go to Hero Quest PP

SPECIFIC ITEMS FRIDAY, MAY 2,2014 EDIT IT -52 WORK ON ROUGH DRAFT OF BOOK.

Edit It ● #50-52

Correct this sentence ● Correct this sentence Mrs. Gardner loved itailian art, and Fenway Court her museum look like a Venetian palace.+4 Mrs. Gardner loved Italian art, and Fenway Court, her museum, looked like a Venetian palace.+4

Idiom. “CROSSING THE RUBICON” To ‘cross the Rubicon‘ means making a decision where this no going back, a point of no return.In 49 BC, Julius Caesar crossed the Rubicon river with his armies in the field, a violation of Roman law (only the elected magistrates of consul & praetor could hold imperium within Italy).The violation of this law was a capital offence, punishable by death.This saying is closely linked to a quote from Caesar himself:

Analogy ANALOGY : This OBJECT is COMPOSED of this MATERIAL Shoe: Leather : : : Coat: ___

Reading/Writing Activities for this week ● Reading Log 12 – Due April 28 ● Vocabulary Notebook due June 10

What Students Need To Do

How to mark the text ● Number each paragraph ● Have a purpose in reading for specific kinds of details and use post-its for notes or mark notes in the margin ● Reading comprehension ○ Who, what, when, where, how, why, vocabulary ● Reading for author’s purpose ○ Pay attention to verbs. The basic purposes are to teach, entertain, influence our opinion. ● Reading for historical information ○ Look for names, places, dates, cause and effect, chronology, comparison/contrast ● Reading for literary analysis ○ Look for characters, setting, point of view, theme, important quotes, conflicts, dramatic structure, symbols; characteristics of a particular genre.

How to chart the text ● Do and prepare as if marking the text. ● Re-read each paragraph now and underline the claim ( we call it the controlling purpose) of the author. ● Circle any numbers or math terms. ● Decide what the purpose of the numerical details are: support, clarification, comparison/contrast, cause and effect ● Look for connecting(transitional) words; do these words introduce additional information, comparison/contrast, cause/effect, definitions ● Chart the information: If it helps, use a graphic organizer or mind map to decipher the information ● Take Cornell notes: Take Cornell notes using the post-its to set up questions and answers ● Outline – Write thesis and use the information to either write summary or use as a source for research paper ● Write a paper

How to Make a Timeline on Word ● Open a blank WORD document ● Go to INSERT ● Click on SMART ART ● A new window appears: click on PROCESS ● New window: go to last item in the second line- basic timeline. Click ● The template appears on your document. Begin to fill it in with information. ● Try to place information with the date close to line, not on outside. ● Save in your H-drive, ESL folder with page numberslastblock#

How To Use the MLA Template ● Download the MLA template OR go to the student’s H-drive/ESL folder/MLA template ● Open the template ● Immediately save as to the H-drive, ESL folder naming the file with the name of the assignment and last and period. DO THIS. FOLLOW DIRECTIONS. For example, TLOTMC#_#MCDOWELL3. ● On the document, change the date and the title. ● Begin on the line under the title, but make sure that this line is aligned left, not centered, and indented. ● Center the Chapter # ● Write the summary telling who, what, when, where, how, and why. Save in the ADB in gaggle in the folder that says TLOTM final chapter summaries. If you do not name the file correctly and place it in the correct folder, you do not receive credit. Do things correctly.