1. September 6 th -September 9 th

2. August 6 th B day

3. Warm-up glued here Answers 1. Sentence letter supports the inference. 2. Statement letter shows an accurate comparison. #3 09-06-11 Writing Prompt: How do relationships affect you? Write your answer here

4. #3  In your table of contents, add #3  #3 vocabulary notes about plot

5. Vocabulary  This is the second set of vocabulary notes you have received.  THERE WILL BE A QUIZ ON THESE WORDS ON FRIDAY!!!  It will not be open notes. You must learn what these words mean and how to use them.

6. Reading All Summer in a Day

7. A day September 7 th

8. Warm-up glued here Answers 1. You can infer that 2. Statement letter is an opinion. #3 09-06-11 Writing Prompt: After the story – how have the relationships (friends, family, etc.) affected Margot’s life? Write your answer here

9. Sequence of events  Margot lived on Earth then moved to Venus.  The children didn’t like her and she had no friends.  The sun was coming out but Margot was locked in a closet.  The other children go play outside.  The sun goes away and it rains again.  The children remember Margot.

10. Vocabulary review  Which word means  The problem or struggle that a character faces in a story?  Reveals how everything turns out?  Time and place of the action in a story?  Connections between people and events?  the people, animals, or creatures who take part in the story’s action?  Shows how the conflict becomes more difficult and builds suspense?

11. September 8 th B day

12. Warm-up glued here Plot chart Answers: From notes #4 09-06-11 Writing Prompt: What did you learn today about plot? Write your answer here

13. Guided Notes  We will be taking notes on plot elements in a story.  You need to glue down the handout in your notebook.  You need to write down definitions from the powerpoint.  You need to listen – this will also be on your quiz.

14. Practice  Draw your own plot diagram on your papers from the following page.  Label the exposition, rising action, climax, falling action, and resolution on your plot diagram using our story All Summer in a Day.  Draw emoticons for each piece (was it a happy part? Sad? Angry?)

15. September 9 th A day

16. Warm-up Copy the sentences. Circle the noun, underline the verb. 1. The tired students tested slowly for formatives. 2. The exhausted teacher barely lived to Friday. 3. The fluffy cat quietly licked his fur. 4. The rowdy child ran crazily around the apartment. 5. The delicious ice cream tasted wonderful!

17. Grammar  Nouns: person, place, thing, or idea  Verb: action words or state of being  Draw a line after the noun. That is the dividing river between the subject/noun and predicate/verb.

18. Warm-up 1. The tired students tested slowly for formatives. 2. The exhausted teacher barely lived to Friday. 3. The fluffy cat quietly licked his fur. 4. The rowdy child ran crazily around the apartment. 5. The delicious ice cream tasted wonderful!

19. Grammar  You can add words to sentences to modify and give more information.  Adverbs: these tell “how” something was done.  Example: The tired students tested slowly for formatives.  How did they test? Slowly (it was a long test)  Adjectives: these tell “what kind” of person, place, thing, or idea.  Example: The tired students tested slowly for formatives.  What kind of students? Tired (they’d been testing all week)

20. Warm-up 1. The tired students tested slowly for formatives. 2. The exhausted teacher barely lived to Friday. 3. The fluffy cat quietly licked his fur. 4. The rowdy child ran crazily around the apartment. 5. The delicious ice cream tasted wonderful!

21. Vocab Review  Write the definitions in your own words:  Setting  Rising action  Climax  Conflict  Falling action  Resolution  Relationships

22. All Summer in a Day  Movie time!  http://www.youtube.com/watch?v=- QWmahMdeGU http://www.youtube.com/watch?v=- QWmahMdeGU  What are some of the differences between the story and the movie?  Why do you think they are different?