IMPORTANT: PROGRESS REPORTS/SKYWARD

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Posted by clined | Posted in Uncategorized | Posted on September 24, 2015

IMPORTANT!

Please monitor your child’s progress through Family Access by Skyward,  Inc.   Family Access is a secure Internet based website that will allow  you to easily keep track of nearly everything your student(s) does while  at school. Among other things, this service allows you to view your student’s attendance, grades,  schedule, progress, assignments, and emergency information. Family Access is a free service and is available to all parents/guardians with children enrolled in the district. Beginning with the 1st Marking Period, we will no longer send home a hard copy of your child’s progress  report or report card unless you request a hard copy. (This is consistent with the policy at the high school.) You will be able to access  this form by going to WOISD.net and then under “Campuses” click Middle. The link to the form will be under the calendar. For additional information related to Skyward, if you are having difficulties signing in to Skyward, or if you do not have Internet access and are requesting a hard copy of your child’s progress report/report card for each marking period, please call Ms. Cowart at 903-291-2085 or email her at [email protected].
 
To help better communicate with you, please follow us on Facebook at https://www.facebook.com/WhiteOakMiddle, and by subscribing to your child’s teachers’ blog posts, Media Center blog post, as well as the principal and counselor’s blog posts.

Lesson Plans Sept. 21 – 25, 2015

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Posted by clined | Posted in 7.01, 7.02, 7.03, 7.08, 7.10, 7.14, 7.16, 7.19, 7.20, 7.21, Lesson Plans, Uncategorized | Posted on September 21, 2015

LESSON PLANS SEPT. 21 – 25, 2015

TEKS/STATE EXPECTATIONS:

7.01, 7.02, 7.03, 7.08, 7.10, 7.14, 7.16, 7.19, 7.20, 7.21

*****HOMEWORK:*****

***Fiction library book must be finished by Friday, Sept. 25

Monday – Read at least 10 pages in library book

Tuesday – Read at least 10 pages in library book

finish English – The Sentence Review

Wednesday – Read at least 10 pages in library book

English – Sentence Combining Worksheet

Thursday – Read

Friday – Read

MONDAY, SEPT. 21

Writing

Bell work – sentence fragments

Continue to review subjects/predicates and

action/linking/helping verbs

Locate subjects/predicates in varied sentence patterns

Reading

Bell work – sustained silent reading

Distinguish the characteristics of myths and epics

Read the myth “Icarus”

Analyze characterization, conflict, theme

TUESDAY, SEPT. 22

Writing

Bell work – identifying run-on sentences

Final copy of descriptive writing/self-assessment

The Sentence Review (test – Wednesday)

Reading

Bell work – sustained silent reading

Read the epic

Analyze characterization, conflict, theme

WEDNESDAY, SEPT. 23

Writing

Bell work – sentence combining – compound parts, compound sentence

Grade The Sentence – Review

Test – The Sentence

Reading

Bell work – sustained silent reading

Library Day

Interactive Notebooks – elements of fiction – characterization and

academic vocabulary

THURSDAY, SEPT. 24

Writing

Bell work – ideas for writing a personal narrative

Reading a personal narrative prompt

Sentence combining

Reading

Bell work – sustained silent reading

Analyze literary elements of fiction within text

FRIDAY, Sept. 25

Writing

Bell work – personal narrative prompt

Pre-writing – personal narrative

Reading

Bell work – sustained silent reading

Choice sheet – library book assignments

LESSON PLANS – SEPTEMBER 14 – 18, 2015

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Posted by clined | Posted in 7.01, 7.02, 7.03, 7.08, 7.10, 7.14, 7.16, 7.19, 7.20, 7.21, Lesson Plans | Posted on September 13, 2015

LESSON PLANS SEPT. 14 – 18, 2015

TEKS/STATE EXPECTATIONS: 7.01, 7.02, 7.03, 7.08, 7.10, 7.14, 7.16, 7.19

7.20, 7.21, Fig. 19  

 

MONDAY, SEPT. 14

WRITING  

Bell work – subjects and predicates

Apply mnemonic device (song) to helping verbs (quiz – Thursday)

Sensory Grammar – sentence parts  

Construct simple sentences using compound parts

READING

Homework – Read at least 10 pages in library book

Bell work – sustained silent reading

Apply mnemonic device (TPCAST) to non-fiction passage

Construct literary responses to article “Worldwide Loss of Bees…”

 

TUESDAY,  SEPT. 15

WRITING

Homework – sentence combining

Bell work – short write – Show, Don’t Tell

Annotate a piece of descriptive writing (guided practice)

Notice – organizational strategy – spatial (guided practice)

READING

Homework – Read at least 10 pages in library book

Bell work – sustained silent reading

Review – history of storytelling and characteristics of a folktale

Pre-reading for folktale – “We Are All One”

Interactive notebook – theme and foreshadowing

 

WEDNESDAY, SEPT. 16

WRITING

Bell work – turn in sentence combining; practice listing the 23 helping verbs

Mini-lesson: action verbs vs. linking verbs; active vs. passive voice

Plan a descriptive essay using spatial organization; brainstorm relevant

details and sensory images

READING  

Homework – Reading passage and response questions – “Running A Real…”

Bell work – understanding new vocabulary/using a dictionary

Read/answer response questions – “We Are All One”

Independent practice – analyze theme in different cultural, historical, and

contemporary contexts

 

THURSDAY, SEPT. 17

WRITING

Bell work – precise word choice

Quiz – helping verbs

Appreciate a model descriptive essay

Begin drafting a descriptive essay

READING

Homework – Read at least 10 pages in library book

Bell work – turn in reading passage; precise word choice (continued from writing)

Continue drafting a descriptive essay

Collaborate with others: Revisit writing for examples of descriptive elements       (figurative language, vivid verbs and adjectives, etc.)

 

FRIDAY, SEPT. 18

WRITING

Bell work – precise word choice – finish and turn in

Revising and editing descriptive essay

Final copy of descriptive essay (test grade)

READING

Homework – Read at least 10 pages in library book.

Bell work – sustained silent reading

Library book check – Are You Really Reading?

Appreciate storytelling – videos of professional storytellers

LESSON PLANS SEPT. 8 – 11, 2015

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Posted by clined | Posted in 7.01, 7.02, 7.03, 7.08, 7.10, 7.14, 7.16, 7.19, 7.20, 7.21, Lesson Plans | Posted on September 7, 2015

LESSON PLANS SEPT. 8 – 11, 2015

 

TEKS/STATE EXPECTATIONS: 7.01, 7.02, 7.03, 7.08, 7.10, 7.14, 7.16, 7.19

7.20, 7.21, Fig. 19  

 

TUESDAY, SEPT. 8

Writing  

Bell work – Notice descriptive elements in model paragraph

Universal Screener (to assess students’ prior knowledge and skills)

Short write – Show, Don’t Tell

Reading

Homework – Read at least 10 pages in library book

Homework – Analyze non-fiction:  “Worldwide Loss of Bees a Growing Concern”

Bell work – sustained silent reading

Analyze plot of a short story (review – elements of plot)

 

WEDNESDAY,  SEPT. 9

Library Day – during Writing class

Writing  

Homework – Sentence parts: subjects and predicates

Bell work – Notice strategy: sentence parts: subjects and predicates

Short write:  Show, Don’t Tell

Analyze descriptive examples for vivid action verbs

Revise short write, eliminating linking verbs

Reading

Homework – Read at least 10 pages in library book

Bell work – sustained silent reading

Quiz – story plot

Universal Screener (to assess students’ prior knowledge and skills)

 

THURSDAY, SEPT. 10

Writing

Bell work – Notice strategy: combining sentences: compound subjects and   

       predicates

Analyze descriptive examples for word choice; using precise adjectives

Revise a short write: focus on word choice

Reading  

Bell work – sustained silent reading

Read folktale “We Are All One”; analyze foreshadowing and theme

Reading response questions

 

FRIDAY, SEPT. 11

Writing/Reading

Bell work – reflective questions

Remembering 9-11

Notice spatial organization in descriptive writing

Pre-writing – create a visual plan to write descriptively

LESSON PLANS AUG. 31 – SEPT. 4, 2015

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Posted by clined | Posted in 7.03, 7.06, 7.08, 7.14, 7.16, 7.19, 7.20, 7.21, Lesson Plans | Posted on August 30, 2015

LESSON PLANS AUGUST 31 – SEPTEMBER 4

TEKS/STATE STANDARDS: 7.03, 7.06, 7.08, 7.14, 7.16, 7.19, 7.20, 7.21

 

MONDAY, AUGUST 31

WRITING:

Homework – Capitalization practice

Bell Work – Figuratively Speaking (simile, metaphor, personification)

Capitalization – Notice rules for family relationships (additional   

review)

Sensory Images – listening/visualization activity

Academic Vocabulary – Figurative Language – create foldable

READING:  

Homework – Read at least 10 pages in library book

Bell Work – Sustained silent reading – 5 minutes

Collaboration – Book Talk – type of fiction; setting; major character(s);

conflict

Short Story – “Seventh Grade”

Pre-reading:  author Gary Soto; Fresno CA; migrant workers;

             realistic fiction; vocabulary; predicting

 

TUESDAY, SEPT. 1

WRITING:  

Homework – Sentence Combining

Bell Work – Check homework

Capitalization review and quiz

Short Writes – “Show, Don’t Tell”

Sentence Fluency – Notice strategy – analyze sentence parts for

complete and simple subjects/predicates (multi-sensory

grammar)

READING:

Homework – Read at least 10 pages in library book

Bell Work –  Sustained silent reading – 5 minutes

Read and analyze – “Seventh Grade” by Gary Soto (literature book)

Reading response questions and vocabulary in context

 

WEDNESDAY, SEPT. 2

WRITING:

Homework – Sentence Combining

Bell Work – Notice Strategy – Adding Details

Short Writes – “Show, Don’t Tell”

Collaboration – Sentence Variety (simple sentences with compound

parts)

Compare examples of descriptive writing

READING:  

Homework – Read at least 10 pages in library book

Bell Work – Sustained silent reading – 5 minutes

Quote Snapshots (figurative language/sensory images – “Seventh

Grade”

Academic Vocabulary foldable – Fiction:  theme, imagery, narrator,

point of view

 

THURSDAY, SEPT. 3

WRITING:

Homework – Sentence Combining

Bell Work – Notice Strategy – precise, vivid adjectives

Sparkling Sentences – publish examples from “Show, Don’t Tell”

Coordinating Conjunctions FANBOYS

Notice Strategy – compound sentences/subjects and predicates

Collaboration – Sentence Variety (sentences which should be

combined)

Reading:  

Homework – Read at least 10 pages in library book

Bell Work – Read “Storytelling”

Academic Vocabulary – create foldable – Fiction: Folktales

Pre-Reading – folktale – “The Wise Old Woman” – vocabulary; visuals;

narrator/point of view

 

FRIDAY, SEPT. 4

Writing:

Bell Work – Check homework for completion and correctness

Review and quiz – simple and compound sentences

Notice Strategy – organizational strategies for descriptive writing

Reading:

Homework – Read at least 10 pages in library book

Bell Work – Sustained silent reading

Evaluation of reading progress

Collaboration – analyzing narrator/point of view

 

 

             

 

 

 

 

AUGUST 24 – 28 LESSON PLANS

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Posted by clined | Posted in 7.01, 7.02, 7.06, 7.08, 7.14, 7.16, 7.17, 7.19, 7.20, 7.21, Lesson Plans | Posted on August 23, 2015

LESSON PLANS AUG. 24 – 28, 2015

TEKS: 7.1, 7.2, 7.6, 7.8, 7.14, 7.16, 7.17, 7.19-21

Monday:
Reading:

  1. Show “Dear Hard Work” video
  2. Discuss classroom procedures
  3. Making Connections Pitchforking activity (Bernabei)

Writing:

  1. Kid President “Pep Talk to Teachers and Students” video
  2. Take up supplies
  3. Show “Word Crimes” video (Youtube)
  4. Quick Writes (TALA)

 

Tuesday:
Reading:

  1. Plot diagram manipulative for pre-assessment of plot development academic vocabulary
  2. Assign roles and read “The Suffocated Seventh Grader” (handout)
  3. “It Says, I Say, and So” Inferencing activity for “The Suffocated Seventh Grader”

Writing:

  1. Quick Writes (TALA)
  2. Elaboration Strategy: Smiley Face Trick #1-The Magic Three (Ledbetter)
  3. Quick Write Extension – choose 1 quick write to expand into a paragraph using smiley face trick #1-The Magic Three

 

Wednesday:
Reading:

  1. Vocabulary for “The Suffocated Seventh Grader”
  2. Create plot diagram for “The Suffocated Seventh Grader”
  3. Complete “It Says, I Say, and So”” Inferencing activity for “The Suffocated Seventh Grader”

Writing:

  1. List of Threes Prewriting Strategy (TALA p.32)
  2. Capitalization Notice Strategy (Everyday Editing by Jeff Anderson)

 

Thursday:  
Reading:

  1. Read and analyze “Seventh Grade” by Gary Soto
  2. Review Fiction Academic Vocabulary

Writing:

  1. Elaboration Strategy: Smiley Face Trick #2-Figurative Language
  2. Timeline – Narrow the Focus on one event from List of Threes (TALA)

 

Friday:
Reading:

  1. Vocabulary for “Seventh Grade”
  2. Create plot diagram foldable for “Seventh Grade”

Writing:

  1. Elaboration Strategy: Smiley Face Trick #3-Specific Details for Effect
  2. Narrative Prewriting – Developing the Central Idea
  3. Quick Write Extension – choose 1 quick write to expand into a paragraph using Smiley Face Tricks #2 and #3

 

 

 

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