4/13 - 4/17 Essay time! Yay!

AARGH! I made an error on the vocabulary powerpoint, but it has been corrected. Despondent is an adjective. For some silly reason, I typed in noun. Please fix on your notes!


So . . . I think I told some classes that your essay was do this Friday. My bad. It will be due next Friday. We will go over the rubric and guidelines Tuesday (Periods 6 and 7) and Wednesday (Periods 1, 2, and 3). You will have plenty of time to write plan, edit, revise, and publish an awesome essay!

Monday
In class:
We reviewed the first five words (first four for Period 1) of our weekly vocabulary unit.
Vocabulary powerpoint.
Vocabulary notes template
We went over the ACES outline template for our upcoming essay: All levels ACES outline (Standard, Scaffolded, Advanced, Alternate Assignment)
Homework:
Study the first five vocabulary words. Our test on the words is Friday.

Tuesday
In class:
Periods 1-3 will be taking the Performance Series math test.
Periods 6-7 will review the rest of the vocabulary words and receive their vocabulary graphic organizers. AIG students are responsible for the ten vocabulary words and the five HOT words on the vocabulary notes template. AIG students only need to prepare ten vocabulary graphic organizers; they will just substitute words from the HOT list in place of words they are already familiar with.
Homework:
Study the rest of the vocabulary words. Start working on your 10 vocabulary graphic organizers. Own the Word vocabulary graphic organizer *Make sure to add an area to list at least three different forms of the word, including part of speech.
Example: trouble
Additional word forms: troublesome (adj.), troubled (adj.), troublesome (adj.)

Wednesday
In class:
Periods 6-7 will be taking the Performance Series reading test.
Periods 1-3 will review the rest of the vocabulary words and receive their vocabulary graphic organizers. AIG students are responsible for the ten vocabulary words and the five HOT words on the vocabulary notes template. AIG students only need to prepare ten vocabulary graphic organizers; they will just substitute words from the HOT list in place of words they are already familiar with.
Review essay project: Biography essay project sheet (All levels: advanced, standard, scaffolded/modified)

Homework:
Study the rest of the vocabulary words. Work on your 10 vocabulary graphic organizers. Parents to sign project sheet in acknowledgment of receipt and review.

Thursday
In class: Review the difference between an outline and an essay. Work on finalizing essay ACES outline. Get approved by Ms. Grinnell before beginning essay. 

Significant moment

https://drive.google.com/file/d/0ByOeg9CkwuCBRFBQMjIwWjlsUnM/view?usp=sharing

Female Computers of WW2 - Saturday school assignment

Rosies article and pictures
Top Secret Rosies movie trailer
Read the article and write an ACES response to the following prompt:

Women were on the ground floor of the development of the modern computer age, yet were pushed out very quickly. How did viewing/reading about Top Secret Rosies, a story of women, math, technology and war, change your ideas about women and computer careers? 

Study guides and practice

Study guides for reading workshop quizzes: 
Greek and Latin roots
More roots
Prefixes
Suffixes
Prepositions
Punctuation
Making inferences explanation and practice
Making inferences
Colons, Dashes, Hyphens, Parentheses
Ellipses

Idioms
Figurative Language Who Wants to Be a Millionaire?
Figurative language practice

Extension work:
Poetry analysis strategies
Practice AP Literature and Composition exam with answers

Making inferences

Watch the following video. When you are finished, work on this graphic organizer as you are reading your workshop book.

Hyphens, Dashes, Parentheses, Ellipses AND figurative language

Here is the slideshow in case you don't want to here my voice in the 30 minute punctuation video:
Punctuation slideshow w/o voiceover

Click this link if you want full screen.

or watch the embedded video below

Central Idea

Central Idea Lesson

1) Watch the video below to find strategies for determining the main idea of a nonfiction text

2) Read this article: Sotomayer and identify statements and images in the text that fall into these categories: genre, author's purpose, text features, supporting details, recurring images (phrases, words, symbols). Color-code the article just like the video demonstrates.

3) Using the information you identified in the article, complete this graphic organizer: Central Idea graphic organizer

4) As you read your biography in class tomorrow, work on finding central idea in passages, chapters, and paragraphs. Use this graphic organizer: Central Idea independent reading practice.