Room 7 Edublog

OBJECTIVES
To continue to build skills in recognizing verbs & their functions
To practice oral presentations and public speaking
To analyze a short story for theme and story sequence
To compare/contrast central figures

BELLRINGER
1. They will return on the airplane.

2. I have been here a long time.

3. I should have been playing the drum.

4. Go home.

AGENDA
Continue reading and analyzing “The Most Dangerous Game”
Compare/contrast characters’ viewpoints and characteristics

HOMEWORK
Reading Logs

OBJECTIVES
To help students understand ramifications of their choices
To reiterate expectations
To analyze path to graduation and evaluate current status

AGENDA
Students receive grade reports
Introduction of class visitor and 9th grade counselor, Laura Beeson
Mrs. Beeson reviews steps to graduation & goals to be met
Expectations are reiterated
Students’ questions are answered
Focus brought back to LA 9 specifically
Time given for study hall to make up missing work

HOMEWORK
Reading Logs

Ms. Gann gives plagiarism presentation in the library.
With time remaining, continue reading “Most Dangerous Game”

HOMEWORK
Reading Logs

OBJECTIVES
To continue to build skills in recognizing verbs & their functions
To practice oral presentations and public speaking
To analyze a short story for theme and story sequence
To compare/contrast central figures

BELLRINGER
Review Story Sequence Chart

AGENDA
Give time for any students who have stories to present
“Stand on the Wall” story opener strategy
Begin reading and analyzing “The Most Dangerous Game”
Compare/contrast characters’ viewpoints and characteristics

HOMEWORK
Reading Logs

OBJECTIVES
To memorize helping, linking, and being verbs
To practice and develop oral presentation skills
To interpret words meaningfully

BELLRINGER
Verb memorization

AGENDA
Students will briefly describe their original Aesop fable story and then read their own original story

HOMEWORK
Reading Logs

OBJECTIVES
To use the story sequence chart to outline a story
To create original stories using the same conflict

BELLRINGER
W: Verb Pop Quiz
Th: Review Quiz; Pop Quiz Redo

AGENDA
In pods, students will read and outline their stories
Individually, students will create their own original stories

HOMEWORK
Reading Logs

OBJECTIVES
To define narrative terms
To practice teamwork
To interpret words meaningfully

AGENDA
Narrative term worksheets
Split into teams for Taboo

HOMEWORK
Reading Logs

OBJECTIVES
Check understanding of verb functions. Discuss and re-teach as necessary.
Utilize grammar placemats.
Use story sequence chart to establish narrative
Write a story with the conflict changed

BELLRINGER
His words sounded too unpolished still. He would have stopped, but his report was due the next day.

Re-write the sentences on your own paper.
Underline each verb TWICE.
Write “AV”, “HV”, or “LV” above each verb.

AGENDA
Groups will finish writing their stories.
Each group will present their story to the class.
Time permitting, we will play Taboo.

HOMEWORK
Reading Journals

OBJECTIVES
Check understanding of verb functions. Discuss and re-teach as necessary.
Utilize grammar placemats.
Use story sequence chart to establish narrative
Write a story with the conflict changed

BELLRINGER
Jake was working hard when his boss Mike called. “The weather looks ominous. Take cover.”

Re-write the sentences on your own paper.
Underline each verb TWICE.
Write “AV”, “HV”, or “LV” above each verb.

AGENDA
Continue working to create story, using the story sequence chart.
Define narrative terms.

HOMEWORK
Reading Journals

OBJECTIVES
Check understanding of verb functions. Discuss and re-teach as necessary.
Utilize grammar placemats.
Read “Little Red Riding Hood”
Use story sequence chart to establish narrative

BELLRINGER
Re-write the sentences below.
Underline each verb TWICE.
Write “AV”, “HV”, or “LV” above each verb.
She hopped unsteadily through the door and was looking at the mail when he walked in. “The cake tasted delicious,” he complimented her.

AGENDA
Change the conflict of the story and create your own story sequence chart.
Do first as a class, then split into groups.
Each group will create their own story sequence chart.

HOMEWORK
Remember reading journals.