Hero's Journey Illustrate Milo's journey. The events may not occur in the exact order as your notes but make sure to identify the step clearly. Balance words and visuals. Balance text evidence and paraphrasing. REMEMBER THAT THIS IS A FINAL PRODUCT! copy_of_the_hero’s_journey.ppt.pdf
September 29 For each vocabulary word: (a) find part of speech; (b) write short definition in your own words; (c) find synonyms; (d) find antonyms; and (e) write the connotation (positive, negative, neutral).
OOTD FINAL PROJECT Part 1: (a) Define stage in your own words (b) Explain definition (synonyms, antonyms, traits) (c) Cite Kubler-Ross article (d) Explain Kubler-Ross quote (e) Give example to tie everything together Part 2: (a) Make a claim about Billie Jo and OUT OF THE DUST (b) Set up background information (details of what happened before your T.E.) (c) Cite text evidence from OOTD (d) Explain how text evidence fits your definition from Part 1. Monday, September 25 Use the writing templates and your prewrite to draft. Include: definition in your own words; an example or explanation of the definition; text evidence; explanation of text evidence; some examples. YOU SHOULD HAVE FIVE SEPARATE PARAGRAPHS. Write on the back of each prewrite. DUE: Wednesday Make sure to get a folder and make arrangements for printing.
Friday, September 22 Begin prewrite of final project by building an argument. Create a web of ideas that include the following. Make sure to add examples and explanations. (a) Denotation (b) Synonyms (c) Antonyms (d) Text evidence from Kubler-Ross article. (e) Examples (from self and world only - NOTHING from OOTD). Each web should be on a separate piece of paper. You will be graded on the writing process. Thursday, September 21 Post your innovation to ELA Google Classroom. Include your innovation, steps, enablers, disablers and reflection. Respond to two posts. Use T-A-G (Tell something you like; Ask a question; Give a suggestion)
Wednesday, September 20 Create a comprehensive story map. Include: (a) Setting - time and place (in general) (b) Major Characters (c) Exposition (d) Rising Action - major events that propel the story forward. Paraphrase these events. (e) Climax - include text evidence and citation of the turning point in the story. (f) Denouement - "happily every after." How does the story resolve? (g) Conflict - include both the type (man v. ...) and an explanation (h) Resolution - describe how the conflict(s) is resolved (i) Theme - what is the lesson?
Tuesday, September 19 Read OOTD Section 5 (pages 193-227). Complete the stages of grief bookmark.
Monday, September 18 Read OOTD Section 4: Spring 1935 (pages 153-189). Keep working on the five stages of grief bookmark - you will need this for the final project.
Friday, September 15 Read OOTD Section 3: Winter 1935 (pages 99-149) Pay attention to what Billie Jo does, acts, says and thinks. Those are the ways she is dealing with grief. Record on the bookmark. Remember that she may not go through all the stages in each section. See below for bookmark.
Thursday, September 14 Read OOTD Section 2: Summer & Autumn 1934 (pages 44-95) Be on the lookout for the CRISIS EVENT. Summarize it on the bookmark. Then, pay close attention to what Billie Jo is experiencing - and identify the stage. Remember that the stage of grief do not occur in a linear fashion.
Wednesday, September 13 Read OOTD Section 1: Winter 1934 (pages 3-51) Record elements of exposition (characters and setting) on the back of the bookmark. Keep recording details until the CRISIS EVENT - then start looking for the stages of grief. There will be a comprehension check tomorrow after discussion.
Here's the link to the audio: https://www.youtube.com/watch?v=Hz-rtwrBwms
Tuesday, September 12 Complete the Anticipation Guide. ootdanticipation_guide.idioms.pdf Explain the figurative meaning (versus the literal) and then decide whether you agree or disagree. Be ready to defend your position tomorrow.
Monday, September 11 Pick a photo to use as inspiration. dust_bowl.ppt.pdf Use the writing process to create an introduction/hook for a narrative. Remember that it must be the exposition (character + setting) only! Don't forget to read your intro out loud before you publish it to ELA Google Classroom.
Friday, September 8 Think flexibly! Write a poem about sand. Use your SCAMPER worksheet to get ideas. The poem may be in any style but it must be typed and ready to share on Monday. Don't forget a creative title. Think beyond the obvious.
Thursday, September 7 Create a Graphic Summary of the brain article. Use the headings, your highlights and annotations. IT MUST BE IN COLOR!
Wednesday, September 6 Fire those synapses! Finish annotating the article. After each paragraph write a sentence that restates what you learned ("This paragraph is mainly about...). Use your own words to explain. what’s_on_your_mind.pdf Tuesday, September 5 1. Get REMIND APP (text code to 81010) Period 1: @312p1 Period 2: @312p2 Period 3: @312p3 Period 4: @312p4
2. Write fives sentences using the following starter: Learning is like ___________(noun) because ... (explanation - think about uses, importance, etc). Period 1 nouns: mom, plant, pencil, school, sadness Period 2 nouns: school, Mrs. Sherfinski, book, paper, imagination Period 3 nouns: knife, convict, car, place, caring Period 4 nouns: Mrs. Sherfinski, school, money, books, happiness
Optional for Algebra Students: TI84 silver graphing calculator Social Studies
1 purple spiral notebook
1 purple folder
General Student Supplies
1 pack of 4 - low odor, Expo markers
2 packages #2 pencils (wooden or mechanical)
1 pencil pouch
Pencil Sharpener with Lid
1 package colored pencils
2 rolls of scotch clear tape
1 pack (10 count) red pens
2 packs (10 count) blue/black pens
4 glue sticks
1 pack of Multi-color highlighters
2 packs of LINED 3 x 5 index cards
General Supplies for Homeroom
2 boxes of facial tissue
1 roll of paper towels
2 reams of unlined computer paper for classroom use
1 pack of 4 - low odor, Expo markers
2 pack of Post-It Notes
2 packs wide ruled loose leaf paper
1 bottle of Hand Sanitizer
1 Disinfecting Wipes
Literacy Lab Child-friendly, volume controlled USB, not A/V jack, headphones (to be replaced by parents as needed.) Students will need to keep these at school, in their lockers in a Ziploc storage bag. The storage bags and headphones should be clearly labeled with student names and homeroom numbers. A/V jack headphones break off in the computer and then the computer cannot be used with headphones as there is only one A/V port on the front of the computers. Sixth through Eighth Grade: 1 box of facial tissue and 1 500 count ream of computer paper to be labeled for the Literacy Lab (these will be shared with all of the Special Education, Bilingual classroom and Specials teachers to keep rooms stocked for the entire school year.)
PE and Dance: Extra deodorant to leave in their lockers for use on PE days. Students in K to 8 are required to have gym shoes for PE and Dance days
Wear comfortable clothing (sweats, yoga pants, or athletic clothes) that allow you to move.
a folder AND notebook, green colored
Music: a pair of headphones (the same headphones you would use in Literacy Lab)
Art Sketchbook or Drawing Pad 9”x12” or smaller or last years if in good condition (spiral edge when available) Oil Pastels: best brandCray-Pas Junior Artist (found at Michaels) good brandCrayola Watercolor Paint Set: best brandCrayolagood brandPrisma Colored Pencils: best brand Prismacolor (12 pack found at Michaels) good brandCrayola Large pink or white eraser Two large glue sticks Yellow wooden #2 pencils (no mechanical pencils in art) Box or zipper pouch to store supplies in locker and bring to art class