Daily+Schedule



Daily Schedule


 * Monday, January 28th, 2013**

All Grades
 * 15 minutes to fill in Vocab Bingo Sheet with Units 4 - 6 words
 * 15 minutes of Bingo Review


 * Tuesday, January 22nd, 2013**

6th Grade 7th Grade 8th Grade
 * Hand back Reading Test
 * Offer Revisions for half credit
 * Introduce Lesson 23: Literary Devices
 * Definitions
 * Literary Devices
 * Dialogue
 * Symbol
 * Mood
 * Tone
 * Irony
 * Play IPad game (if available.)
 * Assignment: Read "The Sons of the Dragon King" and find examples of each literary device to discuss in class for Tuesday, January 29th.
 * Hand back any work that has been collected last week.
 * Hand back any work that was collected last week.


 * Thursday, January 17th, 2013**

6th Grade


 * Reading Test
 * Silent Reading in //Tuck Everlasting//

//7th Grade//
 * Review of the 24-hour No Complain Challenge
 * How hard was it? Was it easy at any time?
 * Did it get easier throughout the day?
 * Did it change your mood?
 * Who was it hardest to NOT complain to?
 * Class Discussion
 * "Education makes one easy to lead, but difficult to drive; easy to govern, but impossible to enslave."- attributed to Lord Brougham
 * 5 minutes self writing to how that quote can apply to the individual student.
 * 10 minute discussion and share
 * Small groups
 * Answer the questions on the handout. be sure to try and use quotations and scenes from the diary to answer the questions.
 * Why do you think that Anne and her family didn't celebrate at the fact that they did not have to learn?
 * Why do you think that it was important for them to continue to challenge their minds during this trying time?
 * Start a list of things Anne studies in the Annex. Please include page numbers.
 * Whole Class
 * Share responses from groups.
 * Start a whole class lists of studies.

8th Grade
 * 5-minute silence exercise
 * Quiz on Beginning to The Sixth Tuesday
 * Whole class discussion


 * Wednesday, January 16th, 2013**

6th Grade
 * Discuss //Tuck Everlasting//
 * Hero's Journey
 * Assistance (continued)
 * The Tucks become Winnie's Assistants through the journey.
 * Departure
 * Winnie enters into the Hero's Journey's SPECIAL WORLD. Find descriptions of the Tucks' home.
 * Compare this to Winnie's home (the Ordinary World)
 * With these descriptions and differences, draw the Tucks home. Try to include as much detail from the descriptions as possible.
 * Trials
 * Tucks Dinner Table Scene
 * The Row Boat Scene
 * Review for Test
 * Playing BINGO for bonus points.

7th Grade
 * Introduce the topic of **Technical Words, Formal and Informal Language**
 * Read background and fill out the KWL chart
 * Read, in small groups, the essay, and fill Chart with technical words, formal language, and informal language.
 * Answer the two short-essay questions.

8th Grade
 * 5 minute silence exercise
 * Discuss "The Fourth Tuesday" as whole class then small groups.

6th Grade
 * Tuesday, January 15th, 2013 **
 * Closing review of Debate
 * How did the debate go?
 * If the judges awarded you, what do you think gave you "the edge?"
 * If the judges did not award you, what do you think you could have done more?
 * Was it hard to find research on this topic?
 * Did anyone's personal opinion change after researching
 * Review for Test
 * Point of View
 * Review definitions (1st person, 3rd person, omniscient, objective, and limited)
 * Identify different points of view.
 * Discuss "How does writing in different points of view affect the reading of a story?"
 * Making Judgments
 * Review definitions (Judgment, assertion, evidence, reliable/creditable)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Determine whether or not evidence is reliable and creditable.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Discuss "Why is it important that evidence be reliable and creditable?"
 * <span style="font-family: Arial,Helvetica,sans-serif;">Discuss "How do we, as critical readers, find reliable evidence?"
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Assignment: Review for Jeopardy and Discussion. **

<span style="font-family: Arial,Helvetica,sans-serif;">7th Grade
 * Pass out handout.
 * Read Introduction and Background.
 * Do Anticipation and Before Your Read activity.
 * Read "The Life of an American Cowboy" on pp 452 - 455
 * Do While You Read Activity
 * Discussion: "Does it matter what words you use or how you speak if you are being honest and sincere?"
 * Discussion: "Does the author sound like a cowboy in the essay? How do you know? Is it important that he does or does not?"
 * **Assignment: Complete handout for tomorrow. Quiz Grade.**

<span style="font-family: Arial,Helvetica,sans-serif;">8th Grade
 * <span style="font-family: Arial,Helvetica,sans-serif;">Tuesday's With Morrie "The Second Tuesday" and "Third Tuesday" Discussion
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review the critical ideas in the "Second Tuesday"
 * <span style="font-family: Arial,Helvetica,sans-serif;">Mitch and Morrie visited for several hours.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Morrie managed, despite his illness, to remain the same person Mitch so fondly remembered.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Mitch realized that, although he was successful and busy, he was mostly unsatisfied and unfulfilled.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Morrie announced that living unhappily is just as sad as dying.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Morrie said that he would eventually suffocate to death and guessed that he had only four or five months left to live.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Mitch agreed to come back and see Morrie again.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Prompt: Everybody has a certain personality and certain characteristics that are both good and bad. Make a list of your bad habits and characteristics. Which ones would you like to change in the future? How are you going to do that? Can anybody help you with this?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review critical ideas in the "Third Tuesday"
 * <span style="font-family: Arial,Helvetica,sans-serif;">Mitch devoted himself to work and nothing but work.
 * <span style="font-family: Arial,Helvetica,sans-serif;">When Mitch returned to Detroit after doing work in London, he lost one of his jobs and became confused and depressed.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Mitch called Morrie and they agreed that Mitch would visit on Tuesday.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Mitch remembered that the conversations he had with Morrie at Brandeis were fatherly in nature.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Activity: When you die, you don't want to think about all the things you wished you did. Write down a list of twenty things you really want to do before you die. Keep that list close to you in the future and look at it once in a while.
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Assignment: Read thru "The Fourth Tuesday" in Tuesday With Morrie for Tomorrow. **


 * <span style="font-family: Arial,Helvetica,sans-serif;">January 14th, 2013 **

<span style="font-family: Arial,Helvetica,sans-serif;"> 6th Grade
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review of Debate Rules and Procedures
 * No talking unless ask by the Moderator (Mr. McGhee) or one of the judges.
 * Listen attentively and politely to the other team's argument.
 * Take notes when necessary.
 * Speak in a loud, clear, confident voice.
 * Be polite in your critique of other team's argument.
 * Support your teammates.
 * Win and lose graciously.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Class debate
 * Coin flip to see who will present first.
 * 1st team's argument (1 minute)
 * 2nd team's counter-argument.(1 minute)
 * Back and forth until all have spoken (1 minute each person with 30 seconds afterward to decide which team member will present next.)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Judges' Decision and Explanation
 * Judge's Present their verdict and decision with a brief reason why they are voting the way they are. Judges, please make the vote on the basis of the argument's merit (research credibility, speaker's persuasion, etc.) and not our personal opinions.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Closing review
 * How did the debate go?
 * If the judges awarded you, what do you think gave you "the edge?"
 * If the judges did not award you, what do you think you could have done more?
 * Was it hard to find research on this topic?
 * Did anyone's personal opinion change after researching

<span style="font-family: Arial,Helvetica,sans-serif;">7th Grade
 * <span style="font-family: Arial,Helvetica,sans-serif;">Vocab IntroductionAny additional time will be left for Silent Reading of Anne Frank's Diary of a Young Girl
 * Small Groups of 3
 * Read the word and definition
 * Create a definition in their own words
 * Create a sentence using the word in context (that means, "I was told to use anonymous in a sentence" is not a valid sentence.)
 * Present Words to class

<span style="font-family: Arial,Helvetica,sans-serif;">8th Grade
 * <span style="font-family: Arial,Helvetica,sans-serif;">5 minutes silence
 * <span style="font-family: Arial,Helvetica,sans-serif;">Living Funeral
 * Each person will step up to the podium and deliver their memory or share their feelings on the person chosen for their class (3D: Dillon Krier and Chelsea Costa, 5D: Richie Ervin and Haleigh Williams)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Discussion on The Second and Third Tuesdays
 * Small Groups
 * How did Morrie deal with feeling sorry for himself?
 * What do you do when things go wrong? (write reaction on loose leaf.)
 * Compare this to Morrie's reaction.
 * Whole Group
 * What is the most common reaction when something goes wrong?
 * Compare this to Morrie's reactions.