Mr. Kiesler's Language Arts Page
Hello parents and students! Please use this website for weekly agendas and upcoming assignments, quizzes, tests, and projects. I will update weekly (around 7:00 pm on Sunday).
The majority of assignments in my class are on Canvas. I will inform you if any assignment is not located on Canvas. Students, you should actively look on Canvas for posts, assignments, and any other important information.
Students that miss class or do not complete assignments during class are responsible for completing them by the following day.
Students will actively read an outside novel (beyond the EL Curriculum) throughout the year. Please refer to the Projects page for more information. There is one more book report project for the year. I will explain to students what we will do and post the information in the newsletter and on this site next week.
Agenda for Week of 4/15-4/19:
MONDAY-- QUIZ--"The Monsters Are Due on Maple Street". The quiz will cover dialogue, character motivation, plot, tone/mood, and theme. Students may use their Character Motives sheet and script for the quiz.
TUESDAY--learn about and discuss the Dust Bowl. In place of students reading an independent novel for the last book report project, we will read Out of the Dust in class. It will take approximately two weeks to read the novel, complete class assignments, and take quizzes. There will be a final book report project after completing the novel. We will use a digital copy of Out of the Dust that is on Google Classroom (there is a PDF and audio book). Students who are absent are expected to read what is missed in class! HOMEWORK: vocab words for next Monday's quiz (it's called "Vocabulary Words for Out of the Dust (Winter and Spring)". The words are posted on Canvas.
WEDNESDAY--begin reading Out of the Dust. During Wolftime, students will take the last NC Check-In benchmark. This is the closest test that resembles an EOG, so I expect all students to take notes that we have practiced all year and put in a full effort. This test is a strong gauge for me to see where students are at heading toward the EOG.
THURSDAY--continue reading Out of the Dust.
FRIDAY--continue reading Out of the Dust.
Agenda for Week of 4/8-4/12:
MONDAY--go over central idea, irony, foreshadowing, theme, and cause and effect. Discuss the Cold War and how it affected our nation. Begin reading "The Monsters Are Due on Maple Street". We will focus on dialogue, character motivation, plot, tone/mood, and theme. There will be a quiz next Monday (4/15) on "The Monsters Are Due on Maple Street". Students may use their Character Motives sheet for the quiz.
TUESDAY--Begin reading "The Monsters Are Due on Maple Street". We will focus on dialogue, character motivation, plot, tone/mood, and theme. Students will work on a "Character Motives" worksheet as we are reading.
WEDNESDAY--no school. Teacher Workday.
THURSDAY--finish reading "The Monsters Are Due on Maple Street". Respond to questions about "The Monsters Are Due on Maple Street".
FRIDAY--Watch the "The Monsters Are Due on Maple Street". The quiz will be on Monday (4/15).
Agenda for Week of 3/18-3/22:
MONDAY--begin "Is There Life on Mars?" week. Each day we will focus on Mars and space through different genres. Students will maintain a "Mars Journal" to take notes and respond to questions. This journal will be used for the quiz on Thursday.
TUESDAY--continue "Is There Life on Mars?".
WEDNESDAY--last day for "Is There Life on Mars?".
THURSDAY--QUIZ: "Is There Life on Mars?". Students will need to answer questions in written responses. Students will need to use their "Mars Journal" to answer questions and cite evidence from their journal. We are well into the third quarter--I have high expectations for all students to submit high quality responses!
FRIDAY--field trip to United Skates of America!
Agenda for Week of 3/11-3/15:
MONDAY--NO SCHOOL, Teacher Workday!
TUESDAY--introduce and begin book report project. The project is posted on Canvas and we will work on it all week. It is due on Monday, March 18th, but most students will finish it in class! Students will work on the project in class (through Friday), and I will post the directions and rubric under the "Projects" page on this site and on Canvas.
WEDNESDAY--continue book report project.
THURSDAY--continue book report project.
FRIDAY--last day for book report project. Students who don't finish the project in class must do so at home. The project is due Monday, March 18th!
Agenda for Week of 3/4-3/8
MONDAY--Read "A Sound of Thunder." Respond to questions.
TUESDAY--NO SCHOOL! Teacher workday.
WEDNESDAY--watch "A Sound of Thunder." Respond to questions.
THURSDAY--QUIZ: "A Sound of Thunder." Students will need to focus on plot, tone and mood, theme, foreshadowing, symbolism, cause and effect, characterization, protagonist and antagonist, and vocab.
FRIDAY--reward for good scores on the last NC Check-In. All classes exceeded the average from the last NC Check-In (and the test was more difficult than the first). I am aiming to take students outside, but I will keep an eye on the weather.
Agenda for Week of 2/26-3/1
MONDAY--"Search for Tomorrow". We will focus on how humans try to achieve perfection in an imperfect world.
TUESDAY--read "Humans of the Future Could Grow Webbed Feet" and "Plastic Surgery 30 Years From Now". Respond to questions.
WEDNESDAY--Watch "Number 12 Looks Just Like You" and respond to questions.
THURSDAY--watch movie clips and determine the pros and cons of advances in technologies. Read "There Will Come Soft Rains" and respond to questions.
FRIDAY--watch "The Age of AI: How Far is Too Far?" Respond to questions. Students who didn't get a 100% on the third grade spelling quiz will retake the quiz (this is the third retake). I shared the Google Slides presentation on Canvas. The Google Slides has all the words and apostrophe lesson.
Agenda for Week of 2/19-2/23:
MONDAY–no school, Presidents Day!
TUESDAY–no school, teacher workday!
WEDNESDAY–Finish learning about Muhammad Ali's life and impact on society. "Ali vs. Frazier I: The Greatest Fight of All Time." Read this article that many regard to be an important event that transcended sports and impacted American culture and society.
THURSDAY–practice theme. Learn rhyme scheme and rhythm; assonance and consonance. Practice.
FRIDAY–students who didn't get a 100% on the third grade spelling quiz will retake the quiz. I shared the Google Slides presentation on Canvas. The Google Slides has all the words and apostrophe lesson. Read "Annabel Lee." Respond to questions and focus on rhyme scheme, rhythm, assonance and consonance.
Agenda for Week of 2/12-2/16:
MONDAY–go over the second NC Check-In. Students will get their scores, go over the test, and focus on the "red flag" questions (questions where the average were in 50% or less). Read Walt Whitman's poem, "O Captain! My Captain"; paraphrase, and respond to questions.
TUESDAY–read Langston Hughes' poem, "Harlem (Dream Deferred)"; paraphrase, and respond to questions. Read and listen to Martin Luther King, Jr.'s "I Have a Dream" speech and respond to questions.
WEDNESDAY–Learn about and discuss Muhammad Ali's impact on American and world culture.
THURSDAY– "Ali vs. Frazier I: The Greatest Fight of All Time." Read this article that many regard to be an important event that transcended sports and impacted American culture and society.
FRIDAY–third grade spelling quiz (yes, it is finally happening). I shared the Google Slides presentation on Canvas. The Google Slides has all the words and apostrophe lesson. Practice genre (figuring out which type).
Agenda for Week of 2/5-2/9:
MONDAY–watch and listen to "The People Could Fly"; respond to questions. Observe photos of slavery and Reconstruction in America.
TUESDAY–begin watching "Amend: The Fight for America (Episode 1)". This video focuses on the 13th Amendment and how Frederick Douglass influenced the passing of this amendment.finish watching "Amend: The Fight for America (Episode 1)." Respond to questions about Frederick Douglass.
WEDNESDAY–read "The Slave Trade and Abolition," highlight the main ideas, and respond to questions.
THURSDAY–read Walt Whitman's poem, "O Captain! My Captain"; paraphrase, and respond to questions. Read Langston Hughes' poem, "Harlem (Dream Deferred)"; paraphrase, and respond to questions.
FRIDAY–read and listen to Martin Luther King, Jr.'s "I Have a Dream" speech and respond to questions.
Agenda for Week of 1/29-2/2:
MONDAY–complete questions for "The Green Killer" assignment. Read Langston Hughes' poem "Mother to Son" and Walt Whitman's poem, "O Captain! My Captain". Students will paraphrase and respond to questions.
TUESDAY–NC Check-In (during Wolftime). This is the second reading benchmark of the year. Students need to try their best on this test. This is the closest test to an EOG, so I take/use this data seriously! Begin working on the final project for Lyddie: Working Conditions Website (this project is a group project that will be completed in class).
WEDNESDAY–LIBRARY DAY. Students will return books and circulate for the next book report project. Students must finish reading their novel by March 12th. After checking out books, students will continue to work on the Working Conditions Website.
THURSDAY–--continue the Working Conditions Website.
FRIDAY–Propaganda Book Report Project due! Students may drop off their posters and flyers to me before Core 1. Please do not fold your posters! Last day for the Working Conditions Website.
Agenda for Week of 1/22-1/26:
MONDAY–introduce book report project. I will explain the project and attach the instructions, rubric, and examples on Canvas and on this webpage. Students will have eleven days to complete the project at home (due Feb. 2nd).
TUESDAY–read Lyddie, chapters 22 and chapter 23 (end of Lyddie). Maintain Reader's Notes, discuss the resolution, and determine what this means for Lyddie (the protagonist).
WEDNESDAY–NO SCHOOL, teacher workday!
THURSDAY–--"The Green Killer" assignment. Students will read various genres and respond to questions.
FRIDAY–finish "The Green Killer" assignment. Next week we will begin the final project for Lyddie. This is a group project and students will work on it in class.
Agenda for Week of 1/15-1/19:
MONDAY–no school, Martin Luther King, Jr. Day.
TUESDAY–read chapter 19 in Lyddie. Maintain Reader's Notes. Revisit the argument, should Lyddie sign the petition? With their groups, students will type a three paragraph, argumentative essay.
WEDNESDAY–complete the argumentative essay. Begin reading chapter 20.
THURSDAY–read Lyddie, chapters 20 and 21. Maintain Reader's Notes.
FRIDAY–finish Lyddie, chapters 22 and 23. Maintain Reader's Notes. PLEASE NOTE: The next book report project begins Monday, January 22. All students must finish their novels before this date!
Agenda for Week of 1/8-1/12:
MONDAY–Lyddie Mid-Unit Assessment. Students may use the novel and their Reader's Notes for the test.
TUESDAY–students will consider whether or not Lyddie should sign the petition, write down their reasons, and back their reasons up with quotes from the novel. Using the Anchor Chart examples posted on the whiteboard (Hours, Compensation, Health, Safety, and Environment, Treatment of Individual Workers, Treatment of Groups of Workers, and Child and Forced Labor), students will find how these examples shape the plot in Lyddie.
WEDNESDAY–read chapter 15 and 16 and maintain Reader's Notes.
THURSDAY–learn about propaganda and why it is used. Look at American WWII posters. Students will figure out the bias, emotional factors, semantic slanting, and figurative language used for each poster.
FRIDAY–read chapters 17 and 18. Maintain Reader's Notes.
Agenda for Week of 1/1-1/5:
MONDAY–no school.
TUESDAY–teacher workday, no school.
WEDNESDAY–read chapter 12 and 13 in Lyddie. Respond to questions and maintain Reader's Notes.
THURSDAY–read chapter 14 in Lyddie. Maintain Reader's Notes. Students will consider whether or not Lyddie should sign the petition, write down their reasons, and back their reasons up with quotes from the novel. There will be a mid-unit assessment on chapters 1-14 on Monday. Students may use the novel and their Reader's Notes on the assessment.
FRIDAY–watch "Eye of the Beholder" and focus on the theme of conforming in society. This theme has been developing throughout Lyddie, and this lesson will reintroduce students to this theme.
Agenda for Week of 12/18-12/22:
MONDAY–Watch "Night of the Meek." Focus on central idea, plot, theme, irony, and characterization.
TUESDAY–watch first part of Elf. Students will respond to questions that compare and contrast Lyddie with Buddy the elf.
WEDNESDAY–Elf. Respond to questions comparing Lyddie to Buddy. Winter break ELA contest. With their group, students will work on ELA puzzles. The group that gets everything correct first wins.
THURSDAY–winter break.
FRIDAY–winter break.
Agenda for Week of 12/11-12/15:
MONDAY–read chapter 8 in Lyddie. Maintain Reader's Notes.
TUESDAY–LIBRARY DAY--students will circulate (return old books and get new books) for the next book report project. Students will have six weeks to complete their novel--no excuses! Please make sure your child is reading his or her novel every day.
WEDNESDAY–read chapter 10 in Lyddie. Maintain Reader's Notes.
THURSDAY–read chapter 11 in Lyddie. Maintain Reader's Notes.
FRIDAY–"Five Characters in Search of an Exit". Focus on characterization, irony, protagonist/antagonist, plot, symbolization, foreshadowing, and central idea.
Agenda for Week of 12/4-12/8:
MONDAY–introduce Job Fair Book Report Project. Students must complete the application and Interview Notes for tomorrow (Tuesday).
TUESDAY–Job Fair interviews.
WEDNESDAY–final interview with the "president" (depending on time, I may need to extend the project through Thursday).
THURSDAY–read Lyddie, chapters 7 and 8; maintain Reader's Notes
FRIDAY–continue reading Lyddie, chapters 9 and 10. Maintain Reader's Notes.
Agenda for Week of 11/27-12/1:
MONDAY–discuss child labor in the late 19th and early 20th centuries. Students will watch videos depicting working conditions during this time and focus on six key categories--hours; compensation; health, safety, and environment; treatment of individual workers; treatment of groups of workers; child and forced labor--and how these categories influenced the American Industrial Revolution.
TUESDAY–we are starting our next EL novel, Lyddie. We will read chapter 1 and begin chapter 2 in Lyddie. Students will maintain Reader's Notes.
WEDNESDAY–read chapter 3 and begin chapter 4 in Lyddie. Continue maintaining Reader's Notes.
THURSDAY–read Lyddie, chapter 4. Maintain Reader's Notes. Focus on characterization.
FRIDAY–Lyddie check-in QUIZ: chapters 1-4. Students may use the novel and Reader's Notes for the quiz. Continue reading Lyddie, chapter 5. Maintain Reader's Notes. Make sure you have finished your book report novel before Monday!
Agenda for Week of 11/13-11/17:
MONDAY--read “the Lottery” and respond to questions. We will focus on foreshadowing, setting, plot, irony, allusion, symbolism, and dialect.
TUESDAY--watch “Time Enough at Last” and respond to questions. We will focus on characterization, situational irony, and allusion.
WEDNESDAY--no school.
THURSDAY--Thanksgiving!
FRIDAY--no school.
Agenda for Week of 11/13-11/17:
MONDAY--begin reading "The After Hours". We will focus on plot, tone, mood, theme, author’s purpose, symbolism, characterization, foreshadowing, science fiction vs. fantasy, and vocabulary words. Students should study the vocab words for "The After Hours" for about 10 minutes a day. The flashcards are on Quizlet, and the Quizlet link is posted on Canvas.
TUESDAY--continue reading “The After Hours.” Practice "The After Hours" vocab words.
WEDNESDAY--watch “The After Hours.” Complete worksheet on "The After Hours".
THURSDAY--QUIZ: “The After Hours.” Know vocab, plot, tone/mood, theme, author’s purpose, symbolism, characterization, foreshadowing, science fiction vs. fantasy.
FRIDAY--read two nonfiction stories that relate to "The After Hours". Students will read, highlight the main ideas, and respond to questions.
Agenda for Week of 11/6-11/10:
MONDAY– Students will watch BTN book report projects and assess the projects of their peers. Fix up Two Voice Poems. Practice using "vivid verbs" in writing.
TUESDAY–Teacher Workday; no school!
WEDNESDAY–Two Voice Poems due--students must walk into class with their project completed. I will show students how to publish their Two-Voice Poem and where to turn it in. Discuss the "Star Spangled Banner". Paraphrase the lyrics, learn the history behind it, and how the song has shaped our country.
THURSDAY–observe and discuss iconic American pictures and how they shaped American culture. Students will type the tone, mood, and a theme that fits each image.
FRIDAY–Veterans Day, no school!
Agenda for Week of 10/30-11/3:
MONDAY–Halloween stories!
TUESDAY–continue working on two-voice poem.
WEDNESDAY–NO SCHOOL, Teacher Workday.
THURSDAY–continue working on two-voice poem.
FRIDAY–continue two-voice poem. Students who don't complete the two-voice poem in class must complete it by Monday, Nov. 7th!
Agenda for Week of 10/23-10/27:
MONDAY–BTN book report is due. Students must submit their rough drafts on Canvas and share their Animoto link on the Google Forms page (also on Canvas). Continue reading A Long Walk to Water, chapters 14 and 15. Maintain Reader's Notes.
TUESDAY–LIBRARY DAY--students will circulate (return old books and get new books) for the next book report project. Students will have six weeks to complete their novels--no excuses! Please make sure your child is reading his or her novel every day.
WEDNESDAY–continue reading chapters 16 and 17 in A Long Walk to Water and maintain Reader's Notes.
THURSDAY–finish reading A Long Walk to Water (chapter 18). Read mission statement and listen to Salva Dut.
FRIDAY–students will create a two-voice poem using A Long Walk to Water, the Reader's Notes, and the articles we read throughout the novel. We will work on this project in class through next Thursday, and students who don't finish the project in class will have to complete it at home (due Monday, November 6th). This is a project grade and it will count toward the second quarter.
Agenda for Week of 10/16-10/20:
MONDAY–begin book report project. I will introduce the book report project in class, and students will begin working on the outline. The project will be posted on Canvas and on this website under the "Projects" page. Students must complete the outline before starting the final project. Students will work on the project the entire week; any student that doesn't complete the project in class must complete it at home. This project is due on Monday, October 23rd.
TUESDAY–continue working on the book report project.
WEDNESDAY–continue working on the book report project.
THURSDAY–continue working on the book report project.
FRIDAY–last day to work on the book report project in class. Students who don't complete the project in class must complete the project at home (due Monday, October 23rd).
Agenda for Week of 10/9-10/13:
MONDAY–no school, Teacher Workday!
TUESDAY–figurative language test. Students will need to be able to locate and identify examples of figurative language in various poems. Students need to be comfortable finding simile, metaphor, alliteration, onomatopoeia, oxymoron, hyperbole, idiom, personification, and repetition. The definitions and examples for the highlighted figurative language is on Canvas (under Poetic Terms (Figurative Language)). This is a test grade, so students must be prepared for this!
WEDNESDAY–continue reading A Long Walk to Water, chapters 11 and 12. Maintain Reader's Notes.
THURSDAY–read "Time Trip: Sudan's Civil War." Students will highlight the main ideas, use context clues to define key words, and respond to questions.
FRIDAY–read chapter 13 in A Long Walk to Water and complete Reader's Notes. Go over "third grade" spelling words for the upcoming spelling quiz. All book report novels must be completed before Monday, October 16th!
Agenda for Week of 10/2-10/6:
MONDAY–Watch "Third From the Sun". Respond to questions about "Third From the Sun". HOMEWORK: students must study the vocab words for "All Summer In a Day" (about 5-10 minutes a day). The vocab words are posted on Google Classroom and there is a link for a Quizlet (with the words) as well. The vocab words will be on the "All Summer In a Day" quiz this Friday.
TUESDAY–Learn about and discuss science fiction vs. fantasy. Learn about Venus. Begin reading "All Summer in a Day". Students will focus on plot, figurative language, characterization, tone (how setting affects tone), foreshadowing, theme and irony.
WEDNESDAY–continue and finish reading "All Summer in a Day". Complete worksheet about "All Summer in a Day". Practice figurative language.
THURSDAY–watch "All Summer in a Day". Compare and contrast the text to the video. Practice figurative language.
FRIDAY–quiz on "All Summer in a Day". Know the story (the text version). Questions will involve the vocabulary words, setting, tone, theme, foreshadowing, irony, characterization, plot, and figurative language. Bring your novel to read after finishing your quiz.
Agenda for Week of 9/18-9/22:
MONDAY–focus on culture, time, and place in A Long Walk to Water. As the setting changes throughout the novel, students will determine which one of these factors affects either protagonist. Read chapter 3 and continue the Reader's Notes.
TUESDAY–read chapters 4 and 5 continue the Reader's Notes. Focus on main ideas, inferences, and plot.
WEDNESDAY–QUIZ: culture, time and place in chapter 5. This quiz is going to be very similar to the assignment from Monday! All students must bring their novel for the book report project with them to class.
THURSDAY–go over "third grade" spelling words for the upcoming spelling quiz. Read, "Sudanese Tribes Confront Modern War". Highlight the main ideas and respond to questions.
FRIDAY–complete "Sudanese Tribes Confront Modern War". Read chapter 6 in A Long Walk to Water.
Agenda for Week of 9/11-9/15:
MONDAY–go over the nonfiction assignment, "James Harrison Is Right, You Shouldn't Get a Prize for Showing Up" with a focus on highlighting the main ideas. Learn about and discuss 9/11.
TUESDAY–focus on figurative language and paraphrasing poetry. In Wolftime, all students will take part one of the FASTtrack universal screener.
WEDNESDAY–introduction to A Long Walk to Water. Read chapter 1 and begin taking notes. We will focus on main ideas and inferences and type them in the Reader's Notes (on Canvas). Students will have a hard copy of the novel in the classroom, and a digital copy (on Canvas) that they should open at home if absent from school or need to refer to the novel. In Wolftime, all students will take part two of the FASTtrack universal screener.
THURSDAY–read chapter 2 in A Long Walk to Water. Students will complete Reader's Notes with their partner.
FRIDAY–focus on Culture, Time, and Place in chapters 1 and 2 in A Long Walk to Water.
Agenda for Week of 9/4-9/8:
MONDAY–NO SCHOOL: Labor Day!
TUESDAY–tone, mood, and theme. What's the difference between tone and mood? What is theme? Can my students convey a strong theme based on a variety of plot lines?
WEDNESDAY–students will show their complete understanding of plot, protagonist, antagonist, tone, mood, and theme after watching the Twilight Zone episode "A Kind of Stopwatch".
THURSDAY–.LIBRARY DAY! Students will get a quick orientation from Ms. Baissa, the media center specialist, before choosing their first book for the first book report project. Students will read their novel in the library during class. Please go to the "Projects" page on my website to see the book report project expectations (I went over them in class on the first day of school with the students).
FRIDAY–read nonfiction article, "James Harrison Is Right, You Shouldn't Get a Prize for Showing Up", and practice nonfiction note-taking skills and short response answers.
Agenda for Week of 8/29-9/2:
MONDAY–first day of school! I will introduce the rules and procedures, expectations, and what we are going to cover this year.
TUESDAY–getting to know you activities.
WEDNESDAY–the importance of reading and writing and what it means for you.
THURSDAY–all about plot. I want to see what students know about plot!
FRIDAY–tone, mood, and theme. What's the difference between tone and mood? What is theme? Can my students convey a strong theme based on a variety of plot lines?
Students that miss class or do not complete assignments during class are responsible for completing them by the following day.
Students will actively read an outside novel (beyond the EL Curriculum) throughout the year. Please refer to the Projects page for more information. There is one more book report project for the year. I will explain to students what we will do and post the information in the newsletter and on this site next week.
Agenda for Week of 4/15-4/19:
MONDAY-- QUIZ--"The Monsters Are Due on Maple Street". The quiz will cover dialogue, character motivation, plot, tone/mood, and theme. Students may use their Character Motives sheet and script for the quiz.
TUESDAY--learn about and discuss the Dust Bowl. In place of students reading an independent novel for the last book report project, we will read Out of the Dust in class. It will take approximately two weeks to read the novel, complete class assignments, and take quizzes. There will be a final book report project after completing the novel. We will use a digital copy of Out of the Dust that is on Google Classroom (there is a PDF and audio book). Students who are absent are expected to read what is missed in class! HOMEWORK: vocab words for next Monday's quiz (it's called "Vocabulary Words for Out of the Dust (Winter and Spring)". The words are posted on Canvas.
WEDNESDAY--begin reading Out of the Dust. During Wolftime, students will take the last NC Check-In benchmark. This is the closest test that resembles an EOG, so I expect all students to take notes that we have practiced all year and put in a full effort. This test is a strong gauge for me to see where students are at heading toward the EOG.
THURSDAY--continue reading Out of the Dust.
FRIDAY--continue reading Out of the Dust.
Agenda for Week of 4/8-4/12:
MONDAY--go over central idea, irony, foreshadowing, theme, and cause and effect. Discuss the Cold War and how it affected our nation. Begin reading "The Monsters Are Due on Maple Street". We will focus on dialogue, character motivation, plot, tone/mood, and theme. There will be a quiz next Monday (4/15) on "The Monsters Are Due on Maple Street". Students may use their Character Motives sheet for the quiz.
TUESDAY--Begin reading "The Monsters Are Due on Maple Street". We will focus on dialogue, character motivation, plot, tone/mood, and theme. Students will work on a "Character Motives" worksheet as we are reading.
WEDNESDAY--no school. Teacher Workday.
THURSDAY--finish reading "The Monsters Are Due on Maple Street". Respond to questions about "The Monsters Are Due on Maple Street".
FRIDAY--Watch the "The Monsters Are Due on Maple Street". The quiz will be on Monday (4/15).
Agenda for Week of 3/18-3/22:
MONDAY--begin "Is There Life on Mars?" week. Each day we will focus on Mars and space through different genres. Students will maintain a "Mars Journal" to take notes and respond to questions. This journal will be used for the quiz on Thursday.
TUESDAY--continue "Is There Life on Mars?".
WEDNESDAY--last day for "Is There Life on Mars?".
THURSDAY--QUIZ: "Is There Life on Mars?". Students will need to answer questions in written responses. Students will need to use their "Mars Journal" to answer questions and cite evidence from their journal. We are well into the third quarter--I have high expectations for all students to submit high quality responses!
FRIDAY--field trip to United Skates of America!
Agenda for Week of 3/11-3/15:
MONDAY--NO SCHOOL, Teacher Workday!
TUESDAY--introduce and begin book report project. The project is posted on Canvas and we will work on it all week. It is due on Monday, March 18th, but most students will finish it in class! Students will work on the project in class (through Friday), and I will post the directions and rubric under the "Projects" page on this site and on Canvas.
WEDNESDAY--continue book report project.
THURSDAY--continue book report project.
FRIDAY--last day for book report project. Students who don't finish the project in class must do so at home. The project is due Monday, March 18th!
Agenda for Week of 3/4-3/8
MONDAY--Read "A Sound of Thunder." Respond to questions.
TUESDAY--NO SCHOOL! Teacher workday.
WEDNESDAY--watch "A Sound of Thunder." Respond to questions.
THURSDAY--QUIZ: "A Sound of Thunder." Students will need to focus on plot, tone and mood, theme, foreshadowing, symbolism, cause and effect, characterization, protagonist and antagonist, and vocab.
FRIDAY--reward for good scores on the last NC Check-In. All classes exceeded the average from the last NC Check-In (and the test was more difficult than the first). I am aiming to take students outside, but I will keep an eye on the weather.
Agenda for Week of 2/26-3/1
MONDAY--"Search for Tomorrow". We will focus on how humans try to achieve perfection in an imperfect world.
TUESDAY--read "Humans of the Future Could Grow Webbed Feet" and "Plastic Surgery 30 Years From Now". Respond to questions.
WEDNESDAY--Watch "Number 12 Looks Just Like You" and respond to questions.
THURSDAY--watch movie clips and determine the pros and cons of advances in technologies. Read "There Will Come Soft Rains" and respond to questions.
FRIDAY--watch "The Age of AI: How Far is Too Far?" Respond to questions. Students who didn't get a 100% on the third grade spelling quiz will retake the quiz (this is the third retake). I shared the Google Slides presentation on Canvas. The Google Slides has all the words and apostrophe lesson.
Agenda for Week of 2/19-2/23:
MONDAY–no school, Presidents Day!
TUESDAY–no school, teacher workday!
WEDNESDAY–Finish learning about Muhammad Ali's life and impact on society. "Ali vs. Frazier I: The Greatest Fight of All Time." Read this article that many regard to be an important event that transcended sports and impacted American culture and society.
THURSDAY–practice theme. Learn rhyme scheme and rhythm; assonance and consonance. Practice.
FRIDAY–students who didn't get a 100% on the third grade spelling quiz will retake the quiz. I shared the Google Slides presentation on Canvas. The Google Slides has all the words and apostrophe lesson. Read "Annabel Lee." Respond to questions and focus on rhyme scheme, rhythm, assonance and consonance.
Agenda for Week of 2/12-2/16:
MONDAY–go over the second NC Check-In. Students will get their scores, go over the test, and focus on the "red flag" questions (questions where the average were in 50% or less). Read Walt Whitman's poem, "O Captain! My Captain"; paraphrase, and respond to questions.
TUESDAY–read Langston Hughes' poem, "Harlem (Dream Deferred)"; paraphrase, and respond to questions. Read and listen to Martin Luther King, Jr.'s "I Have a Dream" speech and respond to questions.
WEDNESDAY–Learn about and discuss Muhammad Ali's impact on American and world culture.
THURSDAY– "Ali vs. Frazier I: The Greatest Fight of All Time." Read this article that many regard to be an important event that transcended sports and impacted American culture and society.
FRIDAY–third grade spelling quiz (yes, it is finally happening). I shared the Google Slides presentation on Canvas. The Google Slides has all the words and apostrophe lesson. Practice genre (figuring out which type).
Agenda for Week of 2/5-2/9:
MONDAY–watch and listen to "The People Could Fly"; respond to questions. Observe photos of slavery and Reconstruction in America.
TUESDAY–begin watching "Amend: The Fight for America (Episode 1)". This video focuses on the 13th Amendment and how Frederick Douglass influenced the passing of this amendment.finish watching "Amend: The Fight for America (Episode 1)." Respond to questions about Frederick Douglass.
WEDNESDAY–read "The Slave Trade and Abolition," highlight the main ideas, and respond to questions.
THURSDAY–read Walt Whitman's poem, "O Captain! My Captain"; paraphrase, and respond to questions. Read Langston Hughes' poem, "Harlem (Dream Deferred)"; paraphrase, and respond to questions.
FRIDAY–read and listen to Martin Luther King, Jr.'s "I Have a Dream" speech and respond to questions.
Agenda for Week of 1/29-2/2:
MONDAY–complete questions for "The Green Killer" assignment. Read Langston Hughes' poem "Mother to Son" and Walt Whitman's poem, "O Captain! My Captain". Students will paraphrase and respond to questions.
TUESDAY–NC Check-In (during Wolftime). This is the second reading benchmark of the year. Students need to try their best on this test. This is the closest test to an EOG, so I take/use this data seriously! Begin working on the final project for Lyddie: Working Conditions Website (this project is a group project that will be completed in class).
WEDNESDAY–LIBRARY DAY. Students will return books and circulate for the next book report project. Students must finish reading their novel by March 12th. After checking out books, students will continue to work on the Working Conditions Website.
THURSDAY–--continue the Working Conditions Website.
FRIDAY–Propaganda Book Report Project due! Students may drop off their posters and flyers to me before Core 1. Please do not fold your posters! Last day for the Working Conditions Website.
Agenda for Week of 1/22-1/26:
MONDAY–introduce book report project. I will explain the project and attach the instructions, rubric, and examples on Canvas and on this webpage. Students will have eleven days to complete the project at home (due Feb. 2nd).
TUESDAY–read Lyddie, chapters 22 and chapter 23 (end of Lyddie). Maintain Reader's Notes, discuss the resolution, and determine what this means for Lyddie (the protagonist).
WEDNESDAY–NO SCHOOL, teacher workday!
THURSDAY–--"The Green Killer" assignment. Students will read various genres and respond to questions.
FRIDAY–finish "The Green Killer" assignment. Next week we will begin the final project for Lyddie. This is a group project and students will work on it in class.
Agenda for Week of 1/15-1/19:
MONDAY–no school, Martin Luther King, Jr. Day.
TUESDAY–read chapter 19 in Lyddie. Maintain Reader's Notes. Revisit the argument, should Lyddie sign the petition? With their groups, students will type a three paragraph, argumentative essay.
WEDNESDAY–complete the argumentative essay. Begin reading chapter 20.
THURSDAY–read Lyddie, chapters 20 and 21. Maintain Reader's Notes.
FRIDAY–finish Lyddie, chapters 22 and 23. Maintain Reader's Notes. PLEASE NOTE: The next book report project begins Monday, January 22. All students must finish their novels before this date!
Agenda for Week of 1/8-1/12:
MONDAY–Lyddie Mid-Unit Assessment. Students may use the novel and their Reader's Notes for the test.
TUESDAY–students will consider whether or not Lyddie should sign the petition, write down their reasons, and back their reasons up with quotes from the novel. Using the Anchor Chart examples posted on the whiteboard (Hours, Compensation, Health, Safety, and Environment, Treatment of Individual Workers, Treatment of Groups of Workers, and Child and Forced Labor), students will find how these examples shape the plot in Lyddie.
WEDNESDAY–read chapter 15 and 16 and maintain Reader's Notes.
THURSDAY–learn about propaganda and why it is used. Look at American WWII posters. Students will figure out the bias, emotional factors, semantic slanting, and figurative language used for each poster.
FRIDAY–read chapters 17 and 18. Maintain Reader's Notes.
Agenda for Week of 1/1-1/5:
MONDAY–no school.
TUESDAY–teacher workday, no school.
WEDNESDAY–read chapter 12 and 13 in Lyddie. Respond to questions and maintain Reader's Notes.
THURSDAY–read chapter 14 in Lyddie. Maintain Reader's Notes. Students will consider whether or not Lyddie should sign the petition, write down their reasons, and back their reasons up with quotes from the novel. There will be a mid-unit assessment on chapters 1-14 on Monday. Students may use the novel and their Reader's Notes on the assessment.
FRIDAY–watch "Eye of the Beholder" and focus on the theme of conforming in society. This theme has been developing throughout Lyddie, and this lesson will reintroduce students to this theme.
Agenda for Week of 12/18-12/22:
MONDAY–Watch "Night of the Meek." Focus on central idea, plot, theme, irony, and characterization.
TUESDAY–watch first part of Elf. Students will respond to questions that compare and contrast Lyddie with Buddy the elf.
WEDNESDAY–Elf. Respond to questions comparing Lyddie to Buddy. Winter break ELA contest. With their group, students will work on ELA puzzles. The group that gets everything correct first wins.
THURSDAY–winter break.
FRIDAY–winter break.
Agenda for Week of 12/11-12/15:
MONDAY–read chapter 8 in Lyddie. Maintain Reader's Notes.
TUESDAY–LIBRARY DAY--students will circulate (return old books and get new books) for the next book report project. Students will have six weeks to complete their novel--no excuses! Please make sure your child is reading his or her novel every day.
WEDNESDAY–read chapter 10 in Lyddie. Maintain Reader's Notes.
THURSDAY–read chapter 11 in Lyddie. Maintain Reader's Notes.
FRIDAY–"Five Characters in Search of an Exit". Focus on characterization, irony, protagonist/antagonist, plot, symbolization, foreshadowing, and central idea.
Agenda for Week of 12/4-12/8:
MONDAY–introduce Job Fair Book Report Project. Students must complete the application and Interview Notes for tomorrow (Tuesday).
TUESDAY–Job Fair interviews.
WEDNESDAY–final interview with the "president" (depending on time, I may need to extend the project through Thursday).
THURSDAY–read Lyddie, chapters 7 and 8; maintain Reader's Notes
FRIDAY–continue reading Lyddie, chapters 9 and 10. Maintain Reader's Notes.
Agenda for Week of 11/27-12/1:
MONDAY–discuss child labor in the late 19th and early 20th centuries. Students will watch videos depicting working conditions during this time and focus on six key categories--hours; compensation; health, safety, and environment; treatment of individual workers; treatment of groups of workers; child and forced labor--and how these categories influenced the American Industrial Revolution.
TUESDAY–we are starting our next EL novel, Lyddie. We will read chapter 1 and begin chapter 2 in Lyddie. Students will maintain Reader's Notes.
WEDNESDAY–read chapter 3 and begin chapter 4 in Lyddie. Continue maintaining Reader's Notes.
THURSDAY–read Lyddie, chapter 4. Maintain Reader's Notes. Focus on characterization.
FRIDAY–Lyddie check-in QUIZ: chapters 1-4. Students may use the novel and Reader's Notes for the quiz. Continue reading Lyddie, chapter 5. Maintain Reader's Notes. Make sure you have finished your book report novel before Monday!
Agenda for Week of 11/13-11/17:
MONDAY--read “the Lottery” and respond to questions. We will focus on foreshadowing, setting, plot, irony, allusion, symbolism, and dialect.
TUESDAY--watch “Time Enough at Last” and respond to questions. We will focus on characterization, situational irony, and allusion.
WEDNESDAY--no school.
THURSDAY--Thanksgiving!
FRIDAY--no school.
Agenda for Week of 11/13-11/17:
MONDAY--begin reading "The After Hours". We will focus on plot, tone, mood, theme, author’s purpose, symbolism, characterization, foreshadowing, science fiction vs. fantasy, and vocabulary words. Students should study the vocab words for "The After Hours" for about 10 minutes a day. The flashcards are on Quizlet, and the Quizlet link is posted on Canvas.
TUESDAY--continue reading “The After Hours.” Practice "The After Hours" vocab words.
WEDNESDAY--watch “The After Hours.” Complete worksheet on "The After Hours".
THURSDAY--QUIZ: “The After Hours.” Know vocab, plot, tone/mood, theme, author’s purpose, symbolism, characterization, foreshadowing, science fiction vs. fantasy.
FRIDAY--read two nonfiction stories that relate to "The After Hours". Students will read, highlight the main ideas, and respond to questions.
Agenda for Week of 11/6-11/10:
MONDAY– Students will watch BTN book report projects and assess the projects of their peers. Fix up Two Voice Poems. Practice using "vivid verbs" in writing.
TUESDAY–Teacher Workday; no school!
WEDNESDAY–Two Voice Poems due--students must walk into class with their project completed. I will show students how to publish their Two-Voice Poem and where to turn it in. Discuss the "Star Spangled Banner". Paraphrase the lyrics, learn the history behind it, and how the song has shaped our country.
THURSDAY–observe and discuss iconic American pictures and how they shaped American culture. Students will type the tone, mood, and a theme that fits each image.
FRIDAY–Veterans Day, no school!
Agenda for Week of 10/30-11/3:
MONDAY–Halloween stories!
TUESDAY–continue working on two-voice poem.
WEDNESDAY–NO SCHOOL, Teacher Workday.
THURSDAY–continue working on two-voice poem.
FRIDAY–continue two-voice poem. Students who don't complete the two-voice poem in class must complete it by Monday, Nov. 7th!
Agenda for Week of 10/23-10/27:
MONDAY–BTN book report is due. Students must submit their rough drafts on Canvas and share their Animoto link on the Google Forms page (also on Canvas). Continue reading A Long Walk to Water, chapters 14 and 15. Maintain Reader's Notes.
TUESDAY–LIBRARY DAY--students will circulate (return old books and get new books) for the next book report project. Students will have six weeks to complete their novels--no excuses! Please make sure your child is reading his or her novel every day.
WEDNESDAY–continue reading chapters 16 and 17 in A Long Walk to Water and maintain Reader's Notes.
THURSDAY–finish reading A Long Walk to Water (chapter 18). Read mission statement and listen to Salva Dut.
FRIDAY–students will create a two-voice poem using A Long Walk to Water, the Reader's Notes, and the articles we read throughout the novel. We will work on this project in class through next Thursday, and students who don't finish the project in class will have to complete it at home (due Monday, November 6th). This is a project grade and it will count toward the second quarter.
Agenda for Week of 10/16-10/20:
MONDAY–begin book report project. I will introduce the book report project in class, and students will begin working on the outline. The project will be posted on Canvas and on this website under the "Projects" page. Students must complete the outline before starting the final project. Students will work on the project the entire week; any student that doesn't complete the project in class must complete it at home. This project is due on Monday, October 23rd.
TUESDAY–continue working on the book report project.
WEDNESDAY–continue working on the book report project.
THURSDAY–continue working on the book report project.
FRIDAY–last day to work on the book report project in class. Students who don't complete the project in class must complete the project at home (due Monday, October 23rd).
Agenda for Week of 10/9-10/13:
MONDAY–no school, Teacher Workday!
TUESDAY–figurative language test. Students will need to be able to locate and identify examples of figurative language in various poems. Students need to be comfortable finding simile, metaphor, alliteration, onomatopoeia, oxymoron, hyperbole, idiom, personification, and repetition. The definitions and examples for the highlighted figurative language is on Canvas (under Poetic Terms (Figurative Language)). This is a test grade, so students must be prepared for this!
WEDNESDAY–continue reading A Long Walk to Water, chapters 11 and 12. Maintain Reader's Notes.
THURSDAY–read "Time Trip: Sudan's Civil War." Students will highlight the main ideas, use context clues to define key words, and respond to questions.
FRIDAY–read chapter 13 in A Long Walk to Water and complete Reader's Notes. Go over "third grade" spelling words for the upcoming spelling quiz. All book report novels must be completed before Monday, October 16th!
Agenda for Week of 10/2-10/6:
MONDAY–Watch "Third From the Sun". Respond to questions about "Third From the Sun". HOMEWORK: students must study the vocab words for "All Summer In a Day" (about 5-10 minutes a day). The vocab words are posted on Google Classroom and there is a link for a Quizlet (with the words) as well. The vocab words will be on the "All Summer In a Day" quiz this Friday.
TUESDAY–Learn about and discuss science fiction vs. fantasy. Learn about Venus. Begin reading "All Summer in a Day". Students will focus on plot, figurative language, characterization, tone (how setting affects tone), foreshadowing, theme and irony.
WEDNESDAY–continue and finish reading "All Summer in a Day". Complete worksheet about "All Summer in a Day". Practice figurative language.
THURSDAY–watch "All Summer in a Day". Compare and contrast the text to the video. Practice figurative language.
FRIDAY–quiz on "All Summer in a Day". Know the story (the text version). Questions will involve the vocabulary words, setting, tone, theme, foreshadowing, irony, characterization, plot, and figurative language. Bring your novel to read after finishing your quiz.
Agenda for Week of 9/18-9/22:
MONDAY–focus on culture, time, and place in A Long Walk to Water. As the setting changes throughout the novel, students will determine which one of these factors affects either protagonist. Read chapter 3 and continue the Reader's Notes.
TUESDAY–read chapters 4 and 5 continue the Reader's Notes. Focus on main ideas, inferences, and plot.
WEDNESDAY–QUIZ: culture, time and place in chapter 5. This quiz is going to be very similar to the assignment from Monday! All students must bring their novel for the book report project with them to class.
THURSDAY–go over "third grade" spelling words for the upcoming spelling quiz. Read, "Sudanese Tribes Confront Modern War". Highlight the main ideas and respond to questions.
FRIDAY–complete "Sudanese Tribes Confront Modern War". Read chapter 6 in A Long Walk to Water.
Agenda for Week of 9/11-9/15:
MONDAY–go over the nonfiction assignment, "James Harrison Is Right, You Shouldn't Get a Prize for Showing Up" with a focus on highlighting the main ideas. Learn about and discuss 9/11.
TUESDAY–focus on figurative language and paraphrasing poetry. In Wolftime, all students will take part one of the FASTtrack universal screener.
WEDNESDAY–introduction to A Long Walk to Water. Read chapter 1 and begin taking notes. We will focus on main ideas and inferences and type them in the Reader's Notes (on Canvas). Students will have a hard copy of the novel in the classroom, and a digital copy (on Canvas) that they should open at home if absent from school or need to refer to the novel. In Wolftime, all students will take part two of the FASTtrack universal screener.
THURSDAY–read chapter 2 in A Long Walk to Water. Students will complete Reader's Notes with their partner.
FRIDAY–focus on Culture, Time, and Place in chapters 1 and 2 in A Long Walk to Water.
Agenda for Week of 9/4-9/8:
MONDAY–NO SCHOOL: Labor Day!
TUESDAY–tone, mood, and theme. What's the difference between tone and mood? What is theme? Can my students convey a strong theme based on a variety of plot lines?
WEDNESDAY–students will show their complete understanding of plot, protagonist, antagonist, tone, mood, and theme after watching the Twilight Zone episode "A Kind of Stopwatch".
THURSDAY–.LIBRARY DAY! Students will get a quick orientation from Ms. Baissa, the media center specialist, before choosing their first book for the first book report project. Students will read their novel in the library during class. Please go to the "Projects" page on my website to see the book report project expectations (I went over them in class on the first day of school with the students).
FRIDAY–read nonfiction article, "James Harrison Is Right, You Shouldn't Get a Prize for Showing Up", and practice nonfiction note-taking skills and short response answers.
Agenda for Week of 8/29-9/2:
MONDAY–first day of school! I will introduce the rules and procedures, expectations, and what we are going to cover this year.
TUESDAY–getting to know you activities.
WEDNESDAY–the importance of reading and writing and what it means for you.
THURSDAY–all about plot. I want to see what students know about plot!
FRIDAY–tone, mood, and theme. What's the difference between tone and mood? What is theme? Can my students convey a strong theme based on a variety of plot lines?