Grade 10 level – Wordly Wise, Book 10, Lesson 15- Intro (pg. 145-146) Students will be introduced to their spelling words from the next lesson. They will begin studying the new words by reading their pronunciations as well as their meanings. They will copy each word five times to practice spelling as well as retention.
Grade 8 level- Wordly Wise, Book 8, Lesson 13- Intro (pg. 103-104) Students will be introduced to their spelling words from the next lesson. They will begin studying the new words by reading their pronunciations as well as their meanings. They will copy each word five times to practice spelling as well as retention.
Grade 4 level- Spelling Connections 4, Unit 19: Double Consonants, Final -le; Connections to Thinking (pg. 128) Students will be introduced to their new spelling words this week for the current unit. They will begin spelling and sorting their words into the following categories: double consonants with final -le and final -le. They will also draw lines between the syllables of the words in this exercise to help them get better familiarized with the sounds and phonological patterns.
Grade 10 level – Wordly Wise, Book 10, Lesson 15 – 15A Understanding Meanings (pg. 146-148)Students will read sentences and check to see if the spelling word is being used correctly in a sentence to understand its meaning. This activity will help students with vocabulary, in comprehending the meaning of the word along with context clues.
Grade 4 level- Wordly Wise, Book 8, Lesson 13 – 12A Finding Meanings (pg. 104-105) – Students will choose two phrases to complete a sentence that uses a spelling word correctly from Lesson 10. In this activity, they will be practicing vocabulary and also use context clues to help retain the meaning of the word.
Grade 4 level – Spelling Connections 4, Unit 19 (pg. 129) Connections to Vocabulary – Students will work on spelling and vocabulary exercises to practice and enforce word meaning/definition, word structure involving changing the letters of words as well as finding rhyming patterns, and finding synonyms (words with similar or the same meaning) to the words of their spelling list.
Grade 10 level – Wordly Wise, Book 10, Lesson 15 – 15B Using Words (pg. 148-149) Students will continue to practice vocabulary and meaning in this activity along with using context clues by determining whether or not a word from their list fits in given sentences. They will also practice using different forms of the words from their list to complete the sentences in the exercise.
Grade 8 level – Wordly Wise, Book 8, Lesson 12 – 12B Just the Right Word (pg. 105-106) Students will use vocabulary recognition, meaning, and context clues to complete this exercise. They will improve each of the following sentences by crossing out the bold phrase (which suggests meaning) and replacing it with the correct word.
Grade 4 level- Spelling Connections 4, Unit 19 (pg. 130) Connections to Reading- Students will work on exercises related to reading and their spelling words involving completing analogies (finding a relationship between words, usually involving meaning), idioms (a device of figurative language/an expression of a group words that has a meaning not deducible of the individual words themselves), as well as context clues. The exercises will help students to continue practicing spelling and vocabulary.
Grade 10 level – Wordly Wise, Book 10, Lesson 15 – 15C Word Study (pg. 149) In this activity, students will identify pairs of synonyms and antonyms within groups of words to practice and enforce meaning. They will also study for their spelling/vocabulary test the following day.
Grade 8 level – Wordly Wise, Book 8, Lesson 12 – 12D Word Study (pg. 107) In this activity, Students will use context clues and vocabulary (meaning/definition of words) based on given sentences to complete them with words from their spelling list. They will also study for their test the following day.
Grade 4 level – Spelling Connections 4, Unit 19 (pg. 131-132) Connections to Writing/Word Study- Students will proofread an opinion essay in which they identify and rewrite ten misspelled words correctly. Then, they will complete a word study activity involving pattern power (identifying rhyme and spelling patterns involving double consonants) and word building (identifying nouns and base words, alternative forms of their words such as gerunds). These activities will function as a study guide for the students’ test for the following day.
Students will take their spelling/vocabulary test of the week, according to the level they are performing on. Exercises in the test will include spelling out words and questions related to vocabulary.
Journal- Invent a new type of transportation for the future. Who uses it? Where does it go?
Lesson 2.1 – Capitalization: Sentences, Quotations, Letter Parts (pg. 67-68)
Students will learn when to capitalize in sentences, quotations, and letter parts. This is a mechanic of standard English that some students struggle with. They will identify the rules of capitalization: 1)capitalize the first word of every sentence, 2) capitalize the first word in direct quotations, 3) do not capitalize indirect quotation, 4) in a letter, capitalize the name of the street, the city, the state, and the month in the heading, 5)if a direct quotation is split and the second half is not a new sentence, do not capitalize, 6) in letters, also capitalize salutations and the name of the person who is receiving the letter. Students will complete “Rewrite It”(pg. 67), they will correctly rewrite sentences using capitalization. They will also complete “Proof It” (pg. 68), they will proofread a letter for errors in capitalization and correct them.
Journal- Make up a new planet and describe it.
Students will write an email to their teacher in which they will express their interest for a fun in-class activity or idea towards the end of the school year. They will need to be able to persuade the teacher. They will also be practicing writing, sentence structure, grammar, capitalization, and letter parts. They must proofread their emails before submission. The objective of this activity is to get students to practice email writing/etiquette, and to ameliorate their syntax, grammar, punctuation, and capitalization of words in English.
Journal – If you could create your own TV show, what would it be about? Why?
Lesson 2.2 – Capitalization: Names, Titles, and Places (pg. 69-70)
Students will identify proper nouns (specific people, places, and things) and remember that they must be capitalized in English. Titles of books, poems, songs, movies, plays, and newspapers, and magazines are proper nouns and must be capitalized. However, articles (a, an, the) and short prepositions(of, to, in, on) do not need to be capitalized. Titles associated with names are also capitalized. In “Proof It” activity (pg. 69), students will correct the mistakes in sentences containing proper nouns and titles. In “Rewrite It” activity (pg. 70), students will rewrite names and titles using correct capitalization.
Journal- What would make a better pet — a monkey or a peacock?
Lesson 2.3 – Capitalization: Other Proper Nouns (pg. 71-72) Students will identify other proper nouns in English that must be capitalized such as organizations (associations/businesses), departments of government, and sections of the country. Names of historical events, documents, times periods, nationalities, language, and teams must also be capitalized in English. In “Rewrite It” (pg. 71), students will rewrite the proper nouns provided in boldface so they are capitalized correctly. In “Proof It” (pg. 72), students will proofread and correct errors involving capitalization on a brief passage.
Journal- What would you do if you had superpowers? Why?
Lesson 2.4- End Marks (pg. 73-74) Students will identify the various end marks in English and when to use them: 1)periods: at the end of declarative sentences and some imperative sentences, 2)question marks: at the end of interrogative sentences, 3)exclamation points: at the end of exclamatory sentences, and at the end of imperative sentences or interjections that show strong urgency, strong surprise, or emotion. They will complete “Identify It”(pg. 73) in which they will choose the correct end mark to complete sentences, and “Complete It”(pg. 74) in which they will add end marks to the end of sentences in a given passage. Thus, students will be exposed to how to use end marks in sentences as well as paragraphs.
Daily Reading Comprehension
Skills Enforced: 1) Visual Information, 2) Nonfiction Text Features
Cold-Water Winter (pg. 151)
Voter Turnout (pg. 152)
Wheel Have Fun! Contract for Bicycle Rental (pg. 153)
Students will read the following three passages in class and talk about them as a group to contribute to a discussion regarding the passages’ content. They will focus on the skills mentioned above in “Skills Enforced”. They will practice identifying and comprehending common features of nonfiction text such as maps, graphs, and data tables. They will also examine and evaluate information that is depicted visually. Then, they will answer reading comprehension questions based on such skills.
Daily Reading Comprehension
Skills Enforced: 1) Character and Setting, 2)Theme
Satchmo the Great (pg. 173)
A Heavenly Lord of Judo (pg. 174)
Medicine for Those in Need (pg. 175)
Students will read the following three passages above in class and talk about their content to contribute to a class discussion. They will focus on the skills mentioned above: 1)Character and Setting-students will practice analyzing character and setting by looking at the traits and motivations of a character and where and when a passage’s events take place, 2)theme- the central message or lesson in a passage. Then, they will answer reading comprehension questions involving both skills.
Daily Reading Comprehension
Skills Enforced: 1)Character and Setting, 2)Theme
The Turtle Who Talked Too Much (pg. 176)
One House at a Time (pg. 177)
Students will read the following two passages above in class and talk about their content to contribute to a class discussion. They will focus on the skills mentioned above: 1)Character and Setting-students will practice analyzing character and setting by looking at the traits and motivations of a character and where and when a passage’s events take place, 2)theme- the central message or lesson in a passage. Then, they will answer reading comprehension questions involving both skills.
Nonfiction Reading Practice
Skills Enforced: 1)Summarizing, 2)Main Idea and Details, 3)Critical Thinking
Students will read the following pages: Senators and Representatives (pg. 16), The Great Compromise (pg. 17), and Electing the Congress (pg. 21). They will focus on the skills mentioned above: 1)summarizing – expressing the most important facts or ideas in a concise manner, 2)main idea and details- identifying the principal point as well as
information to support it, and 3)critical thinking – fundamentally questioning information. These readings are all about the United States Congress. They will answer reading comprehension questions focusing on these three skills.
Test: Students will take a reading comprehension test according to the level they are on or trying to get to based on the skills practiced during the week in order to determine the mastery of them as applied to different texts and contexts.
Lesson 6.1-Bar Graphs (pg. 65)
Students will learn how to read bar graphs as well as answer questions involving their data. Bar graphs are used to compare data. Thus, they will respond to questions involving the different categories vs. number of something. Questions will involve comparing popularity of something, sales, or another numerical concept based on the exercises following the lesson.
Lesson 6.2- Histograms (pg. 66)
Students will learn how to read histograms as well as analyze them. Histograms are a type of bar graph with consecutive categories and equal intervals; they are often used to analyze changes over a given time period. They will answer questions following the lesson regarding data interpretation, trend, the values of bars on the graph, as well as their differences in value.
Lesson 6.3- Line Graphs (pg. 67)
Students will learn how to read line graphs as well as analyze them. Line graphs are used to show how data changes over time. They will also define the concept of trend and whether the line presented in a line graph is increasing or decreasing overall. Then, they will work on data interpretation to answer questions such as trend, the highest and lowest points of the line, differences between points on the dependent variable. They will also try to recognize a pattern (or relationship) between the independent and dependent variables.
Lesson 6.4-6.5- Circle Graphs (pg. 68-69)
Students will learn how to read circle graphs as well as analyze them. Circle graphs show how a whole is divided. An entire circle represents 1 whole which is divided into sectors (functional parts of the whole). They will practice determining the percentages of the sectors, as well as determine the relationship between them in various contexts such as allowance, weekly salary, monthly budget, and schedules. This will also help students with life skills such as money management and scheduling.
Students will complete a review on the following topics covered in the week: bar graphs, histograms, line graphs, and circle graphs. This will use this review as a study guide to practice for the math quiz the following week covering the lessons stated above.
Florida USA: Chapter 4: Settlement and Conflict
Lessons- Spanish Expansion (pg. 80-85) and War With England (pg. 86-89)
Students will read the following lessons listed above on Spanish expansion in Florida and war with England. They will define the following terms: missionary, gristmill, cassina, mission, Castillo de San Marcos, coquina, loot, and treaty. They will read on the early conflicts faced by the Spanish in Florida as well as what life was like in St. Augustine.
Furthermore, they will also determine England’s impact on Florida regarding the Queen Anne’s War, King George’s War, as well as Florida becoming a British colony.
Florida USA: Chapter 4: Settlement and Conflict
Lessons- British Florida (pg. 90-94) and The Second Spanish Period (pg. 94-97)
Students will identify the changes regarding British control in Florida, the relationship between the Native Americans and British in Florida, the British in St. Augustine, as well as the American revolution. They will also put into chronological order the events of the Second Spanish Period such as the Spanish controlling Florida again, the War of 1812, the First Seminole War, and Florida becoming an American possession. They will define the following terms from both lessons: capital, plantation, indigo, Anglican, Tory, ally, and annex. For classwork/homework, students will complete the Chapter 4 Review (pg. 97) in which they will complete the Some Key Terms (1-5) and respond to one of the questions in Do Some Research and For Thought. Students will review the main historical concepts, events, and terms from Chp. 4 for their test on Friday.
Students will take a test on Chapter 4: Settlement and Conflict to determine mastery and comprehension of material regarding settlement and conflict in Florida from the mid-1700s to the early-1800s in relation to the Spanish, British, and the United States.
Students will take a quiz on the science lessons from last week: 1)Ecosystems, 2)Biomes.
Students will complete a lesson on the classification of animals into two groups: 1)vertebrates, 2)invertebrates. They will be able to describe the characteristics of vertebrates and invertebrates; as well as classify animals as mammals, reptiles, amphibians, birds, or fish. They will complete a worksheet in which they will name the different groups of vertebrates and invertebrates, respectively. They will also list the traits of each group as well as identify examples of each group.