Everyone will do #1 at the same time…1. Read to Self or Read to Other (pp. 341-347 in

literature book. Purpose for reading: What is the main idea of each section? How do you know?)

2. Word Work (Combine the sentence sheets with the index cards in logical ways. Explain the meanings of your sentences to your partners.)

3. Writing (Write a paragraph explaining the connections between today’s two text. Read the directions in the folder.)

Critical Writing• Think about the connections between the two

non fiction texts you read today. How were they alike? How were they different?

• Write about the connections you recognize. You may focus on topic and author’s purpose. Use evidence (examples) from the text to support your writing.

RubricYour paragraph will be assessed in the following areas:Ideas & Supporting

DetailsOrganization Grammar &

ConventionsTopic sentence contains words from the prompt. More than two relevant pieces of evidence are used to support topic sentence. Reason for using selected evidence is explained.

4 3 2 1

Effective topic sentence opens paragraph and last sentence provides closure. Transitions such as for example, for instance, furthermore, however, although, and consequently are used.

4 3 2 1

Proper grammar and punctuation are used. Misspellings are minimal and do not prevent audience from understanding.

4 3 2 1

Word WorkStep 1: Read each of the mini posters. Step 2: Read each of the index cards (transitions and adverbs).Step 3: Come up with as many ways as possible to combine the mini posters with the index cards to form new sentences. The index cards can be used at the beginning or the middle.Step 4: Keep a tally of how many new sentences you create, BUT FIRST, verify with others on the team that the combination of sentences and transitions are logical. See the example below.

ExamplesA visit to Pompeii is like entering a time machine

although

You can see wide streets still with the ruts cut in the paving stones by the wheels of chariots.

A visit to Pompeii is like entering a time machine because

You can see wide streets still with the ruts cut in the paving stones by the wheels of chariots.

Across nearly 2,000 years, their twisted bodies are vivid witnesses of what happened on August 24, A.D. 79.

There are the people of Pompeii, overwhelmed as they tried to escape the horror that overtook their city.

In December, 1860, the era of scientific excavations had begun.

Giuseppe Fiorelli was appointed the Director of the Excavations at Pompeii.

The system of grids Fiorelli designed for the excavation was quite organized.

Archaeologists from all over the world come to see Fiorelli’s work at Pompeii even today.

Slowly and carefully, soil and volcanic debris was removed and the position of everything was recorded.

Charred wood, plaster, and brickwork was restored.

We know what the disaster was like for the people who lived in the region.

We have a letter written by a survivor who describe the tragedy.

Hardened lava from earlier explosions plug openings in composite volcanoes.

Violent eruptions occur.

Magma needs to be able to escape from volcanoes.

Thousands died due to the volcano's eruption.

They did not die from hot magma, but instead from superhot gases.

Authorities have launched a plan to prevent new deaths if Vesuvius explodes again.

They are offering residents cash incentives to move.

Nearly 600,000 people now live in towns that shadow the mountain.

Scientists warn it is only a matter of time before Vesuvius does erupt again.

1. Read to Self or Read to Other (Start by reading the fables. Purpose for reading: Identify the theme. Then, read your own book.)

2. Word Work (Play the game “One of these things is not like the other” to help you distinguish between theme and topic.)

3. Writing (Finish yesterday’s paragraph comparing the two text we read. If you finished it for homework, peer edit using the rubric. Revise for a final draft.)

Word Work• Topic is a few words related to the main idea or events

of a story.• Theme is a universal lesson about human nature, NOT

something that specifically happened in the story.

• Carefully read the words on each card. Decide if the words represent topics or lessons about human nature. Categorize the cards as topic or theme.

• Discuss with your group which words help support your choices. Then, work together to come up with the theme of EACH of the fables you read.

• Write the themes on ONE paper with all of your names.

Word Work• Topic is a few words related to the main idea or events

of a story.• Theme is a universal lesson about human nature, NOT

something that specifically happened in the story.

• Carefully read the words on each card. Decide if the words represent topics or lessons about human nature. Categorize the cards as topic or theme.

• Discuss with your group which words help support your choices. Then, work together to come up with the theme of EACH of the fables you read.

• Write the themes on ONE paper with all of your names.

1. Read to Self or Read to Other (book of your choice!)

2. Word Work (Create a personal spelling list of six words from the list of 20 in Unit 28 of the Spelling Connections book (p. 184). Look up each of the six words in the dictionary to learn the meaning. Then put the words into sentences.)

3. Writing (Using Active or Passive Voice in writing—this rotation is completed with Ms. Dean.)

Writing1. Use Post-It notes to write appropriate verbs

for the “Active Voice” sentences.2. Use Post-It notes to write appropriate verbs

for the “Passive Voice” sentences.3. Discuss what pattern or rules you see in the

completed sentences.4. Use the sentence strips to change active

voice sentences to passive, and then change passive voice sentences to active.

Writing1. Use Post-It notes to write appropriate verbs

for the “Active Voice” sentences.2. Use Post-It notes to write appropriate verbs

for the “Passive Voice” sentences.3. Discuss what pattern or rules you see in the

completed sentences.4. Use the sentence strips to change active

voice sentences to passive, and then change passive voice sentences to active.

Quiz Passive or Active

1. The teacher planned a pizza party.2. The pizza party was enjoyed by the students.3. After eating pizza, the students went to class.4. Before class, the pizza boxes were thrown

away.

“Tale of the Bundle”

1. Clear your desk of everything except a pen or pencil.

2. Preview title, pictures, text structure. Draw a conclusion about the genre and tell a partner.

3. Read the story ONCE without making any marks on the page.

4. Read the story a second time, this time making notes beside paragraphs, jotting questions you have, underlining important lines…

Nine Square Review

• What’s the difference between a detail from the story, an inference made from the story, and a conclusion drawn from the story?

Friday, February 28

1. Decide what test taking strategy you are going to try today.

2. Take the test. Read each passage TWICE.3. Apply your strategy.4. Answer questions on your answer document.5. Complete the Critical Writing assignment.6. Read a book of your choice.