Wednesday - Today we answered comprehension questions on "Harvesting Hope". We had discussed the answers yesterday, so this assignment was mainly to practice writing paragraphs with topic sentences, citing evidence, and explaining.
We continued practicing Action Verbs. We also continued planning for the Great Depression essay. We discussed the three questions from yesterday and began organizing the facts into the triple T-chart. Tomorrow, we will finish planning and begin writing. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Tuesday - We read the story of the week, "Harvesting Hope," which is about how Cesar Chavez helped farm workers earn better pay and better conditions. We also continued practicing Action Verbs. Today, we also started our essay about the Great Depression. Prompt - Write an essay explaining what happened during the Great Depression and how people from different walks of life helped each other. The students read through three sources and started answering the following questions to help them understand the main idea of each source: 1. (Using Source 1) What were some effects of the Great Depression on people's lives? 2. (Using Source 2) Why were Lange's pictures of the migrants more powerful than her other portraits? 3. (Using Source 3) How does the poem illustrate the problem farmers faced during the Great Depression? Tomorrow we are planning the essay with our usual T-Chart, after answering the questions. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Monday - we wrote the definitions of the new words. We also took lots of notes. Please review. Conclusion/Idioms Reference Materials (familiarize yourself by looking through a dictionary) Action Verbs We also watched a couple of short video clips introducing us to the essay we're starting tomorrow about The Great Depression and about Cesar Chavez (the story of the week).
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This week we're learning how to draw (come up) with conclusions and generalizations. We also talked about antonyms. We started a new essay about movie techniques. The sources are in the textbook, but the students are completing their essays in its entirety during class. They are given 45-60 minutes a day to work on them. That's plenty of time considering that the FSA writing test is only 2 hours.
We also continued practicing writing body paragraphs by giving the students written response comprehension questions for the story we're reading in class this week: "Dear Mr. Winston." Every written response (and body paragraph of essays) must begin with a topic sentence, evidence from text, and explanation/elaboration. Here are the questions with a sample answer: 1. Do you think Cara is "truly, genuinely sorry" for bringing the snake in the library? Use text evidence to support your answer. Sample Answer: Cara is not "truly, genuinely sorry" for bringing the snake into the library. The text says on pg. 262 that her parents made her write the apology letter to Mr. Winston. Cara also writes, "there was no way the snake could have escaped if you hadn't opened the box and dropped it on the floor." She blames Mr. Winston for what happened which shows that she is not really sorry. 2. On pg. 266, Cara makes excuses for her behavior. What text evidence can you cite? 3. After reading pg. 271, what conclusion can you draw about how Cara feels about the snake? What text evidence supports your conclusion? We took lots of notes today:
Fact and Opinion Greek and Latin Word Parts Common and Proper Nouns We also continued working on the Spice Essay. I helped the students plan. Here is what we completed together. I also showed them how to use their planning to write a body paragraph. Please review everything every day. Wednesday, October 31, 2017
We took lots of notes today. Please review. We will practice these skills tomorrow. Idioms Subject Pronouns Pronoun and Verb Agreement We also started a new essay today. We are only working on the essay in class. |
Mrs. Wilkie4th grade Reading and Language Arts Teacher. Archives
April 2018
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