September 22 - 26

Assignments listed here represent the "Plan" for the week.  Plans of course are subject to change as needed, so this should not be considered the last word on what will take place in class or will be assigned for homework.  When plans do change however, the changes will be reflected here (hopefully by the evening of the day in which they are known to exist).

Week #5

Ott Class Help Pass
clip and use for the week of 9/
22

Students who need extra help or assistance may see me Tuesday - Friday in the morning before or after school.

Extra Help is available this week.

Students may use this pass to get help with assigned work .

Students without passes may not be permitted
to enter the
building before school.

All 8th Grade ELA Classes  (7th Grade - scroll down)

Monday

  • Students will begin class with 10 minutes of independent reading.

  • Students will then review the expectations for the two weekly routine assingments that are dependent on their daily independent reading.  Students will navigate to Mr. Ott's Virtual classroom on the classroom Website to view student samples of these assignments.  Students are encouraged to go here if they wonder if they are doing their work correctly.

  • Mr. Ott will once again model the daily reading log and take students through another Word Work word to help those who need reinforcment for this assignment.

  • Students will will be given remaining time to either finish up their Amplify Lesson 2 revision from last week, or they may use the time to get some additional reading time completed to meet the daily 30 minutes that is expected.

Homework: Students should take home their novel and begin their nightly 30 minutes of independent reading.  Four Reading Logs and 2 Word Work words are due by Friday.

Tuesday

  • Students will begin class with 10 minutes of indpendent reading.

  • Students will then begin 8A Perspectives and Narrative SU2 L3.  In this lesson students will be focusing their writing on adding details that reflect emotion.

  • Students will then reexamine a painting of by Peter Bruegel, focussing on the various emotions reflected in specific scenes.  Their observations will be discussed.

  • We will then examine two differnt versions of a description of a canoe trip to see which one more clearly reflects the narrator's feelings about this experience.

  • Finally, students finish class reviewing the process they will complete tomorrow turning one of their table-mate's writings into a script that can be emotionally reinacted by the students at that table.  Students will begin sharing their latest writing zooming in on a specific moment from an enjoyable experience.  We will complete the process tomorrow and act out one experience from each table.

Homework: Students should take home their novel and begin their nightly 30 minutes of independent reading.  Four Reading Logs and 2 Word Work words are due by Friday.

Wednesday

  • Students will begin class with 10 minutes of independent reading.

  • Students will then review their  work from Tuesday before continuing Activity 5 from 8A SU2 L3 Focusing on the Moment.

  • Students select one student writing from their table and adapt a skit to act out that moment.  Three groups will act out their work before we individually complete Activities 6-8.

Homework: Students should take home their novel and begin their nightly 30 minutes of independent reading.  Four Reading Logs and 2 Word Work words are due by Friday.

Thursday

  • Students will begin class with 10 minutes of independent reading.

  • Students will then view a brief set of videos clarifying the relationship between mood and tone in story telling. Students will then move to Activity 3 of Lesson 4 where they will examine strategies for including details to establish tone. Students will complete activities 3-5  before ending the day.
Homework: Students should take home their novel and begin their nightly 30 minutes of independent reading.  Four Reading Logs and 2 Word Work words are due by Friday.

Friday

  • Students will begin class with 10 minutes of independent reading.

  • Students will reflect on their revisions from yesterday's writing before continuing the lesson.  Students will then complete a timed writing on one awful moment they experienced recently at school or one terrific moment (if they cannot think of a terrible moment).  Their objective will be to clearly communicate the emotion of that moment. Student volunteers willl share their writing with their table and received feedback.  Volunteers will be encouraged to share their experiences with the class.

  • Students will wrap up the lesson with the solo activity adding emotion to another student's writing.

  • Students will be given the rest of time to finish up their assignments for the week.

Homework: Students who are current on their assignments do not have homework this weekend.

7th Grade Honors ELA

Monday

  • Students will begin class with 10 minutes of independent reading.

  • Students will be introduced to The DOG, a weekly grammar supplement to their Amplify lessons.  WE will go through the entire 5 step process breaking down the given sentence into all of its grammatical parts.

  • Students will then review expectations for the routine assignments each week.  Word Work and Reading logs will be modeled and students will examine how to view student exemplars for these assignments from Mr. Ott's Virtual Classroom.

  • We will finish the period with a model of another Word Work Word for students who need reinforcement.

Homework: Students should take home their novel and begin their nightly 30 minutes of independent reading.  Four Reading Logs and 2 Word Work words are due by Friday.

Tuesday

  • Students will begin class with 10 minutes of  independent reading.

  • Students will then begin the Vocabulary lesson for 7A SU2 L2.

  • Student will then examine some of the exemplary writing from the previous lesson to identify the details which bring those responses to life.  We will then move on to Activity 4 reading a brief passage and examining the types of detail used to help the reader understand the writer's point of view.

  • Students then prepare to use the previously discussed types of details in a response examining the brief moment they realized they were able to do something that they had never been able to do before.  Students will write for at least 10 minutes before handing in their work.

  • Remaining time may be used for independent reading.

Homework: Students should take home their novel and begin their nightly 30 minutes of independent reading.  Four Reading Logs and 2 Word Work words are due by Friday.

Wednesday

  • Students will begin class with 10 minutes of independent reading.

  • Students will then complete the vocabulary lesson for Red Scarf Girl 7A SU2 L3 Vocabulary.  Following the vocabulary activity students will complete Activities 2-4 examining how an author can zoom into a particular moment.

Homework: Students should take home their novel and begin their nightly 30 minutes of independent reading.  Four Reading Logs and 2 Word Work words are due by Friday.

Thursday

  • Students will begin class with 10 minutes of  independent reading.

  • Students will then complete SU2 L3 Writing about a moment that they were able to accomplish something they have never been able to do before.

  • Student volunteers will be encouraged to share with the class and receive feedback from their peers.

  • Remaining time may be used for independent reading.

Homework: Students should complete their 30 minutes of independent reading for the day.

Friday

  • Students will begin class with 10 minutes of independent reading.

  • We will then begin the vocabulary lesson for Red Scarf Girl 7A SU2 L4 Choosing Your Moment.

  • Students will be selecting a boring moment and zooming in on details that make the moment interesting to the reader.  We will push to comlete Activities 2-5 and finish the day describing our most boring moment.

Homework: Students who are current on their assignments do not have homework this weekend.