Ms. Faircloth

Students had 10 minutes to finish their Afghan War Rugs. Then we read an article about Basic Human Rights. Students used the 3 Big Questions and the non-fiction signposts to highlight and annotate the article.

Today students worked on a text structures packet (#1). The packet asks them to use a graphic organizer to understand the information in a paragraph. This created a visual of the text structure.

Students worked on their Afghan War Rugs - which are due tomorrow.

Today we started focusing on Text Structures. Students added 2 reference sheets to their notebooks, then used the sheets to complete a half-page worksheet with sample paragraphs in each text structure. These also went into the notebook. Then, students completed a full-page independent practice worksheet with 5 text structures. The worksheet also asked them to create a graphic organizer for one of the paragraphs and to diagram the information in the text.

We continued work on the Afghan War Rug that we started on Day 2. This will be due on Monday.

Today students filled out their Quarterly Reading Record, giving their average pages per week and setting a goal for Q3. We also started the final project for The Breadwinner , which will be an Afghan War "Rug" that includes symbols and reflection about the novel. This will be due on Monday next week (first grade of 2nd semester). Supplies for the project are available from Ms. Faircloth.

Today students worked on Read Theory - taking at least 3 more quizzes.

Students took the Greek Word Roots Quiz (1-42) today. Then there was time for studying, finishing assignments, and reading.

Today we went to the library for students to study for the Word Roots quiz on Day 3. (They used the Quizlet found on the Word Work portion of this site.)

Today students worked on their Greek Word Roots Study Guide, with the goal of finishing 29-42. The quiz over 1-42 will be on Day 3 this week.

Today, after SSR, we continued reading Breadwinner . The last 15 minutes, we worked on Vocabulary - the chart in the back on the Reading Notebooks.

Today we continued working on Greek Word Roots. Quiz over 1-28 is on Monday, along with #15-28 study guide.

Today, after SSR, we continued reading Breadwinner .

Today, students continued working on their Greek Word Roots (15-28).

Today we continued reading Breadwinner , starting at Chapter 6.

Today, after a few minutes of study time, students took the quiz over Greek Word Roots 1-14. Then they continued working on their study guide. Word roots #15-28 are due by Friday.

Today students continued working on their Greek Roots study guide. (There will be a test over the first 21 words next week).

We continued reading from The Breadwinner. We also did a Vocab check and added words to the word wall.

Today we started reading our novel, The Breadwinner . Students also had about 20 minutes to work on vocabulary. There will be a Vocab check on Day 4 - students need at least 10 words filled out on their chart by Day 4. Students also need to turn in a Word Wall word this week. Using one of the slips of paper in the basket by the window, students need to choose one of their words and write it in LARGE letters on the slip. Then they should write the definition in smaller letters under the word. Make sure your name is on the back before you hand it in.

Today we started our study of the 42 most common Greek Word Roots. Students took a pretest to see what they know before the study. Then they were given the list of words. Using a spiral notebook (Note this mid-year supply need!) they glued the list into the front of their notebook. Then, dividing the space on the page up so they can fit at least 4 words per page, they started a Freyer chart for each word root. For each root, students need to create a study guide, with 4 words per page. The guide for each word should include 1) the root, 2) the meaning, 3) sample words using the root, and 4) a picture illustrating the meaning. NOTE - 6th period spent the first half of the period in the computer lab, finishing their theme analysis essays. These were DUE TODAY. Then we returned to the classroom so students could work on the word roots.

Today we went to the library so students could work on typing their FINAL DRAFT of the theme analysis. It was due today for Per 1 and 4.

Today we finished the DBI and filled out the last of the Notecatcher spaces. Students added one last set of thoughts to their notes, focusing on the lists of Taliban rules and Basic Human Rights from Amnesty International. Then, after discussion, students collected their thoughts about the rules in the space on page 2. Then, they considered everything they have seen over the three days of DBI, and chose the 4 pieces of evidence that have had the most impact on them, listing them at the top of Page 3. Then they finished the rest of the page's notes, making sure to collect their thoughts about the two essential questions at this point in their thinking.

Today we went to the library to start typing the final draft of the Theme Analysis essay. (If you are in 6th period Writing, we did Revision Stations today. You may come in outside of class and use the stations reference sheets to work on your paper one last time before you type it)

We continued building background for the next novel we will read. Students took time to Notice, Wonder, and Think about a photo essay and the set of documents (there are two files loaded here - one with single sided documents and one with the double-sided documents ) that we looked at in class. If you were absent, scroll through the documents and choose a few to read. Record what you notice, wonder, think on the Notecatcher . Spend about 20 minutes on this - you likely won't get through all of the documents, so pick and choose the ones that interest you.

Today we continued looking at background for the novel we will be reading next. We looked at images related to our next book and students took time to Notice, Wonder, and Think, making notes about what they saw.

Today we talked about including context for the examples used in the Theme essay. We looked at two examples - one with context and one without. Then students revised their essays to include context for each of the examples they have used. They also continued looking for evidence to support the topic sentences in each paragraph. Lastly, a clean draft was due to Ms. Faircloth today. If you were absent, you can give a handwritten draft to her when you return, or share a Google Doc with her (and she will try to give you some feedback using comments).

Today students were introduced to the basic question that will drive our next unit, covering the next two novels we will read together. What are basic human rights? We talked about what everyone needs to survive. We also talked about what other things are important as basic human needs/rights. Then, we looked at some images  and students took time to notice, wonder, and think about each one. We discussed these together and came up with some basic human rights to keep in mind as we read our next novels.

Today we reviewed the events of Red Kayak  and wrote a paragraph that summarized the events. This paragraph will become part of the Theme essay students are writing. Usually it belongs after the introduction, and may need a bit of revising to fit each student's individual paper, but the basics should be in each essay. Ask a classmate to copy the class paragraph down when you get back to class.