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"Double Dutch"
Below are constructed response questions that will be answered along with the novel below. All answers will not receive passing grades if they are not answered using the A.C.E method. Check week of 2/27/17 below for details about A.C.E.
Novel Quesitions
1. Who does Randy see on a talk show?
2. How long has it been since Randy has seen his father?
3. Who already knew Delia’s secret?
4a. What do you think will happen with Delia's and Randy's secret?
4b. What new eligibility rule for the eighth grade Double Dutch competitors upsets Delia?
5. Who calls Randy after he talks to Delia?
6. What is going to be installed in the school over the weekend?
7. What does Randy take to Clifford’s Pawn Shop?
8. Where does Yolanda go just before the Tolliver twins’ presentation?
9. Who notices Tabu and Titan running out of the classroom?
10. What does Tabu tell Yolanda she can do to thank him and Titan for saving her?
11. Who does Randy first tell about his dad?
12. Who is on the flyer Delia finds?
13. What does Delia’s team place in the eighth grade doubles competition?
14. Where has Randy’s dad been for the last six weeks?
15. Who does Randy stop by to see on his way to see his dad?

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This week we will attempt to complete the novel "Double Dutch" by Sharon Draper. Students will work on constructed response questions everyday while listening to the novel aloud. Below is a link to a 30 day free trial where you can read the book at home.

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Delia loves Double Dutch. And she's good at it. Really good. So good that her team has a chance to win the World Double Dutch Championships this year -- Delia is sure of it.

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In class, we are working on writing another argumentative essay. Students will choose to support the death penalty or not then write an argumentative essay for their choice. Below is the homework that will be taken up at the beginning of class this Friday. Students are to define each bold word, then complete the task for each word. These are testing vocabulary words.

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This sheet will help with completing "step#7" during the 1st paragraph.

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Students need to read the debate and complete all steps of this form. We will work on it in class tomorrow, but it will be due at the end of class.

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Week of 4/17/17 (Monday - Counterargument) 

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Week of 4/17/17 (Monday - Counterargument) 

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Below is a short video over counterargument. A counterargument paragraph should follow the supporting details in an argumentative essay

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Here is the scavenger hunt that goes with the debate below. DUE FRIDAY

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This is the debate that student will be writing their 1st Argumentative essay about.

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Week of 4/10/17 (Thursday - Argumentative Writing)

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Week of 4/10/17 (Thursday - Argumentative Writing)

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Today student revised argumentative writing. We worked on this topic back on 10/24/16 below as well. Student learned about writing the introduction in 3 parts on 1/30/17 below. We are now taking it to a higher level. Student have to write argumentative essays after reading to opposing side of an issue. Here is the video that was shown in class. above is the activity that we worked on. It will be taken up tomorrow.

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How to Write an Argumentative Essay by Shmoop

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The last few days, we have been learning how to find the theme in a poem. Student in 1st period were tasked with finding the theme in the poem "IF". The poem is attached below for students that needed more time analyzing each stanza. (Write down what each stanza is saying is your own words. It should be longer than 1 sentence.) The sheet has rhyme scheme on it, but it was used for theme also.

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How to find the theme of a poem prezi

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7 Steps to finding the theme or theme statement of a poem Reading out louds helps you to hear the rhythm of the poem amd how the words are supposed to sound together. 1. Read it out loud three times 2) Write down all the words you don't know and look them up.

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Week of 4/10/17 (Poetry/Figurative Language)

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Week of 4/10/17 (Poetry/Figurative Language)

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A the beginning of this week, we are working on understanding the theme in poetry. Below is a PPT that covers how to find the theme in poetry. Student took some notes from this PPT and practiced finding the theme in a Poem. This was shown in class on 4/10.

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Week of 4/3/17 (Poetry/Figurative Language)

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Week of 4/3/17 (Poetry/Figurative Language)

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Rhyme Scheme
Here is a link to the Prezi that students will use tomorrow in class. There is a lot of information that will be reviewed, so please study the Prezi.

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Discovering Rhyme Patterns I can... Identify and analyze rhyme scheme in various forms connect the text to the world Why is rhyme used? What is rhyme scheme? Rhyme can be used to emphasize certain words or ideas as well as link various parts of a poem together.

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Week of 4/3/17 (Poetry/Figurative Language)

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Week of 4/3/17 (Poetry/Figurative Language)

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Tuesday
For homework today, students are to create 2 poems. 1 poem should use at least 5 similes and the other poem should use at least 5 metaphors. Students should choose 2 family members or friends to write about.
(Heads UP) THERE MIGHT BE A POP QUIZ OVER SIMILE AND METAPHOR TOMORROW. "Wink Wink"

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Week of 4/3/17 (Poetry/Figurative Language) 

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Week of 4/3/17 (Poetry/Figurative Language) 

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Monday Handout

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Week of 4/3/17 (Poetry/Figurative Language)

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Week of 4/3/17 (Poetry/Figurative Language)

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Monday - Today students learned about simile and metaphor. Students were to complete the handout from class today at home. First, students watched the below video and identified the simile or metaphor from each lyric. Next, students had to answer "What two things are being compared & What is the deeper meaning of the comparision?" for each lyric. Tomorrow students will create poems using similes and metaphors.

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Students need to understand that characters do things in stories based on their character traits. Today, students worked together to create a character that had his or her own traits. After creating the character, students put that character into different situations and focused on how the characters' traits influenced the character.

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Week of 3/20/17 (Helpful Video about Characterization)

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Week of 3/20/17 (Helpful Video about Characterization)

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This character traits word search is due tomorrow. For extra credit, students can define all of the terms on a separate sheet of paper. The date says Monday, but it is due Wednesday.

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Week of 3/21/17 (Characterization and Character Traits)

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Week of 3/21/17 (Characterization and Character Traits)

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This week students are working on both characterization and character traits. Students need to be able to understand how an author is describing a character, that characters' main traits, and how that character would react of influence a different setting. On Monday, students took a non-graded pretest over characterization. On Tuesday, student worked in small groups to learn about characterization on a webquest. The webquest is below. Later this week, students will create a character (background and all) and place that character in different situations. PLEASE look at the videos on the webquest. I was unable to show all of them in class.

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A resource page for Educational Technology

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6 th Grade ELA Midterm Study Guide

-Make sure you know the nonfiction text features, their purpose and how to apply them.

-Identifying Text Structure and analyze the reason an author uses one text structure over the other.

-Answer constructive responses

-Distinguish between fact and opinion

-Understand the difference between implicit an explicit

Many of the resources below on this Padlet will help you study for the midterm.

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Students are evaluating student writings from a previous Milestones test. They are reading a prompt from a previous test, reading a student's answer to a questions from the test, and rating the student's answer. The link for the student examples and scores is below.

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Sample Student Work from the 2013 NYS ELA Common Core Test | EngageNY

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By looking at the student work, parents, teachers, and students can gain a better sense of what kind of answers earns students a better score. We can also look at this work and see what students know and are able to do at different levels.

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Week of 2/27/2017 ACE (Answer, Cite, Explain) resource

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Week of 2/27/2017 ACE (Answer, Cite, Explain) resource

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Week of 2/27/2017 ACE (Answer, Cite, Explain) resource

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Week of 2/27/2017 ACE (Answer, Cite, Explain) resource

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Overview of the ACE writing strategy for extended responses or body paragraphs. Answer, Cite, Explain.-- Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free.

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This week students are working on answering questions correctly. First, students are working on answering questions with multiple parts. We are learning that if one part is not answered, the entire question will be counted wrong. Lastly, students are working on use the A.C.E. (Answer, Cite, Explain) to create constructed/extended response questions. Students are reading their class novel and answering questions about their reading. Parents, please ask to see these answers and check to make sure they are using ACE to answer them.  Below you will find the first 2 easy questions that will be taken up for multiple part questions. Above you will find resources that show and help with ACE.

MULTIPLE PART QUESTIONS (DUE THURSDAY)
1.  What color would you paint the classroom? Why would you paint the classroom this color, and how would it be painted?

2.  Do you believe a hotdog is a sandwich? Explain your answer.

3.  What is one thing that you remember learning from school last week? Do you think that the information is useful? How could you use the information in real life?

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https://www.dropbox.com/s/uvdp37h3e4w7nvq/Informational%20Essay%20Book%20Project%20Student%20Sample.pdf?dl=0

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On Friday 2/17, I will pick up the 4 introduction practice activities from this week. They are worth 25 points a piece. Here they are just in case you missed one.

1.  Subject: Fruit & Vegetables

Main Points:

·      Vitamins,

·      Weight Control,

·      Disease Prevention

2.  Subject: Driving Lessons

Main Points:

·      Builds Confidence,

·      Give Guidance for beginners,

·      Increase abilities

3.  Subject: Traits of a good student

Main Points:

·      Works hard,

·      Pays attention,

·      Curious,

·      Respectful

4.   Subject:Removing Candy machines in schools

·      Student Health

·      Cost of candy

·      Overall Better Nutrition

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NONFICTION BOOK IS DUE 2/22/2017
- Make sure that all 4 chapters are complete essays. See helpful PPT at the book of this post.
-Include pictures, a table of contents, and a glossary
-All late work will receive 10pts off for every day it is late (This is a Major Test Grade)

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Additionally, this week we will continue to practice writing introduction paragraphs to essays. Each intro has a LEAD -- Bridge -- Thesis structure. Below is another checklist for the chapters as well. Use this one if it is easier to follow.
This is an example of a quality intro paragraph:
On Friday, February 19, 2011, life changed for an eighteen-year-old young man.He became very ill from a bacterial infection. His body could not fight the infection. Why? After a week of tests and examinations by several specialists, the diagnosis was made. He had leukemia, a cancer of the bone marrow. I am that young man. When a person finds out that he has cancer, just as I did, his whole world changes.A cancer patient is affected physically, psychologically, and socially by the impact of cancer. After reading this essay, you will better understand the effects of cancer.

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Writing an Informative Essay Simple Checklist

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This week students will complete their nonfiction books. Some students have done a great job of typing the books at home, however before we call them complete, they need to be revised and edited. Here is a copy of the checklist that will be used to grade the books. Make sure that each chapter checks off. This is the 5th grade version of the checklist, but the 6th grade version covers the same information.

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This week students will continue to work on their nonfiction book project. They need to choose between air pollution, water pollution, or recycling, decide what 4 chapters they want in their book, collect supporting details for each chapter, write each chapter (4 essays), and create their book. I am unable to attach the student sample, however if you would like one, please email me a request.  roderick.earl@hcbe.net

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2/1/2017 Nonfiction (Informational Essay) Book Project

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2/1/2017 Nonfiction (Informational Essay) Book Project

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Students will create a nonfiction book that consist of 4 chapters. Students will be allowed to select between air pollution, water pollution, or recycling as their book subject. While we will be taking notes from the resources in class, students are expected to take their own notes to support their ideas in each chapter from other resources outside of school. The due date is set for 2/10/17. Below is a link to Galileo. Use this link to find more information for your books.

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Today in class student learned and practices writing essay introduction paragraphs. The below PowerPoint was shown in class today. Please review the parts of the introduction paragraph, choose a topic, and practice writing them at home for extra help.

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Today in class, we shifted gears back to writing. We are learning that in order to write a good informational essay, writers need to collect information from a wide variety of places. We have taken notes over waste from books and videos (See videos for 1/24). We will take notes from articles tomorrow. The notes will be categorized into sections that will become the body of our essay. (Video #3)

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Today in class, we shifted gears back to writing. We are learning that in order to write a good informational essay, writers need to collect information from a wide variety of places. We have taken notes over waste from books and videos (See videos for 1/24). We will take notes from articles tomorrow. The notes will be categorized into sections that will become the body of our essay. (Video #2)

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Where Is The Biggest Garbage Dump On Earth?

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Today in class, we shifted gears back to writing. We are learning that in order to write a good informational essay, writers need to collect information from a wide variety of places. We have taken notes over waste from books and videos (See videos for 1/24). We will take notes from articles tomorrow. The notes will be categorized into sections that will become the body of our essay. (Video #1)

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Great Pacific Garbage Patch - Ocean Pollution Awareness

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READING LOGS WERE DUE TODAY. Many students didn't turn in their reading logs. Please turn them in ASAP! They are worth 200 points.

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Today students were introduced to a way to NEVER get a failing grade on a quiz in ELA every again. Attached is a copy of the test correction sheet. All students can use the sheet to raise the grade on any quiz in ELA. If you have a question about the sheet, please let me know.

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This week we have been working on Main Idea. Here is the video that explains main idea that was shown in class today. Students will take a 16 question quiz over the subject tomorrow. Be able to read a short and long passage and determine the main idea of separates parts and the whole piece. On the cite, there are some practice/games as well.

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Today students learned how to use their knowledge of text structures and text features to gather information from nonfiction text books.
QUIZ ALERT - students will have a quiz over text features and text structures on Friday.
Remember -
1) Text features help us learn and locate the information easier.
2) Be able to identify the correct text structure from a passage.

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Here are the last two text structures covered on Monday

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None-- Created using PowToon -- Free sign up at http://www.powtoon.com/ . Make your own animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Students will work on text structures to begin this week. Here is a video that covers 3 of the 5 covered in class on Monday.

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I do not have a digital copy of this homework sheet, but all students received a copy. Here are the items in case it needs to be done on a separate sheet of paper.

Check off each text feature as you find it. Then, describe the feature you found.
Visual Aids Description
illustration
photograph
diagram
map
chart or table
Organizational Aids Description
heading
subheading
caption
bold text
italic text
underlined text
keyword
sidebar
Print Features Description
table of contents
glossary
pronunciation
index

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Today students were given a text features scavenger hunt. They were to find the various text features within nonfiction books. The features that were not found, will need to be completed for homework. A copy of a reference sheet is attacked.

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 (Week of 1/4/17) Welcome Back (Nonfiction Reading & Writing)

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 (Week of 1/4/17) Welcome Back (Nonfiction Reading & Writing)

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Welcome back! We will be starting our nonfiction reading and writing units on Friday of this week. 1st students will take a pre-writing assessment to see what they already know about informational/explanatory writing(See below). On Friday, students will be introduced to nonfiction text structure. They will complete some classwork & weekend homework over text structures.

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Informative Explanatory On Demand Writing Assessment Prompt

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Students received a copy of the Final study guide on Friday. The final will cover theme, reading comprehension, and structuring an essay (5 sections/paragraphs). Tomorrow it will be checked off for completion. Students that complete the study guide will receive 5 points towards their final grade! Below is a sample of the writing prompt that will go also be on the final. Please practice one at home.
Writing Practice Final

Think of a topic or issue you care about, an issue about which you have a very strong opinion. Write an essay in which you will write your opinion or claim and argue why it is right, telling reasons why you feel that way.

Make sure you:

·       Write an introduction

·       State your claim

·       Give reasons and evidence

·       Organize your writing

·       Acknowledge counterclaims

·       Use transition words

·       Write a conclusion

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Today student began looking at past stories that where read in class to find some life lessons (Themes) that could be used to write a literary essay. Students will continue looking themes/lessons tomorrow as well as collecting support for their essays. READING LOGS ARE DUE NEXT MONDAY! They are worth double the points!

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Students should 1st be able to explain personal stereotypes in order to identify stereotypes in literature. Here are the questions that students completed in class today regarding stereotypes.

Just Because
Just because I am_______________________________________________________________,
I am not_________________________________________________________________
I am not_________________________________________________________________
I am not_________________________________________________________________
I am__________________________________________________.
Just because I am_______________________________________________________________,
I am not_________________________________________________________________
I am not_________________________________________________________________
I am not_________________________________________________________________
I am__________________________________________________.
Just because I am_______________________________________________________________,
I am not_________________________________________________________________
I am not_________________________________________________________________
I am not_________________________________________________________________
I am__________________________________________________.
Just because I am_______________________________________________________________,
I am not_________________________________________________________________
I am not_________________________________________________________________
I am not_________________________________________________________________
I am__________________________________________________.

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Here is the 2nd video that was shown in class today explaining gender stereotypes in literature.

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Children's Books Enforce Gender Stereotypes

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Take a look (especially if you have children) to see how children's books enforce gender stereotypes and sexist ideas.

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Students worked on this bias sheet today in class. If they did not finish it, they are to finish it at home. It will be taken up tomorrow.

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Here is a YouTube video that explain bias.

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Howard Ross Unconscious Bias Presentation Excerpt

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Many students get confused about bias - what it is and how to spot it in a piece of written work. This video can be easily made in to a full lesson - go to www.teachingresourcesfor.me for more resources around this subject. As a result, a lot of students don't look for the tell tale signs...

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This week students will work on noticing and identifying bias and stereotypes in their reading. This is part of becoming a critical reader. Last week students began reading in book clubs this other students. TWO WEEK READING LOGS ARE DUE TODAY! If they are not turned in on time, please turn them in late but completed.

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Week of 10/31/16 (Model for how to think and come up with a claim)

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Week of 10/31/16 (Model for how to think and come up with a claim)

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I notice that when people say mean things about Raymond, Squeaky reacts by saying, “I much rather just knock you down…” I wonder why the author included this detail about Squeaky. Maybe the author wants to show us that Squeaky is really angry over how people treat her brother. On the other hand, perhaps the author is showing us that Squeaky really loves Raymond. Maybe she loves him so much that she’s willing to fight for him. Or could it be that the author is trying to show that squeaky thinks it works better to fight than to talk through stuff?

Squeaky seems tough and angry, wanting to knock down people, but even though she seems tough. What shines through is how much she loves Raymond. He is disabled in some way, I am not sure how exactly, and having him tag along could make some people crazy, but she wants to stay near him and look out for him. They go everywhere together. If people tease her brother or treat him badly, Squeaky gets mad. She knows that he is different and that he can’t protect himself.

PROTECT. That is a good word for what Squeaky does for her brother. I wonder if she wants to protect her brother from the world. An example of this is when she makes him walk on the safe side of the sidewalk and knocks anyone down who picks on him. On the other hand, perhaps it is like she sees the whole world as enemies to her and Raymond.  So what I’m trying to say is she is lonely and she really wants people to respect her for running and to respect her brother like normal kids.

BIG IDEAS

·         Deep down, Squeaky just wants to protect Raymond.

·         Squeaky acts tough to people and pushes them away.

·         Squeaky really is lonely, but she doesn’t want people to know.

·         Deep down, she wants people to respect her

·         Deep down, she wants people to respect her brother

Claim – Squeaky is protective of both her brother and herself because she is lonely, her brother has special needs, and most of all because she wants them both to be respected.

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Week of 10/31/16 Resource (Video about Claim)

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Week of 10/31/16 Resource (Video about Claim)

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This week students are continuing to learn how to write Literacy Essays. Writing essays is don't a knew skill for students, but writing an essay about a character may be new so some. The writing work that students do is kept in the classrooms due to students misplacing notebooks and tearing paper out of their writing notebooks for personal use. The idea for the writing is to have students write about the main character of a story determining who the character really is deep down, determining what motivates that character, and lastly what does the character want the most. Students will create big ideas about the character, a claim for their paper, evidence, and ultimately a full essay. I have included some examples from class of the modeling used for the essay.

Below is a copy of the new reading log. If you download it, you can change the dates. This will not be taken up weekly.

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Here is the literary essay pre-assessment prompt for parents to look over with your children.

Think of a topic or issue you care about, an issue about which you have a very strong opinion. You will have 45 minutes to write an essay in which you will write your opinion or claim and argue why it is right, telling reasons why you feel that way. When you do this, draw on everything you know about essays. You will need to plan, draft, revise, and edit in one sitting. In your writing make sure you:

·     Write an introduction

·     State your claim

·     Give reasons and evidence

·     Organize your writing

·     Acknowledge counterclaims

·     Use transitions words

·     Write a conclusion

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On Wednesday, students took a Literary Essay writing pre-assessment. Since we have started a new unit, this pre-assessment will allow students to know what to expect as well as let me know how to teach them.
Thursday and Friday students will work on creating a structure that should be used while writing an essay. I will model the structure using the 3 little pigs as the subject. Check the resource for this week for the writing pre-assessment. READING LOGS ARE NOT DUE THIS WEEK.

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Week of 10/24/2016 (Monday -Wednesday) Explanation

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Week of 10/24/2016 (Monday -Wednesday) Explanation

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Students took the IBS test on Monday and Tuesday in Reading and vocabulary in their homeroom classes. Students went to their 1st and 2nd period classes on Monday and their 5th and 6th period classes on Tuesday. In class those days, student worked in groups to analyze political cartoon in order to identify the social issues addresses in the cartoons...Examples would be Bullying, racism, poverty, and gender equality. Also students finished watching the video "Throwing like a girl" and discusses the social issues from the video

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Here are the questions that students have to answer and have finished by tomorrow for the above story.

1.What are the social issues in the story?

2.What are the characters’ reactions to these issues?

3.How do the characters’ deal with these issues?

4.Does the character agree with the social norms of the issue? How do you know?

5. *What is the author saying about the social issue in the story?

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Week of 10/17/2016 (Thursday) Explanation

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Week of 10/17/2016 (Thursday) Explanation

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Due Tomorrow:
1) Reading Logs
2) All classwork from this week.

Students are reading to find the deeper meanings to a text. Currently we are looking for the social issues in a text and how the main characters learn from them.

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Week of 10/17/16 Resource (Raymond's Run Full Story)

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Week of 10/17/16 Resource (Raymond's Run Full Story)

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Week 10/17/16 Resource Video about the Anchor Text "Raymond's Run"

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Week 10/17/16 Resource Video about the Anchor Text "Raymond's Run"

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We have begun a new reading unit. We are working on students reading to understand and analyze social issues. These include bullying, racism, joblessness, homelessness, ect. The goal is to teacher student how to look at the bigger picture/meaning when they read.

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We will watch this video this week. Here it is if you want to preview it at home first.

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Writing a Personal Narrative for Kids - Episode 6: Revising

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Week of 9/26/2016 (Wed. & Thurs. Resource)

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Week of 9/26/2016 (Wed. & Thurs. Resource)

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Week of 9/26/2016 (Wed. & Thurs. Explanation)

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Week of 9/26/2016 (Wed. & Thurs. Explanation)

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Today students worked on creating Leads/Hooks for one of their flash drafts. The examples for students to model are in the attachment to the right.

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Week of 9/26/2016 (Resource for Tuesday)

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Week of 9/26/2016 (Resource for Tuesday)

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Some examples to write a great lead.-- Created using PowToon -- Free sign up at http://www.powtoon.com/ . Make your own animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Week of 9/26/2016 (Resource for Tuesday)

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Week of 9/26/2016 (Resource for Tuesday)

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Some examples to write a great lead.-- Created using PowToon -- Free sign up at http://www.powtoon.com/ . Make your own animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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1. Oct. 4 students will begin with a Language Arts multiple choice test

2. Oct. 5 students will take Social Studies, Language Arts writing test, and their 1st connection exams

3. Oct. 6 students will take Science, Math, and 2nd connection exams

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Week of 9/26/2016 (Resource for Tuesday)

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Week of 9/26/2016 (Resource for Tuesday)

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https://youtu.be/TOQ6DdXvtoM
This video will be used to lead the activity for Wednesday. Copy and Paste it in the address bar.

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This week we will begin where we left off with theme, but after Monday we will move back to Narrative Writing. Students will work on revision techniques and rewriting their flash drafts. More information will be provided as we encounter those topics. Today students took a pop quiz over theme and completed the handout to the right. The handout is DUE Tuesday

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Week of 9/19/2016 "Theme" (Thursday Explanation)

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Week of 9/19/2016 "Theme" (Thursday Explanation)

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Today we look at the difference between Theme & Topic. Additionally, we analyzed the book "Wilma Unlimited" for themes and watched a video about Theme vs. Topic. The book is shown below and the resource is to the right.   Lastly, students were to copy the anchor chart into their notes. We will have a quiz over Theme in the future.
DUE TOMORROW: Reading Logs (2nd period will get an extension)

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Setting | Character
A dark dungeon | A Beautiful  Princess
A sunny beach | The Principal
A Haunted House | Your Parent
A castle | A Spoiled Kid
In a college class | A Grumpy Old Man
Alone in the world  | A Witch

Questions

1. How will this character act in this setting?

2. Why would this character act this way?

3. How do you think the character will feel in this setting?

4. Why would this character feel this way?

Sample
The Beautiful Princess (A Dark Dungeon)

1. In this setting this character would…

2. This character would act this way because…

3. The character would feel…in this setting

4. The character would feel this way because...

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A Fun Animation Showing How the Setting Impacts a Story

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Students will work on comparing and contrasting how characters are affected by the setting of a story.  Later in the week, students will rediscover theme. DUE Thursday - Students are to answer 4 questions about each character after placing them into different settings.

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Hello Parents and students! This week students will be continuing to study characters. Specifically, we are looking at characters change over the course of a story. Much like people, characters are not always the same. Above you will find a copy of the story used by students in class as well as a copy of the weekly reading log. Thanks for visiting.
Below is a copy of the weekly Reading Log just in case you need it.

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The two week reading logs are due on Monday 11/14/2016! They will count double. Make sure to turn them in late if they are not on time.