2-27-09

Previous Next = = = February 27, 2009 =

Reminders:

 * Today there is an assembly so we have an assembly schedule:
 * **PERIOD 1** 8:00 9:14 (74)
 * NUTRITION 9:14 9:20 (6)
 * PASSING 9:20 9:29 (9)
 * **9:29-11:30 (Assembly. I do not have a period 2, so you will not need to take any of my classes to the assembly. This is my prep period.)**
 * LUNCH 11:30 12:00 (30)
 * PASSING 12:00 12:09 (9)
 * **PERIOD 3** 12:09 1:23 (74)
 * PASSING 1:23 1:32 (9)
 * **PERIOD 4** 1:32 2:46 (74)

Directions:

 * 1) Get your notebook.
 * 2) Get your textbook.
 * 3) Copy today's **learning objectives** and **homework**.

__Learning Objectives__ (copy in your planner)
Students will:
 * Learn to Make Connections.
 * Learn about plot devices.
 * Learn key vocabulary.

**Homework:**

 * All class work will be checked on Monday.


 * 1. [|Unit 5, Cluster 2 Quizlet]**
 * Turn on the computer projector and find this web page (see the address printed at the top of this page).
 * Click on the link above, it will take you to the vocabulary list for this section of the book.
 * Click on "Familiarize" and randomly call on students to give you the vocabulary words that match the definitions.
 * The words are on page 466 of their textbook if they need to see the words and definitions.
 * Have students record, in their notes--Cornell Style, the words and definitions. They can paraphrase the definitions.
 * This should only take 10 minutes or so.
 * 2. Reading "Just Lather, That's All" pages 468-477**
 * Students already read this once yesterday and made connections to the text using sticky notes.
 * Have students read this again and answer the questions in the margins. Students need to write their responses in Cornell Note style--brief paraphrased question on the left side of the page and their answer on the right.
 * Students form groups of 3 to 4 and take turns re-reading the story.
 * Students answer questions 1-11, as well as the Monitor Comprehension questions, as they approach them.
 * Be sure students are reading aloud in their groups and taking turns reading.
 * Students can use dictionaries for unfamiliar words.
 * Help students pronounce/define words.
 * Help students understand what the questions are asking them, but don't let them rely on your explanations. Encourage them to think for themselves and work together to figure out each question.
 * 3. Vocabulary Practice**
 * If there is time, have students use the words on page 466 in sentences.