Today we took TWO tests. If you're gone, you need to schedule a time to come in at lunch or after school and take them.
Test 1: a grammar quiz on subjects and predicates Test 2: a common formative assessment (CFA) on this standard: Cite several pieces textual evidence that supports an analysis of what the text says explicitly as well as inferences drawn from the text. Hopefully all our work on signposts and "The Party" have prepared us for that. When you're done with the tests, you can: - Do any makeup work you need - Silent read - Add to your writer's notebook
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Grammar practice on p. 11 of our notebook: In COMPOUND and COMPLEX sentences, there are actually two SUBJECTS and two PREDICATES (because compound and complex sentences have two clauses in them.) The conjunction that links the two clauses together is marked in bold, and it isn’t actually part of subject or the predicate. Write BOTH the subjects in each sentence:
Finishing "The Party"We finished our close reading "The Party," which we started Tuesday. It's due tomorrow, whatever you don't finish in class is homework. We did this grammar practice on p.11 of our notebooks: Find the subject of each sentence:
Silent reading & finding signposts1. Find a signpost in your reading
2. Write it down on a post-it 3. Answer the question for that signpost (look in your notes to find the questions) 4. Make sure your name and period is on the FRONT of the post-it 5. Hang it on the poster for your period Objectives: I can accurately identify the subject and predicate of sentences. I can analyze a text for the theme, citing accurate evidence for my answer. SUBJECT AND PREDICATE PRACTICE: We spent five minutes answering these subject and predicate review questions on p. 11 of our notebook. Write the subject of each sentence:
Write the predicate of each sentence (adapted from this article):
Close Reading: "The Party"We started a close reading of the story "The Party. It is due Friday. We have today and Thursday to work on it. Objective: I can accurately identify the main subject, verb, and predicate in a sentence. NOTES We took these notes on p. 11 of our language arts notebook. Subject, verbs and predicate A subject = who or what the sentence is about (the thing or person doing the action) A predicate = what the subject does A group of words that is missing either a subject or a predicate IS NOT a sentence VIDEO: We watched a video and shared with our neighbors: what is a subject? What is a verb? What is a predicate? PRACTICE: We practiced examples. With our groups, we worked together and wrote our answers on p. 11 of our notebooks. We reviewed the answers together as a class. Is the underlined part of each sentence a subject or a predicate? How do you know? Write the subject of each sentence:
1. Suddenly, the rat heard a low growl and a hiss. 2. Scratch bolted as fast as he could. 3. Captain Meow, the black tomcat, raced at Scratch’s heels. 4. Just in time, the brown rat scurried into his hole. Write the predicate of each sentence: 4. Captain Meow waited patiently. 5. He sat outside the mouse hole all day long. 6. Finally, the old tomcat decided to take a nap. 7. Snoring loudly, the sleepy hunter forgot about his prey. Stick figure response: In your own words… 1. What is a subject and how can you identify one? 2. What is a predicate and how can you identify one? Our signpost today was Memory Moment, when a character has a flashback to something important. If you were gone, please get these notes on page 10. Make sure you take notes on the story Hope Was Here, too. Write down three memory moments in your notebook and answer the question: Why might this memory be important? Today, we learned another signpost: Words of the Wiser. These don't happen very often in books. When they do, they are a HUGE CLUE to the theme!! We got these notes on p. 9 of our language arts notebook. Here is the story we read: We've been working on silent reading, outside of class for homework, and in class on Wednesdays. Today, we read our book. While we read it, we did the following:
1. Find a signpost in your reading 2. Write it down on a post-it 3. Answer the question for that signpost (look in your notes to find the questions) 4. Make sure your name and period is on the post-it 5. Hang it on the bulletin board Our next signpost is when an author mentions something again and again. This will give you important clues about theme and conflict! We took these notes on p. 8 of our language arts notebook. We read the beginning of Hatchet by Gary Paulsen. We looked for words or ideas that were repeated again and again. We wrote them on p. 8, and for each example, we answered the question: Why does this keep showing up again and again? Today we practiced the signpost tough questions. Tough questions are the big questions we ask ourselves, or someone else, that don't seem to have an answer (at least not right away). If someone you love dies, or you go through a breakup, you might ask yourself, "How will I ever get over this?" We might ask, "Am I brave enough to say no?" when we're asked to do something we know we shouldn't. These are examples of tough questions. When you share a tough question with a friend - or just think it to yourself - you're really sharing something that bother you. This is called the internal conflict, a struggle you feel inside. When a character faces a tough question, you should ask yourself, "What does this question make me wonder about?" The answer will help you figure out the internal conflict, and it will help you make predictions about the rest of the story. Here are the notes we took on p. 7 of our language arts notes: We practice finding tough questions in the text below. When we found one, we wrote it down on p. 7 in our notebook, and wrote an answer to the question: What does this make me wonder about? |
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