March+1+-+March+5

Tuesday, March 2, 2010 B Day Wednesday, March 3, 2010 A Day Information · CHECK WIKI FOR LAB DATES · MAY TURN IN ROYALTIES AT ANY TIME – NOT JUST AT THE END OF THE QUARTER AND MAY TURN IN WITH AN ASSIGNMENT · CONSULTATION HOURS
 * MLA Style

Handouts – explain ||  ||
 * CARDS

FRONT – quote from source FRONT – MLA citation

BACK – Commentary

Must have a minimum of 22 cards ||  ||
 * WRITING LAB RESEARCH || Students will understand the process of seeking and giving information in conversations, group discussions, written reports and oral presentations.

Gather, evaluate, and organize evidence to support a position.

Support evaluations and recommendations using paraphrase, summary, and /or quotations

Analyze information to determine relevance of information that reflects multiple points of view ||

You must have 22-25 cards Extra cards will earn you5 extra credit points
 * Front of the Card

Direct quote from text to be used in research

MLA CITATION

||
 * Back of Card

COMMENTARY – your own personal opinions, ideas, thoughts, etc...

Tuesday, March 2, 2010 B Day Friday, March 5, 2010 A Day Information: TOMORROW WE WILL BE IN WRITING LAB FOR RESEARCH AND YOU WILL NEED AT LEAST 35 NOTECARDS To get a Royalty you must raise your hand You cannot get a royalty if you ask for one Please remember to ask for and get the RR pass before leasing and that you have three minutes WRITTEN IN PURPLE ARE THE STATE CORE STANDARDS – WHY MRS ROYAL HAS YOU DO WHAT YOU DO!!! || Agenda || CORE || Journal #2 – B Day
 * Journal #2 – A Day

Share journals || a. demonstrate and develop confidence in the ability to express ideas

b. enhances and identifies humans as meaning makers

c. understand that the language conveys the depth of human experiences

d. develop distinctive reading voice

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 * __Secret Life of Bees__

What would or could the result a relationship between Lily and Zach be?

Begin PP 177 – 189

Complete CH 9 || a. develop an enjoyment for reading as a life long ay to learn

b. retain information from and respond to text after reading

c. evaluate setting as it contributes to characterization, plot, and theme

d. analyze themes in literature and how they represent or comment on humanity or life in general.

e. Recognize that in studying language arts they will learn the strategies necessary for acquiring academic knowledge, achieving common academic standards, and learning independently. || · Read all words, definitions, and examples · Quick study · Quiz with royalties || ** Standard 1 (Reading): Students will use vocabulary development and an understanding of ** Objective 1 (Word Analysis, Vocabulary Development): Determine word meaning through word parts, definitions, and context clues. a. Analyze the meaning of words using knowledge of roots (see chart, Appendix A). b. Evaluate how words from various cultural origins impact text (e.g., Latin- and Greekbased words, street slang, dialects, ethnic terms). c. Determine word meaning through contextual inference. (e.g., combine prior knowledge and text clues to define “trucks” used in an article on skateboarding and an article on transportation). d. Distinguish between commonly confused words (i.e., //allusion /illusion;// // complement/compliment; imply/infer). // ||
 * Vocabulary
 * text elements and structures to comprehend literary and informational grade level text. **