1. Monday's DLR for Week 26

2. Students read the short story "When Do Kids Become Adults" up to page 240.

Students worked on When Do Kids Become Adults Questions #1 Basically, students needed 2 columns. 1 with the question and 1 with the answer. 1. What is the claim being made in lines 135-136. Name 1 piece of relevant information and 1 piece of irrelevant info. See lines 136-145. 2. Look at the bar graph that follows line 178. Is the bar graph relevant and does it help readers understand the claim?

1. DLR Quiz #25

2. Vocab. Sentences #4

3. Students read pages 235-238 which is the story "When Do Kids Become Adults".

4. Students made a section titled When Do Kids Become Adults Questions #1. 

Basically, they made 3 columns.  One is titled Question, the next is labeled as Evidence, and the last section is titled answer. The following 2 questions were found in the question column. 1. What is the claim being made in lines 135-136. Name 1 piece of relevant information and 1 piece of irrelevant info. 2. Look at the bar graph that follows line 178. Is the bar graph relevant and does it help readers understand the claim? No evidence is needed for #2.

1. Thursday's DLR for Week 25

2. Students edited their Compare and Contrast Essay #1 and then they edited another students

3. Students typed Compare and Contrast Essay #1

1. Wednesday's DLR for Week 25

2. Paragraphs 4 and 5 for Compare and Contrast Essay #2

1. Tuesday's DLR for Week 25

2. Teacher looked over Compare and Contrast Graphic Organizer #1.

3. Students worked on paragraphs 1-3 for Compare and Contrast Essay #1.

1. Monday's DLR for Week 25

2. Compare and Contrast Graphic Organizer #1

3. In pairs, then as a class, we brainstormed the similar and different ways that H. Tubman and F.Douglass assisted the African American community. (per. 5)

1. DLR Quiz #24

2. My Friend Douglas story on pages 43-48. You'll need to rip this out of one of the Close Readers found only in my classroom.

3. Students glued compare and contrast words in their journals.(per. 1/3)

4. Students, in pairs, brainstormed ways that H.Tubman and F. Douglas helped the African American goal of equality in the form of a Venn Diagram that was found in their journals. Then, as a class, teacher and students discussed their findings.(per. 1/3)

5. Students set up Compare and Contrast Graphic Organizer #1(per. 1/3)

1. Thursday's DLR for Week 24

2. Teacher discussed the results of the last argumentative paragraph that students completed.

3. Argumentative Paragraph #2 Obj:In an 8 sentence paragraph, argue that H. Tubman was a hero. Provide reasons for your stance. Be sure to include a counterargument and textual evidence as well.

1. Wednesday's DLR Week 24

2. Students worked on Interesting Characteristics Charts in pairs.

1. Tuesday's DLR for Week 24

2. Teacher read part of and students finished pages 157-162 of "from Harriet Tubman Conductor on the Underground Railroad".

3. Students completed questions 3-5 for Text Dependent Chart #2

3. Find information on lines 216-221 that connects to earlier event. What does this comparison to an earlier event suggest about Tubman? 4. Reread lines 261-268. Identify a sentence that expresses the fugitives' changed attitude. What do the synonyms implicitly and totally imply? 5. Identify details that contrasts Canada and Maryland.

4. Students put the title Interesting Characteristics Chart in their journals. Basically, students made 3 columns: Characteristics, Evidence (2-4 sentences long), and Why It Interests You. Also, number each column 1 to 3 in each category. In pairs, students looked for characteristics that H. Tubman had that interested them.

1. Monday's DLR for Week 24

2. Freddy's Dental Blues reading comprehension

3. Students read 153-155 of "From Harriet Tubman: Conductor on the Underground Railroad. With this, they did question #2 for Text Dependent Chart #2 2. Reread lines 132-148. Explain the connection between Thomas Garrett and Tubman. Identify the details that support Tubman's view of Garrett.

4. Students read pages 156-157. Then, they did question #3 for the chart listed in #3. 3. Find information on lines 216-221 that connects to earlier events. What does this comparison to an earlier event suggest about Tubman?

1. DLR Quiz #23

2. Students did Think Pair Share #2. In class, I had student, in pairs, answer the following questions. 1. Explain the effect of the Fugitive Slave Law on Harriet Tubman's route. 2. Find the cause and effect relationship in each of these passages: lines 25-32, lines 59-64.  If you were absent, you'll need to do #2 independently.(per. 1 only)

3. Students made the title Text Dependent Chart #2 in their Table of Contents in their LA journal. Students copied down and did question #1 1. Reread lines 71-78. Show how Tubman seems to deal with feelings of fear. How does the author compare Tubman's possible fate to that of a runaway? (per. 3/5)

1. Thursday's DLR for Week 23

2. Teacher explained tonight's homework.

3. Students did Vocab. Sentences #3. Basically, students used all of the vocab words on 165 in sentences that demonstrate to the teacher that the students understands the meaning of the words.

4. Students set up Text Dependent Chart #2 and copied questions 1. 1. Reread lines 71-78. Show how Tubman seems to deal with the feelings of fear. How does the author compare Tubman's possible fate to that of a runaway?

5. We read pages 151-153 of "from Harriet Tubman: Conductor on the Underground Railroad".

1. Wednesday's DLR for Week 23

2.  Positive Nature of Education Speeches

3. Students watched a mini bio of Harriet Tubman (per. 1 and 3 only)

 

1. Thursday's DLR for Week 22

2. DLR Quiz #22

3. Students performed Speech #1