Assignments for Week of March 27-31

MS ILT for 3/27
• Publish “Creator of Narnia” summary.
• Wordly Wise 11 A&B
• Read The Voyage of the Dawn Treader, chapters 1-8. Complete Dawn Treader Study Guide #1. Click on the title to download the Study Guide. Due Wednesday, April 5.
• Parent interview – What are some of the most important decisions you have had to make? How did you make them? How did you decide to live in Austin? This house?
• Journal -- What makes a good decision?
MS ILT for 3/29
• Website – Make your introductory page. Due Monday, April 3.
• Label the sentence openers in the copywork.
• Wise 11 C&D
• Voyage of the Dawn Treader, ch. 1-8, Study Guide 1 – due Wed., 4/5
• Publish “Creator Narnia” summary.
• WG – Finish Worksheet 18; DS – Finish Lesson 14
• Website – Make your introductory page. Due Monday, April 3

Assignments for Week of February 6-10

As I mentioned in the email and the handout that I sent last week, we are testing a new program that will enable students and parents to see not only their children's assignments but also their grades, attendance and notes from the teacher. Because maintaining two sites increases the likelihood of miscommunication, I will not be updating this blog during our trial period. If we choose to use the new program, I will discontinue this blog. If we choose not to use the program, I will go back to posting on that blog at that time. Please keep in mind that the decision makers at Lewis Hall value your input as we consider this new vehicle for communication. The url for the new site is www.thinkwave.com.

If you no longer have the log in information needed to view the site, please email me and I will get it to you as quickly as possible. To view assignments after signing in, click on each class. MS ILT has three classes: MS Reading, MS History, MS Geography. Assignments are posted according to how the assignment is graded (whether it is graded as a history assignment or a composition assignment, etc.) After clicking on a class a summary page will appear. It includes messages from me and other summary information. Clicking on "Assignments & Results" will give a complete list of past, current, and future assignments. Clicking on individual assignments will give complete descriptions of the assignment.

This system allows teachers to post both due dates and assigned dates. The due date is visible on the assignment page. The assigned date is visible when you click the individual assignment. It is important to pay attention to these dates. The due date lets you know when it must be turned in. The assigned date lets you know when I anticipated students would do the work.

If you have any questions or comments, please let me know. khart@austin.rr.com

Here's the link for timeline forms

http://donnayoung.org/history/timeline.htm

Assignments for Week of January 30-February 3

Monday
Today we worked on key word outlining for the home culture paragraph of the students' Web Poster project. We also watched a portion of The History Channel's "Remember the Alamo" and discussed the differences between Hollywood's portrayal of stories and the actual events. We then began watching John Wayne's 1960 movie "The Alamo."

Tuesday
· Timelines: (September 16, 1810 -- "Grito de Dolores,” 1821 -- declaration of independence by New Spain from Spain)
· Wordly Wise 6D
· Read Texas History Stories, Stephen F. Austin, The Alamo, & Remember Goliad – due Monday 2/6
· Complete History Mystery Picture Puzzle, using Texas Almanac, pp. 37-39
· Work on Cultures Web Poster – due 2/6 (Draft, have someone proofread, and publish your home country paragraph to your web poster)

Wednesday
In class we will continue practicing writing keyword outlines from references, using another paragraph from their web poster. We will begin watching the 2004 version of The Alamo.

Thursday
· Timelines: (First Colony in Texas, Most important date of immigration for your cultural group, Texas Independence)
· Wordly Wise 6E – Test on Monday
· Texas Stories, Stephen F. Austin, The Alamo, & Remember Goliad – due Monday 2/6
· Use Texas Almanac, pp. 38-39 to complete the Texas Revolution assignment
· Work on Cultures Web Poster – due 2/6 (Draft, have someone proofread, and publish your culture paragraph to your web poster)
· Finish watching 1960s version of The Alamo. (See Friday.)

Friday
You may finish watching The Alamo (John Wayne) on your own or you may join me at Lewis Hall before Fab Friday to finish watching it. If you want to watch it at Lewis Hall, come at 10:30 and bring $3 for pizza and a drink. When the movie is over we will go to the Real Life Center for community service. I can transport four students to the Real Life Center. If there are more students than that who want to watch the movie, I will need one or two parents to drive kids to Fab Friday. Let me know if you are coming and if you can help drive.

Links for Cultures Project

http://www.lonestargenealogy.com/courses/texas/migration.html
http://www.texancultures.utsa.edu/education/index.htm
http://www.rice.edu/armadillo/Texas/history.html
http://www.tenet.edu/halls/history.html#txhis
http://library.thinkquest.org/J001272F/ -- VERY GOOD!

To make the website go to
http://poster.4teachers.org/index.php

Assignments for Week of January 23-27

Monday
In class we discussed Spanish colonialization and introduced the conditions leading to the Mexican war for independence. We also began IEW Unit IV: Summarizing References and learned about paragraph development using topic and clincher sentences.

Tuesday
· Read Walk the World’s Rim, chapters 9 to the end – (due Monday)
· Highlight in yellow the dress-ups in yesterday’s copywork. Add any that are missing.
· Draft “Caste System” report (if you didn't finish it in class)
· Wordly Wise 6A & 6B
· Read PreIndependence Mexico Handout & complete the worksheet that goes with it.
· Add Spanish colonial period dates to the timeline: 1492 (Columbus discovers the “New World,” Date of exploration of your explorer.
· WG: none
· DS: Review 4-6

Wednesday
Grammar lessons will continue. After which, we will introduce Mexican Texas, completing Major Mexican Land Grants Worksheet, using Texas Atlas, p. 21 and Historical-Cultural Regions Worksheet, using Texas Atlas, p. 22. We will begin work on the Texas Cultures Web poster.

Thursday
· Publish Caste System report
· Wordly Wise 6C
· Continue work on Cultures web poster -- due 2/1
· Timelines: (September 16, 1810 -- "Grito de Dolores,” 1821 -- declaration of independence by New Spain from Spain)
· DS: Finish Lesson 7
· WG: Finish Worksheet 11
· Journals will be checked on Monday

Assignments for Week of January 16-20

Monday
Holiday

Tuesday
Finish assignments from last week.

Wednesday
We will take a test over Wordly Wise Lesson 5 and study Spanish Colonial Society in Texas.

Thursday
· Read Walk the World’s Rim, ch. 5-8
· Read Texas History Stories, “LaSalle” (if you haven’t already)
· Finish Analyzing Spanish Colonial Society -- making inferences from the Columbus letter and planning the Spanish town.

Assignments for Week of January 9-13

Monday
In composition we will add the www.asia clause to our dress-ups. We will read the traditional Hispanic tale "La Llorana." Students will outline the story using the story summary method. There will be a quiz over Texas History Stories, "Cabeza de Vaca." Students will participate in the Native Texan Pow Wow that they have prepared for and we will learn about illustrated timelines.

Tuesday
· Walk the World’s Rim, chapters 3-4 (due Wednesday)
· Highlight in yellow the www.asia clause in yesterday's copywork.
· Draft “La Llorana” summary.
· Wordly Wise 5D
· Finish Cabeza de Vaca graphic organizer if needed
· Begin illustrated timeline
· WG: none
· DS: Review 1-3

Wednesday
We will go over their grammar homeworks. DS students will have a quiz over Lessons 1-3 and we will begin Lesson 4. WG students will begin Worksheet 9. Students will hold a guided graded discussion of Walk the World's Rim, chapters 1-4. We will begin work on the Explorers Poster Project, which will be due on Monday.

Thursday
· Publish“La Llorana” summary.
· Wordly Wise 5E
· Finish Explorers project -- due Monday
· Read Texas History Stories, LaSalle
· DS: Finish Lesson 4
· WG: Finish Worksheet 8

Assignments for Week of January 2-6

Monday
We will review using the story sequence chart to write story summaries. We will add the "because" dress-up to our list of required dress-ups and outline "The Legend of the Bluebonnet". Our study of Texas History will begin with a lesson on archaelogy, introducing some of the earliest people groups living in the central Texas area.

Tuesday
· Walk the World's Rim, “The Years Before” & ch. 1-2 – due Wednesday
· Add a “because clause” to yesterday’s copywork by combining the first two sentences.
· Draft “Legend of the Bluebonnet” summary.
· Wordly Wise 5A&B
· Complete Major Archaeological Sites Worksheet using Texas Atlas, p. 18
· Read Learn About Texas Indians, pp. 2-22. This can be read online or printed. It is available at http://www.tpwd.state.tx.us/publications/pwdpubs/media/pwd_bk_p4000_0016.pdf
· Winston Grammar, Worksheet 7 (for those in the Winston Grammar book only)
· A First Book of Diagramming Sentences, Lessons 1 & 2 (for those in the Diagramming Sentences group only)

NOTE TO PARENT-TEACHER

1. ENLIST strong verbs, quality adjectives and ly words your student could possibly use. Identify three or four ways a who/which could be used. Look for places to make sentences with because clauses. Each paragraph needs at least one of each dress up. Address each paragraph individually as your student brainstorms these techniques.
2. Add feeble verbs or adjectives to the Banned Lists. Make an Other Banned Words List if there are words that are not verbs or adjectives that are being relied upon too heavily. Certain common nouns like “bear, fox, cold, man, house, girl, etc.” can get quite annoying, depending on the assignment. Adverbs like “very,” “a lot” and “really” crop up too often as well.
3. Direct your student to complete DRAFT 1 of Legend of the Bluebonnet
• Instruct your student to leave space for the title at the top center of a page of loose leaf paper.
• Write Draft 1 and the date in the upper right corner.
• Require that your student double space.
• Direct your student to create story sentences from the key words on the outline.
• Instruct your student to create a new title (TiC) for the paragraph from the last sentence of the last paragraph.
4. DRESS UP. Your student should review Draft 1 for highlighted ly words, who/whiches, quality adjectives, strong verbs, becauses and a TiC.
7. Explain the checklist and direct your student to self-EDIT his paragraphs according to the details listed. Attach the checklist to the written work with a staple or clip.

Wednesday

Beginning today students will be divided into groups for grammar instruction. Students will be introduced to the native groups living in Texas at the time of the arrival of the Spanish. They will begin working on their powwow projects which will be due on Monday.

Thursday

· Texas Stories: Cabeza De Vaca
· Wordly Wise, 5C
· Grammar: Sentence Diagramming, finish lessons 1 & 2
· Read Learn About Texas Indians, pp. 24-47. This can be read online or printed. It is available at http://www.tpwd.state.tx.us/publications/pwdpubs/media/pwd_bk_p4000_0016.pdf· Finish PowWow Project
· DS – Complete Lesson 3 if needed and Lesson 3 Practice.
· WG – Finish Worksheet 8

Friday

Capitol Area Food Bank -- Contact Olivia Hooten for information. ohoo_5@yahoo.com

Documents needed for portfolio

Service Learning Report -- You can print out the report at http://www.lewishall.org/slr.pdf. There is also a MS Word version that you can complete on your computer at http://www.lewishall.org/slr.doc.

River Worksheets -- These are on my computer which is in the shop. It is supposed to be out today. If it is, I will post these as soon as I get it. If not, you may have to type it in yourself. Sorry! :-(

MS ILT Final Overview -- Detailed review will be posted later.

Reading
Identify the main characters in each of the stories/books we’ve read.
Describe the setting of each of the stories/books we’ve read.
Identify the conflict of each of the stories/books we’ve read.
Define the following literary terms: character, setting, conflict, protagonist, and antagonist.
Explain the three most common types of conflict: character vs. character, character vs. self, character vs. nature.
Define and identify antonyms and synonyms for vocabulary words in Wordly Wise Lessons 1-4.

Composition
Diagram sentences that contain subjects, action or linking verbs, predicate nominatives, predicate adjectives, direct objects and direct objects.
Identify noun clauses and adjective clauses and the antecedents that adjective clauses modify.
Write a one-paragraph summary, using all stylistic techniques. The source for the summary will be provided.

Geography
Label the rivers of Texas on a Texas map.
List and describe the natural regions of Texas.
List and describe the ecological regions of Texas.
Identify patterns of precipitation in Texas. (Where does it rain the most? The least?)
Label the states/countries that border Texas.
Label the following cities on a map of Texas: Amarillo, Austin, Dallas, El Paso, Houston, San Antonio, Lubbock, Midland/Odessa.
Label the following geographical features on a map of Texas: Big Thicket, Davis Mountains, Padre Island

Assignments for Nov. 7-11

Monday
Today we practice writing story summaries using Story Sequence Charts. We added "strong verbs" to our list of required dressups and spent the rest of class time working on the final Texas map project.

Tuesday

• Wordly Wise, complete the crossword puzzle at the end of Lesson 4
• Finish Hatchet by Monday, 11/14
• Draft "Pecos Bill Rides the Tornado" summary
• Work on Final Texas Map Project (due 11/16)
• Work on portfolio (due 11/16) -- don't forget to include community service reports available here.
• Bring materials for working on the map project and/or your portfolio to class.

Wednesday

In class we will peer edit our first draft of the Pecos Bill summary. The rest of the time will be spent working on the Final Texas Map Project or portfolios.

Thurday

• Publish "Pecos Bill Rides the Tornado summary
• Work on portfolio and/or map project

Assignments for Week of October 31- November 4

Monday
Today we began writing narrative summaries and we finished our Final 8 Rivers Project.

Tuesday

• Wordly Wise 4D
• Hatchet, chapters 7-13 (due November 7)
• Draft "Pecos Bill and Slue-Foot Sue" summary
• Complete "Clauses Worksheet"
• Highlight in yellow the who/which clause in yesterday’s copywork. It is an adjective clause. Circle the noun that it modifies. Within the who/which clause is a noun clause. Underline the noun clause.
• Complete the Final 8 River Worksheets and Scrapbook pages: Rivers due are San Jacinto, Brazos, Colorado, Lavaca, Guadalupe, Pecos, Rio Grande. (Yes, there are only 7!)

Wednesday
In class we will have students to employ their Official Editors for EDITING, teach “Nouns and Pronouns Used as Adjectives” from Language Skills Course 2, p. 32, and discuss Hatchet, chapters 1-6. We will also, begin a study of Texas counties.

Thursday

• Wordly Wise 4E; Study for test
• Hatchet, Chapters 7-13
  
• Publish "Pecos Bill & Slue-foot Sue" summary
• Underline the noun clause in yesterday’s copywork.
• Begin work on portfolio. (Due 11/16).
• History assignment to be posted later.

Assignments for Week of 10/24-10/28

Monday
In class today we cleaned the tents that were used on the campout. We took a quiz over Holes and wrote a passage of dictation from Hatchet. We learned about "banned words" in composition and used www.dictionary.com to find replacement words for our banned words. The remainder of the class time was spent finishing presentations.

Tuesday
Composition Manual, Week F8, Day 2

• Copywork -- Check your dictation passage against the copy below. Correct any errors.
• Draft "The Dove and the Ant" be sure to enlist quality adjectives, ly words, and who/which dress ups. Don't use any banned words.

Reading

• Wordly Wise 4A & 4B
• Read Hatchet, chapters 1-6 (due 10/31)

History/Geography

• Finish Final 8 River Project & scrapbook page -- you must be ready to give your presentation on Wednesday.
  
• Use the Texas Almanac to complete the Name that River worksheet.
• Bring construction paper, markers, & glue sticks to class.
  

Wednesday
We will peer-edit our paragraphs and discuss Hatchet. Students will give their Final 8 River presentations. The remainder of class time will be spent working of scrapbook pages for the final 8 rivers.

Thursday
Composition Manual, Week F8, Day 4

• Copywork --Add a who/which clause, an ly adverb, and a quality adjective to yesterday’s copywork.
• Publish your draft

Reading

• Wordly Wise 4C
• Hatchet, chapters 1-6 -- due Monday

History/Geography

• Finish scrapbook pages for final 8 rivers.
  

Assignments for October 17 - 21

Monday
In class today we took a quiz over Holes, through chapter 35. We completed composition Week F7, Day 1 and we began our Final 8 Rivers Project.

Tuesday

• Finish Holes by 10/24
• Wordly Wise 3E; study for test
• Compositon Week F7, Day 2 -- Draft The Dog and the Manger paragraph.
• Read Writers Inc, p. "Adjectives." Highlight the adjectives in yesterday's copywork.
• Climate worksheet

Wednesday

We will take a test over Wordly Wise Lesson 3, discuss Holes, and complete composition week F7, Day 3. We will spend the rest of the time working ont he Final 8 Rivers Project. This will be due on Monday, so students must use their time wisely.

Thursday -- TRIP TO WEST TEXAS, leave at 6AM