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