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Lunch 12:05-12:35

Text Box: Bell Starter: Critical Reading Wrap Up, p. 248 Why be able to recognize types of nonfiction? To identify an author’s purpose; why have skepticism with autobiographies, p. 250

Text Box: Bell Starter: Word Analogies Dry Goods and Black Bow Ties,” p. 252. Vocabulary preview, p. 253. Reading Selection p. 254-258. Complete guided reading questions bottom each page.

Text Box: Bell Starter: Vocabulary Analysis, p. 259 (1-10) Write a news story from the objective point of view of a reporter to retell Mr. Shimada’s story. How does purpose effect writing.

Text Box: Bell Starter: Responding to literature Reading selection: “Only Daughter”, p. 260-264. Skill focus-drawing conclusions; memoir; evaluating theme, diction and sarcasm.

Text Box: Bell Starter: Individual writing practice Autobiographical essay by Julia Alvarez-students will identify point of view, meaning of expository writing, writers thesis, bias, how bias affects a reader’s opinion.

Text Box: Bell Starter: Individual writing practice Using library resources to locate information for informative writing. Students will locate either a magazine article or a book that can be used as a sources for writing.

Text Box: Bell Starter: Critical Reading Lesson 2-Vocabulary: Exercise 1-Context Clues (1-10), p. 7-8; Exercise 2-Using Definitions (1-10), p. 9; Exercise 3-Using Synonyms and Antonyms, p.10 (1-10)

Text Box: Bell Starter: Word analogies Test Taking Strategies, p. 167 Using graphic information to answer questions and present information. Answering questions that include graphs. Think it Through, according to graph, why don’t teens volunteer?

Text Box: Bell Starter: Vocabulary Prewriting an Informative Research Paper, p. 168: Choosing a topic and narrowing the focus, writing for a specific audience, defining the questions to guide the research and writing, p. 170-171

Text Box: Bell Starter: Responding to literature Lesson 2 Vocabulary Test-20 minutes Independent work on informative writing.

Text Box: Bell Starter: Individual writing practice Collect Chapter 25 written assignment. Guided reading-Chapter 26, p. 249-262. The reason for scabs; evidence of Sinclair’s racial prejudices in comments about the black workers.

Text Box: Bell Starter: Critical Reading Assign vocabulary (1-7) and discussion questions (1-11) Chapter 26.

Text Box: Bell Starter: Word analogies Chapter 27 & 28, p. 263-286-Guided reading: Sinclair revisits the characters of Marija, Elzbieta, Tamos, and Stanislovas; Marija as a symbol of women’s strength and family values; repetition and metaphor in the speeches.

Text Box: Bell Starter: Vocabulary Assign vocabulary discussion for Chapter 27 (1-4) and Chapter 28 ((1-4)

Text Box: Bell Starter: Responding to literature Chapter 29, p. 287– 294: Guided reading-Ostrinski’s lessons on socialism; the proletariat; the one socialist principal of not compromising.