13-17 February

For Monday, students were supposed to have shared the Word document that has the three paragraphs about the person they chose to complete their Black History Project on.

Without this document, students will not be able to begin working on the presentation in the lab on Tuesday & Wednesday.

Monday - I will review the expectations for both the paper and the presentation. Students have been provided guidelines and rubrics for the project/presentation.

After reviewing this, the students will continue to work on grammar (verbals). We will have a quick mini-lesson on infinitives as adjectives.

Students will then go back to the Frederick Douglass selection. Because so many of the students had difficulty with writing about Carson, I opted to model a paragraph in-class so that they could see how they should be writing. Hopefully this will assist them as they write this week. Students will read the other half of the Douglass excerpt and select another claim that he makes Using this claim, they will then find evidence that supports and proves that claim. This will be the writing focus this week. I have provided an organizer to assist them.

Tuesday & Wednesday

Lab time for working on presentation or paper (for those who did not get the assignment completed by Monday). Two days should be more than enough time for students to complete their project and make necessary corrections/additions to their three paragraphs. Anyone who cannot finish this assignment by Wednesday, end of class, will either work independently or arrange a time to work with me before or after school. Students who have used their time well will have the assignment finished before leaving on their long 4-day break.

Thursday & Friday

There will be a quiz today on the second set of prefixes.

Students will be back in the room working on infinitives and the Douglass writing assignment.

Students will continue to have practices on infinities and work on their Douglass writing. The final paragraph will be due on the 22nd. This is a test grade. It will be a thoughtful, well-revised and proofread paragraph (an adult will need to initial off having read the final paper).