• During marking period 1, my students learned to write stories (narratives) that include a complete plot, believable characters, properly punctuated dialogue, and imagery.

    While reading a novel of choice, they answered comprehension questions about plot, character, conflict, theme, and setting. We wrote complete sentences that restate the question, capitalize proper nouns, and end with punctuation.

    Students also developed an understanding of fiction subgenres and fiction terms such as character motive, climax, internal vs. external conflict, dynamic characters, exposition, resolution, and more.

    During marking period 2, my students learned to write essays (literary analysis tasks) that included an introduction, evidence-based body, and conclusion. We learned that a thesis statement is the most important sentence of the essay and is proven throughout.

    While reading fiction, students answered comprehension questions and found literary signposts (important moments in a story that lead to its theme).

    Students also learned a variety of English grammar skills (homophones, commas, proper nouns, punctuating titles) and 30 new vocabulary words (Flocabulary Green Units 1 and 2).

    During marking period 3, my students learned to write nonfiction essays (research simulation tasks) that included an introduction, evidence-based body, and conclusion.

    As we read nonfiction, we looked for signposts such as Absolute and Extreme Language, Numbers and Stats, Quoted Words, Contrasts and Contradictions, and Word Gaps.

    We learned 45 new vocabulary words (Flocabulary Green Units 3-5), along with 32 roots and prefixes.

    Finally, we read Number the Stars by Lois Lowry, focusing on important plot events, making inferences and predictions.