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Assignments

Agenda for the Week of February 11th

Reading and English

Mrs. Peters
Monday: Word Roots 33 Top and Language Review 3.1

Written in Bone Chapter One

Homework- Get permission slip for Flip Grids signed

Participate in Flip Grid Discussion


Tuesday: Word Roots 33 Bottom
Language Review 3.1  Tuesday

Discuss Written in Bone Chapter 1 

Wednesday: Written in Bone Test on Chapter 1

Language Review 3.1 Wednesday and Thursday Word Roots 34

 

Thursday: Word Roots 33 and 34 Test and Language Review 3.1 Test

GUEST SPEAKER FROM THE SHERIFF’S OFFICE WILL LEAD A DISCUSSION ABOUT FORENSIC ANTHROPOLOGY!

 

Friday: Teacher Inservice

Task Statement

In Written in Bone, Walker writes, “…the graves and remains of colonial settlers carry a message to the people of today. They remind us not to forget their lives and accomplishments—and not to lose our connection to the past. A broken tooth, a fractured bone, an arthritic back, and strands of brown hair—all of them whisper: ‘Rest with me for a moment or two. I have a story to tell.’ These tales, written only in bone, await those with the patience to find them” (page 134).
The idea that forensic anthropologists explore bones to tell the stories of the past is developed throughout Written in Bone. Determine another central idea of the text. Write a multi-paragraph essay with logical reasoning and relevant evidence that examines how both ideas are developed over the course of the text, demonstrating an understanding of the text. (RI.7.2; RI.7.10; W.7.1a, b, c, e; W.7.9b; W.7.10) Include several pieces of textual evidence, including direct quotations and parenthetical citations.

Standards for this Week

Reading Standards for Literature

Key Ideas and Details
1. Cite several pieces of relevant textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text.
3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama
6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Writing Standards

Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a different approach, focusing on how well purpose and audience have been addressed.

Language Standards

Conventions of Standard English
1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He

wore an old[,] green shirt).
b. Spell correctly.
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,belligerent, bellicose, rebel).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,refined, respectful, polite, diplomatic, condescending).

6. Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.