Monday, Nov. 30

10/27 What did you learn today while using Read-On?
10/29 What is a topic sentence and what is its function?
10/30 How do you define success?
11/3 What sport should be added to the Olympics?
11/4 What did you learn today while using Read-On?
11/9 Why do people ‘depersonalize’ from themselves?
11/10 What is a double-blind study
11/13 What did you learn today while using Read-On?
11/17 What did you learn today while using Read-On?
11/18 What is ‘amnesia’? what does the word mean to you?
11/20 what is the olympic motto and what does it mean to you
11/24 Describe Greece’s influence on the Olympics.
11/30 Why has track-and-field remained so popular?

Friday, November 13

Periods 1-5
1. Read-aloud
2. Read-On
3. Closure

Thursday, November 12

Periods 1-5
1. Media center to take AR tests/check out books

Tuesday, November 10

Periods 1-5
1. Fluency
2. Word wall
3. Complete anticipation guide
4. Teacher read
5. Begin Main idea/details activity
6. Closure

Friday, Nov. 6

Periods 1-5
Daily topic/question: Why do people 'depersonalize' from themselves?
Objective: Students will be able to ...

1. Identify cause-effect relationships
2. Determine main idea through inferring, paraphrasing, summarizing and identifying relevant details

Activity:
1. Fluency
2. Word wall
3. Teacher read
4. During-reading activity
5. Closure

Thursday, Nov. 5

Daily topic/question: No essential question today
Periods 1-5
Activity
1. Fluency
2. Review MC answers
3. Review anticipation guide (hang anticipation guides)
4. New vocab
5. Complete anticipation guide
6. Closure: Word wall

Daily topic/question: No essential question today
Objective: Students will be able to:

1. Apply strategies to access background knowledge
2. Use new vocabulary that is introduced and taught directly

Wednesday, Nov. 4

Daily topic/question: What did you learn today while using Read-On
Objective: Students will be able to practice those FCAT areas in which they are weak
Activity:

1. Read-aloud
2. Read-On
3. Closure

Closure: Students will answer daily question in their notebook

Tuesday, Nov. 3

Periods 1-5

Daily topic/question: How do you organize data in reading?
Objective: Students will be able to ...

1. Evaluate relevant details and organize information to show relationships
2. Read fluently

Activity:

1. Read-aloud
2. Complete questions pages 51-52
3. Complete chart on Page 55 AND questions 27-28
4. Closure

Closure: Students will answer daily question in notebook

Monday, Nov. 2

Periods 1-5
1. Fluency
2. Word wall
3. Review rubric for essential questions

Rubric for essential questions

You used at least two details – and you numbered them – when answering each question
YES (2 POINTS) NO (0 POINTS)

Your answers were the required length of a half-page
YES (10 POINTS) NO (0 POINTS)

I could read your handwriting
YES (2 POINTS) NO (0 POINTS)

You left enough space between questions to make your paper easy to read
YES (2 POINTS) NO (0 POINTS)

Your answers made sense
YES (2 POINTS) NO (0 POINTS)

Your answers were grammatically correct
YES (2 POINTS) NO (0 POINTS)

You did not use your opinion, but instead used information from the story
YES (10 POINTS) NO (0 POINTS)

You took advantage of the time given in class to complete the questions
YES (10 POINTS) NO (0 POINTS)

You wrote out the questions
YES (2 POINTS) NO (0 POINTS)

You only included two questions per page
YES (2 POINTS) NO (0 POINTS)

4. Review during-reading activity

1. She has 17 gold medals, one for each of the heptathlons in which she has competed.
2. Carolina Kluft, relatively unknown in the U.S., is one of the best athletes in the world.
3. Her attitude about her sport and about life in general set her apart from other competitors.
4. Carolina thinks that having fun is important.
5. Carolina works hard.
6. Rest has helped Carolina overcome injuries.
7. Preparation and determination have also helped Carolina overcome injuries.
8. She has taken advantage of her golden opportunities, while becoming the best athlete and best person she can be.
5. CLOSURE: No closure activity today

Friday, Oct. 30

Periods 1-5
1. Fluency
2. Vocab quiz
3. Finish during-reading activity
4. Closure

Objective: SWBAT evaluate relevant details and organize information to show relationships

Closure: How do you define success?

Thursday, Oct. 29

Periods 1-5
1. Word wall
2. Read-On
3. Closure

Closure: What did you learn today while using Read-On?

Wednesday, Oct. 28

Periods 1-5
1. Media center: Check out books, renew books, take AR tests

Tuesday, Oct. 27

Periods 1-5

Objective: SWBAT determine the main idea through paraphrasing and organizing information

Closure: What is a topic sentence and what is its function?

Agenda: 1. Read-aloud
2. During-reading activity (will complete with partner)
3. Closure

Assessment: Pair work with organizer; test on vocab; end-of-lesson multiple choice test

Monday, Oct. 26

Periods 1-5

Essential questions that were collected on Wednesday, Oct. 28

10/13
Do you think Jupiter has life? (use book)
10/14
Is your fluency improving?
10/15
What must planets have, if we know they have water? (use book)
10/16
What did you learn today while using Read-On?
10/19
In paragraph 18, what are ‘convection currents’? (use book)
10/20
Would you live on another planet? Why or why not?
10/21
What did you learn today while using Read-On?
10/26
What are the mental characteristics of a champion?


Objective: SWBAT read a paragraph while identifying MI and one detail; apply strategies to access BG knowledge; preview text; set purpose; understand new vocab

Closure: What are the mental characteristics of a champion?

Agenda: 1. Fluency
2. Word wall
3. New vocab
4. BG Knowledge with video
5. Closure

Assessment: Pair work with organizer; vocab test; MC test

Thursday, Oct. 22

Objective: SWBAT use strategies to comprehend grade-level text; determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing and identifying relevant details; use new vocabulary that is introduced and taught directly
Activity: RAFT

1. RAFT: You are an astronaut on the U.S.S. Colt and have just exited the spacecraft to explore Europa, which is one of Jupiter’s moons. Report back to those of us on Earth Jupiter’s chances to sustain life.
2. Finish main idea/questions activity from yesterday
3. Read-aloud
4. Closure

Wednesday, Oct. 21

Periods 1-5
Daily Topic, Theme, or Question: What did you learn today while using Read-On?
Daily Objective: SWBAT work on those FCAT areas in which they are weak
Instructional Activity and SS Materials: Read-On
Daily Assessment: Students will receive grades for their Read-On work
Closure: Students will answer daily question in notebook.

Agenda
1. Read-On
2. Closure

Tuesday, Oct. 20

Question: Would you live on another planet? Why or why not?
Objective: SWBAT use strategies to comprehend grade-level text; determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing and identifying relevant details; use new vocabulary that is introduced and taught directly
Activity: During-reading activity with a partner, post-story questions
Closure: Students will answer daily question in notebook

Agenda:
1. Fluency
2. Word wall
3. With a partner: Finish during-reading activity (come up with 1-5 words that summarize the main idea of each paragraph, then complete the 10 multiple-choice questions)
4. On your own: Complete the remainder of the post-story questions (Vocab, Study Skills, Learning through Writing)
5. Closure

Monday, Oct. 19

Periods 1-5
Question: In paragraph 18, what are 'convection currents'?
Objective: SWBAT use strategies to comprehend grade-level text; determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing and identifying relevant details; use new vocabulary that is introduced and taught directly
Activity: During-reading activity
Closure: Students will answer daily question in notebook

Agenda:
1. Fluency
2. Word wall
3. During-reading activity
4. Closure

Friday, Oct. 16

Periods 1-5
Daily Topic, Theme, or Question: What did you learn today while using Read-On?
Daily Objective: SWBAT work on those FCAT areas in which they are weak
Instructional Activity and SS Materials: Read-On
Daily Assessment: Students will receive grades for their Read-On work
Closure: Students will answer daily question in notebook.

Agenda
1. Word wall
2. Read-On
3. Closure

Thursday, Oct. 15

Periods 1-5
Daily topic/theme/question: What must planets have, if we know they have water?
Objective: See Tuesday
Activities: Teacher read; Whole-group read
Closure: Students will answer daily question in their notebook
Assessment: 1)Teacher will listen to students as they read aloud; Students will complete a fluency chart; Students will answer daily question in notebook.

Agenda:

1. Fluency
2. Review from yesterday
3. Word wall
4. Teacher read (using Garage Band)
5. Whole group read
6. Partner read (while summarizing main idea of story)
7. Closure (3: What must planets have, if we know they have water?)

Wednesday, Oct. 14

Topic/daily question: Do you think that your fluency is improving? Why or why not?

Objective: Students will define the vocabulary from the second lesson of “Topics”

Activity: Vocabulary quiz

Closure: Students will answer daily question in notebook.

Agenda
1. Media center (25 minutes)
2. Fluency
3. Review from yesterday
4. Word wall
5. Vocab quiz
6. Closure for today (2: Is your fluency improving? Why or why not?)

Tuesday, October 13

Topic/daily question: Do you think there could be life on Jupiter? Explain your answer

Objective: Students will use strategies to comprehend grade-level text; determine the main idea in grade-level text through inferring, paraphrasing, summarizing and identifying relevant details; and use new vocabulary that is introduced and taught directly

Activity: (Pre-reading activity) Students will read an article on Europa. While doing so, they will recognize the transitions necessary to reassemble the article that has paragraphs that are out of order. In the process, the students will also identify in one sentence the article’s main idea

If alien creatures exist elsewhere in our solar system, they're most likely to be found on Europa, one of 16 moons orbiting Jupiter.

There is strong evidence that beneath Europa's frozen exterior of ice lies an ocean of liquid water - one of the essential ingredients for all living organisms.

Many scientists believe that this vast subterranean sea could host living microorganisms similar in size and complexity to bacteria found on Earth. Others question whether a frozen moon with a surface temperature of -260 F (-170 C) can produce sources of energy useful for the basic chemical reactions necessary for life.

But a new report in the Jan. 27 issue of the journal Nature concludes that Europa does indeed contain plenty of biological fuels, thanks to billions of charged particles that constantly rain down from neighboring Jupiter.

This relentless bombardment of radiation "should produce organic and oxidant molecules sufficient to fuel a substantial Europan biosphere," writes Christopher Chyba, associate professor (research) of geological and environmental sciences.

On Earth, all organisms use carbon as a basic building block of life to construct everything from cells to DNA. Many organisms obtain their energy from carbon-based molecules like sugar, and some form of energy is required to free the carbon atoms from their chemical bonds.

Plants and algae use energy from sunlight to produce their own organic molecules out of carbon dioxide gas taken from the atmosphere or the ocean. The process is known as photosynthesis.

According to Chyba, sunlight would not provide enough energy to sustain life on Europa since its ocean appears to lie "beneath an ice layer too thick to permit photosynthesis."

A likelier source of energy, he concludes, may come from fast-moving, charged particles that pound Europa from the atmosphere of Jupiter. Jupiter has the strongest magnetic field of any planet," Chyba says, more than 10 times stronger than Earth's. When protons, electrons and other particles from space get trapped in Jupiter's magnetosphere, they are accelerated to extremely high velocities.

Europa's orbital path around Jupiter lies deep within this powerful magnetic field, so it receives a continuous barrage of electrified particles or ions.

According to Chyba, when these ions slam into the icy surface of the moon, chemical reactions are likely to occur, transforming frozen molecules of water and carbon dioxide into new organic compounds such as formaldehyde.

It turns out that one of the most common bacteria on Earth, Hyphomicrobium, survives on formaldehyde as its sole source of carbon, and Chyba believes that similar formaldehyde-feeding microbes could be alive and swimming in Europa's subsurface ocean.

In addition to creating organic fuels, radiation from Jupiter also may drive chemical reactions that produce oxidants - molecules such as oxygen and hydrogen peroxide that can be used to burn formaldehyde and other carbon-based fuels.

But Chyba notes that the oxidant and organic molecules formed on Europa's frigid surface "are biologically relevant only if they reach the ocean."

The problem is that, if there is a liquid ocean on Europa, it's hidden beneath an ice sheet about 50 to100 miles (80 to 170 km) thick. So if extraterrestrial creatures are going to feast on formaldehyde, there has to be a way to get that compound through the dense layer of ice and into the liquid sea below.

Recent photographs taken by NASA's Galileo spacecraft reveal evidence of sudden melt-throughs in the ice that could allow oceanic microbes to come into quick contact with oxidants and organic food sources. The result could be a dramatic increase in population similar to "microbial blooms" that periodically occur in the Earth's oceans. Chyba points out that Europa's surface ice appears to get naturally recycled into the ocean every 10 million years - a process that would allow a very gradual delivery of life-giving molecules to any submerged organisms. And just how many microbes might exist in Europa's sea? Chyba's conservative estimate: one per cubic centimeter - a far cry from the hundreds of thousands of organisms that occupy each cubic centimeter of water on Earth.

Could life on our planet have its origins on Europa? Probably not, according to Chyba.

"Europa is as old as our solar system," he says, "but it's probably too far, too deep inside Jupiter's gravity well to have inoculated Earth with life-bearing debris."

Chyba emphasizes that all theories about life on Europa hinge on proof that a liquid body of water actually exists between the moon's surface and its rocky core.

"The point is to go there and find out," Chyba says, noting that in three years NASA plans to launch the Europa Orbiter satellite that will use radar to detect the presence of large bodies of subsurface water. The Orbiter should reach Europa in 2008, and NASA hopes to follow that with a remote landing.

"We'll know in the next 10 years if there's an ocean," Chyba predicts. "If there is, Europa will be the site of a series of new space missions."

Closure: Students will answer daily question in notebook

Agenda
1. Fluency
2. Word wall
3. Pre-reading activity (reassemble paragraphs while also summarizing the article’s main idea)
4. Closure (1: Do you think there could be life on Jupiter?)

Monday, October 12

Periods 1-4
1. FCAT retakes

Period 5
1. Media center

Friday, Oct. 9

Periods 1-5
1. Students will complete Section 2 of the practice FCAT

Thursday, October 8

Periods 1-5
1. Students will practice their fluency by reading quietly for 30 minutes (SSR))
2. Students will learn the new vocabulary associated with Lesson 2 of "Topics"

1. evolved: developed gradually to a higher state or condition (V). Computers have evolved. Computers have developed gradually to a higher state or condition.

http://hardware.silicon.com/i/s4/illo/photos/2006/November/game1a.jpg

2. organic: related to living organisms (ADJ). My friend manages a store that sells organic food. My friend manages a store that sells food that is related to living organisms.

http://www.lifethymemarket.com/index.html

3. analyze: examine in detail (V): I had to analyze the test scores. I had to analyze the test scores in detail. What are some other things you analyze?

4. microscopic: very small (adj): The fish in the tank were microscopic. The fish in the tank were very small.

What other things are microscopic?

5. nutrients: sources of food or nourishment (N): Jews in the Holocaust were deprived of nutrients. Jews in the Holocaust were deprived of sources of food or nourishment.

6. vents: openings used as outlets for gas or air (N): I was cold last night so I had to close the vent. I was cold last night so I had to close the opening used as an outlet for gas or air.

http://media-cdn.tripadvisor.com/media/photo-s/01/07/51/a5/dirty-air-vent.jpg

7. surpass: be greater than (V): Peyton Manning’s passing yards may one day surpass Dan Marino’s. Peyton Manning’s passing yards may one day be greater than Dan Marino’s.

http://www.sportsdatahub.com/images/blogs/brees-touchdowns-60.jpg

8. contrast: note the differences (V): I had to contrast the players. I had to note the differences between the players.

9. sediments: the stuff that settles to the bottom (N): I try to avoid drinks that contain sediments. I try to avoid drinks that contain stuff that settles to the bottom.

Explain story about drinking something with sediment

10. compare: note the similarities (V): I had to compare the players. I had to note the similarities between the players.

Wednesday, Oct. 7

Periods 1-5
1. Take Day 1 of practice FCAT

Tuesday, Oct. 6

Periods 1-5
1. Fluency

Task or objective: Students will become more fluent by attempting a reading probe (from the Jamestown fluency book used in class)
Method(s) or strategies: Students will pair and read a fluency passage. The first read is the cold, the second read is the whisper, the third read is led by the teacher, and the last read is the hot. By the end of the year, students should have improved their words-per-minute totals while also becoming more accurate.
Evaluation: Pairs grade each other depending on the number of words read in one minute, circling the mistakes for those words that have been mispronounced, dropped, etc.2.

2. Word wall

Task or objective: Students will review important vocabulary words they will most likely see on the FCAT
Method(s) or strategies: Word wall review
Evaluation: Teacher will call on random students to tell him the definition of each of the words on the word wall

3. Finish selective underlining/summary

Task or objective: Students will summarize the main idea of a story, specifically Lesson 1 of the Impact book, by using selective underlining
Method(s) or strategies: (1) The teacher will model the strategy by doing the first few paragraphs as a class. The class will finish the remaining paragraphs on its own once it is apparent that the strategy is understood. (2) Students will take the target notes for each paragraph and create a summary
Evaluation: The production of a summary, which will be handed in, will reflect understanding of the strategy
FCAT activity: Main idea

(1) Australian conservationist Steve Irwin, better known as “The Crocodile Hunter,” died at the age of 44 doing what he loved. (2) Irwin became famous for caring for animals and for his television program “The Crocodile Hunter.” (3) “The Crocodile Hunter,” which became a hit all over the world, showed viewers dangerous situations and close encounters with potentially deadly creatures. (4) Irwin made many contributions to wildlife education and protection, ran an organization to rescue and relocate crocodiles, and supported many animal charities. (5) Irwin learned about wildlife protection from his parents, who were both animal activists. (6) Irwin, a professional by experience, became an expert on endangered wildlife, especially those animals that were dangerous. (7) Irwin’s critics thought he provoked animals to make his TV show more exciting. (8) He died Sept. 4, 2006, when a stingray’s poisonous barb pierced him in the chest. (9) Irwin will be remembered as a conservationist, educator, entertainer, and family man.

4. Answer comprehension questions
Task or objective: Students will identify the main idea in an FCAT-like story
Method(s) or strategies: Students will answer the postlesson comprehension questions

5. New vocabulary
Task or objective: The students will learn the vocabulary associated with Lesson 2 of the "Topics for the Restless" book
1. evolved: developed gradually to a higher state or condition (V)
2. organic: related to living organisms (ADJ0
3. sustention: ability to be supported or kept
4. microscopic: very small (adj): The fish in the tank were microscopic. The fish in the tank were very small.
5. nutrients: sources of food or nourishment
6. vents: openings used as outlets for gas or air
7. surpass: be greater than
8. friction: rubbing away (n)
9. sediments: the stuff that settles to the bottom of a liquid

5. Teacher readaloud

Task or objective: Students will listen to the teacher model good reading
Method(s) or strategies: Teacher readaloud
Evaluation: The teacher will ask probing questions during the readaloud to be sure students are paying attention

Monday, Oct. 5

Periods 1-5
1. Fluency

Task or objective: Students will become more fluent by attempting a reading probe (from the Jamestown fluency book used in class)
Method(s) or strategies: Students will pair and read a fluency passage. The first read is the cold, the second read is the whisper, the third read is led by the teacher, and the last read is the hot. By the end of the year, students should have improved their words-per-minute totals while also becoming more accurate.
Evaluation: Pairs grade each other depending on the number of words read in one minute, circling the mistakes for those words that have been mispronounced, dropped, etc.2.

2. Word wall

Task or objective: Students will review important vocabulary words they will most likely see on the FCAT
Method(s) or strategies: Word wall review
Evaluation: Teacher will call on random students to tell him the definition of each of the words on the word wall

3. Finish selective underlining/summary

Task or objective: Students will summarize the main idea of a story, specifically Lesson 1 of the Impact book, by using selective underlining
Method(s) or strategies: (1) The teacher will model the strategy by doing the first few paragraphs as a class. The class will finish the remaining paragraphs on its own once it is apparent that the strategy is understood. (2) Students will take the target notes for each paragraph and create a summary
Evaluation: The production of a summary, which will be handed in, will reflect understanding of the strategy
FCAT activity: Main idea

4. Teacher readaloud

Task or objective: Students will listen to the teacher model good reading
Method(s) or strategies: Teacher readaloud
Evaluation: The teacher will ask probing questions during the readaloud to be sure students are paying attention

Friday, Oct. 2

Periods 1-5
1. Students will take the FAIR test to determine their success rates on the 2009-2010 FCAT retakes (FAIR test)
2. Students will use the remediation program known as Read-On to practice those FCAT areas in which they are weak

Thursday, Oct. 1

Periods 1-5
1. Students will read for 30 minutes as a way to become more fluent (SSR)
2. Students will react to what they read during SSR by completing a writing log (to be turned in next Friday

ESSENTIAL QUESTION: Explain what it means to be a "professional by experience"

PROMPTS (Need to be single-spaced and at least one page long. Put the number of the prompt you chose at the top of your paper)

• After reading, I wonder...
• Based on what you've read so far, how does the story make you feel?
• The best part of this reading was when…
• Choose a new title for what you are reading. Defend your reasons for the new title.
• Compare the plot of what you are reading with the plot of your favorite book.
• Compare what is happening to a character in the book with your own or a friend's life.
• Create a comic strip detailing today’s reading.
• Create a timeline of events from what you have read so far.
• Describe several insights you’ve gained from your reading.
• Discuss why you like or dislike what you are reading.
• Draw a comic strip or graphic novel page for what you just read.
• Draw a picture for what you just read.
• Draw a wanted poster for the antagonist. Be sure to include a picture of the antagonist’s face, a list
of the antagonist’s ‘crimes’ from the story, and the ‘reward’ amount.
• Evaluate the quality of the writing. What are good writing traits for this genre?
• Formulate your own opinions about why your favorite character is necessary to the story.
• Formulate your own opinions about why your least favorite character is necessary to the story.
• From what you read, choose an event that you can connect to your life. Describe the event and
how it connects to your life.
• How is the setting similar to places you have been or seen in your life?
• How would changing the setting’s place change the story?
• I didn’t get it when…
• I wonder…
• I would rather read than…
• I would read more if…
• If I were asked if I’m a good reader, I would say…
• If you were to pick five items to represent a story, what would they be and why?
• In few paragraphs, summarize what you read today.
• Infer events in the characters past to make him or her react as they are now.
• Justify how one of the characters is like you and how the character is different from you.
• List the physical characteristics of the main character (clothing, physical features, etc.)
• List three questions you have about what you read.
• Name the character most like you. What makes this character so similar to you?
• Pretend what you are reading is nominated for a national award. Explain why you think it should
or should not receive an award.
• Pretend you are a talk show host and two characters are the guests on your show. Which characters
21. would you chose and why? List two questions that you, the host, would ask each character.

Wednesday, Sept. 30

Periods 1-5
1. Students will take the FAIR test to determine their success rates on the 2009-2010 FCAT retakes (FAIR test)

Tuesday, Sept. 29

Periods 1-5
1. Students will take the FAIR test to determine their success rates on the 2009-2010 FCAT retakes (FAIR test)

Friday, Sept. 25

Periods 1-5
1. Tell students to take out their AR book and put it on their desk. You will then walk the aisles and write down the names of those students who failed to bring their AR books to class. By the way, you will know that a book is AR by the light green sticker found on the spine. Students only receive credit for SSR if their book is AR. Once you are finished with that, tell those students who forgot their books that they can now get out of their seats and borrow one from the classroom library.
2. As soon as everyone has a book and is seated, go ahead and start the classroom timer. The students will read silently for 30 minutes. Please write down the names of those students who are not on task during SSR (sleeping, head down, talking, doing work for another class, etc.).
3. Once the 30 minutes has ended, put the choice of prompts on the overhead – or you can write them on the board -- and tell the students that they are now to complete a writing log on what they have read. The log needs to be single-spaced, be at least a page long, and go on the back of the writing log they completed last week. Tell them that if they can’t follow these simple instructions, then they will not receive credit for their writing log.
4. When there is five minutes left in the period, go ahead and collect all writing logs.

Thursday, Sept. 24

Periods 1-5

2. Play Vocabulary pyramid

Here is how it works:

--Split the class into two groups (if there is an odd number of students in class, then have the odd person keep score)
---Have the groups sit on separate sides of the room.
--Nominate a captain for each team (or ask for volunteers to be the captain)
--Take a coin and ask one of the captains to call it in the air. The team that wins goes first.
--Take two desks and push them against the front white board, with the desks facing each other. The desk for the person trying to figure out the word should have its back to the white board.
--The captain for the team that won the toss would then choose which two students to go first. Ask one of the students whether he/she wants to give or receive the clue.
--Once the students are seated (with one student looking at the whiteboard and the other student with his/her back to the whiteboard), go ahead and choose a word from the wall and write it on the board.
--Once you have finished writing the word on the wall, go ahead and start the timer. Each team has 30 SECONDS to figure out the word being described. If the team can’t figure out the word in 30 seconds, then that team loses its turn and the other team is now up.
--The student looking at the board should now be giving clues as to the word on the board. Allow the student giving clues to use his/her VIS sheet. However, the student trying to figure out the vocab word IS NOT ALLOWED to use a VIS sheet.
--If you hear a team shouting out the word or clues to the word then disqualify that team and give the other team the right to sit in the ‘hot seat.’
--If the team keeps getting the word right, then they would keep their turn and continue racking up points.

Wednesday, Sept. 23

Periods 1-5
Task or objective: Students will summarize the main idea of a story, specifically Lesson 1 of the Impact book, by using the reading strategy known as selective underlining
Method(s) or strategies: (1) The teacher will model the strategy by doing the first few paragraphs as a class. The class will finish the remaining paragraphs on its own once it is apparent that the strategy is understood. (2) Students will take the target notes for each paragraph and create a summary
Evaluation: The production of a summary, which will be handed in, will reflect understanding of the strategy
FCAT activity: Main idea

Paragraph 1
Sentence 1: It is
Sentence 2: Steve dressed
Sentence 3: Images are
Sentence 4: Irwin died
Target note: Steve Irwin

Paragraph 2
Sentence 1: Irwin was
Sent 2: Irwin became
Target note: became famous

Para 3
Sent 1: The Crocodile Hunter was
Sente 2: It was
Sentence 3: critics cited
Sentence 4: The Crocodile Hunter showed
Sentence 5: success led
Target note: The Crocodile Hunter

Paragraph 4
Sentence 1: Irwin was
Sentence 2: He made, ran, supported
Target note: wildlife protection

Paragraph 5
Sentence 1: It seems
Sentence 2: parents were, founded
Sentence 3: steve spent
Sentence 4: He was given, father had taught
Sentence 5: steve helped
Sentence 6: He, Terri took
Target note: family

Paragraph 6
Sentence 1: Irwin considered
Sentence 2: He shared
Sentence 3: He was
Sentence 4: He was able
Sentence 5: Steve became
Target note: expert wildlife educator

Paragraph 7
Sentence 1: He did have
Sentence 2: People complained
Sentence 3: People thought
Sentence 4: Steve said
Sentence 5: stunt ended
Target note: critics

Paragraph 8
Sentence 1: Steve was filming
Sentence 2: he was snorkeling
Sentence 3: barb hit
Sentence 4: Irwin died
Sentence 5: People were devastated
Sentence 6: people mourned
Target note: death

Paragraph 9
Sentence 1: death left
Sentence 2: It was
Sentence 3: It was
Sentence 4: Irwin died
Sentence 5: he will be remembered
Target note: Irwin remembered

Task or objective: Students will become more fluent by attempting a reading probe (from the Jamestown fluency book used in class)
Method(s) or strategies: Students will pair and read a fluency passage. The first read is known as the cold, the second read is the whisper, the third read is led by the teacher, and the last read is the hot. By the end of the year, students should have improved their words-per-minute totals while also becoming more accurate.
Evaluation: Pairs grade each other depending on the number of words read in one minute, circling the mistakes for those words that have been mispronounced, dropped, etc.
FCAT activity:

Task or objective: Students will review important vocabulary words they will most likely see on the FCAT
Method(s) or strategies: Word wall review
Evaluation: Teacher will call on random students to tell him the definition of each of the words on the word wall
FCAT activity:

Tuesday, Sept. 22

Periods 1-5
Task or objective: Students will summarize the main idea of a story, specifically Lesson 1 of the Impact book, by using the reading strategy known as selective underlining
Method(s) or strategies: (1) The teacher will model the strategy by doing the first few paragraphs as a class. The class will finish the remaining paragraphs on its own once it is apparent that the strategy is understood. (2) Students will take the target notes for each paragraph and create a summary
Evaluation: The production of a summary, which will be handed in, will reflect understanding of the strategy
FCAT activity: Main idea

Task or objective: Students will become more fluent by attempting a reading probe (from the Jamestown fluency book used in class)
Method(s) or strategies: Students will pair and read a fluency passage. The first read is known as the cold, the second read is the whisper, the third read is led by the teacher, and the last read is the hot. By the end of the year, students should have improved their words-per-minute totals while also becoming more accurate.
Evaluation: Pairs grade each other depending on the number of words read in one minute, circling the mistakes for those words that have been mispronounced, dropped, etc.
FCAT activity:

Task or objective: Students will review important vocabulary words they will most likely see on the FCAT
Method(s) or strategies: Word wall review
Evaluation: Teacher will call on random students to tell him the definition of each of the words on the word wall
FCAT activity:

Monday, Sept. 21

Periods 1-5
Task or objective: Students will use reading strategies to comprehend grade-level text, specifically lesson 1 of the “Impact” book
Method(s) or strategies: In groups of three, students will, by drawing a color picture on a notecard they have been given, summarize the main idea of the paragraph they have been assigned. On the back of the notecard, students also will answer the essential question “What does it mean to be a professional by experience?”
Evaluation: The students will present their notecards. We also will discuss the essential question as a class
FCAT activity: Main idea

Task or objective: Students will become more fluent by attempting a reading probe (from the Jamestown fluency book used in class)
Method(s) or strategies: Students will pair and read a fluency passage. The first read is known as the cold, the second read is the whisper, the third read is led by the teacher, and the last read is the hot. By the end of the year, students should have improved their words-per-minute totals while also becoming more accurate.
Evaluation: Pairs grade each other depending on the number of words read in one minute, circling the mistakes for those words that have been mispronounced, dropped, etc.
FCAT activity:

Task or objective: Students will review important vocabulary words they will most likely see on the FCAT
Method(s) or strategies: Word wall review
Evaluation: Teacher will call on random students to tell him the definition of each of the words on the word wall
FCAT activity:

Friday, Sept. 18

Periods 1-5
Task or objective: Students will improve their fluency through Silent Sustained Reading
Method(s) or strategies: Students will read the Accelerated Reader book of their choice silently for 30 minutes, with the teacher correctly modeling the practice
Evaluation: (1) Students will receive 10 points for the practice, five from bringing their AR book to class and the other five from correctly modeling the practice. (2) Students will answer a writing prompt that reflects what they read during SSR
FCAT activity: Fluency

Thursday, Sept. 17

Periods 1-5
Task or objective: Students will spend the day in the media center, being STAR-tested, checking out Accelerated Reader books, and being introduced to what the Media Center offers

Wednesday, Sept. 16

Periods 1-5
Task or objective: Students will use a remediation program on the laptops to improve on the FCAT areas in which they are weak
Method(s) or strategies: Read-On
Evaluation: Read-On grades will be pulled once a month
FCAT activity: This program uses differentiated instruction to help students improve on all the FCAT areas in which they are weak

Tuesday, Sept. 15

Periods 1, 4
OBJECTIVE: Students will use a variety of strategies to comprehend grade-level text (Review worksheets, during-reading activity)
OBJECTIVE: Students will use the new vocabulary that is introduced and taught directly (Review of vocab quiz)
OBJECTIVE: Students will attempt to become more fluent (Fluency, teacher read of "Impact" Lesson 1)

(Period 4 only) OBJECTIVE: Students will use the new vocabulary that is introduced and taught directly (Vocab quiz)

Period 2, 3, 5
OBJECTIVE: Students will use the remediation program known as Read-On to practice the FCAT areas in which they are weak (Read-On)

Monday, Sept. 14

Periods 1, 2, 4, 5
OBJECTIVE: Students will use the remediation program known as Read-On to practice the FCAT areas in which they are weak (Read-On)

(Period 4 only) OBJECTIVE: Students will use the new vocabulary that is introduced and taught directly (Vocab quiz)

Period 3
OBJECTIVE: Students will use a variety of strategies to comprehend grade-level text (Review worksheets, essential question)
OBJECTIVE: Students will use the new vocabulary that is introduced and taught directly (Review of vocab quiz)
OBJECTIVE: Students will attempt to become more fluent (Fluency, teacher read of "Impact" Lesson 1)

Friday, Sept. 11

Periods 1-5
1. Vocab quiz

Thursday, Sept. 10

Period 1
1. Fluency
2. Read-On (45 minutes)
3. Background knowledge
4. SSR

Period 2
NO CLASS

PERIOD 3
NO CLASS

Period 4
1. Fluency
2. Read-On (45 minutes)
3. Background knowledge
4. SSR

Period 5
1. Read-On

Wednesday, Sept. 9

Period 1
1. Learn new vocabulary

1. Ecosystem: a collection of plants and animals dependent on each other: (N): A change in temperature can affect an ecosystem. A change in temperature can affect a collection of plants and animals dependent on each other.

http://www.scienceclarified.com/images/uesc_04_img0211.jpg


2. Endangerment: the state of being threatened with extinction (N): Manatees are suffering endangerment. Manatees are suffering the state of being threatened with extinction.

http://scienceblogs.com/retrospectacle/manatee.bmp

3. Extinction: the process of no longer existing (N): The quagga has suffered extinction. The quagga has suffered the process of no longer existing.

what are some other animals that are extinct?
http://www.oddee.com/item_88742.aspx

4. Habitat: the place where a plant or animal is found (N): The ocean is the habitat for a manatee. The ocean is the place where a manatee is found.

what is your habitat?

5. Inhabit: live in (v): Cockroaches inhabit the walls and other dark places. Cockroaches live in the walls and other dark places.

6. estimate: make a rough calculation (V): I had to estimate the number of jelly beans in the jar. I had to make a rough calculation on the number of the jelly beans in the jar.

Estimate the number of students in class today.



7. evaluate: determine the value of (V): Evaluate the house that you recently purchased. Determine the value of the house that you recently purchased.



How are teachers evaluated?



8. explain: make clear with details (V): Please explain yourself. Please make yourself clear with details.



9. formulate: express precisely (V): Barack Obama had to formulate his opinion on abortion. Barack Obama had to express precisely his opinion on abortion.



Formulate your stance on the war



10. justify: show to be correct (V): Justify your reasons for skipping school. Show to be correct your reasons for skipping school.



How might you justify not turning in your homework?

1. Ecosystem: a collection of plants and animals dependent on each other: (N):


2. Endangerment: the state of being threatened with extinction (N):

3. Extinction: the process of no longer existing (N):

4. Habitat: the place where a plant or animal is found (N):

5. Inhabit: live in (v):

6. estimate: make a rough calculation (V):

7. evaluate: determine the value of (V):

8. explain: make clear with details (V):
9. formulate: express precisely (V):

10. justify: show to be correct (V):

Period 2
1. Read-On (45 minutes)
2. Learn new vocab

Period 3
1. SSR
2. Read-On

Period 4
NO CLASS

Period 5
1. Fluency
2. New vocab

Tuesday, September 8

Periods 1, 2, 4, 5
OBJECTIVE: Students will use the remediation program known as Read-On to practice the FCAT areas in which they are weak (READ-ON)

Period 3
OBJECTIVE: Students will practice a reading probe as a way to become more fluent (FLUENCY)
OBJECTIVE: Students will learn the necessary vocabulary to understand Lesson 1 in the "Impact" book

1. Ecosystem: a collection of plants and animals dependent on each other: (N): A change in temperature can affect an ecosystem. A change in temperature can affect a collection of plants and animals dependent on each other.

http://www.scienceclarified.com/images/uesc_04_img0211.jpg

2. Endangerment: the state of being threatened with extinction (N): Manatees are suffering endangerment. Manatees are suffering the state of being threatened with extinction.

http://scienceblogs.com/retrospectacle/manatee.bmp

3. Extinction: the process of no longer existing (N): The quagga has suffered extinction. The quagga has suffered the process of no longer existing.

what are some other animals that are extinct?
http://www.oddee.com/item_88742.aspx

4. Habitat: the place where a plant or animal is found (N): The ocean is the habitat for a manatee. The ocean is the place where a manatee is found.

what is your habitat?

5. Inhabit: live in (v): Cockroaches inhabit the walls and other dark places. Cockroaches live in the walls and other dark places.

6. estimate: make a rough calculation (V): I had to estimate the number of jelly beans in the jar. I had to make a rough calculation on the number of the jelly beans in the jar.

Estimate the number of students in class today.

7. evaluate: determine the value of (V): Evaluate the house that you recently purchased. Determine the value of the house that you recently purchased.

How are teachers evaluated?

8. explain: make clear with details (V): Please explain yourself. Please make yourself clear with details.

9. formulate: express precisely (V): Barack Obama had to formulate his opinion on abortion. Barack Obama had to express precisely his opinion on abortion.

Formulate your stance on the war

10. justify: show to be correct (V): Justify your reasons for skipping school. Show to be correct your reasons for skipping school.

How might you justify not turning in your homework?

1. Ecosystem: a collection of plants and animals dependent on each other: (N):
2. Endangerment: the state of being threatened with extinction (N):
3. Extinction: the process of no longer existing (N):
4. Habitat: the place where a plant or animal is found (N):
5. Inhabit: live in (v):
6. estimate: make a rough calculation (V):
7. evaluate: determine the value of (V):
8. explain: make clear with details (V):
9. formulate: express precisely (V):
10. justify: show to be correct (V):


OBJECTIVE: Students will learn the necessary background knowledge to understand Lesson 1 in the "Impact book" (SHOW CLIPS OF STEVE IRWIN)

http://animal.discovery.com/fansites/crochunter/closecalls/videogallery/videogallery.html

Friday, Sept. 4

Periods 1-5
OBJECTIVE: Students will practice Silent Sustained Reading as a way to become more fluent (SSR for 30 minutes)

OBJECTIVE: Students will use a variety of strategies to comprehend grade-level text (book work)

OBJECTIVE: Students will use background knowledge of subject and related content areas, pre-reading strategies, graphic organizers, text features and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection (book work)

Thursday, Sept. 3

Periods 1, 3, 4
OBJECTIVE: Students will use the remediation program known as Read-On to work on the FCAT skills in which they are weak (Read-On)

Periods 2, 5
OBJECTIVE: Students will attempt a reading probe to become more fluent (fluency)
OBJECTIVE: Students will use a variety of strategies to comprehend grade-level text (book work)
OBJECTIVE: Students will use background knowledge of subject and related content areas, pre-reading strategies, graphic organizers, text features and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection (book work)

Wednesday, Sept. 2

Periods 1, 3, 4
OBJECTIVE: Students will attempt a reading probe to become more fluent (fluency)
OBJECTIVE: Students will use a variety of strategies to comprehend grade-level text (book work)
OBJECTIVE: Students will use background knowledge of subject and related content areas, pre-reading strategies, graphic organizers, text features and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection (book work)

Periods 2, 5
OBJECTIVE: Students will use the remediation program known as Read-On to work on the FCAT skills in which they are weak (Read-On)

Tuesday, September 1

Periods 1, 2, 4, 5
OBJECTIVE: Students will attempt a reading probe to become more fluent (fluency)
OBJECTIVE: Students will use notecards as a way to identify the main idea in each paragraph of the Lesson 1 story titled "How a Comet was Discovered" (they will put what they think are the paragraph's three most important words on one side of the notecard while drawing a picture of the paragraph's main idea on the other side of the notecard). Students will then report their findings to the rest of the class

Period 3
Grade level assembly

Monday, August 31

Periods 1, 2, 4, 5
OBJECTIVE: Students will use the remediation program known as Read-On to work on the FCAT skills in which they are weak

Period 3
OBJECTIVE: Students will attempt a reading probe as a way to become more fluent (fluency)
OBJECTIVE: Students will use notecards as a way to identify the main idea in each paragraph of the Lesson 1 story titled "How a Comet was Discovered" (they will put what they think are the paragraph's three most important words on one side of the notecard while drawing a picture of the paragraph's main idea on the other side of the notecard). Students will then report their findings to the rest of the class

Friday, August 28

Periods 1-5
OBJECTIVE: Students will learn the vocabulary words necessary to understand lesson 1 in the "Topics for the Restless" textbook (quiz)
OBJECTIVE: Students will practice Silent Sustained Reading as a way to become more fluent (SSR, 30 minutes)

Thursday, Aug. 27

Periods 1-5
OBJECTIVE: Students will read with a partner as a way to become more fluent (fluency #1 from the Jamestown book)
OBJECTIVE: Students will learn the necessary background knowledge to understand Lesson 1 in the "Topics for the Restless" book (United Streaming video)
OBJECTIVE: Students will listen as the instructor reads Lesson 1 (teacher lead read)

ALSO ...
1. Fluency chart is due Friday, October 16

Wednesday, August 26

Periods 1-5
OBJECTIVES: Students will present Venn diagrams as a way to get to know each other
OBJECTIVES: Students will use Read-On to practice the FCAT skills in which they are weak

1. Venn diagram presentations
2. Read-On

Tuesday, Aug. 25

Objective: Students will apply strategies to preview text while also learning new vocabulary.


Objective: Students will understand rules & expectations; students will complete a Venn diagram as a way for their peers to learn more about them; students will use strategies to understand words and text.
Activities: Syllabus handouts, rules overhead; class discussion regarding reading attitudes; student information sheets; completion of VIS sheets, completion of Venn diagram.

Board Note: How do I preview a text?

What vocabulary do I need for this text?

Activities: Using Restless page 8, students preview vocabulary. Using VIS chart, students complete word, definition, part of speech, sentence and picture.

As a class, students discuss & complete page 8.
Students make predictions about text using vocab. Title, pictures, captions & footnotes.
Students are informed of vocab. Test on Friday.
Students must bring a book for SSR on Friday.
Closure: Answer Board Note question in notebooks..
Evaluation: Notebook checks/test.
Standards: LA.A.1.4.2
ELL/ESE strategies: Graphic organizer for vocab./preferential seating, groupwork.

1. magnate: powerful or important person (N): Donald Trump is considered a magnate. Donald Trump is considered a powerful or important person.
2. scanning: looking at with great care. (V): Scanning text prior to reading it is very important. Looking at text with great care prior to reading is very important.
3. nocturnal: occurring at night (adj): Some animal's feeding patterns are nocturnal. Some animal's feeding patterns are nocturnal.
4. diffuse: spread out (V): Security was called to diffuse the fight. Security was called to spread the fight out.
5. resolve: break into parts (V): I had to pay an attorney to resolve my divorce. I had to pay an attorney to break my divorce into parts.
6. meridian: highest point (N): Men come to their meridian at various periods of their lives.
7. prime: best (adj): Uncle Luke's in Manhattan only sells prime beef. Uncle Luke's in Manhattan only sells the best beef.
8. entertain: consider (v): I only entertained the thought of letting my brother move in with me. I only considered the thought of letting my brother move in with me.
9. contention: claim or belief (N): Is it your contention that UFOs exist? Is it your claim or belief that UFOs exist?
10. fathom: understand or comprehend (V): I do not fathom what you are saying. I do not understand or comprehend what you are saying.

ALSO ...
1. Extra credit if you "Dress for Success"
2. Show Code video to third period class
3. Reiterate cellphone policy since there has been confusion
4. Give out correct phone number since I had it wrong in syllabus
5. Review code book (sections I and II for second period, section III for third period, sections IV and V for fourth period, and sections VI and VII for fifth period)
6. Collect emergency contact form from those who failed to turn it in Monday
7. Distribute hall passes

Monday, August 24

Intensive Reading
Mr. Cooper
Periods 1-5

Objective: Students will understand rules & expectations.
Activities: Syllabus handouts, rules overhead; class discussion regarding reading attitudes; student information sheets.

ACCELERATED READER

1. You cannot read an AR book that has an accompanying movie.
2. You are required to read 75 pages a week (15 pages a night). Extra credit will be given to those students who read extra pages.
3. You will receive daily work grades for bringing your AR book to class.
4. You are only allowed to read AR books. Do not ask for an alternative assessment on a book that is not AR.
5. The AR book you choose to read should be at or above your reading level. For example, if your book level is 5.3 and you read an AR book that is 3.5, then you will receive ZERO credit for having read the book even if you pass the test.
6. You cannot take an AR test on a book that you are studying in another class.

If you choose not to participate in the AR program, then you could fail this course. Please see me if you have any questions about Accelerated Reader.

SYLLABUS

11th Grade Reading
2009-2010

Teacher: Mark Cooper
Phone number: (754) 322-0500 x. 3209
Email: mark.cooper@browardschools.com.
Best time to reach me: between 12:50 p.m.-2:30 p.m.

Required materials
1. Folder (with three prongs)
2. Loose-leaf paper
3. Pencils
4. Pens
5. AR book (bring to school daily for a grade)

The goal of this class is to … :
1. create accurate, fluent and expressive readers
2. empower strategic readers
3. extend reading comprehension
4. develop written expression
5. develop listening comprehension
6. encourage peer interaction
7. extend critical thinking
8. foster a love of reading

The Broward County grading scale is as follows:

90-100=A
80-89=B
70-79=C
60-69=D
0-59=F

The following categories will be used to determine grades:

15% FCAT
40% AR: (Students are required to pass one AR test every two weeks – failure to do so could lead to failure from the course)
15% Vocab
15% Impact
15% Readers Theatre

Expectations

Food: Food, including water, must be put away or thrown away before entering class. Failure to do so will result in a detention.
Dress: It is expected that all students will dress properly. Students not dressed properly will be sent to the main office.
IPOD/MP3/CD players, phones, etc.: All devices must be put away. If a student has one of these devices out, security will be called and the device will be confiscated.
Language: It is expected that all students will speak properly. Cursing in class will result in a detention.
Cheating: Cheating is not acceptable and will result in a zero, parental contact, and a referral.
Grooming: Personal grooming should not be done in class. If a student is caught grooming in class, a detention will be issued.
Tardies: Students are expected to be seated and ready to work when the bell rings. Students not seated and ready to work when the bell rings will be given detentions. Students not in the respective classrooms when the bell rings will be sent to lockout.
Respect: Students are expected to respect themselves, their peers, and their teacher.
Etc.: For additional expectations, see the Code of Student Conduct.

Textbook

We will use three books in this class to help children prepare for the FCAT, including:

1. Preparing for FCAT, Reading
2. Impact 3
3. Topics for the Restless

These books will be available to students during class. However, they can be checked out on a case-by-case basis.

Website

Parents can keep up with student progress (attendance, assignments, etc.) by checking the online version of Pinnacle, which can be accessed through the school website at www.coralspringshigh.org. Parents can also see what students do on a daily basis by checking my teacher website at http:// MrCooper20092010.blogspot.com

LAPTOPS

RULES REGARDING USE OF CSHS LAPTOPS

1. Student work needs to be saved to student folder. Work saved to the laptop will be lost the next time the laptop is restarted.

2. All students will be assigned a laptop. Please see your teacher if you need to use a laptop that is not assigned to you. You are responsible for the laptop you are assigned to. You will be assigned an obligation if your laptop is damaged in any way.

3. Laptops are fragile so please do not touch the screen.

4. The laptops print to the printer on top of the cart only. They will not print to any existing classroom printer. Classroom computers will not print to the laptop cart printer.

5. Do not attempt to remove the ID stickers. Doing so is considered vandalism and disciplinary action will be taken.

6. Any message popping up from Microsoft Anti-spyware should be answered with “OK, allow or ignore” depending on your choices. Any messages popping up asking to update software should be answered with “NO” or “LATER.”

7. Game playing/surfing the ‘Net/listening to music is not allowed on CSHS laptops.


I UNDERSTAND HOW LAPTOPS ARE TO BE USED

I (please print your first and last name), _________________________________, have read and understand the rules regarding proper use of Coral Springs High School laptops. I understand that if I disobey any of the above rules that I could be 1) assigned a detention and/or referral AND 2) could be assessed a financial obligation that will stay on my permanent record.


I HAVE READ AND UNDERSTAND THE SYLLABUS

I (please print your first and last name), _________________________________, have also read Mr. Cooper’s syllabus and understand what is expected of me,. I also understand what makes up my grade.



STUDENT SIGNATURE: __________________________________________________

DATE: __________________________


ALSO ...

(1) Discuss syllabus
(2) Discuss pass policy
(3) Discuss AR
(4) Discuss care of laptops
(5) Discuss homework
(6) Discuss evacuation routes
(7) Discuss what to do if you want to leave when the bell rings
(8) Distribute appropriate forms
(9) Discuss posted signs
(10) Discuss theme of room
(11) Discuss what to do if we receive a visit from a county official

HOMEWORK FOR PERIOD 1
(1) All forms need to be turned in by Monday, Aug. 31. Do not turn the forms in individually. You will receive a grade for turning in your forms on time.
(2) Bring a book on Friday, Aug. 28 for SSR. You will receive a grade for this.
(3) Make sure that your parent calls me by Friday, Sept. 4. The phone number is (754) 322-0500 x. 3209. You will receive a grade for this.
(4) Buy a three-pronged folder

HOMEWORK FOR PERIODS 2-5
(1) Bring a book on Friday, Aug. 28 for SSR. You will receive a grade for this.
(2) Make sure that your parent calls me by Friday, Sept. 4. The phone number is (754) 322-0500 x. 3209. You will receive a grade for this.
(3) Buy a three-pronged folder. You will receive a grade for this.