Check your emails for assignments. Due to the passwords in the assignment, I will not post the assignment on my webpage but it is in Teams/PWCS email.

 In recognition of that and the fact that a handful of you just received computers recently from PWCS next week will be designated as a catchup week. 

You are able to complete any of the optional assignments that have been assigned that you didn't get to. If you have completed all work, then I encourage you to be active in independent reading this week coming up.

I will still be holding my office hours next week at normal times, Tuesday 12-1:30 on Teams/email. Please let me know exactly what you need help with, as this week it will be across all the assignments.

Image preview5/18

Today is going to be a little -different- than normal. Today, we will be doing a virtual breakout box provided to us by the librarians. I'll be on Teams and email during instruction ( Monday 9:00- 10:30) and during office hours (Tuesday 11:30-1:00) for clues and hints. As always, I'm here to help.



The work for this week is in my Files and Documents. Please download, complete, and submit via email or in Teams. You may also find the work in your PWCS email, Canvas and in Teams.
Non Fiction Text Structres/Dialogue

The work for this week is in my Files and Documents. Please download, complete, and submit via email or in Teams. You may also find the work in your PWCS email and in Teams.
The work for this week is in my Files and Documents. Please download, complete, and submit via email or in Teams. You may also find the work in your PWCS email and in Teams.
The work for this week is in my Files and Documents. Please download, complete, and submit via email or in Teams. You may also find the work in your PWCS email and in Teams.
Although PWCS is unable to provide instruction or class assignments to students while schools remain closed, our School Division hopes that the suggestions for optional learning activities posted here will help parents support student learning until schools re-open. Please remember that use of these materials and participation in these activities are optional and neither grades nor course credit will be awarded.

Language Arts was to meet yesterday, which was a teacher workday. As such, I am not assigning any optional new work this week. I ask that you take this time to read and to complete any previous optional assignments that you have yet to do. Next week, we will be doing inferencing and subject verb agreement. I will post the assignment here and in teams. Email me once you have finished it with the .docx or a picture of your answers. More details to come.

Optional Assignment 4/1

I have put an article in Newsela for optional completion that I found that would be of interest. There is a couple questions at the end to complete. You can get to Newsela through Clever.

Optional Assignment 3/30
You have an assignment in Study Island that you can complete. It is suggested to master 2 skills a day., to give proper time for both practice and balance.  There are 18 standards in this assignment.
Resources to Support Learning:

Study Island( Use through Clever) https://clever.com/
BrainPop(Use through Clever) https://clever.com/
Flocabulary (Use through Clever) https://clever.com/



School Library: https://ripponms.pwcs.edu/cms/One.aspx?portalId=414739&pageId=581908
Library at Home Activities: https://ripponms.pwcs.edu/cms/One.aspx?portalId=414739&pageId=41723380

Most importantly, be sure that you continue to read independently and talk about what you are reading with your parents/guardians, siblings, and friends (virtually, of course). I am always here via email to discuss your reading and recommendations.

Writing: This will be discussed more when I assign the optional leaning activities next week via PWCS guidelines, but make sure you are writing as well. This writing should be about anything you want, just keep writing.
Previous Projects/Assignments

The due date for all projects assigned were on 3/12. These included your Midpoint assessment(will be made up/retakes when we return to class) and the text dependent analysis. The TDA is included in the Files and Documents section of my webpage. You may plan, draft, and make a final copy and send it to me via email. I will accept a typed copy or pictures taken of it written on paper. 

If you choose to take a picture, please ensure that I am able to read it. If I have issues reading it, I will email you and ask to resubmit.

40 Book Challenge: While this has become optional, it is highly encouraged to finish. This was designed to give you a variety of readings throughout the school year. While I cannot give a reward for completing it this school year, if you provide proof that you completed it when we return in 2020-2021 I will find some form of reward for you.

SOLs Covered as of 3/13. Q1 and Q2 calendar is located in the files, all skills highlighted have been taught.

Communication and Multimodal Literacies

6.1 The student will use effective oral communication skills in a variety of settings.

a)   Listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.

b)   Participate as a facilitator and a contributor in a group.

c)   Participate in collaborative discussions with partners building on others’ ideas.

d)   Ask questions to clarify the speaker’s purpose and perspective.

e)   Summarize the main points a speaker makes.

f)   Summarize and evaluate group activities.

g)   Analyze the effectiveness of participant interactions.

h)   Evaluate own contributions to discussions.

i)   Demonstrate the ability to collaborate with diverse teams.

j)   Work respectfully with others and show value for individual contributions.

6.2. The student will create multimodal presentations that effectively communicate ideas.

a)   Use effective verbal and nonverbal communication skills to deliver multimodal presentations.

b)   Use language and vocabulary appropriate to audience, topic, and purpose.

c)   Give collaborative and individual formal and informal interactive presentations.  

d)   Paraphrase and summarize key ideas of a presentation.

6.3 The student will determine the purpose of media messages and examine how they are constructed.

a)   Compare and contrast techniques used in a variety of media messages.

b)   Identify the characteristics and effectiveness of a variety of media messages.

c)   Interpret information presented in diverse media formats and explain how it contributes to the topic.

d)   Craft and publish audience-specific media messages.

6.4 The student will read and determine the meanings of unfamiliar words and phrases within authentic texts.

a)   Identify word origins and derivations.

b)   Use roots, affixes, synonyms, and antonyms to expand vocabulary.

c)   Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

d)   Identify and analyze the construction and impact of figurative language.

e)   Use word-reference materials.

f)   Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

6.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry.

a)   Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.

b)   Describe cause and effect relationships and their impact on plot.

c)   Explain how an author uses character development to drive conflict and resolution.

d)   Differentiate between first and third person point-of-view.

e)   Describe how word choice and imagery contribute to the meaning of a text.

f)   Draw conclusions and make inferences using the text for support.

g)   Identify the characteristics of a variety of genres.

h)   Identify and analyze the author’s use of figurative language.

i)   Compare/contrast details in literary and informational nonfiction texts.

j)   Identify transitional words and phrases that signal an author’s organizational pattern.

k)   Use reading strategies to monitor comprehension throughout the reading process.

6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.

a)   Skim materials using text features such as type, headings, and graphics to predict and categorize information.

b)   Identify main idea.

c)   Summarize supporting details.

d)   Create an objective summary including main idea and supporting details.

e)   Draw conclusions and make inferences based on explicit and implied information.        

f)   Identify the author’s organizational pattern(s).

g)   Identify transitional words and phrases that signal an author’s organizational pattern.

h)   Differentiate between fact and opinion.

i)   Identify cause and effect relationships.

j)   Analyze ideas within and between selections providing textual evidence.

k)   Use reading strategies to monitor comprehension throughout the reading process.



6.7 The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on narrative and reflective writing.

a)   Engage in writing as a recursive process.

b)   Choose audience and purpose.  

c)   Use a variety of prewriting strategies to generate and organize ideas.

d)   Organize writing to fit mode or topic.

e)   Write narratives to include characters, plot, setting, and point of view.

f)   Establish a central idea incorporating evidence and maintaining an organized structure. 

g)   Compose a thesis statement for expository and persuasive writing.

h)   Write multiparagraph compositions with elaboration and unity.

i)   Use transition words and phrases. 

j)   Select vocabulary and information to enhance the central idea, tone, and voice.

k)   Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.

l)   Revise writing for clarity of content including specific vocabulary and information.


6.8 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.

a)   Use subject-verb agreement with intervening phrases and clauses.

b)   Use pronoun-antecedent agreement to include indefinite pronouns.

c)   Maintain consistent verb tense across paragraphs.

d)   Eliminate double negatives.

e)   Use quotation marks with dialogue.

f)   Choose adverbs to describe verbs, adjectives, and other adverbs.

g)   Use correct spelling for frequently used words.

h)   Use subordinating and coordinating conjunctions.



6.9 The student will find, evaluate, and select appropriate resources to create a research product.

a)   Formulate and revise questions about a research topic.

b)   Collect and organize information from multiple sources.

c)   Evaluate and analyze the validity and credibility of sources. 

d)   Cite primary and secondary sources.

e)   Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering and using information.

f)   Demonstrate ethical use of the Internet.


Passage Annotation Method:

  1. Highlight Title/Make Prediction from title
  2. Highlight Paragraph Numbers
  3. Highlight First Sentences
  4. Read passage/Takes notes on each paragraph
  5. Highlight key words in the question (1. WHAT are you asked to do/find 2. WHERE are you looking for it.)
  6. Slash and trash two answers
  7. Write paragraph number where you found the answer
  8. Brain Break

Retakes available upon request.