The Great Blue Yonder: Page 130
The Power of Un: Page 130
Notes from a Liar and Her Dog: Page 180
Skelton Key: Page 161
Comeback Kids: Page 78
Babe and Me: Page 118
The Boy Who saved Baseball: FINISH
Where the Red Fern Grows: Page 121
The Graduation of Jake Moon: Page 77
Star Wars Clone Wars: Page 103
The Invention of Hugo Cabret: Page 361
Hero: Page58
.B.2 - Explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways.
Video
SOUTHEAST
Food: bears, squash, tobacco, turkey, deer, corn, sunflowers, rabbit, squirrels, chipmunks, berries, pumpkins
Environment: Lived in river valleys and Southern Appalachian Mountains
Tools:
Clothing: Creativity:
Shelter: Two types of shelter. One for summer and one for winter. Wood poles covered with bark and mud. Cone shape for winter and box shaped for summer covered in grass. Villages.
EASTERN WOODLANDS
Video
Food: ducks, salmon, trout, bear, deer, crops
Environment: Thick woods, swamp land in the southern part and cold mountain tops in the northern part.
Tools:
Clothing:
Creativity:
Shelter: Longhouses made tree wood and bark
Great Plains
Food: Buffalo
Environment: rolling hills, fields, flat grassy dry land
Tools: horsesClothing: Buffalo
Creativity:
Shelter: Called lodges. Made of wood and covered in sod (mixture of mud and grass); tepees were made of wood and buffalo skin and could be moved easily.
SOUTHWEST
Video
Food: sheep
Environment: mostly dry, steep cliffs, mountains, canyons
Tools:
Clothing: sheep
Creativity:
Shelter: adobe made of sand and clay. Built on top of each other on the edge of cliffs. Hogans made of wood frames and covered in grass and clay.
WEST
Food: acorns for flour to make bread, berries and nuts, salmon, deer,
Environment: Lush and hot with lots of resources
Tools: antlers, tar, canoes
Clothing:
Creativity:
Shelter: Used the rich wood to make tepees,
NORTHWEST
Video
Food: Whale
Environment: Mostly rivers and forest
Tools: dugouts for fishing
Clothing:
Creativity: totem poles, jewelry, mask
Shelter: Pit house built over a hole using wood
Reading:Wednesday Book Clubs
Math: Journal ALL 3-2
The Great Blue Yonder: Page 75
The Power of Un: Page 81
Notes from a Liar and Her Dog: Group 1 Finish by Thursday & Group 2 page 127
Skelton Key: Page 118
Comeback Kids: Page 59
Babe and Me: Page 58
The Boy Who saved Baseball: Page 159
Where the Red Fern Grows: Page 66
The Graduation of Jake Moon: Page 35
Star Wars Clone Wars: Page 44
The Invention of Hugo Cabret: Page 62
Math Class
Read your assigned subtitle and create an illustration with the main idea written on the back.
Eastern Woodland Indians: HC
Life in the Forests: MC
Brave Warriors: GC
House from Trees: AL
The Iroquois League: JB
Plains Indians: SL
Buffalo: KB
Hunting Buffalo:RB
The Horse: RD
Home on the Plains: KH
Pacific Northwest Indians:HK
Life in the Pacific Northwest: GC
Whale Hunt: SL
Totem Poles: MC
Potlatches: CK
Using Natural Resources: SG
Pueblo Indians: BH
Higher Level of Technology: KD
Life on the Desert: CW
Pueblo Homes: MS
Pueblo Beliefs: BN
Scorpions: Finish
The Great Blue Yonder: Page 54
The Power of Un: Page 57
Notes from a Liar and Her Dog: Group 1 Finish by Thursday & Group 2 page 91
Marco’s Millions: Finish
Skelton Key: Page 76
Comeback Kids: Page 59
Babe and Me: Page 56
The Boy Who saved Baseball: Page 125
Where the Red Fern Grows: Page 38
Analyze your partner’s and your own writing looking for examples from the list below.
Personal Narrative: Timeline & Sketch a Memory
Personal Narrative: Scene, Conflict & Resolution
Personal Narrative: Using Internal Thought
Personal Narrative: Showing the Reader
Personal Narrative: Lift a Line
Personal Narrative: Mood and Tone
Capitalization and Punctuation
· Readers pay attention to the importance of the setting by making a picture in your mind using the senses to help you hear, smell, taste, and feel what is going on
· Readers notice how the setting influences characters’ actions by asking, “What would the character do if…?”
· Readers notice how the setting influences the story by wondering how the outcome of the story would be different in another time and/or place.
Explain why it was so shocking to Luke that Jen got to go out in public and go shopping at a mall.
Describe how Jen feels about her mother’s priorities when she takes her shopping.
Explain why Luke’s family is able to eat better than Jen’s family even though Jen’s family are barons.
Explain why there really isn’t a food shortage.
Predict what is going to happen if the shadow children have a rally outside the President’s house.
Describe how Jen set up the chat room.
Explain why Jen thought Luke might not be able to read.
Hypothesize why Luke didn’t ask his father about what he was reading.
List all the things the Government did to control the food shortage.
Explain why Luke started feeling guilty for being alive.
Compare/contrast Luke’s feelings before he read the articles to his feelings after he read the articles about population.
· Readers get to know their characters better by paying attention to what a character
-says
-does
-thinks
· Readers identify character traits by paying attention to what a character
-says
-does
-thinks
“What does that tell me about that person?”
· Readers get to know their characters better by making connections to their own lives, “Who do I know that is like this character?” “When has this happened to me?” “When have I felt this way?”
· Readers get to know their characters better by making connections to other characters they have read about. “Who does this character remind me of?” “What do they do that is like this other character?”
· Readers infer characters’ feelings and motivations by thinking about what they do and say “When my character did this… or said this… I think they felt this way…” or “I think my character did… because he was feeling…”
· Readers learn more about their character by paying attention to the dialogue between characters.
· Readers determine what a character is thinking/feeling by paying attention to the dialogue between characters, “When my character was talking to _______ I think they felt this ….” “Why would my character say that?”
· Readers learn more about their character by noticing the way they interact with other characters in a scene, asking themselves, “Why would that person act that way?” (motivation)
· Readers infer characters’ feelings and motivations by thinking about what others think about them. “The other character(s) in the story think… I know this because…”
· Readers can learn more about their characters by thinking about something the character does that surprises you and try and figure out why. “I was surprised when…?” “I think they did this because…”
· Readers investigate the changes characters go through by keeping track of their actions, things they say, or their thoughts. “In the beginning…, but now…because…” Readers create theories about the main character by using all that they have learned about the character
