Homework

**Reading Sage homework will be posted to this page on a regular basis.**
 * Students are reminded to __read the direction for Daybook assignments__. It will save both time and stress. Daybook assignments ask for thoughtful responses that are rarely literal in nature. In other words, the assignments usually ask for a thoughtful opinion, reflection, or prediction. Make sure you know what is being asked and yes, it should be a complete sentence :-).**


 * READING SAGE - Fourth Quarter - See Fourth Quarter Outcomes for Reading **

The Weeks of 4/11 - 4/14/2011
 * 3rd/4th grade: Complete reading __Tuck Everlasting__ by Monday 4/18/11 **
 * 5th grade: Complete reading __The Hound of the Baskervilles__ by Monday 4/18/11 **
 * 6th grade: Complete reading __The Devil's Arithmetic__ by Tuesday. **


 * The Weeks of 3/2 - 3/11/2011 **
 * This is for Josephine, who keeps me honest with this website :-). **
 * Sixth Grade: Complete Theme essay on __Maniac Magee__. Literature study on WWII books of choice. Must be completely finished by 3/11/11. **


 * Fifth Grade: Finish reading __The Mostly True Adventures of Homer Figg__ and complete the __Lincoln Conspiracy__. Recite Gettysburg Address (Memorize - for an A or read dramatically from script for a B. **


 * Third/Fourth: Finish Narrative Storyline Flow Map. Read __War Horse.__ **
 * Then enjoy Spring Break ! **

2/14/2011 Sixth Grade: Read and be prepared to discuss Maniac Magee Part II by Tuesday 2/22/2011 Fifth Grade: Dress rehearsal on Thursday & Friday for Living History presentation. Know your story without note cards. "Be the person". Presentations next week on Thursday and Friday morning 11:00 am Third/Fourth Grade: The Search for Delicious read through the top part of page 60.

The Week of 2/7/2011

Sixth Grade: Complete Daybook pages 117 - 130. Read Chapters 1 - 15 in Maniac Magee. Fifth Grade: Practice speeches for Living History presentation next week. Read pages 1 - 35 in The Mostly True Adventures of Homer P. Figg.

Third and Fourth Grade: Read pages 1 - 33 in The Search for Delicious. Complete the first box of your narrative flow map (Exposition - background, setting - time & place, characters, and problem). Remember to look at the Thinking Map link on the home page if you need a refresher on flow maps.

The Week of 1/10/2011 <span style="font-family: Georgia,serif; font-size: 150%;">Sixth Grade: We are studying figurative language, analogy, and the use of fiction to make social commentary through the window of the Civil Rights Movement. We are reading the short stories, The Friendship and The Gold Cadillac and the novel, Maniac Magee.

<span style="font-family: Georgia,serif; font-size: 150%;">Fifth Grade: This quarter's projects revolve the Civil War. We will be practicing public speaking, research writing and studying historical fiction. This is the Project guide.



Third/Fourth Grade: We moving ahead with our projects. Everyone is currently in the planning/research stage. We have not set deadlines yet. The stronger the plan, the better the project, so we are learning patient and revision :-). No one should be worried about finishing their project in the near future.

10/21/10 Sixth Grade: Complete The Dragon Keeper. Be prepared to discuss how Ping or Danzi's character traits have influenced the their actions.

Fifth Grade: Read the prologue and chapters 1 & 2 in The Ravenmaster's Secret. Third/Fourth Grade: Read the first two chapters in your Lit Circle book for Monday.

10/19/10 Sixth Grade: Complete the The Dragon Keeper by Monday, 10/25. Fifth Grade:No Homework - New genre starting tomorrow - Historical fiction Third/Fourth Grade: Read to page 50 in The Magic Finger as we begin our author study of Roald Dahl.

10/13/10

Sixth Grade: Complete Daybook assignment: __All Summer in a Day__. Continue reading The Dragon Keeper.Fifth Grade: Read to __The Boniface Estate__ in __The Rats of NIMH__.Third/Fourth Grade: Link to The Phantom Tollbooth []

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10/12/10 Sixth Grade: By Friday you should be well on your way to reading through page 235 in The Dragon Keeper. Keep your role in the Lit Group study group in mind as you read, marking places of interests, words to know and questions to be asked or explored. Fifth Grade: You have finished the Circle Map on characters to this point in the story, The Rats of NIMH. Be prepared to add to the map or to change a character from major to minor or vice-versa as you read. Read to page 96. Third/Fourth Grade: Finish The Phantom Tollbooth and we'll watch the movie tomorrow and Thursday. Friday you'll complete a double bubble map of the two.

10/7/10Sixth Grade: Be prepared for Literature Study group discussion. Remember you are responsible to your group for the job you chose. You must provide your discussion plans as required by your role - ie, written questions, passages, quotes, words/sentences, thinking maps. I will collect them tomorrow.Fifth Grade: Read through to Go To The Rats in The Rats of NIMH and be prepared to complete the Characters Circle Map and the Expostion/Rising Action (Problem/situation) Flow Map boxes.Third/Fourth Grade: Read through Chapter 15. Be prepared to discuss. 9/30/10 Fifth Grade:Read the 1st chapter of Mrs. Frisby and the Rats of NIMH. Complete the first two pages of The Golden Touch (pg. 74 & 75) in the Daybook.

Sixth Grade: Read through page 50 in The Dragon Keeper. Be ready to discuss your reading. Complete the Daybook assignment for All Summer in a Day. Third/Fourth Grade: Read Chapter 5 Short Shirft. I wonder what a "shrift" is?

9/27/2010 Fifth Grade: No Homework. We start a new book and the Daybooks tomorrow :-). <span style="color: #000000; display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Sixth Grade: Complete the Character Sketch for Tiffany, Granny Aching or The Queen. It's due first thing tomorrow. We'll begin The Dragon Keeper and take a look at Daybooks. Third/Fourth Grade: Read the first two chapters of The Phantom Tollbooth and be ready to discuss the "Doldrums" and how the Lethargarians got their name.

<span style="color: #000000; display: block; font-family: 'Times New Roman',Times,serif; font-size: 200%;">9/22/10Fifth Grade: Read to page 48 in Search for Delicious and come three words you don't know or words you really liked and an example of foreshadowing. <span style="color: #000000; display: block; font-family: 'Times New Roman',Times,serif; font-size: 200%;">Sixth Grade: First Draft of Character Sketch due on Friday.

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 140%;">9/20/10

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 140%;">Sixth Grade: Begin planning Final Character Sketch for the book, Wee Free Men.

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 140%;">Fifth Grade: No homework - Selection of new book tomorrow :-).

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 140%;">Third/Fourth: View Classics presentations tomorrow and start new book.

8/18/2010 Sixth Grade: Read the 1st chapter of __Wee Free Men__. Fifth Grade: Read the first 2 chapters of __Gregor the Overlander__.Third/Fourth Grade: Read the first 5 chapters of __The Whipping Boy__. 8/19/2010 Sixth Grade: Read the 2nd chapter of __Wee Free Men__. Fifth Grade: Read to The Quest.Third/Fourth Grade: Read the first 9 chapters of __The Whipping Boy__. 8/23/2010 Sixth Grade: You may read to Chapter 4 if you like. It is not required. We'll reread it tomorrow. Fifth Grade: Read Chapters 10 & 11 of __Gregor the Overlander__.. See what you can figure out from the Prophecy of Gray on page 109. Third/Fourth Grade: Read Chapters 16 & 17 of __The Whipping Boy__.

<span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif; font-size: 130%;">8/25/10 Sixth Grade: Read to Chapter 6. Create two Thinking Maps (Circle & Bubble) to support the planning of a written character sketch on the Nac Mac Feegle. Use quotes and adjectives from the actual text and your own words on both maps. Color code the maps to show the difference. Due Monday.Fifth Grade: The to part three, The Rat. Create a Flow Map of the Exposition and Rising Action up to The Rat. Use no more than 6 boxes. You may create sub sections under each box for additional detail. Consider Chapters 1-4 as Exposition and Chapters 5 - 9, 10 - 13, and 14 - 18 as major sections of Rising Action. You may use the Thinking Maps software.Third/Fourth Grade: Create a Flow Map, with just eight (8) boxes, that tells the story of The Whipping Boy. You can create a Tree Map of Events and use Important and Unimportand as branches, to help you figure out what goes in the eight boxes. Lauren K. is a good person to talk to about the Tree Map. It was her idea. The map is due on Monday. Read The Prince and the Pauper by Wednesday's class and be ready to compare and contrast the two books. =**8/30/2010**= <span style="color: #0000ff; display: block; font-family: 'Times New Roman',Times,serif; font-size: 130%;"><span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 109%;">Sixth Grade: Read to Chapter 6. Complete two Thinking Maps (Circle & Bubble) to support the planning of a written character sketch on the Nac Mac Feegle. Use quotes and adjectives from the actual text and your own words on both maps. Color code the maps to show the difference. Due Tuesday. Examples of the maps are below. <span style="color: #000000; display: block; font-family: 'Times New Roman',Times,serif; font-size: 169%;"><span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 109%;">

**Fifth Grade:** Read to part three, The Rat. Create a Flow Map of the Exposition and Rising Action up to The Rat. Use no more than 6 boxes. You may create sub sections under each box for additional detail. Consider Chapters 1-4 as Exposition and Chapters 5 - 9, 10 - 13, and 14 - 18 as major sections of Rising Action. You may use the Thinking Maps software. Revise and complete your map for tomorrow.**Third/Fourth Grade:** Revise your Flow Map. Remember eight (8) boxes, that tells the story of The Whipping Boy. We'll do more work on it in class tomorrow. Make sure you read The Prince and the Pauper by Wednesday's class and be ready to compare and contrast the two books. **8/31/10****Sixth Grade**: Complete the introduction for the character sketch on the Wee Free Men. You may use the beginnning we wrote in class,-- " What's it we're famous for?" "Stealin'" shouted the blue men. "And what else, lads?" "Fightin'" "And what else?" "Drinkin' ". This was Tiffany Aching's introduction to the Nac Mac Feegle, The Wee Free Men. -- And fill in the Tree Map for the Nac Mac Feegle using sentences and information from the circle and bubble maps. **Fifth Grade**: Read to Chapter 22. Finish a Flow Map of the Exposition and Rising Action up to The Rat. Use no more than 6 boxes. You may create sub sections under each box for additional detail. Consider Chapters 1-4 as Exposition and Chapters 5 - 9, 10 - 13, and 14 - 18 as major sections of Rising Action. You may use the Thinking Maps software. **Third/Fourth Grade:** Complete your Flow Map. Remember eight (8) boxes, that tells the story of The Whipping Boy. The map we did in class is below. sure you read The Prince and the Pauper by Wednesday's class and be ready to compare and contrast the two books. **9/1/10****Sixth Grade: Be ready to write your groups paragraph for the Character Sketch.****Fifth Grade: Finish reading __Gregor the Overlander__ for tomorrow.****Third/Fourth grade: Complete the comparsion of The Whipping Boy and The Prince and the Pauper. Use a Double Bubble.****9/2/10****Sixth Grade: Begin to read Chapter 6. Revise the character sketch paragraphs for additional details.** <span style="display: block; font-family: 'Baskerville Old Face',serif; font-size: 14pt; text-align: center;">A Character Sketch of the Nac Mac Feegle

<span style="display: block; font-family: 'Baskerville Old Face','serif'; font-size: 14pt;"> " We're a famously stealin' folk. Aren't we lads? What's it we're famous for?" "Stealin'" shouted the blue men. "And what else, lads?" "Fightin'" "And what else?" "Drinkin' ". This may sound strange to you if have not heard of the Nac Mac Feegle. Nothing about these Wee Free Men will surprise you once read their book. From stealing eggs "cause they weren't nailed down" to swords that glow blue in the presence of lawyers, the Wee Free Men are certainly unpredictable. <span style="display: block; font-family: 'Baskerville Old Face','serif'; font-size: 14pt;"> The obnoxious Nac Mac Feegle are quite paranoid. They fear words and names which they think are "magical" and the lawyers who use them. They are fierce and extremely adventurous. The Wee Free Men are very determined and will do anything for "the Hag". <span style="display: block; font-family: 'Baskerville Old Face','serif'; font-size: 14pt;"> The Nac Mac Feegle look very strange. They have dark blue skin (whether it is painted tattoos or their natural skin is not known). Also they have wild orange hair or as Tiffany calls it "An Orange gone nova" on top of a knuckle faced head. Also they wear rags and a shabby kilt. Strangely they don't wear shoes even though they have to live on the rugged terrain of the Chalk. As you can see, the Nac Mac Feegle are very unusual.  9/7/10 Sixth Grade: Read pages 155 to 194 in Chapter 7. Compare Granny Aching to the Kelda. Be prepared to discuss the comparison. Use post it notes to mark places in the book that prove your point. Find out how Tiffany solves her marriage problems. Fifth Grade: Read Part 1 of The Prohecy of Bane. Be prepared to compare and contrast the Gregor, Luxa, and Ares in this book with the Gregor, Luxa and Ares in Gregor the Overlander. Third/Fourth grade: Complete the read of your Illustrated Classic by Friday as you read begin thinking about how you will share your "review" of book with the class. **9/13/10** **Sixth Grade: Read Wee Free Men through chapter 11.**

**Fifth Grade: Finish reading Prophecy of Bane. Be prepared to complete the flow map for Gregor the Overlander in class.**

**Third/Fourth Grade: Plan your project work for tomorrow and Wednesday..**