Parents please be aware of our policy with regard to work missed after an absence. The student who is absent is expected to come to his/her teachers before 7:40 to gather work missed and/or to take missed tests. Failure to do so will result in a Lunch Crunch until the student does come to morning tutoring to catch up. Mr. Hinkle assures us that all the buses are here before the 7:40 cut off time. If you bring your child to school, he/she is held to the same time frame. This is the only way we can one-on-one explain to our students what he/she has missed. Class time is dedicated to moving on with those who were here and not a time for the teacher to stop the next day’s lesson to talk to a student about what he/she missed.

Also, be aware that I integrate extra credit incentives into my class curriculum and; therefore, do not give extra credit at the end of the six weeks. My incentives and lunch crunch should give your child every opportunity to pass and to do well in my ELA classroom.

Thank you for your interest and support.

Mrs. Terry

Parents and teachers working together will ensure successful, responsible students, ready for future challenges.

LESSON PLANS OCT. 7 – 11

TEKS/ STAAR Readiness and Supporting Standards:

7.01 7.02, 7.03, .7.06, 7.14, 7.17, 7.19, 7.21

MONDAY, OCT. 7

Homework – Step 2 of fiction book project (coloring puzzle pieces)

Mini-lesson/review – nouns and pronouns

Step 1 of fiction book project – elements of plot

TUESDAY, OCT. 8

Homework – nouns and pronouns practice

Steps 3, 4 of fiction book project – elements of plot

WEDNESDAY, OCT. 9 – Library Day

Homework – spelling rules practice

Mini-lesson – spelling rules

Lesson – literary element – point of view

Guided practice – analyzing point of view

THURSDAY, OCT. 10

Homework – spelling rules practice

Mini-lesson – spelling rules

Independent practice – point of view

Pre-read/read/discuss/answer ques. “A Day’s Wait”

FRIDAY, OCT. 11

Mini-lesson – spelling rules

Review “A Day’s Wait” in terms of point of view

BCR (brief constructed response in writing to reading)