~Define the role of words in a sentence
~Introduce prepositions and play the physical preposition game
~Preposition placement on follow-up to If You Give a Mouse a Cookie
~Create preposition book

I. The student will work on identifying sentence fragments and run on sentences.

I. The student will work on selected topics in his IXL Program including identifying foreign language expressions, identifying roots, and using commonly misused words correctly.

I. Discuss and delineate the types of analogies, i.e, antonyms, synonyms, part to whole, etc.

Usage of Quotation Marks

I. Review of articles, nouns, and homophones with particular attention to they’re, their, and there
II. Complete reading quiz on The Hindenburg

III. IXL Assessment Language Arts

IV. Review of the Pilcrow-

Drew completed a reading comprehension story. He answered comprehension questions over the plot, vocabulary, characters, story details, sequence of events, and the author's point of view. He began writing a short story about replacing Santa.

We discussed the 4 types of sentences. He wrote the definitions for each one along with what punctuation mark followed each sentence into his notebook. He then completed an activity demonstrating his knowledge of the 4 types of sentences. He read a Portuguese fable about 3 lazy brothers who discovered 3 treasure chests full of gold. He created and wrote 2 entirely different endings for this story.

It was such a pleasure getting to know Drew. He is delightful and so very animated. We read and discussed a Folktale from China. We both decided that the ending was not the best. He decided to write his own version of the folktale. I was very pleased with his efforts. We discussed reading the book,"Indian in the Cupboard." It was a very productive session.

Today, in grammar, Hudson completed Prentice Hall 8th Grade textbook lesson Recognizing Run-ons, Correcting Run-ons, Recognizing and Correcting Incorrect Modifiers. We read through examples of run-on sentences, which connect two complete sentences with a comma where they should be separated by a period. We discussed that the way to recognize if a sentence is a run-on is to see if it has a subject modified by a predicate. If the sentence has more than one subject-predicate set connected by a comma then it is a run-on.

We also discussed that the way to recognize if a sentence is incorrectly modified is to observe if the correct subject is acting upon the correct verb. Hudson corrected many sentences by either adding the correct subject or rearranging the order of the words so that the subject and predicate are clearly modifying each other.

In writing, Hudson completed a Commonlit.org article and discussion question/short writing response set titled, "The Power of 'Like'". He practiced main/central idea, reading comprehension, author's purpose, supporting your idea with a quotation, and writing short responses that directly answer a question (by restating the question) and elaborating on your response.

Today Hudson finished proofreading his how-to essay. He used a checklist to check the essay for the following items: effective beginning, middle and end; smooth flow from one idea to the next; strong controlling idea that stays on topic; supporting details and examples; precise and vivid language; clear and varied sentences; correct grammar, punctuation, capitalization and spelling.

Hudson completed a short-response and reading comprehension assignment from commonlit.org. The article was "The Sit-In Movement." He read the article, answering guiding questions throughout. He completed assessment questions and a summary of the article that contained a topic sentence and examples supporting the main idea. He completed discussion questions based on the article, which included writing a response to the questions, "How do people create change? What was required of civil rights activists in order to achieve their goals?" Hudson cited supporting textual evidence for his answers to these questions.