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    Week of October 14 to October 18

    Monday, October 14

    Class:  Planners were filled in for the week, and graded work was passed back.  New late work passes for Q2 were passed out.  Students were introduced to "Quote It," a mini-unit we will use as a Mechanics Matters for the week.  We continued annotating "The Scary Truth."  Students were asked to finish the article tonight and have at least 30 annotations for tomorrow.

    Homework:  Complete your "Scary Truth" annotations - 30.

     

    Tuesday, October 15

    Class:  The "Quote It" packet was begun.  We completed numbers 1 and 2 for both the front and back first page (Dr. MLK Jr. and Kennedy).  Students were introduced to tomorrow's pop-up debate and there was some time for debate preparation.

    Homework:  Prepare for tomorrow's debate - 10 reasons for and 10 reasons against

     

    Wednesday, October 16

    Class:  We did #3 of the first page in the "Quote It" packet.  We had our first successful pop-up debate!  I am so proud of all of you who participated and went outside your comfort zone today - you rock!! I collected the debate preparation at the end of the period.

    Homework:  none assigned - Make sure you are caught up in your "Quote It" packet and that your annotations for "The Scary Truth" are complete.

     

    Thursday, October 17

    Class:  We completed #4 of the first page in the "Quote It" packet.  Students began working on a two-paragraph response for AOW#1.  The first paragraph should be completed for tomorrow - see slides below for what we did today in class.

    Paragraph 1

    Simon Sinek transcript

     

    Homework:  Complete the first paragraph of your two-paragraph response.

     


    Week of October 7 to October 11

    Monday, October 7

    Class:  Planners were filled in for the week, and graded work was passed back.  Questions regarding the reversal poem were addressed.  The expectations for completing section E of WW were reviewed, and WW2E was begun.  The Simon Sinek video was continued.

    Homework:  Complete your reversal poem.  It is due tomorrow.  I will be checking your brainstorm in the composition book and collecting the final draft, templates, and rubric.

     

    Tuesday, October 8

    Class:  WW2 flashcards were reviewed while I collected the reversal poem, template, and rubric.  I also checked for brainstorming in the composition book (page 51).  We completed the Simon Sinek video and notes today.

    Simon Sinek video

    Homework:  Continue to work on WW2E.  It is due on Friday.

     

    Wednesday, October 9

    Class:  WW2 flashcards were taped into the composition book, and the WW2 study guide was begun.  Students were asked to only do the front side (15 sentences) today.  An introduction to the non-fiction signposts was begun.  Students took notes in their composition book.

    Homework:  Work on WW2 E and your study guide.  Complete the front side.

     

    Thursday, October 10

    Class:  The back side to the WW2 study guide was begun.  The non-fiction signposts were reviewed and a "cheat sheet" was annotated.  We began analyzing an article, "The Scary Truth About What's Hurting Our Kids."

    Homework:  Complete WW2E and the study guide.  I will be collecting both before tomorrow's test.  Extra credit late work passes will be collected tomorrow.

     

    Friday, October 11

    Class:  Unused Q1 late work passes were collected for extra credit.  WW2E and the study guide were collected.  A WW2 test was taken.  We continuted to annotate yesterday's article, "The Scary Truth."

    Homework:  none assigned

     

     


    Week of September 30 to October 4

    Monday, September 30

    Class:  Planners were filled in for the week.  WW2 was torn out of the workbook, and stapled The words were introduced, and flashcards were begun.  The introduction to big ideas on page 85 was completed from Friday.  The reversal poem was introduced with "Apathy."  

    Homework:   Complete your flashcards.  They will be checked for completion tomorrow.

     

    Tuesday, October 1

    Class:  WW2 flashcards were checked for completion and reviewed.  Sections A and B of the packet were begun.  A second example of the reversal poem was shown.  Topics (problems) were brainstormed on page 50 of the composition book.  Similar ideas were color-coded; students were asked to have at least two main colors of ideas that went together.  Students then looked at the words for each color and determined the global idea or topic.  The more global the topic, the more ideas you can talk about.  From there, two tree maps for each main problem (topic) were created to show the positive and negative traits of each.  Essentially, like-colored ideas from the circle map were brought to the negative side of the tree map.  Students were then able to create a positive word for each negative.

    Homework:  Complete WW2 A and B.  Complete the two tree maps for your reversal poem.  Tomorrow we will use them to create rough drafts.

     

    Wednesday, October 2

    Class:  WW2 flashcards were reviewed, and sections C and D of the packet were begun.  The brainstorming process for writing a reversal poem was reviewed from yesterday.  Students were introduced to a template for writing the poem.  Using the two tree maps from yesterday, two rough drafts were begun.  Today is the last class day to work on the roughs; students should continue to work on them at home.  We will be going over final draft expectations and the rubric on Friday.

    Reversal Poem: Brainstorming and Rough Draft

    Homework:  Complete sections C and D of the WW2 packet.  Work on the rough drafts of your reversal poem.

     

    Thursday, October 3

    Class:  WW2 A-D was checked and turned in.  The expectations and rubric for the reversal poem were gone over and samples were shown.  Non-fiction signposts were taped into the composition book.  A note-taking page was set up for tomorrow.

    Reversal Poem: Expectations/Grades

    Reversal Poem Rubric

    Homework:  Work on your reversal poem.  It is due on Tuesday.

     

    Friday, October 4

    Class:  WW2 flashcards were reviewed.  The 3 big questions on page 73 of the composition book were introduced.  Students began watching a TED Talk by Simon Sinek.  Notes were taken using the 3 big questions.  

    Homework:  Continue to work on your reversal poem.  It is due on Tuesday.

     


     

    Week of September 23 to September 27

    Monday, September 23 - block schedule, periods 1-3

    Class: 

    • Planners were filled in for the week, and three signpost handouts were taped into the composition book (pages 70-72).  Questions regarding the "Identity" poem were addressed, and students were reminded that it is due the next time I see them, Wednesday.  I will be collecting the final draft, rubric, and handout from class.  I will also be checking to see that prewriting was completed in the composition book. 
    • MM 2.5 was completed. 
    • The final three fictional signposts were introduced: Contrasts & Contradictions, Again & Again, and Memory Moment.  The previous signposts were also reviewed:  WW, TQ, and Aha.  The "Try" analysis from last week was continued.  Students were first asked to look for signposts within the text.  A minimum of 10 should have been found and labeled next to the corresponding lyrics.  The anchor question was answered to the left of the lyrics in the margin.  Groups had a chance to collaborate on what they found.  From there, we began the breakdown by section.  Each section of the song/prompt was previewed, the section was played, and students had time to write. Your goal is to write at least 5 sentences for each section.  Period 1 got through the 4th section, and periods 2-3 got through the 2nd section.

    Homework:  Complete your "Identity" poem.  It is due on Wednesday.  Complete the signpost annotations.  An annotation consists of the signpost and answer to the anchor question.

     

    Tuesday, September 24 - block schedule, periods 4-6

    Class: 

    • Planners were filled in for the week, and three signpost handouts were taped into the composition book (pages 70-72). 
    • The "Identity" poem final, rubric, and handout were collected.  The brainstorming in the composition book was checked for completion.
    • MM 2.5 was completed. 
    • The final three fictional signposts were introduced: Contrasts & Contradictions, Again & Again, and Memory Moment.  The previous signposts were also reviewed:  WW, TQ, and Aha.  The "Try" analysis from last week was continued.  Students were first asked to look for signposts within the text.  A minimum of 10 should have been found and labeled next to the corresponding lyrics.  The anchor question was answered to the left of the lyrics in the margin.  Groups had a chance to collaborate on what they found.  From there, we began the breakdown by section.  Each section of the song/prompt was previewed, the section was played, and students had time to write. The goal was to write at least 5 sentences for each section.  Period 4 completed the first section, and period 6 completed the second section.

    Homework:  

    Periods 4 and 6:  Complete the ten signpost annotations.  An annotation consists of the signpost and answer to the anchor question.  

    Periods 1-3: Complete your "Identity" poem.  It is due tomorrow.  I will be collecting the final draft, rubric, and handout.  Complete the ten signpost annotations.  An annotation consists of the signpost and answer to the anchor question. 

     

    Wednesday, September 25 - Block Schedule periods 1-3

    Class:  

    • The "Identity" poem final, rubric, and handout were collected.  The brainstorming in the composition book was checked for completion. 
    • MM 2.3 was completed.
    • The "Try" analysis from Monday was completed.  Students continued to write at least 5 sentences for each response.  The cause map at the bottom was also completed.  Students formed an opinion based on the prompt and brainstormed 4 reasons for why they thought the way they did. 
    • Students viewed the "Identity" short film again from last week.  The goal was to determine how all three works (poem, film, song) related.  From there, a bridge map was created to show the relationships betweeen the three.
    • Period 1 began an introduction to big ideas on page 86 of the composition book.

    Bridge map template 

    Homework:  Complete anything that you have not completed yet.  I am collecting the MM packet, "Try" handout, and bridge map on Friday.

     

    Thursday, September 26 - Block Schedule periods 4-6

    Class:

    • MM 2.3 was completed.
    • The "Try" analysis from Monday was completed.  Students continued to write at least 5 sentences for each response.  The cause map at the bottom was also completed.  Students formed an opinion based on the prompt and brainstormed 4 reasons for why they thought the way they did. 
    • Students viewed the "Identity" short film again from last week.  The goal was to determine how all three works (poem, film, song) related.  From there, a bridge map was created to show the relationships betweeen the three.

    Bridge map template 

    Homework:  Complete anything that you have not completed yet.  I am collecting the MM packet, "Try" handout, and bridge map on Friday.

     

    Friday, September 27 - minimum day, all class periods

    Class:  The MM packet was checked for points and turned in.  I also collected the "Try" handout and bridge map from yesterday.  An introduction to big ideas was begun in the composition book, page 86.

    Homework:  none assigned

     


    Week of September 16 to September 20

    Monday, September 16

    Class:  Planners were filled in for the week, and resources were taped into the composition book.  An introduction to MM-unit 2 was begun.  Annotations were made to one copy of the elaboration paragraph (#1, 11, 12), and all "lotm" papers were collected (both final drafts, elaboration practice, and compare/contrast map).  Students began analyzing a new poem, "Identity." 

    Homework:  none assigned 

     

    Tuesday, September 17

    Class:  The introduction to MM-unit 2 was completed.  Students completed the analysis of "Identity."  Attributes for each character were highlighted and clarified in annotations.  A 2-3 sentence summary of each philosophy was written on the right hand side.

    Homework:  Complete the "Identity" analysis if you did not do so in class today.  Tomorrow we will begin writing our own version of the poem. 

     

    Wednesday, September 18

    Class:  Graded work was returned.  MM 2.1 was completed.  Students were introduced to the "Identity" poem.  We began brainstorming topics (pg. 48 in the comp. book).  Period 1 was asked to begin brainstorming attributes of their selected topic.

    Identity template and samples

    Homework:  Continue to brainstorm topics.  Narrow it down to 1-2 that you think you could write about.

     

    Thursday, September 19 (sub)

    Class:  MM 2.2 was completed.  Students continued to work on their "Identity" poem.  Topics were narrowed down and one was selected - one that you could write about and had depth.  A tree map was created on page 49 of the composition book, and attributes/phrases for each metaphor were brainstormed.  You need to have at least 15 for each metaphor.  Once your brainstorm was complete, it was time to begin working with the template.  Please write your rough draft on regular, lined paper.  Final draft expections/rubric were gone over.

    Tree map brainstorm

    Final Expectations/Rubric

    Homework:  Work on your "Identity" poem.  It is due next Tuesday/Wednesday, depending on the day I see your class.

     

    Friday, September 20 (sub)

    Class:  MM 2.6 was completed (the numbers are out of order).  Questions regarding the "Identity" poem were addressed, and students were reminded that their final draft is due on Tuesday/Wednesday of next week.  Students viewed a short film called "Identity" and discussed parallels to the poem.  A song analysis was begun.

    Homework:  Work on your "Identity" poem.  It is due on Tuesday/Wednesday.


    Week of September 9 to September 13

    Monday, September 9

    Class:  Planners were filled in for the week, and WW1 words were reviewed.  The compare/contrast map from Friday was reviewed.  Students worked with the language of the map today.  Transitions were added to the composition book, partners "talked off" sentences, and four sentences were "written off" the map onto the Elaboration Practice sheet - see slides.  Periods 1, 3, and 6 took this further, adding evidence to their best pair of contrasts and creating a synonym for their selected contrast.

    Slides from class today

    Homework:  Make sure you are caught up from class today.  Tomorrow we are writing.

     

    Tuesday, September 10

    Class:  Students played WW bingo as a means of vocabulary review.  Students began writing an elaboration paragraph that uses all of the strategies we have worked with so far.  Periods 1 and 3 got to slide 19; Periods 2 and 4 got to slide 15; Period 6 completed all the slides.

    Put the strategies to work! - paragraph slides

    Homework:  Make sure you are caught up from class today.  We will be finishing the rough draft tomorrow.

     

    Wednesday, September 11

    Class:  Students completed the rough draft of the paragraph that was begun yesterday - see slides.  The remainder of the period was spent introducing WW1, section E.  Periods 2 and 4 will complete the introduction tomorrow.

    Periods 2 and 4 - slides 1-7

    Periods 1 and 3 - slides 4-7

    Strategies paragraph - day 2

    Homework:  Complete the rough draft of your paragraph.  We will be going over the rubric and self-assessing tomorrow.

     

    Thursday, September 12

    Class:  The WW1 study guide was begun in class, and the WW1E introduction was completed/reviewed.  The rubric and final draft expectations for the elaboration paragraph was gone over.  

    Homework:  Complete your WW1 study guide and section E.  Periods 2 and 4 have modified assignments (#4-11 only).  Make sure you are ready for the test tomorrow.  The final draft of the paragraph is due on Monday.

     

    Friday, September 13

    Class:  Resources and WW1 flashcards were taped into the composition book.  Divider tabs were created/added to the composition book.  The WW1 study guide and section E were collected.  I also collected the "lesson of the moth" poem with annotations, pros/cons, and describing maps.  Students took a test over WW1.

    Homework:  Complete your elaboration paragraph.  It is due on Monday.


    Week of September 2 to September 6

    Monday, September 2 - Labor Day/no school

     

    Tuesday, September 3

    Class:  Planners were filled in for the week.  The Wordly Wise vocabulary rotation was discussed, lesson one was passed out, and words were introduced.  Students were instructed on how to create flashcards.  Flashcards will be checked for completion tomorrow.

    Homework: Create your WW1 flashcards.  They are due tomorrow.

     

    Wednesday, September 4

    Class:  WW1 flashcards were checked for completion and reviewed.  Sections A-C of the WW1 packet were introduced and begun.  Students were asked to complete them tonight for homework.  Clarification statements were reviewed from last Friday, and examples were introduced.  A card sort working with both techniques was completed.

    Clarification vs. Example slides

    Homework:  Work on sections A-C of WW1.  

     

    Thursday, September 5

    Class:  WW1 flashcards were reviewed, and section D of the packet was begun.  Students wrote an incredible paragraph today using three elaboration strategies:  clarification statement, example, and additional.  See the slides below to review the paragraph guidelines.

    Paragraph slides from today

    Homework:  Complete WW1 A-D.  It is due tomorrow.  Complete your paragraph if you did not do so in class.

     

    Friday, September 6

    Class:  WW1 A-D was collected.  Students annotated their elaboration paragraph from yesterday.  A new technique, compare and contrast, was introduced.  Students created a compare/contrast map for the moth and archy.  See slides below.

    Slides from class today

    Homework:  none assigned - Get caught up if you're not caught up already.


     

     

    Week of August 26 to August 30

    Monday, August 26

    Class:  Planners were filled in for the week.  Students began a series of bellringers for the week.  Today they wrote from a picture prompt.  A 'sentence types' tree map was added to page 5 of the composition book, and the MM-unit packet was collected.  Final questions regarding the 6-word memoir were addressed.  The aha moment, tough questions, and words of the wiser signposts were reviewed from last Friday, and students began annotating a poem, "lesson of the moth."  

    Homework:  Complete your 6-word memoir.  Remember to bring your rubric as I will be collecting it with your 4x6 card.

     

    Tuesday, August 27

    Class:  The 6-Word Memoir cards/rubrics were collected while students completed their bellringer (editing a text message).  The "lesson of the moth" was reviewed, and final annotations were made. Periods 1, 3, and 4 should have at least 7 annotations, and periods 2 and 6 should have at least 8 annotations.  Annotations include both the signpost and the anchor question/s being addressed.  Students then generated a list of pros/cons for both the moth and archy. This was done at the top of the poem.

    Homework:  none assigned if you are caught up

     

    Wednesday, August 28

    Class:  A 'word choice' bellringer was completed.  Two handouts, circles of emotion, were taped into the composition book (152-153). Students created a describing map for the moth consisting of at least 15 good adjectives.  Collaboration in the form of partners and a short activity helped to ensure that all students were successful with the task. 

    describing map for the moth

    Homework:  Make sure you have at least 15 good adjectives to describe the moth.  

     

    Thursday, August 29

    Class:  The final bellringer for the week was completed today:  response to video.  I will be collecting the bellringer response sheet tomorrow.  Students reviewed "lesson of the moth."  Textual evidence was added to the two best adjectives for the moth, and a 1-2 sentence summary of the moth's life philosophy was added to the bottom of the page.  We then went throught the same process for archy:  brainstorm 15 adjectives, select your best two, add evidence, and summarize his life philosophy.  An elaboration techniques map was set up on pages 88-89 of the composition book.

    Describing map for archy/Elaboration Techniques set-up

    Homework:  none assigned - make sure you are caught up.

     

    Friday, August 30

    Class:  Bellringers for the week were collected.  Students were introduced to and worked with clarification statements today.  See slides.

    Slides for Clarification Statement

    Homework:  none assigned.  Please bring 3x5 cards next week for flashcards.


    Week of August 19 to August 23

    Monday, August 19

    Class:  Planners were filled in for the week.  Nine pages were taped into the composition book:  Mechanics Matters divider (3), MM unit 1 intro (4), Resources divider (141), Off Limits (142), Avoiding the "Things" Trap (143), Strong Verbs (144-145), 116 Vivid Verbs (146), 45 Ways to Avoid Using "Very" (147).  The introduction to MM, unit 1 was completed.  A short book, The Word Collector, was read and a short clip from Dead Poet's Society was shown.

    Homework:  If you did not get your pages taped into your composition book, please do so tonight.  We will be taping in more pages tomorrow.

     

    Tuesday, August 20

    Class:  MM 1.1a was completed.  Two pages were taped into the composition book:  Word Collector divider (43) and 6-word memoir template (44).  Students were introduced to the 6-word memoir and prewriting was begun on page 45 in the composition book.  We will continue with it tomorrow.

    Homework:  none assigned

     

    Wednesday, August 21

    Class:  MM 1.2a was completed.  The 6-word memoir was reviewed, and the prewriting was completed.  Students brainstormed their three circled words in individual paragraphs.  From there, 6-word memoirs were created from each.  The goal for today was to create 10 rough draft memoirs.  I will be checking for prewriting and the 10 rough drafts tomorrow.

    Homework:  Complete the prewriting and 10 rough memoirs.  They will be checked for completion tomorrow.

     

    Thursday, August 22

    Class:  MM 1.3a was completed, and the memoir prewriting/rough drafts were checked for completion.  Students worked at revising their memoirs.  Danger zones were circled and telling/weak words were underlined.  Resources in the composition book were used to try to find better words.  The final product was introduced, and student samples were shown/worked with.

    6-word Memoir: Final product instructions and samples

    Homework:  Begin working on the final product of your 6-word memoir.  It is due next Tuesday.

     

    Friday, August 23

    Class:  MM 1.4 was completed.  I will be collecting the packet on Monday.  Please make sure that it is complete.  The memoir project was reviewed, and the rubric was gone over.  Any questions students had were addressed.  Students were introduced to three fictional signposts:  Aha Moment (67), Tough Questions (68), and Words of the Wiser (69).  Notes were taken on each handout, and handouts were taped into the composition book.  Periods 1, 3, and 6 were introduced to our first fictional text, "the lesson of the moth."  We will begin here again on Monday.

    Homework:  Work on your 6-word memoir.  It is due with the rubric on Tuesday.

     


    Week of August 12 to August 16

    Monday, August 12 - no school

     

    Tuesday, August 13 - no school

     

    Wednesday, August 14 - Welcome back!

    Class:  Students were given the class syllabus and asked to read through it tonight with an adult.  The second page (white) should be filled out and returned by this Friday.  It will be the first assignment of the school year.  Students participated in a "stations activity" today.  Tomorrow, we will go over the class syllabus and procedures.

    Homework:  Give your parent/guardian your Back-to-School-Night schedule and class syllabus. 

     

    Thursday, August 15

    Class:  Completed page 2's of the syllabus were collected, and a seating chart was created.A short video by Prince Ea, Before You Overthink, was shown and the results from yesterday's station activity were discussed.  A power point outlining class procedures/important information from the syllabus was begun.  We will finish it tomorrow.

    Homework:  Page 2 of the class syllabus is due tomorrow. Please get it signed tonight.

     

    Friday, August 16

    Class:  Page 2's of the syllabus were collected.  Students completed a short activity, "This Year I Hope," in which they brainstormed 8-10 things that they "hope" happen this year.  Papers were collected and put away until June.  The class procedures power point from yesterday was completed.  Composition books were passed out, and students numbered the pages 1-200.

    Homework:  Complete numbering the pages of your composition book.  Put some tape in your backpack for Monday as we will be taping resources into the composition book.


     

     

    Week of May 27 to May 31

    Monday, May 27 - Memorial Day

     

    Tuesday, May 28

    Class:  Planners were filled in for the week, and graded projects were returned.  Using their Shoah notes and research project, students had 10-15 minutes to add additional words to their ABC taxonomy.  There should now be a minimum of 100 words/phrases on the taxonomy.  Students were introduced to the concrete poem, a picture made out of words.  Essentially, students are creating a picture related to the Holocaust using only words - see attached samples.

    Student Samples of Concrete Poetry

    Homework:  Work on your concrete poem; it is due on Thursday with your ABC taxonomy.  I am collecting the Shoah notes tomorrow. 

     

    Wednesday, May 29

    Class:  The Survivors of the Shoah film notes were collected.  The ABC taxonomy and concrete poem were reviewed so that students know exactly what is expected and what is being collected tomorrow.  Students began watching and answering film questions for an A&E Biography on Anne Frank.

    Homework:  Complete your concrete poem and ABC taxonomy.  Both papers will be collected tomorrow.  I will also be collecting any unused late work passes you have.

     

    Thursday, May 30

    Class:  Final assignments for the year were collected:  ABC taxonomy, concrete poem, and unused late work passes.  The Anne Frank film from yesterday was completed, and the film questions were collected. Students looked at a virtual tour of the Secret Annex.

    Homework:  none 


    Week of May 20 to May 24

    Monday, May 20

    Class:  Planners were filled in for the week, and a short Holocaust picture book was read.  Periods 1 and 4 read The Harmonica, and periods 2,3, and 7 read Would You Salute?  We continued to watch and take notes over Survivors of the Shoah.  Much of the period was spent talking about the Warsaw Ghetto.

    Homework:  Work on your Holocaust research project.  It is due on Thursday.  You can still access the links by scrolling down to last week.  Tomorrow will be another work day with the Chrome Books.

     

    Tuesday, May 21

    Class:  Students had time to work on their Holocaust research project.  I have included a copy of mine so that you have an idea of what is expected of the one-pager and works cited page.

    Research Project sample w/ Works Cited page

     

    Homework:  Work on your research project.  Remember, when you log in to GoogleSlides at home, your user name is your permanent ID@teh.k12.ca.us.  Projects w/works cited page are due on Thursday.

     

    Wednesday, May 22

    Class:  The research project expectations and point rubric was once again reviewed and questions were addressed.  A picture book, Erika's Story, was read.  We continued to watch Survivors of the Shoah.  

    Homework:  Complete your research project.  You can either email/share it with me or submit a printed copy tomorrow.

    To access your google account:   Go to Google Slides

                                                    Student ID@teh.k12.ca.us

                                                    Password:  birthdate

                                                    Share:  mfisher@teh.k12.ca.us

     

    Thursday, May 23

    Class:  Printed projects were collected, and emailed projects were confirmed.  We continued our study of Auschwitz today.  Pictures were shown, a film clip was shown, and we continued with the Survivors of the Shoah

    Homework:  none assigned

     

    Friday, May 24 - assembly schedule

    Class:  Drone footage of Auschwitz was shown.  We completed the Shoah film, watching additional film clips of the death march and Nuremberg Trials.  Periods 1-2 had time to continue adding words/ideas to their ABC taxonomy.  We will continue with this on Tuesday in all class periods.

    Homework:  none assigned

     


    Week of May 13 to May 17

    Monday, May 13

    Class:  Planners were filled in for the week.  Hilde and Eli were continued.  Periods 1-2 got through paragraph 23; periods 3-7 got through paragraph 20.

    Homework:  none assigned

     

    Tuesday, May 14

    Class:  Hilde and Eli was completed today.  Students participated in a mini-simulation.  Thank you for your cooperation and participation today.  

    Homework:  none assigned

     

    Wednesday, May 15 - substitute

    Class:  Students began working on an ABC taxonomy to show what they have learned about the Holocaust the past week.  The expectation is that kids have at least 50-60 words.  A film, Survivors of the Shoah was begun.  A note-taking handout is being completed as a class while we view the film.

    Homework:  none assigned

     

    Thursday, May 16

    Class:  Students were introduced to a mini research project for the Holocaust.  Instructions and a sample were gone over and notes were taken.  See the slides below to access the website links.  The Survivors of the Shoah film was continued.  A short picture book, The Harmonica, was read when we got to Henry Rosmarin in the film.

    Holocaust Research Project - handouts/example

    Below are the links to Holocaust websites:

    Homework:  Begin looking at research topics - feel free to check out the linked websites.  We will be working with Chrome books tomorrow.

     

    Friday, May 17

    Class:  Students worked on their research project.  

    Homework:  Work on your research project.  You will have one more class day with the Chrome Books, but the rest of the project will be on your own.  Projects are due next Thursday.


    Week of May 6 to May 10

    Monday, May 6

    Class:  Graded papers were passed back, and students began watching The Outsiders.

    Homework:  none

     

    Tuesday, May 7

    Class:  The Outsiders film was continued

    Homework:  none

     

    Wednesday, May 8

    Class:  The Outsiders film was completed, and a new seating chart was given.  Students were introduced to our final unit of the year, The Holocaust.  A parent information letter was sent home.  We began reading/taking notes on Hilde and Eli.

    Homework:  none

     

    Thursday, May 9

    Class:  We continued looking at/discussing/taking notes on Hilde and Eli.  Most classes got to paragraph 8 or 9.

    Homework:  none

     

    Friday, May 10 - assembly schedule

    Class: Hilde and Eli was continued.  All classes got to paragraph 14.  A short video of Kristallnacht was shown, and students read/marked up an informational page. 

    Homework:  none


    Week of April 29 to May 3

    Monday, April 29 - CAT testing begins:  no homework for the week

     

    Tuesday, April 30 - Testing continued

    Permission slips to watch The Outsiders were passed out today.  Please get it turned in before Friday.

     

    Wednesday, May 1 - Testing continued

    Signed permission slips were collected.  Please get your slip turned in by Friday.

     

    Thursday, May 2 - Testing continued:  Bring something quiet to do tomorrow after you finish testing.  Tomorrow is the last day to return movie permission slips.

     

    Friday, May 3 - Final day of testing.  Have a great weekend - you've earned it!


    Week of April 22 to April 26

    Monday, April 22 - no school

     

    Tuesday, April 23

    Class:  Planners were filled in for the week, and graded work was passed back.  Information regarding types of writing was added to the composition book.  Students then began an analysis of a student essay.

    Homework:  Work on your Outsiders project - it is due on Friday.

     

    Wednesday, April 24

    Class:  The analysis of the "SDYS" student essay from yesterday was completed.  Students then did an identical assessment of their own letter.

    Homework:  Complete the assessment of your letter if you did not finish it in class.

     

    Thursday, April 25

    Class:  The "SDYS" papers were collected from yesterday:  yellow assessment page, argumentative letter, student sample.  Practice questions for testing were reviewed.  Questions regarding The Outsiders project were addressed.  Narrative writing strategies were added to the composition book, and students began a peer assessment of The Outsiders narrative.

    Homework:  Complete your Outsiders project.  It is due tomorrow.

     

    Friday, April 26

    Class:  The Outsiders projects were collected.  Students completed the peer assessment of the Outsiders narrative.

    Homework:  none - rest up for testing next week


    Week of April 8 to April 12

    Monday, April 8

    Class:  Planners were filled in for the week, and ch. 10-12 STEAL/2-entry journals were completed.  Students signed up for the Outsiders project they wanted to complete.  An argumentative writing performance task was begun, "Shut Down Your Screen."  Argumentative writing do's/do not's were introduced, and the writing prompt was discussed.  Two short videos, a pro and a con, were watched, and students took notes.  The remainder of the period was spent reading/annotating the three articles in the packet.  

    "Shut Down Your Screen" Day 1

    Homework:  Complete the reading/annotation of articles.

     

    Tuesday, April 9

    Class:  Papers were taped into the composition book.  Students continued a plan for their "Shut Down Your Screen" argument.  Reasons were generated using any map kids felt comfortable with.  The more reasons generated, the easier the plan becomes later.  A flee map was set up, showing the thesis statement, two main reasons, and a counter/rebuttal.  Students then revisited their initial reasons map and narrowed their ideas down to their top two.  This was done by combining ideas into a larger, more global idea.  The stronger the reason, the easier the writing will be.  Students then found a counterargument from the other side of their map.  This should be a reason that you can easily "poke holes" in.  Essentially, you will show what the other side thinks and then point out the faults with the thinking.  From there, two elaboration maps were shown (same questions, different format) to plan the reasons paragraphs.  The attached slides will take you through this process.

    "Shut Down Your Screen" day two

    Homework:  Elaborate on your two reasons.  Use either map.  Tomorrow we will plan the counter, opening, and closing.

     

    Wednesday, April 10

    Class:  Resources were taped into the composition book.  Today was our final planning day for the argument.  Students had a bit of time to finish planning their reason paragraphs from last night.  The majority of our classtime was spent looking at the counterargument.  An introduction was made, samples were shown, and two elaboration choices were given.  The opening was also introduced and student samples were shown.  

    "Shut Down Your Screen" Day 3

    Homework:  Complete your plan!  Tomorrow, you write.

     

    Thursday, April 11

    Class:  Students began writing their argumentative letter.  They were able to use their plan and their composition book.  Letters were collected at the end of the period and will be passed back tomorrow for kids to finish.  I will be collecting both the prewriting and the finished letter at the end of class tomorrow.

    Homework:  Work on your plan if you found that it was lacking today.  You only have about 35 mintues tomorrow to finish your letter.

     

    Friday, April 12 - minimum day

    Class:  Today was the final writing day for the argumentative letter.  The letter and any prewriting maps/papers were collected at the end of the period.

    Homework:  Work on your Outsiders project over the break.  It is due the Friday we get back.

     


    Week of April 1 to April 5

    Monday, April 1

    Class:  Planners were filled in for the week.  MM 7.4a was completed.  Questions regarding the final draft were addressed, and the self-assessment for the final were discussed.  I have attached a copy of my original self-assessment with the rubric so you can see it if you are struggling with the annotations.  We spent the remainder of the period working with an analysis of "Nothing Gold Can Stay."

    Self-assessment sample with rubric

    Final draft instructions

    Homework:  Complete your final draft.  Complete a self-assessment of your final draft (name/# copy).

     

    Tuesday, April 2

    Class:  MM 7.4b was completed.  The narrative was collected (self-assessed final w/rubric, 2 copies of final, self-assessed rough w/rubric). Students worked on completing the back side to "Nothing Gold Can Stay" from yesterday.  The remainder of the day was work time to either get caught up or begin reading chapters 7-8.  For the remainder of the book, students may choose from completing a STEAL map for Pony OR double-entry journals.  

    Homework:  Read chapters 7-8/work on STEAL map or double-entry journals.

     

    Wednesday, April 3

    Class:  MM 7.5b was completed.  The "Nothing Gold Can Stay" handout was collected.  We began reading chapter 9 aloud.  Students were asked to complete the chapter and the ch 7-9 STEAL/2-entry journals for homework.  Chapter 10 should also be read tonight, but the STEAL/2-entry journals are not due for chs 10-12 until Monday.

    Homework:  Complete the ch 7-9 STEAL map OR 2-entry journals.  Read ch 10.  

     

    Thursday, April 4

    Class:  MM 7.6 was completed.  The chapters 7-9 STEAL map OR 2-entry journals were collected. Chapters 9-10 were discussed.  We tried to finish the book today, but we fell short on time.  Kids were asked to finish it tonight on their own.  The chapters 10-12 map/2-entry journals will be collected on Monday.

    Homework:  Make sure your MM packet is complete.  I will be collecting it tomorrow.  Finish the book.  :)

     

    Friday, April 5

    Class:  The MM, unit 7 packet was collected.  We spent the period looking at project options for The Outsiders.  Projects are due April 24.

    The Outsiders project options

    Homework:  Complete your final STEAL or 2-entry journals for chapters 10-12.  Make a decision regarding the project you will be completing for The Outsiders.


    Week of March 25 to March 29

    Monday, March 25

    Class:  Planners were filled in for the week.  MM-unit 7 was introduced to periods 1-3.  The narrative was reviewed, and students had time to work on their rough draft.  Chrome Books were available for kids to use as well.

    Homework:  Read/sticky chapter 6.  Work on your rough draft.  It is due on Wednesday.

     

    Tuesday, March 26

    Class:  The MM-unit 7 introduction was completed in periods 1-3.  It was begun in periods 4 and 7.  Writing a narrative closing was introduced and samples were shown.  The students had the remainder of the period to work on their rough draft.  Chromebooks were made available to those students who wanted to type their rough.  Due to the 5th Grade Fun Day tomorrow, the rough draft due date has been moved to Thursday.

    Write your Closing - Samples included

    Homework:  Work on your rough draft.  It is due on Thursday.  Complete your ch 6 STEAL bubbles for Pony.

     

    Wednesday, March 27

    Class:  MM 7.1/7.2 were completed today (comma bootcamp!).  I went over all of the prewriting papers that I will be collecting tomorrow, and students got them organized.  The remainder of the class period was time to complete the rough draft.  Drafts are due tomorrow.  If you need me to print your draft, you need to send it to me BEFORE class tomorrow.  I will not be printing during class.

    Homework:  Complete your narrative.  If you are typing it, either email it to me or print out a copy.  Complete Johnny STEAL bubbles for chapter 6.  Please bring at least five colors to mark up/annoatate your rough draft tomorrow.

     

    Thursday, March 28

    Class:  All narrative prewriting was collected.  The rough draft was checked for completion, and a self-assessment was begun.  We will complete it tomorrow.

    Homework:  Complete your final ch. 6 double-entry journals.  I am collected the ch. 4-6 STEAL maps and double-entry journals tomorrow.

     

    Friday, March 29

    Class:  The STEAL maps and double-entry journals for chapters 4-6 were collected.  MM 7.3 was completed.  The final draft instructions for the narrative were reviewed, and the self-assessment was completed. 

    Final draft instructions 

    Homework:  Begin revising your rough draft.  Final drafts are due on Tuesday.


    Week of March 18 to March 22

    Monday, March 18

    Class:  Planners were filled in for the week, and Q4 late work passes were passed out.  The sensory map, flee map, and media question #1 from last week were reviewed.  Students continued to brainstorm media questions 2-4 today.  The goal is to write about a page for each question.

    Media questions 2, 3, and 4

    Homework:  Read and sticky chapter 5.  Get caught up on your media questions if you are falling behind.

     

    Tuesday, March 19

    Class:  MM 6.3a was completed.  The STEAL map was reviewed again and an example was shown to help those who are struggling with the assignment.  Brainstormed media questions were reviewed.  Students highlighted details on the sensory map that have been incorporated into the MQ brainstorm.  The final media question was brainstormed today.

    MQ 5: Describe the Scene

    Homework:  Complete the chapter 5 STEAL map bubbles for Pony.  Complete your media questions.

     

    Wednesday, March 20 -Warrior Welcome!

    Class: 

    Periods 1-3:  Narrative openings/closings were taped into the composition book.  Students added the "just after" details to their flee map.  Writing a narrative opening was discussed, samples were shown, and students had time to either write or begin their own.  From there, we began organizing the media questions so that we can take them from "rainbows" to "Fruit Loops."  A color was assigned to the 3 moments brainstormed in the media questions:  Pony drowning, Decision time, Stabbing.  Using the different colors, students then boxed off those sections within their media question brainstorm.  Once blocked off, students were then able to sequence their notes (one color at a time) so that it could be written in the best possible order.

    Period 4:  no class today

    Period 7: Narrative openings/closings were taped into the composition book.  Students added the "just after" details to their flee map.  Writing a narrative opening was discussed, samples were shown, and students had time to either write or begin their own. 

    Flee, Opening, Color-coding, Sequencing

      

    Homework:  Complete the STEAL bubbles for Johnny. Make sure that you are ready to begin writing tomorrow.

     

    Thursday, March 21

    Class:

    Periods 1-3,7:  MM 6.4 was completed.  Resources were taped into the composition book.  Students continued to color-code and sequence their media questions.  If they completed the sequencing, they began writing their rough draft.

    Period 4: MM 6.4 was completed. Narrative openings/closings were taped into the composition book.  Writing a narrative opening was discussed, samples were shown, and students had time to either write or begin their own.  From there, we began organizing the media questions so that we can take them from "rainbows" to "Fruit Loops."  A color was assigned to the 3 moments brainstormed in the media questions:  Pony drowning, Decision time, Stabbing.  Using the different colors, students then boxed off those sections within their media question brainstorm.  

    Flee, Opening, Color-coding, Sequencing

     

    Homework:  Complete two 2-entry journals for chapter 5.  Work on organizing your media questions.  A rough draft will be due next Wednesday.

     

    Friday, March 22

    Class:  Students took a benchmark test today.  Any extra time kids had was time to work on their narrative.  All students should be ready to write on Monday.

    Homework:  Get yourself caught up if you are behind.  Next week will be a big week:  rough draft of the narrative and chapter 6 STEAL maps and 2-entry journals.


    Week of March 11 to March 15

    Monday, March 11

    Class:  Planners were filled in for the week, and graded papers were returned.  The WW9-12 review was introduced.  All chapters 1-3 work was collected (2 STEAL maps and 6 double-entry journals), and the chapters 4-6 STEAL maps were passed out.  Unit 6 of Mechanics Matters was introduced.  The chapter 4 analysis of Hinton's writing was completed from last Thursday.  Media questions were reviewed, vivid word choice was starred, and danger zone words were revised.  A cause/effect map for Johnny was begun.

    Homework:  Work on your WW9-12 review.  Work on your chapter 4 STEAL and double-entry journals.

     

    Tuesday, March 12 - substitute

     

    Wednesday, March 13

    Class:  The WW9-12 review was collected.  Students were reminded that they needed to completed the front and back of the first MM page in the packet.  This was begun yesterday with the sub, but there was some confusion.  Extra time to complete it was given as a result.  The cause/effect map for Johnny (before/after) was reviewed and discussed and two frame of reference questions were added to the back (see slide).  The "think-like-an-attorney" maps from yesterday were continued.  Students brainstormed arguments/reasons a prosecutor would use to try and convict Johnny of murder.  Students then brainstormed arguments/reasons that a defense attorney would use to prove that Johnny was acting in self-defense.

    Period 7 was able to work on the CW#3 from yesterday.  This was a journal revision exercise.

    Cause and effect map with FOR questions

     Homework:  Make sure you have completed your MM (front and back of the first page). 

     

    Thursday, March 14

    Class:  Students added two branches to the elaboration map on pages 48-49 in the composition book:  describe concretely and describe figuratively.  We also added the media questions to the bottom of these branches.  The cause/effect map and think-like-an-attorney maps from yesterday were reviewed, and students were asked to determine whether they believed Johnny acted out of revenge and committed murder or whether this was a case of self-defense.  A narrative writing prompt was introduced; students are going to become Johnny Cade and tell their version of what happened that night.  A sensory map was set up to capture descriptive language for the narrative.  Students were then led through a visualization exercise so that they could better see the narrative unfold - see the slides below for the prompt, visualization questions, and copy of the sensory map.  Ideas were then added to the sensory map - students should have a minimum of 50 for tomorrow.

    Prompt, Visualization, and Sensory Map

    Homework:  Continue to add to your sensory map - minimum of 50 for tomorrow.

     

    Friday, March 15

    Class:  MM 6.2a was completed.  Students set up a flee map to show the sequencing of their narrative.  Details were added to the "just before" section.  We began brainstorming the main event using the media questions.  All classes completed the first question:  What were you doing?  

    Flee map with details and media question 1

    Homework:  none assigned - If your sensory map is not complete, please do so.  It will help you write the narrative.


    Week of March 4 to March 8

    Monday, March 4

    Class:  The MM-unit 5 packet was collected.  All of "The Scary Truth" papers were collected:  annotated text w/debate prep on back, debate reflection, 2 copies of 2-paragraph response in final draft format.  The Outsiders books were passed back to students, and an introduction to the book was made with a prezi.  Students completed a short quickwrite that addressed the question:  Agree or disagree?  Sometimes it is okay to stereotype people. Explain your reasoning and give real-life examples to support your opinion.  Your response should consist of at least six complete sentences.  Chapter 1 was assigned for reading tonight.  Students are to sticky note the following:  1)  Anything you learn about a character; 2) Issues that still affect teenagers today/something that you can relate to as a teenager.

    Homework:  Complete chapter 1 of The Outsiders.  Sticky note the following:  1)  Anything you learn about a character; 2) Issues that still affect teenagers today/something that you can relate to as a teenager.  You will be doing something with these stickies tomorrow.

     

    Tuesday, March 5

    Class:  Creative Writing Journal #1/#2(period 1 only) - see attached slide.  Chapter one of The Outsiders was reviewed, and students were introduced to what is expected from them for the first three chapters.  The STEAL strategy for learning about characters was introduced and a map for capturing their ideas was begun.  A STEAL map is required for Ponyboy and one other character (your choice).  Double-entry journals were also introduced, a paper was set up, and an example was shown.

    Creative Writing Journal 1

    Double-entry Journal template

    STEAL map with evidence sample

    Homework:  Complete chapter one bubbles for STEAL map.  Complete two double-entry journals for chapter one.  Begin reading/stickying chapter two.  As you read chapter two, you are now only stickying information about Pony, your other character, and double-entry quote possibilities.

     

    Wednesday, March 6

    Class:  Students began working on the WW12 study guide.  Today was a work day for kids to read/work on chapters 2-3 of The Outsiders.  We will be reading/working with chapter 4 tomorrow, so it is important that you be caught up.  STEAL maps and double-entry journals for chapters 1-3 are due on Friday.

    Homework:  Read/sticky through chapter 3.  Begin working on STEAL maps and double-entry journals for chapters 2-3.  WW12 E is due on Friday this week - extension due to a heavy work week.

     

    Thursday, March 7

    Class:  Creative Writing Journal #3 was completed - see slide if you were absent. We read the first four pages of chapter 4 together today.  Media questions were introduced as a narrative writing strategy, and students began analyzing a section of text from chapter 4.  We will continue with this on Monday.

    Creative Writing Journal 2

    Homework:  Complete WW12E and your study guide.  There is a WW12 test tomorrow.  Chapters 1-3 STEAL maps and double-entry journals are now due on Monday instead of tomorrow.  There will be some time to work after tomorrow's test.  Feel free to finish chapter 4 if you'd like. 

     

    Friday, March 8

    Class:  WW12 E and study guide were collected.  Students took a test over WW12.  The remainder of the period was time for students to complete the chapters 1-3 STEAL maps and double-entry journals.  I will be collecting both on Monday.

    Homework:  Complete STEAL maps and double-entry journals for chapters 1-3.  Finish reading/stickying chapter 4. 


    Week of February 25 to March 1

    Monday, February 25

    Class:  Planners were filled in for the week, and WW12 words were introduced.  The introduction to the nonfiction signposts was completed.  All class periods, except 4th and 7th, began annotating an article, "The Scary Truth About What's Hurting Our Kids." We will continue with this tomorrow.

    Homework:  Create WW12 flashcards.  They are due tomorrow.

     

    Tuesday, February 26

    Class:  WW12 flashcards were checked for completion and reviewed.  Instructions for tomorrow's pop-debate were given - see slides.  We continued to annotate "The Scary Truth" article.  

    Pop-Up Debate Instructions

    Simon Sinek: "This is Why You Don't Succeed"

    Homework:  Complete the annotations for "The Scary Truth."  You need at least 20 annotations.  Prepare for tomorrow's debate - 10 reasons FOR and 10 reasons AGAINST an age restriction of 16 placed on smart phones.  Your arguments can come from "The Scary Truth" and the Simon Sinek video from homeroom.

     

    Wednesday, February 27

    Class:  MM5.1B was completed.  Students did their first pop-up debate today.  A reflection was completed.  I'm super proud of those of you who went out of your comfort zone today! :)

    Homework:  Complete WW12 A-D.  Make sure your 20 annotations and debate prep ar complete.  Tomorrow you will be writing a formal response using both.

     

    Thursday, February 28

    Class:  WW12 A-D was corrected and collected.  Students began working on a two-paragraph response for "The Scary Truth"/debate.  Today's focus was only on paragraph one, "They Say."

    They Say: Paragraph 1

    Homework:  Complete the first paragraph of your response.  We will be writing the second one tomorrow.

     

    Friday, March 1

    Class:  The unit 5 MM packet was completed, and students went to the library to check out a novel, The Outsiders.  The second paragraph of the 2-paragraph response was introduced and students began the rough draft.

      Paragraph 2 template and sample

    Homework:  Complete your 2-paragraph response.  I am collecting ALL of the "Scary Truth" papers on Monday:  annotated text, debate prep, debate reflection, two final draft copies, checklist.


     

    Week of February 18 to February 22

    Monday, February 18 - No school

     

    Tuesday, February 19

    Class:  Planners were filled in for the week, and "SOS"/Open Mind projects were collected.  An introduction to MM-unit 5 was completed and placed into the composition book.  An introduction to nonfiction signposts was begun.  We will continue with this tomorrow.

    Homework:  none assigned

     

    Wednesday, February 20

    Class:  MM 5.1A was completed.  The introduction to nonfiction signposts was continued.  We will complete it tomorrow.

    Homework:  none assigned - Friday will be the LAST day that late open mind projects will be accepted. 

     

    Thursday, February 21 - snow day

     

    Friday, February 22 - snow day


     

    Week of February 11 to February 15

    Monday, February 11 - snow day

     

    Tuesday, February 12

    Class:  Planners were filled in for the week, graded papers were passed back, and the WW11 study guide was begun.  The open mind project was reviewed, and the top ten portion of the project was introduced and samples of good/bad responses were shown.  The remainder of the class period was a work day to work on WW or the open mind project.

    Homework:  Work on WW11 E/study guide and the open mind project.  WW11 E/study guide is due on Thursday, and all "SOS" papers are due next Tuesday.

     

    Wednesday, February 13

    Class:  Bingo was played as a means of WW11 review.  The remainder of the period was a work day to complete WW11E, study guide, and/or open mind project. 

    Homework:  Complete WW11 E and the study guide.  They are both due tomorrow before the test.  Continue to work on your open mind project.  All of the "SOS" papers will be collected next Tuesday when we return to school.

     

    Thursday, February 14

    Class:  WW11 E and the study guide were collected.  Students took a test over WW11.  The remainder of the period was an open mind work day.

    Homework:  Complete your open mind project.  All "SOS" papers will be collected on Tuesday.

     

    Friday, February 15 - no school


    Week of February 4 to February 8

    Monday, February 4

    Class:

    Period 1:  Planners were filled in for week, and WW11 words were introduced.  The MM packet from last week was collected.  Students began making sense of their "SOS" notes from last week.  A cause/effect map was created for silence.  Ten big ideas/statements about the song and/or silence were created as well. 

    Periods 2-4:  Planners were filled in for week, and WW11 words were introduced.  The initial analysis of "SOS" was completed, and students created a personal definition for silence on the back of the lyrics.  A cause/effect map for silence was created.  Students were asked to brainstorm 10 causes and 10 effects of silence.

    Period 7: Planners were filled in for week, and WW11 words were introduced.  The MM packet from last week was collected.  Students created ten big ideas/statements about "SOS" from their lyrics and/or cause/effect map from last week.  An introduction to the open mind project was made.

    Homework:  WW11 flashcards due tomorrow.  Make sure your cause/effect map (all classes) and big ideas (periods 1 and 7 only) are complete. 

     

    Tuesday, February 5 - snow day

     

    Wednesday, February 6 - snow day

     

    Thursday, February 7

    Class:

    Periods 1,7:  WW11 flashcards were checked for completion and reviewed.  "SOS" was reveiwed and a short film, "Identity," was shown.  The open mind project was introduced.  Images from the song were brainstormed, and students had a chance to begin a rough "draft."

    Periods 2-4:  WW11 flashcards were checked for completion and reviewed.  MM 4.3 was completed.  "SOS" was reviewed, and students created ten big ideas/statements about the song using the cause/effect map from Monday.  The open mind project was introduced, and an image brainstorm was begun (period 2 only).

    Homework:  Complete WW11 A-D.  Periods 2-4 need to also make sure that the MM packet is complete.  I will be collecting it tomorrow.

     

    Friday, February 8

    Class:

    Periods 1, 7:  WW11A-D was collected.  Students had time to begin working on the final draft of their open mind project.

    Periods 2-4:  The MM-unit 4 packet and WW11A-D were collected.  The open mind project was reviewed and a brainstorming map of the song's images was created.  Students then had time to begin a rough sketch of their open mind.

    Homework:  none assigned


    Week of January 28 to February 1

    Monday, January 28

    Class:  Planners were filled in for the week.  MM-unit 4 was introduced and taped onto page 6 of the composition book.  Students began an analysis of "The Sound of Silence" by Simon and Garfunkel.

    Homework:  Work on WW10E - it is due on Wednesday.

     

    Tuesday, January 29

    Class:  MM 4.1 a/b was completed today.  We continued the analysis of "The Sound of Silence."

    Homework:  Complete WW10E.  It is due tomorrow.

     

    Wednesday, January 30

    Class:  WW10E was collected, flashcards were taped into the compostion book, and the study guide was begun.  We continued with the "SOS" analysis.

    Homework:  Those students in periods 2-4 not attending the incentive trip tomorrow need to complete their study guide and prepare for a WW10 test tomorrow. Study guides will be collected from all other students on Friday.

     

    Thursday, January 31 - Incentive trip, periods 2-5

    Class: 

    Periods 1 and 7:  MM 4.2B was completed.  A third version of "SOS" was listened to; words to describe the tone were brainstormed on the back of the lyrics.  We continued with the initial analysis of the song - 7th period completed it.

    Periods 2-4:  The WW10 study guide was collected, and students took a vocabulary test.  New flashcards were made with the remaining time.

    Homework:  Complete the WW10 study guide.  It is due tomorrow.

     

    Friday, February 1

    Class:

    Period 1:  The WW10 study guide was collected, and students completed MM 4.3.  Tone was reviewed and brainstormed for Simon and Garfunkel's version of "SOS."  The initial anlaysis of the poem/song was completed, and students determined their definition of silence.  A poem from a Columbine student was shared.

    Periods 2-4:  The WW10 study guide was collected, and students completed MM 4.2B.  Tone was reviewed and brainstomed for Nouela's version of "SOS."  We continued with the initial analysis of the song.  We will complete it on Monday.

    Period 7:  The WW10 study guide was collected, and students completed MM 4.3.  Tone was reviewed and brainstormed for Simon and Garfunkel's version of "SOS."  Students determined their definition of silence, and a cause/effect map was created (10 causes/10 effects).

    Homework:  none assigned


    Week of January 21 to January 25

    Monday, January 21 - Holiday/Martin Luther King, Jr. Day

    Tuesday, January 22

    Class:  Planners were filled in for the week, and WW10 words were introduced.  Students had time to work on the final self-assessment from Friday or begin their WW10 flashcards.  We completed the 2081 film from last week.

    Homework:  Complete the final self-assessment if you did not finish it in class today.  Create WW10 flashcards.  They will be checked for completion tomorrow.

     

    Wednesday, January 23

    Class:  WW10 flashcards were checked for completion and reviewed.  Students began a peer assessment of the "HB"/AH essay.

    Homework:  Complete WW10 A-D.  It is due tomorrow.

     

    Thursday, January 24

    Class:  WW10 A-D was collected.  Students continued peer assessment.

    Homework:  none

     

    Friday, January 25

    Class:  The peer assessment was completed.  Students had time to begin WW10 E.

    Homework:  none


    Week of January 14 to January 18

    Monday, January 14

    Class:  Planners were filled in for the week.  We completed the self-assessment of the rough draft from last Friday.  Final draft instructions were passed out, taped into the composition book, and gone over.  Other writing handouts (opening and closing) were taped into the composition book as well.  Periods 1-2 went over how to write a closing, but no time was given to work on it.  We will spend time on it tomorrow in all class periods.

    Homework:  Begin revising your rough draft.  Use your rubric to determine your weak areas.  Begin working on WW9E - it is due on Wednesday.

     

    Tuesday, January 15

    Class: Questions regarding the final draft were addressed.  Closings were introduced, and student writing samples were analyzed.  Students had a bit of time to begin writing their own closing.  I tried to import a copy of one of the student samples from class, but my computer would not cooperate.  Sorry - I sent it to on the Remind app instead.  The remainder of the period was spent watching the short film, 2081.

    Homework:  Complete WW9E - it is due tomorrow.  Continue to work on the final draft of your essay.  All essay papers (prewriting and final drafts) are due on Thursday.

     

    Wednesday, January 16

    Class:  Classes met in the computer lab to take the Healthy Kids Survey.  WW9E was collected, and the WW9 study guide was passed out.  After the survey, students had a chance to work on their essay, study guide, or section E.

    Homework:  ALL essay papers will be collected tomorrow:  the prewriting packet from before break that includes the sequence of effects map, elaboration map with talked off transitions, and opening brainstorm.  I will also be collecting the annotated rough draft with self-assessment rubric and all FOUR copies of the final draft.

     

    Thursday, January 17

    Class:  ALL essay papers were organized and collected.  Students began an assessment of their final draft. 

    Homework:  Complete your WW9 study guide and review for the vocabulary test tomorrow.

     

    Friday, January 18

    Class:  The WW9 study guide was collected, and students took a vocabulary test.  Students continued the final draft self-assessment after they finished the test.  Tuesday is the last day that late essays will be accepted; you will need a late work pass.

    Homework:  none assigned - Enjoy your 3-day weekend!


    Week of January 7 to January 11

    Monday, January 7 - Welcome back!

    Class:  New seating charts were assigned, Q3 late work passes were passed out, and planners were filled in for the week.  WW9 words were introduced.  Students began analyzing a student essay, "Dude."  Transitions were located, and a tree map was created to classify the different functions of transitions.  We will continue with this tomorrow.

    Homework:  Create WW9 flashcards.  They are due tomorrow.

     

    Tuesday, January 8

    Class:  WW9 flashcards were checked for completion and reviewed.  We completed classifying the transitions from "Dude" that we began yesterday.  Students then created a backwards map of "Dude" to see the structure of the essay. 

    Homework:  Review your "HB" essay plan.  Tomorrow we will be talking it off the map, adding transitions, and beginning a rough draft.  WW9 A-D is due on Thursday.

     

    Wednesday, January 9

    Class:  WW9 flashcards were reviewed.  Students began "talking off" and "writing off" ideas from their "HB" elaboration map.  Transitons and key words were added to the elaboration map in a different color, and then the sentences were written onto a rough draft.  The two "HB" paragraphs should be complete for tomorrow.

    Homework:  Complete WW9 A-D.  It is due tomorrow.  Finish writing the two "HB" paragraphs.  You should have three paragraphs completed for tomorrow (opening plus two body).

     

    Thursday, January 10

    Class:  WW9 A-D was checked and collected.  Students worked to write the last two body paragraphs (Among the Hidden) of their essay.  Everything but the closing should be complete for tomorrow.

    Homework:  Complete your rough draft.  We will be self-assessing the rough draft using the rubric tomorrow.

     

    Friday, January 11

    Class:  "Dude" handouts were collected and essay rough drafts were checked for completion.  Students began a self-assessment using the rubric.  We got through criteria #8 today and will complete it on Monday.

    Rubric with Self-Assessment Annotations (sample)

    Homework:  Begin revising the weak areas of your body paragraphs.  Make sure you are ready to write the closing on Monday.


    Week of December 17 to December 20

    Monday, December 17

    Class:  Planners were filled in for the week.  Flashcards for quarter 2 (lessons 5-8) were checked in the composition book.  Students had 15 minutes to begin working on the WW5-8 review.  From there, students added another section to their elaboration map from last week.  Today we looked at the first parallel example from Among the Hidden.  Any time remaining was spent continuing to work on the WW review.

    AH parallel 1 Elaboration Map

    Homework:  Complete the addition to the elaboration map.  Work on the WW5-8 review.  Periods 1-3 will be collected on Thursday, and Periods 4-7 will be collected on Wednesday.

     

    Tuesday, December 18 - Block Schedule, Periods 1-3

    Class:  The elaboration map was completed; the second AH parallel was brainstormed.  Students worked to create an opening to their essay today - see slides.  All students are using the same hook strategy, use a literary device (simile).  Similes were brainstormed using a circle map (see slides).  The opening was then written using the provided template.

    AH parallel 2 Elaboration Map

    Writing your Opening

    Homework: Complete the WW5-8 review.  Complete the elaboration map and opening for Thursday.

     

    Wednesday, December 19 - Block Schedule, Periods 4-7

    Class:  The elaboration map was completed; the second AH parallel was brainstormed.  Students worked to create an opening to their essay today - see slides.  All students are using the same hook strategy, use a literary device (simile).  Similes were brainstormed using a circle map (see slides).  The opening was then written using the provided template.

    AH parallel 2 Elaboration Map

    Writing your Opening

    Homework: Complete the WW5-8 review.  Complete the elaboration map and opening for Thursday.

     

    Thursday, December 20 - minimum day, all periods

    Class:  Q2 late work passes were collected, and graded papers were passed back.  The WW5-8 review was corrected and turned in.

    Homework:  none - Enjoy your 2 weeks off!  Be safe.


    Week of December 10 to December 14

    Monday, December 10

    Class:  Planners were filled in for the week.  The simile and big idea bridge maps were reviewed from last week - both of these will be collected on Wednesday.  We analyzed the sounds in "Harrison Bergeron" today.  First, a sequence map of the sounds was created.  Then we brainstormed what the sound might represent.  Finally, we looked at what was happening in the text as George heard the sound.  From there, we tried to make sense of what it all meant. A short analysis of the setting was done in all but 7th period. 

    Homework:  Work on your "HB" maps and/or WW8E.  All of these are due on Wednesday.

     

    Tuesday, December 11

    Class:  WW8 flashcards were reviewed, and the two maps that will be collected tomorrow were reviewed (big idea/simile bridge maps). Students brainstormed ideas that were sacrificed in Vonnegut's version of "equality." Ideas that were also sacrificed in Among the Hidden were circled or color-coded.  From there, students began a bridge map showing the parallels between "HB" and Among the Hidden.  Three examples were completed as a class.  Students were asked to create six more - partners had a chance to work on this for the remainder of the period.

    Homework:  Complete your two "HB" maps:  big ideas bridge and simile bridge.  Examples are posted on last week if you need to see them. Complete WW8E - it is also due tomorrow.

     

    Wednesday, December 12

    Class:  The big idea/simile bridge maps were completed.  Students had time to begin the WW8 study guide and tape their flashcards into their composition book.  I explained to students that there will be a composition book check on Monday - I will be looking to see that Q2 flashcards have been taped in (lessons 5-8). WW8E was collected.  Partners had 5-7 minutes to work on their parallels bridge map from yesterday.  An introduction to an expository essay was made, the prompt was dissected, and initial ideas were brainstormed.

    Intro/Prompt/Brainstorm for "HB" essay

    Homework:  Complete the essay brainstorm from class today.  You should two possible big ideas with three "how" or "through" ideas for each.  Use your sacrifice brainstorm and/or your parallels bridge map to help you generate ideas.

     

    Thursday, December 13

    Class:  We continued to plan for the "HB"/AH expository essay.  The brainstorming map from yesterday was reviewed, and students checked off ideas that were parallel to AH as well as "HB."  The criteria for a "quality reason" was introduced and practiced (see slides for review).  Students then checked to see that their "how" reasons were both global and distinctly different.  An elaboration map was set up, introduced, and begun.  Students were only responsible for the first two columns today.  We will do the second two tomorrow.

    Quality Reasons and Elaboration Map

    Homework:  Complete the WW8 study guide - it is due tomorrow before the test.  Make sure that you have completed the first two columns of the elaboration map. (see slides for help)

     

    Friday, December 14

    Class:  The WW8 study guide was collected, and students took a test.  The elaboration map from yesterday was continued.  A second reason (columns 3-4) were brainstormed.  We will be beginning the back side on Monday, so please be prepared.

    Reason 2 Elaboration map

    Homework:  Complete the second elaboration map brainstorm.  Begin working on the WW5-8 review.  Periods 1-3 due on Tuesday, Periods 4-7 due on Wednesday.


     

     

    Week of December 3 to December 7

    Monday, December 3

    Class:  Planners were filled in for the week.  Questions regarding the graphic essay poster were addressed.  WW8 words were introduced.  Almost every period completed a first read of "Harrison Bergeron."

    Graphic Essay Project Instructions

    Homework:  Create WW8 flashcards.  Complete your graphic essay poster.

     

    Tuesday, December 4

    Class:  The graphic essay poster was collected.  WW8 flashcards were checked for completion and reviewed.  A close read of "Harrison Bergeron" was begun.  Page 1 was annotated together so that students knew what the expectation was.  Signposts were noted and anchor questions were addressed.  Big ideas were also noted.  Students were instructed to continue annotating pages 2-3 for tomorrow. 

    Homework:  Annotate pages 2-3 of "Harrison Bergeron."  Continue the same way that we did in class today:  read 1-2 paragraphs, note signposts, address anchor question, note big ideas.

     

    Wednesday, December 5

    Class:  Groups had a chance to collaborate on their homework from last night (annotation of pages 2-3 of "HB").  Pages 4-6 were begun, and students were asked to complete it for homework tonight.

    Homework:  WW8 A-D is due tomorrow.  Complete the close read/annotation of "Harrison Bergeron."

     

    Thursday, December 6 - Crazy day!

    Class: WW8 A-D was corrected and turned in.  I also collected the Declaration of Independence pre-reading handout and circle map with quickwrite.  We continued the analysis of "Harrison Bergeron."  Students found and highlighted 10 examples of similes and 6 sounds that George heard in his earpiece.  1st period and 7th period began an analysis of the similes.

    Homework:  none assigned

     

    Friday, December 7

    Class:  We played bingo as a means of reviewing WW8 words.  Students worked to analyze similes found in "HB."  This was set up in the form of a double-bridge map.  We worked through three together as a class.  Students were asked to complete a total of six.  This will be collected next Tuesday or Wednesday.

    Samples of big idea and simile bridge maps

    Homework:  You can work on your simile analysis or your big idea bridge map.  These will both be collected either Tuesday or Wednesday.


    Week of November 26 to November 30

    Monday, November 26

    Class:  Planners were filled in for the week, and the MM unit 2 packet was collected (all but period 3).  WW7 words were reviewed, and a sentence writing activity was completed on page 75 of the WW book.  Writing strategy resources were added to the composition book.  The graphic essay poster project was reviewed, questions were addressed, and poster paper was distributed. 

    Homework:  Work on your graphic essay poster and WW7E. 

     

    Tuesday, November 27

    Class:  Students completed a transitions practice to review opinion statement, clarification statement, and example.  A pre-reading handout for "Harrison Bergeron" was begun.  We will continue with this on Thursday when I return from training.  Students will be working with vocabulary with tomorrow's substitute.

    Homework:  Work on your graphic essay poster and WW7E.  WW7E is due on Thursday this week since I will be out tomorrow.

     

    Wednesday, November 28 - substitute

    Class:  The WW7 study guide was begun, and the front side of yesterday's transition handout was completed.  Students worked on a vocabulary exercise as a means of preparing for "Harrison Bergeron."

    Vocabulary for "Harrison Bergeron"

    Homework:  Complete WW7E - it is due tomorrow.  Continue to work on your graphic essay poster.

     

    Thursday, November 29

    Class:  WW7E and the transitions handout from the past two days were collected.  The pre-reading handout, Declaration of Independence, was continued. 

    Homework:  Complete the WW7 study guide and "Harrison Bergeron" vocabulary from yesterday - both will be collected tomorrow.  Graphic essay due on Tuesday.

     

    Friday, November 30

    Class:  The WW7 study guide was collected.  The "Harrison Bergeron" vocabulary was gone over, and students noted how well they had inferred the meaning of each word.  This handout was collected.  We finished the pre-reading handout on equality and competition, and students completed a quickwrite.  An introduction to the text, "Harrison Bergeron" was made, and we began listening to a first read of the story.

    Quickwrite and intro to "HB"

    Homework:  Work on your graphic essay poster.  It is due on Tuesday.


    Week of November 19 - November 23

    Thanksgiving Break


    Week of November 12 to November 16 - Substitute

    Complete the reading/annotating of Among the Hidden.  Plan for your graphic essay project.


    Week of November 5 to November 9

    Class:  Planners were filled in for the week, and graded work was passed back.  WW6 flashcards were reviewed.  Students worked with two pre-reading activities for the novel we will begin tomorrow, Among the Hidden:  possible sentences and an anticipation guide.

    Pre-reading: Possible Sentences

    Homework:  Begin working on section E of WW6.  It is due on Wednesday and you will have reading homework tomorrow night.

     

    Tuesday, November 6

    Class:  MM 2.4 was completed.  Students went to the library to check out Among the Hidden. We read chapters 1-2 in class. 

    Homework:  Complete WW6 E.  It is due tomorrow.  Read through chapter 5 (page 26) tonight.  Sticky note signposts and big ideas. Use the audio files if you are struggling.  You can access them on the main page of my website.

     

    Wednesday, November 7

    Class:  WW6 flashcards were taped into the composition book, the WW6 study guide was begun, and WW6E was collected.  The "Possible Sentences" prereading activity we did on Monday was revisited, and students either marked sentences as "true" or revised them so that they would be accurate.  The graphic essay project for Among the Hidden was introduced.  Any remaining time in class was spent reading - kids should be through chapter 10 (pg. 49) for tomorrow.

    "Possible Sentences" Revisited

    Graphic Essay Project Instructions

    Homework:  Read through chapter 10 of Among the Hidden.  Make sure your Possible Sentences are ready to be collected tomorrow. 

     

    Thursday, November 8

    Class:  MM 2.5 was completed.  Students had time to read Among the Hidden today.  They should read through chapter 15 for tomorrow.

    Homework:  Complete the WW6 study guide - there is a test tomorrow.  Make sure you are not falling behind in reading.

     

    Friday, November 9

    Class:  The WW6 study guide was collected, and students took a test.  The remainder of the period was spent reading and/or preparing for the graphic essay.  You should be through chapter 18 by Tuesday.

    Homework:  Get caught up on your reading if you are behind.


    Week of October 29 to November 2

    Monday, October 29

    Class:

    Planners were filled in for the week, and WW6 words were introduced.  Students worked on the elaboration map for their Titans paragraph.  Ideas were "talked off" and transitions were added in color to the map.  We will be writing the paragraph off the map tomorrow - please be prepared.

    Elaboration map to "talk-off"

    Homework:  WW6 flashcards due tomorrow.  Complete your elaboration map.  Be prepared to write tomorrow. 

     

    Tuesday, October 30

    Class:  WW6 flashcards were checked for completion and reviewed.  Students wrote the rough draft from their elaboration map today. 

    Write it off the map!

    Homework:  Complete the rough draft of your Titans paragraph.  It is due tomorrow.

     

    Wednesday, October 31 - minimum day/modified schedule

    Class:  The Titans rough draft was marked for completion.  Students began a self-assessment of their rough draft using the rubric.  We will complete it tomorrow; however, you should begin revising your weak areas.

    Homework: WW6A-D is due tomorrow.  Begin revising your paragraph - the final draft is due on Friday.

     

    Thursday, November 1

    Class:  WW6 A-D was checked and turned in.  The Titans cause/effect and compare/contrast maps were collected.  The self-assessment of the Titans rough draft was completed and final draft instructions were given.  The Titans signpost/big idea notes were counted and turned in.

    Homework:  Revise your rough draft to fix your weak areas and create a final draft.  Print out two copies.  I will be collecting your final draft copies, annotated rough draft, and elaboration map tomorrow.

     

    Friday, November 2

    Class:  All remaining Titans papers were collected today:  final draft/s, rough draft with self-assessment, and elaboration map w/ colored transitions.  Students completed a self-assessment for their final draft, giving evidence why they feel they should earn a particular score.

    Homework:  none!  Enjoy your weekend.


    Week of October 22 to October 26

    Monday, October 22

    Class: 

    All:  Planners were filled in for the week.  WW5 was reviewed with three bingo rounds.

    Periods 1-3:  The "effects" side of the cause/effect map were reviewed from last Friday, and partners worked to "write it off the map."  Students were asked to choose an idea (cause, change, and result) that they had "talked off" last Friday.  They were to write the idea three different times, using a different transition each time.  See the sample slide for an example.  The cause/effect map with sentences on the back will be collected tomorrow.  There should be a total of 7 sentences, 4 from the cause side and 3 from the effect side.  Partners began brainstorming a compare/contrast map for two characters from the Titans.  We will continue with it tomorrow.

    Period 4:  Partners added ideas to the "effect" side of their cause/effect map.  Language (transitions) of the map were added to the Elaboration Techniques tree map in the composition book.  Partners began to "talk off" ideas using appropriate transitions.

    Period 7:  Students were reminded of what was expected of the effect sentences from Friday.  Partners began brainstorming a compare/contrast map for two characters from the Titans.  Compare/contrast language was added to the Elaboration Techniques tree map in the composition book.  Partners began working with "talking off" the compare transitions and ideas.

    Effects - Write it off the map

    Compare/Contrast with Compare Talk-off

    Homework:  Make sure your cause/effect map is complete - it will be collected tomorrow.  Begin working on your WW5E - it is due on Wednesday.

     

    Tuesday, October 23

    Class: 

    Periods 1-3:  MM 2.2 was completed, and the cause/effect map with sentences was collected.  The compare/contrast map from yesterday was completed.  Language of the map (transitions) was added to the Elaboration Techniques tree map on pages 48-49 of the composition book.  Partners practiced talking off "compare" sentences, and two sentences with different transitions were written on the back of the map. 

    Period 4:  MM 2.2 was completed.  The cause/effect map was completed.  Partners practiced "talking off" sentences using different transitions.  Three sentences were then written off the map - each sentence used a different transition in a different way.  See the slide for examples.  Partners then began working on a compare/contrast map.  Two characters were selected and five similarities were brainstormed.  We will complete the contrast side of the map tomorrow.

    Period 7:  MM 2.2 was completed, and the cause/effect map with sentences was collected.  The compare/contrast map from yesterday was completed.  Partners practiced talking off "compare" sentences, and two sentences with different transitions were written on the back of the map.  Partners then practiced talking off "contrast" sentences, and two more sentences using different transitions were added on the back of the map.

    Effects - Write it off the map

    Compare/Contrast with Compare Talk-off

    Contrast talk off/write off

    Homework:  Complete WW5E - it is due tomorrow.

     

    Wednesday, October 24

    Class:

    Periods 1-3:  WW5 flashcards were taped into the composition book, E was collected, and the study guide was begun.  The compare/contrast map was completed.  Partners practiced talking off "compare" sentences, and two sentences with different transitions were written on the back of the map.  Partners then practiced talking off "contrast" sentences, and two more sentences using different transitions were added on the back of the map.  Students reviewed the cause/effect map (it was returned from yesterday) and selected one idea they'd like to use for their essay - the strongest reason why change exemplified the Titans.  An opinion statement using a TAG was created.  The opinion statement was then explained using a clarification statement.

    Per 1-3 slides from class

    Period 4:  WW5 flashcards were taped into the composition book, E was collected, and the study guide was begun.  The compare/contrast map was completed.  Language of the map (transitions) was added to the Elaboration Techniques tree map on pages 48-49 of the composition book.  Partners practiced talking off "compare" sentences, and two sentences with different transitions were written on the back of the map.  Partners then practiced talking off "contrast" sentences, and two more sentences using different transitions were added on the back of the map.

    Period 4 - slides from class

    Period 7:  WW5 flashcards were taped into the composition book, E was collected, and the study guide was begun.  The compare/contrast map was completed.  Students reviewed the cause/effect map (it was returned from yesterday) and selected one idea they'd like to use for their essay - the strongest reason why change exemplified the Titans.  An opinion statement using a TAG was created.  The opinion statement was then explained using a clarification statement.  Examples were introduced, and transitions were added to the Elaboration Techniques tree map.  Students then began adding examples with tell-me-more sentences to their opinion/clarification sentences.  We will continue with this tomorrow.

    Period 7 - slides from class

    Homework:  Work on your study guide.  Make sure you have written ideas off the maps as they have been assigned.

     

    Thursday, October 25

    Class: 

    Periods 1-3:  MM 2.3 was completed.  The opinion statement and clarification statement from yesterday were reviewed and/or completed.  Examples were introduced and language (transitions) were added to the Elaboration Techniques tree map.  Expectations for a well-developed, well-thought out paragraph were discussed, and a sample paragraph was introduced.  Periods 1-2 began color-coding the samples.  Period 3 will begin here tomorrow.

    Period 4:  MM 2.3 was completed.  The opinion statement and clarification statement from yesterday were reviewed and/or completed.  Examples were introduced and language (transitions) were added to the Elaboration Techniques tree map.  Expectations for a well-developed, well-thought out paragraph were discussed.

    Period 7:  MM 2.3 was completed.  Today was a "redo" for a badly presented lesson yesterday - sorry.  The opinion statement and clarification statement from yesterday were reviewed and/or completed.  Expectations for a well-developed, well-thought out paragraph were discussed, and a sample paragraph was introduced and color-coded.  Students mapped out their ideas for their paragraph.

    Slides from today - Opinion statement to sample paragraph

    Homework:  Complete the WW5 study guide - test tomorrow.

     

    Friday, October 26

    Class:  The WW5 study guide was collected, and students took a vocabulary test.  After the test, a basic elaboration map was created - see slide.  If completed, students could work on creating WW6 flashcards.

    Basic Elaboration Map for Monday

    Homework:  Complete the ideas on your elaboration map - opinion statement, clarification statement, example with 3 tell-me-more details, and example with 3 tell-me-more details. 

     


    Week of October 15 to October 19

    Monday, October 15

    Class:  Planners were filled in for the week, quarter two late work passes were passed out, and WW5 words were introduced.  Divider tabs were added to the composition book and numerous resources were taped in.  Students began finding good words to use for writing about the Titans from their resources.  Most classes started with the verbs - this is the best resource for creating strong language for the memoir.  Students were asked to get through at least one of the resources tonight. 

    Resources for Powerful Memoirs

    Homework:  Create WW5 flashcards.  Complete the final product for your Titans' memoirs.

     

    Tuesday, October 16

    Class:  WW5 flashcards were checked for completion and reviewed.  The Titans' memoir project was collected.  A final Titans journal was completed from the Prince Ea video linked below.  See the slide below for the prompt.  Students continued to "collect words" for the Titans from the resources from yesterday - these were written in the Word Collector section of the composition book.  Periods 1 and 2 began working on a cause/effect map for change in the Titans.  See slide below.

    Prince Ea - I am NOT black, You are NOT white.

    Journal Prompts for Titans

    Periods 1-2: Prompt to Cause map

    Homework:  All periods should have their word lists complete.  Journals 1-4 from the Titans will be collected tomorrow.  Periods 1-2 need to have 5 causes complete for tomorrow.

     

    Wednesday, October 17

    Class:  Titans journals 1-4 were collected.  The introduction to Mechanics Matters unit 2 was completed.  We began working with elaboration today.  A writing prompt was introduced and students began brainstorming a cause/effect map.  All classes should have a minimum of 6 ideas on the left side.  Periods 1-2 added "cause" language to their Elaboration Techniques map in their composition book. 

    Prompt to Cause map

    Homework:  WW5 A-D and the WW1-4 crossword will be collected tomorrow.  Make sure you have completed the "causes" on your map for Titans.

     

    Thursday, October 18 - Earthquake drill during 4th period

    Class:  The WW1-4 review and WW5 A-D were collected.  Students continued to work with the "cause" side of the cause/effect map.  Transitions were added to the Elaboration Techniques tree map, and partners practiced "talking" ideas off the map using different words.  From there, students selected their best four ideas and wrote them off the map; each sentence should have used a different transition.  If there was time, we started brainstorming the "effect" side of the map.  This is where we will begin tomorrow.

    Cause map - Talk it off/Write it off

    Homework:  none assigned

     

    Friday, October 19

    Class:  A WWE expectations handout was taped into the WW book.  Students completed MM 2.1.  Students completed the "effect" side of the cause/effect map.  The language of the map, transitions, were added to the Elaboration Techniques tree map, and partners practiced "talking" ideas off the map using the different words. 

    • Period 3 has not talked off the map yet.
    • Period 7 took their "talk off" to a "write off" where they chose one idea and wrote it three different ways - just like the sample slides.

    Effect map w/"talk off" and transitions

    Homework:  none assigned

     


    Week of October 8 to October 12

    Monday, October 8

    Class:  Planners were filled in for the week, and WW4 words were reviewed.  Students were reminded that WW4E is due on Wednesday and the "lesson from the dead" close read is due tomorrow.  We continued to watch/take notes on Titans.  Almost all classes got to 1:06 in the film.

    Homework: Complete the "lesson from the dead" close read.  Begin working on WW4E.

     

    Tuesday, October 9

    Class:  The "Lesson from the Dead" close read was collected.  Students completed a journal response for Titans.  We spent the remainder of the period watching/taking notes on Titans.  We got to 1:26 today.

    • Journal Prompt:  Are we “still fighting the same fight today?” Similarly, what lesson have we forgotten that needs to be remembered?

    Homework:  Complete WW4E.  It is due tomorrow.

     

    Wednesday, October 10

    Class:  WW4 flashcards were taped into composition books, the WW4 study guide was begun, and WW4 E was collected.  We continued with the film - almost finished!  All classes but 4th ended on 1:45 (the state championship).

    Homework:  Work on your WW4 study guide - it is due on Friday before the test.

     

    Thursday, October 11

    Class:  We completed the film.  Students began working on six-word memoirs for Titans.  We used and modified the instructions on page 116 in the composition book.   All of the prewriting for the memoirs was done in the composition book.

    Titans' Memoir

    Homework:  Complete the WW4 study guide.  It is due tomorrow before the test.

     

    Friday, October 12 - Last day of the quarter

    Class:  Unused late work passes were collected for extra credit.  The WW4 study guide was collected, and students took a vocabulary test.  After the test, there was time to either work on the WW1-4 review or the Titans memoirs.  A 4x6 card was passed out to each student for the final product of their Titans memoirs.  The blank side should have the best memoir with an appropriate picture.  The lined side should have all 10 memoirs, your name, date, and period.  Memoirs will be collected on Tuesday.

    Titans' Memoir

    Homework:  Work on your Titans' memoir and/or the WW1-4 review.


    Week of October 1 to October 5

    Monday, October 1

    Class:  Planners were filled in for the week, and WW4 words were introduced.  The opening scene packet was collected from periods 4 and 7.  Students began taking notes on signposts and big ideas for Titans - the goal for today was to find at least 10 signposts and 10 big ideas.  For those of you who have your own film at home or are on independent study, we got to the 13:18 mark.

    Homework:  WW4 flashcards are due tomorrow.

     

    Tuesday, October 2 - Assembly Schedule

    Class:  WW4 flashcards were checked for completion and reviewed.  Students completed a Titans response journal:  Is it okay to sacrifice one for the better good?  We continued taking signpost and big idea notes on the film.

    Homework:  Work on WW4 A-D.  It is due on Thursday.

     

    Wednesday, October 3 - Modified Schedule

    Class:  An introduction to MM-unit 2 was begun.  Students continued taking signpost and big idea notes on the film.

    Homework:  Complete WW4 A-D.  It is due tomorrow.

     

    Thursday, October 4 - Modified schedule

    Class:  WW4 was checked and turned in.  We continued with Titans.  Kids watched through the "lesson from the dead" scene, and then we began the second close read.  We went through the visual language on the close read, and students were asked to begin working on their explanations tonight.  Your job is to discuss the significance of each of the scenes.

    Homework:  Work on the "lesson from the dead" close read.  If you need to rewatch the scene, go to You Tube and search "Titans lesson from the dead."

     

    Friday, October 5 - Modified schedule

    Class:  Titans Response #2 was completed.  Expectations and a due date were set for the "lesson from the dead" close read; it is due on Tuesday.  We continued watching/taking notes for Titans.  We got to 53:17 in the film.

    • Journal topic:  Discuss the quote:  "Attitude is a reflection of leadership."  What does it mean to you? 

     

    Homework:  Work on the "lesson from the dead" close read. It is due on Tuesday.

     


    Week of September 24 to September 28

    Monday, September 24 - minimum day/block schedule

    Periods 1-3:  Planners were filled in for the week, and WW3 words were reviewed.  Clarification statements were reviewed as well, and students practiced clarifying vocabulary words within context.  Part 3 of Remember was read.  We began the film analysis of Remember the Titans.

    Homework:  WW3 E is due on Wednesday for periods 1-3. 

     

    Tuesday, September 25 - minimum day/block schedule

    Periods 4 and 6: 

    Class:  Planners were filled in for the week, and WW3 words were reviewed.  Clarification statements were reviewed as well, and students practiced clarifying vocabulary words within context.  Part 3 of Remember was read.  We began the film analysis of Remember the Titans.

    Homework:  WW3 E is due on Wednesday for periods 1-3. It is due on Thursday for periods 4 and 7.

     

    Wednesday, September 26 - minimum day/block schedule

    Periods 1-3:  WW3 E was collected.  Flashcards were taped into the composition book, and the WW3 study guide was begun.  The close read of the opening scene of Titans was completed.

    Homework:  Complete the WW3 study guide and the opening scene explanations.  Both of these will be collected on Friday.  WW3 E will be collected for periods 4 and 7 tomorrow.

     

    Thursday, September 27 - minimum day/block schedule

    Periods 4 and 7: WW3 E was collected.  Flashcards were taped into the composition book, and the WW3 study guide was begun.  The close read of the opening scene of Titans was completed.

    Homework: 

    Periods 4 and 7: Complete the WW3 study guide.  Work on the explanations for the opening scene of Titans. I will collect the opening scene from periods 4 and 7 on Monday. 

    Periods 1-3:  Complete the explanations for the opening scene of Titans.  I am collecting it tomorrow, along with the WW3 study guide.

     

    Friday, September 28 - minimum day/all class periods

    Class:  The WW3 study guide and the MM-unit 1 packet were collected.  Students took a WW3 test.  There was time after the test to work on explanations for the opening scene of Titans.  The opening scene was collected in periods 1-3.  It will be collected on Monday for periods 4 and 7.

    Homework:  Complete the opening scene close read for Titans.

     

     


    Week of September 17 to September 21

    Monday, September 17

    Class:  Planners were filled in for the week, and WW3 words were introduced.  Extra credit Ziplock baggies were noted.  Big ideas from last Thursday were reviewed/completed.  Periods 1, 2, and 7 began reading/taking notes on the book, Remember, by Toni Morrison.  Periods 3-4 were introduced to a new unit relating to school integration.  Four short videos highlighting the time period and the picture book, Remember, were watched. 

    For those of you out on independent study, I will begin posting pictures from the book tomorrow.

    Homework:  Complete your WW3 flashcards.  They will be checked for completion tomorrow.

     

    Tuesday, September 18

    Class:  WW3 flashcards were checked for completion and reviewed.  We continued to read and complete the Remember tree map for part 1.  Periods 1, 2, and 7 began noting big ideas from the book (part 1 only) on the back of the tree map.  Period 1 took one of their big ideas to a sentence frame using a TAG.

    Remember - Part 1

    Remember - signpost and big idea tree maps

    Homework:  Work on WW3 A-D.  It is due on Thursday.

     

    Wednesday, September 19

    Class: 

    Period 1:  MM 1.2b/1.3b was completed.  Part 2 of Remember was begun.  Notes were added to a new tree map.

    Periods 2-7:  MM 1.3 was completed.  Big ideas from Part 1 of Remember were added to the back of the tree map.  Students learned how to use a TAG when writing.  Partners helped one another to write a sentence from a picture using a TAG.

    Girl with Doll - TAG for period 2

    Girls Near Tracks - TAG for periods 3-7

    Homework:  Complete WW3 A-D.  It is due tomorrow.

     

    Thursday, September 20

    Class: 

    Periods 1 and 7:  WW3 A-D was checked and turned in.  Signposts/anchor questions were completed for part 2 of Remember.  An introduction to writing a clarification statement was begun. 

    Remember - Part 2

    Periods 2-4:  WW3 A-D was checked and turned in.  Part 2 of Remember was read, and students noticed and noted signposts for several photos:  pg. 28 "boys with signs," pg. 35 "crowd of hate," and pg. 48 "father and son."

    Remember - Part 2

     

    Friday, September 21 - Progress Reports sent home with students

    Class:  MM 1.4 was completed in period 1.  Graded papers and WW books were returned.  An elaboration techniques tree map was set up on pages 48-49 of the composition book.  The clarification statement technique was introduced, and transitions were added to the tree map.  A short book, Tough Boris, was read, and partners practiced creating different clarification statements.  From there, partners worked to write an opinion statement with a TAG and a clarification statement from a photo.

    Tough Boris - Intro to Clarification Statement

    Periods 1-4: Writing from a Photo - TAG statement to clarification statement

    Period 7: Writing from a Photo - TAG statement to clarification statement

    Homework:  If you have a busy week next week, begin working on WW3 E.  It is due next Wed/Thurs (depending the the day I have you with block scheduling).


    Week of September 10 to September 14

    Monday, September 10

    Class:

    Period 1:  Planners were filled in for the week, and WW2 words were reviewed.  We reviewed the CC, Aha, and TQ signposts from last week.  "Cooler Self" was watched again, and students added to their Aha and TQ sections of the tree map.  The Words of the Wiser signpost was introduced, and students watched a video, "Reel Wisdom."  From the film, 1-2 pieces of advice were added to the tree map, and students addressed the anchor question.  MM 1.3 was completed in their Mechanics Matters packet.

    Notice & Note Signposts tree map

    Tough Question and Aha analysis of "Cooler Self"

    Intro. to Words of the Wiser

    Words of the Wiser video for analysis - "Reel Wisdom"

    Periods 2 and 7:  Planners were filled in for the week, and WW2 words were reviewed.  We reviewed the CC, Aha, and TQ signposts from last week.  "Cooler Self" was watched, and students added to their Aha and TQ sections of the tree map.  The Words of the Wiser signpost was introduced, and students watched a video, "Reel Wisdom."  From the film, 1-2 pieces of advice were added to the tree map, and students addressed the anchor question.

    Notice & Note Signposts tree map

    Tough Question and Aha analysis of "Cooler Self"

    Intro. to Words of the Wiser

    Words of the Wiser video for analysis - "Reel Wisdom"

    Periods 3 and 4:  Planners were filled in for the week, and WW2 words were reviewed.  The CC and Aha signposts from last week were reviewed.  A short video, "The Present," was watched and students looked for examples of the CC and Aha signposts.  Partners collaborated, and what was noticed was added to the tree map.  The anchor questions for both signposts were also addressed.  The next signpost, Tough Question (TQ) was introduced, and a short video, "Cooler Self" was shown.  Additions were made to the tree map using the same format.

    Notice & Note Signposts tree map

    CC and Aha analysis of "The Present"

    Introduction to Tough Questions

    Tough Question and Aha analysis of "Cooler Self"

    Homework:  Work on WW2E - it is due on Wednesday.

     

    Tuesday, September 11

    Class:  WW2 words were reviewed.  All classes worked to complete the signpost introduction today.  Periods 3 and 4 are still working on the final signpost, Memory Moment.  They will finish it tomorrow.

    Video Introduction to Again & Again

    Video for Again & Again Analysis - Destiny

    Video Introduction to Memory Moment

    Video for Memory Moment Analysis - Up

    Homework:  Complete WW2E.  It is due tomorrow.

     

    Wednesday, September 12 - minimum day

    Class:  WW2 flashcards were taped into the compostion book (pages 82-83), and WW2E was collected.  Signposts were reviewed, and a short film, "French Toast," was shown.  Students "noticed" as many examples of signposts as they could on a new tree map.  Partners had a chance to collaborate, and the film was shown a second time.  Additional notations were made on the tree map.  Students were asked to take 10 of their examples to the anchor questions.

    "French Toast" video for signpost analysis

    French Toast video - new

    Homework:  Work on the anchor questions for "French Toast."  This is due on Friday.

     

    Thursday, September 13

    Class:  The WW2 study guide for tomorrow's test was begun in class.  Questions regarding the "French Toast" tree map were addressed.  Both signpost tree maps will be collected tomorrow.  Periods 3 and 4 completed the introduction to the Memory Moment signpost.  A big idea informational sheet was taped into the composition book (page 44).  Each of the big ideas were discussed, and students created a symbol to represent each.  Periods 1, 2, and 7 were introduced to our first unit focusing on school integration. 

    Homework:  Complete the WW2 study guide to prepare for tomorrow's test.  Make sure that both of your signpost maps are complete.  Remember - you need to address at least 10 anchor questions on your "French Toast" tree map.

     

    Friday, September 14

    Class:  WW2 test today.  The study guide was collected as well.  Students had time to create WW3 flashcards for next week.

    Homework:  none assigned


    Week of September 3 to September 7

    Monday, September 3 - Holiday

     

    Tuesday, September 4

    Class:  Planners were filled in for the week.  Questions regarding the reversal poem and prewriting to be collected were addressed.  Students taped pages into their composition book (MLA format & NN signposts).  WW2 words were introduced.  Periods 1 and 7 began an introduction to the contrast/contradiction signpost.

    Homework:  WW2 flashcards are due tomorrow.  The reversal poem and all prewriting will be collected tomorrow in periods 1, 2, and 7:

    • final draft, template with 2 rough drafts, 2 tree maps, color-coded circle map, TED Talk notes using the BHH strategy, and the rubric.

     

    Wednesday, September 5

    Class:

    Periods 1, 2, and 7:  All reversal poem papers (final and prewriting) were collected.  WW2 flashcards were checked for completion and reviewed.  An introduction to Notice and Note (NN) signposts was begun.  Our focus today was on Contrasts/Contradictions and Aha Moment.  The blue pages in the composition book (pages 26-27) were reviewed and discussed.  A short video demonstrating each signpost was watched (see links), and students discussed with a partner what was "noticed."  Those ideas were written on the yellow tree map (see link).  From there, partners discussed the anchor question of each and added their responses to the tree map.

    Notice & Note Signposts tree map

    Contrast/Contradiction Introduction

    Video to analyze for Contrast/Contradiction

    Introduction to Aha Moment

    Video to analyze for Aha Moment

     

    Periods 3-4:  WW2 flashcards were checked for completion and reviewed.  An introduction to Notice and Note (NN) signposts was begun.  Our focus today was on Contrasts/Contradictions (CC) and Aha Moment (Aha).  The blue pages in the composition book (pages 26-27) were reviewed and discussed.  A short video demonstrating each signpost was watched (see links), and students discussed with a partner what was "noticed."  Those ideas were written on the yellow tree map (see link).  From there, partners discussed the anchor question of each and added their responses to the tree map.  A short film, "The Present," was begun, and students began looking for examples of CC and Aha within it.  We will begin here tomorrow.

    Notice & Note Signposts tree map

    Contrast/Contradiction Introduction

    Video to analyze for Contrast/Contradiction

    Introduction to Aha Moment

    Video to analyze for Aha Moment

     

    Homework:  WW2 A-D is due tomorrow.  The reversal poem and all prewriting will be collected from periods 3-4 tomorrow.

     

    Thursday, September 6

    Class:

    Periods 1 & 7:  WW2 A-D was checked and turned in.  The CC and Aha signposts were reviewed from yesterday.  A short video, "The Present," was watched and students looked for examples of the CC and Aha signposts within.  Partners collaborated, and what was noticed was added to the tree map from yesterday.  The anchor questions for both signposts were also addressed.  The next signpost, Tough Question (TQ) was introduced, and a short video, "Cooler Self" was shown.  Additions were made to the tree map using the same format.

    CC and Aha analysis of "The Present"

    Introduction to Tough Questions

    Tough Question and Aha analysis of "Cooler Self"

    Period 2:  WW2 A-D was checked and turned in.  The CC and Aha signposts were reviewed from yesterday.  A short video, "The Present," was watched and students looked for examples of the CC and Aha signposts within.  Partners collaborated, and what was noticed was added to the tree map from yesterday.  The anchor questions for both signposts were also addressed.

    CC and Aha analysis of "The Present"

    Periods 3 & 4:  All reversal poem papers (final and prewriting) were collected.  WW2 A-D was checked and turned in.  The CC and Aha signposts were reviewed from yesterday.  A short video, "The Present," was watched and students looked for examples of the CC and Aha signposts within.  No writing has been added to the tree map.

    CC and Aha analysis of "The Present"

    Homework:  none assigned

     

    Friday, September 7

    Class:  MM 1.2 was completed.  WW1 and WW2 were passed back.  We went over WW1E together so that students would understand how it was scored and what, if anything, they needed to work on.  We began WW2E together to ensure that all students had a good start on it.  It is not due until Wednesday.

    Homework:  none assigned, but feel free to work on WW2E.


    Week of August 27 to August 31

    Monday, August 27

    Class:  Planners were filled in for the week, and WW1 words were reviewed.  The Simon Sinek TED Talk from last week was completed.  Problems that Sinek spoke of in his talk were added to the reversal map brainstorm from last week.

    Homework:  Period 7 should color-code two potential topics from their brainstorm for their reversal poem.

     

    Tuesday, August 28

    Class:  WW1E was discussed and expectations were shown.  Partners had a chance to work together to get as much done as possible.  We had a bit of time to work with the "problems" circle map.  Students were asked to find a topic that they might to use for their reversal poem.  They were then asked to notice other topics/words that went with their main topic.  All of the similar ideas should be highlighted/color-coded in one color.  Once one topic was color-colded, students were asked to do it again with a different color.

    WW1 E Expectations

    Homework:  Complete WW1E.  It will be collected tomorrow.  Color-code your circle map into two topics.

     

    Wednesday, August 29

    Class:  WW1E was collected, and WW flashcards were taped into the composition book (pgs. 80-81).  Students began working on a study guide for this Friday's test.  Numerous resources to help with the reversal poem were passed out and taped into the composition book (pages 171-178).  Students worked with their "problems" circle map to determine/color-code at least two main problems; similar ideas/problems were also color-coded.  From there, two tree maps for each main problem were created to show the positive and negative traits of each.  Students were asked to use the resources in their composition books to help them find as many applicable words as possible.  See samples below.

    Samples - Color-coded circle and topic tree map

    Homework:  Complete the two tree maps from class today.  Tomorrow we write the poem! 

     

    Thursday, August 30

    Class:  MM 1.1B was completed.  A template for writing the reversal poem was passed out and color-coded according to negative/positive lines.  Students then used their positive/negative tree map brainstorm to write their rough draft on the template.  Periods 1, 2, and 7 went over the rubric and sample MLA format.  Periods 3 and 4 will get the rubric and sample MLA format tomorrow.

    Tree map to rough draft template

    Rubric and MLA format sample

    Homework:  Complete the WW study guide - there is a vocabulary test tomorrow.  Try to get at least one rough draft done.  You will have time to work on your reversal poem/s tomorrow after the test.

     

    Friday, August 31

    Class:  The WW study guide was collected, and students took a vocabulary test.  The rest of the period was time for kids to work on their reversal poems.

    Homework:  Work on your reversal poem/s.  The final draft for periods 1, 2, and 7 is Wednesday.  Periods 3 and 4 are due on Thursday.


    Week of August 20 to August 24

    Monday, August 20

    Class:  Planners were filled in for the week.  Six-word memoirs were reviewed from Friday, and students completed prewriting in their composition books.  Ten six-word memoirs were begun, and expectations for a final product were discussed.  See the slides below.

    Six-Word Memoir Expectations/Samples

    Homework:  Complete your ten six-word memoirs, and begin thinking about a picture for your final product.  Prewriting and memoirs are due on Wednesday.

     

    Tuesday, August 21

    Class:  Six-word memoir expectations were reviewed and final product paper was passed out.  Directions and due dates were changed a bit:  no name is required on the front, and the final product is now due on Friday.  I will still be checking the prewriting in the composition book tomorrow.  The introduction to Wordly Wise (WW), lesson 1 was completed, flashcards were begun, and A-D was reviewed.  Sections A-D are due on Thursday. 

    Homework:  Complete your WW1 flashcards:  Word/s on one side, your definition on the back.  Continue to work on your six-word memoir.  Begin working on sections A-D??

     

    Wednesday, August 22

    Class:  WW1 flashcards were checked for completion and reviewed.  The prewriting for the six-word memoir was also checked for completion.  Questions regarding the final product for the memoir were addressed.  Students were introduced to reverse poetry, and brainstorming map of different topics was begun.

    "Apathy"

    "Lost Generation"

    Homework:  Complete sections A-D of Wordly Wise.  It is due tomorrow.

     

    Thursday, August 23

    Class:  WW1 A-D was corrected and turned in.  Final memoir questions were addressed.  A reading strategy, Book-Head-Heart (BHH), was introduced.  Students began watching a TED Talk; notes were begun using the BHH strategy.

    Homework:  Complete the final product of your six-word memoir.

     

    Friday, August 24

    Class:  The six-word memoir was collected.  1.1A of the Mechanics Matters packet was completed.  We continued watching and taking BHH notes over the Simon Sinek TED Talk from yesterday.  We will complete it on Monday.

    Simon Sinek TED Talk

    Homework:  none.  Have a great weekend.

     


    Week of August 13 to August 17

    Monday, August 13 - no school

     

    Tuesday, August 14 - no school

     

    Wednesday, August 15 - Welcome back!

    Class:  An introduction to OUR class was begun.  A class syllabus/informational letter was sent home for both students/parents to read.  Please complete the attached white page and return it to class ASAP.

    Homework:  Read the class syllabus/informational letter.  Complete the attached white page and return it tomorrow.

     

    Thursday, August 16

    Class:  Syllabus signature sheets were collected.  Students completed a "This Year I Hope" activity, and we completed the class introductory power point from yesterday.  Composition books were distributed and numbered.  A short book, The Word Collector, was read.  1st period was introduced to the six-word memoir.  All other classes will begin tomorrow.

    The Word Collector and Six-Word Memoir

    Homework:  Complete the numbering of your composition book if you did not finish it in class.  Please get the white syllabus paper filled in and signed by a parent so you can turn it in tomorrow.

     

    Friday, August 17

    Class:  Syllabus signature sheets were collected.  Mechanics Matters (MM) was introduced and the study guide for unit 1 was completed.  Handouts were taped into the composition book.  The six-word memoir was introduced and samples were shown.  Periods 1 and 7 began brainstorming in the composition book.

    Homework:  none assigned - Have a great weekend!  :)


    Week of May 28 to June 1

    Monday, May 28 - no school

     

    Tuesday, May 29 - no school

     

    Wednesday, May 30

    Class:  Graded papers were passed back.  A picture book, The Harmonica, was read.  We continued watching Survivors of the  Shoah.

    Homework:  Periods 4-7 have the optional extra credit concrete poem.  Periods 1-2 will get it tomorrow.  Make sure you have your unused late work passes tomorrow - they will be collected.


    Week of May 21 to May 25

    Monday, May 21

    Class:  Planners were filled in for the week.  We reviewed/continued working with Hilde and Eli.

    Homework:  Complete your WW13-16 for Thursday.

     

    Tuesday, May 22

    Class:  A timeline was begun to show the main events in Hilde and Eli. We continued to read/discuss Hilde and Eli.

    Homework:  Work on the WW13-16 review.  It is due on Thursday.

     

    Wednesday, May 23

    Class:  Hilde and Eli was completed.  A mini-simulation of what Eli would have experienced was done.

    Homework:  Complete the WW13-16 review.  It is due on tomorrow.

     

    Thursday, May 24

    Class:  WW books were collected.  Students began working on an ABC taxonomy to show/process the words they now know that relate to the Holocaust.  We began watching a film, Survivors of the Shoah.

    Homework:  none assigned.  Enjoy your long weekend.


    Week of May 14 to May 18

    Monday, May 14 - no school

     

    Tuesday, May 15 - testing

     

    Wednesday, May 16 - testing

     

    Thursday, May 17 - testing

     

    Friday, May 18

    Class:  Graded work was passed back, and MM - unit 8 was collected.  Students were introduced to our final unit of study:  the Holocaust.  A pre-unit divided circle was completed so that I could see what students already know about the topic.  We began a picture book, Hilde and Eli.

    Homework:  none assigned - Enjoy your weekend.

     


    Week of May 7 to May 11

    Monday, May 7

    Class:  Planners were filled in for the week.  Students had 10 minutes to complete their argumentative letter from Friday - papers were re-collected.  Argumentative strategies were added to the composition book, and a sample CAASPP test was reviewed.

    Homework:  Work on WW16 E.  It is due on Wednesday.

     

    Tuesday, May 8 - substitute

    Class:  MM 8.4B was completed.  Students created a plan for a narrative that focused on a memorable event.  Ideas were brainstormed, an opening was written, and media questions were addressed.

    Homework:  WW16 E is due tomorrow.

     

    Wednesday, May 9 - Testing today - WW16 was collected.

     

    Thursday, May 10 - Testing today

     

    Friday, May 11 - Testing today


    Week of April 30 to May 4

    Monday, April 30

    Class:  Planners were filled in for the week, and WW16 words were introduced.  Students were introduced to an in-class argumentative writing assignment for the week.  The prompt was introduced, what argumentative writing "does" and "does not" do were discussed, and students began reading/annotating articles for research.

    Homework:  Complete WW16 flashcards.

     

    Tuesday, May 1

    Class:  WW16 flashcards were checked for completion and reviewed.  The argumentative prompt from yesterday was reviewed, and students watched two short videos, one showing a "pro" to cell phones and one showing a "con" to cell phones.  Students completed the reading/annotating of articles, and reasons were brainstormed for both sides.  Students were able to choose the map that worked best for them.  The two best reasons were determined, and a flee map was set up to show the structure of the writing.

    "Shut Down Your Screen" - day 2 slides

    Homework:  Complete your ABC book.

     

    Wednesday, May2

    Class:  MM 8.4A was completed.  Argumentative handouts were added to composition books, and we reviewed what should have already been completed for the "SDYS" letter.  Tasks for students to work on today, writing an opening or planning elaboration for both reason, were discussed.  Students had time to begin working.

    "Shut Down Your Screen" - day 3

    Homework:  WW16 A-D will be checked for completion tomorrow.  Work on what you started today (opening or elaboration of both reasons).  Make sure you ready to work on the counterargument tomorrow. 

     

    Thursday, May 3

    Class:  WW16 A-D was checked for completion and reviewed.  Students worked to complete the prewriting of their essay/letter today.  Tomorrow - in class - kids will write the letter and turn in their prewriting.

    "Shut Down Your Screen" - day 4

    Homework:  Complete the prewriting of your essay/letter.

     

    Friday, May 4

    Class:  Students wrote their argumentative letter today.  The letter and the maps (your plan) were collected.

    Homework:  NONE!!!! Enjoy your weekend.

     


    Week of April 23 to April 27

    Monday, April 23 - substitute/teacher sick

    Class:  Students had a work day since they could not get the video to play.

     

    Tuesday, April 24

    Class:  Graded work was passed back.  Students completed MM 8.3.  Students watched a video, "The Digital Bystander." Instructions for the 2- paragraph response were passed out.  All papers related to AOW#4 will be collected on Friday.

    Homework:  WW15 E will be collected tomorrow.  Begin working on your AOW#4 bystander response.

     

    Wednesday, April 25

    Class:  WW15E was collected.  Students completed a peer assessment of the "SOS" essay today.

    Homework:  Work on your 2-paragraph response.  It, along with all the AOW#4 papers, will be collected on Friday.

     

    Thursday, April 26

    Class:  The WW15 study guide was passed out.  Students completed a second peer assessment.  The remainder of the period was a time for students to work on their 2-paragraph response for AOW#4 that is due tomorrow.  All AOW#4 papers will be collected.

    Homework:  Complete the WW15 study guide and study for tomorrow's vocabulary test.  Complete your 2-paragraph response. I have attached some slides that might be helpful.

    AOW#4 Response


    Week of April 16 to April 20

    Monday, April 16

    Class:  Planners were filled in for the week, and WW15 words were introduced.  Pre-writing papers for the essay were stapled and turned in.  A self-assessment of the final draft was completed using the purple rubric.  All four copies of the final draft were collected.

    Homework:  Create WW15 flashcards - they will be checked for completion tomorrow.

     

    Tuesday, April 17

    Class:  WW15 flashcards were checked for completion and reviewed.  The annotation for AOW#4 - Part 1 was completed.  You should have 20 annotations for the Kitty article.  A cause/effect map for why no one helped Kitty was created - two questions were addressed in the frame of reference:  What are 3 big ideas in the article?  Have things changed much since 1964?  Explain.  Periods 1, 4, and 6 went on to make a bridge map showing the parallels between the Kitty article and "The Sounds of Silence."

    Cause/effect map for Kitty

    Homework:  Complete the cause/effect map for Kitty if you didn't do so in class.  Work on WW15 A-D; it is due on Thursday.

     

    Wednesday, April 18

    Class:  MM 8.2A was completed. Periods 2 and 7 created a bridge map showing the parallels between the Kitty article and "SOS."  Students took notes on a short video, The Bystander Effect:  The Death of Kitty Genovese.  The second article in the AOW#4 packet was read, "Social Media and the Bystander Effect."  Students annotated for the author's claim, reasons to support the claim, and evidence supporting each reason.

    Video:  The Bystander Effect: The Death of Kitty Genovese

    Homework:  WW15 A-D will be checked for completion tomorrow.  Make sure you have read the second AOW#4 article.  Tomorrow we will be creating a map showing the information you found.

     

    Thursday, April 19

    Class:  WW15 A-D was checked for completion and gone over.  Students backwards mapped the "Social Media and the Bystander Effect" tweet to show the claim, reasons, and evidence.  Periods 1, 4, and 6 also brainstormed the debate question:  Does social media contribute to a person's lack of concern or involvement with others?

    Homework:  Complete the map from class today if you did not complete it in class.

     

    Friday, April 20

    Class:  MM 8.2B was completed.  Students watched and took notes on a TED Talk called "The Power of the Bystander."  We will be debating on Monday.

    TED Talk video: The Power of the Bystander

    Homework:  none assigned - Work on your ABC book for Swenson.


    Week of April 9 to April 13

    Monday, April 9

    Class:  Planners were filled in for the week, and WW14 words were reviewed.  MM-unit 8 was introduced.  Students completed all of the prewriting for the "SOS" essay today.  A second elaboration map was created/finished and 10 transitions (5/map) were added while "talking it off the map."  We will be writing the rough draft tomorrow in class.

    "The Sounds of Silence" expository essay - day 4

    Homework:  Complete the prewriting for your essay:  elaboration maps w/transitions

     

    Tuesday, April 10

    Class:  MM 8.1A was completed.  Students wrote the rough draft of their essay from their elaboration maps. 

    "The Sounds of Silence" expository essay - day 5

    Homework:  Complete your rough draft.  It is due tomorrow.  WW14 E is also due tomorrow.

     

    Wednesday, April 11 - sub

    Class:  Students worked on the WW14 study guide, and WW14E was collected.  Completed rough drafts were checked for completion.  The rubric was passed out, and a self-assessment of the rough draft was completed.  The final draft instructions were passed out - see slide.

    Final Draft Instructions

    Homework:  Begin revising your rough draft so that you fix your weak areas.  All "SOS" papers are due on Monday.

     

    Thursday, April 12

    Class:  MM 8.1B was completed in class.  Questions regarding the essay were addressed, and final draft numbers were assigned.  AOW#4 was begun.  A pre-reading journal was completed, and we began annotating the text together.

    AOW#4: Pre-reading Journal

    Homework:  Work on your essay.  Complete the WW14 study guide, and study for tomorrow's vocabulary test.  We will continue the AOW#4 after the test tomorrow.

     

    Friday, April 13

    Class:  The WW14 study guide was collected, and students took a test.  Questions regarding the essay were addressed.  We continued to work with AOW#4 - we will finish it next week.

    Homework:  Complete your essay.  All "SOS" papers will be collected on Monday.  We will be doing the final self-assessment in class on Monday.


    Week of April 2 to April 6

    Monday, April 2 - No School

     

    Tuesday, April 3

    Class:  Planners were filled in for the week, and WW14 words were introduced.  The Open Mind project/expectations were reviewed.  Students reviewed "The Sound of Silence" with a ranking activity.  Students were asked to rank the five stanzas in order of importance.  Groups then had to collaborate and come up with a group consensus/ranking.  Once an order was determined, students were asked to explain their group's rationale for the choices they made.

    Homework:  WW14 flashcards will be checked for completion tomorrow.  All periods but 2 and 7 need to complete their group ranking explanation.

     

    Wednesday, April 4

    Class:  WW14 flashcards were checked for completion and reviewed.  Questions regarding the Open Mind project were addressed.  A cause/effect map for silence was created, and the strategies for writing an expository essay were added to the composition book.  A writing prompt was introduced and brainstormed (circle map).  Students then selected their top three ideas on the circle map to take to another cause/effect map.  The left hand side of the map was completed for all classes.  See slides below.

    "Sounds of Silence" Expository Essay - Day 1 slides

    Homework:  Complete WW14 A-D and your Open Mind project.  Both are due tomorrow.

     

    Thursday, April 5

    Class:  WW14 A-D was checked for completion and gone over.  The Open Mind project was collected.  We continued to work on the expository essay from yesterday.  The cause/effect map of the three most important images was completed - possible writing ideas were added to the right-hand side (see slide).  Global ideas were reviewed, and students worked with combining their ideas into a larger, more global idea. Once the most important idea in the song was determined, an opening was written.  The opening was made super simple with five possible openings that kids could choose from.  Students were given the option to choose an opening as-is or modify one to fit their idea. All of the options lacked a thesis statement - students created their thesis statement from their cause/effect map (see slides). 

    "Sounds of Silence" expository essay - Day 2 slides

    Homework:  Finish the opening from class today.  Work on your ABC book for Swenson.

     

    Friday, April 6

    Class:  MM 7.6 was completed today, and the packet was collected.  What should have been completed for the essay was reviewed.  Students began working on two elaboration maps today - these will become paragraphs 2-3 of the essay.  Slides with samples are attached. 

    "Sounds of Silence" expository essay - day 3

    Homework:  Make sure you have completed finished at least one of the elaboration maps.  You have about 10 minutes on Monday to complete the second one.  If you have not begun the second map, you should get it started.


    Week of March 26 to March 30 - Spring Break


    Week of March 19 to March 23

    Monday, March 19

    Class: 

    Periods 1, 2, and 4: Planners were filled in for the week, and MM7.2B was completed.  New late work passes were passed out for the quarter, and we discussed a modified late-work policy for the 4th quarter.  All classes worked to complete the initial analysis of "The Sounds of Silence." 

    • Period 1 and 4: completed the initial analysis, created a personalized definition for "silence," and began brainstorming ten big ideas that can be pulled from the song.  Students were asked to complete this for homework tonight.
    • Period 2 did not complete the initial analysis.

    Periods 6 and 7:  Planners were filled in for the week.  New late work passes were passed out for the quarter, and we discussed a modified late-work policy for the 4th quarter.  We completed the initial analysis for "The Sounds of Silence."  Students then wrote about their definition of silence based on the song.  We began brainstorming big ideas that could be pulled from the song - minimum of 10 for tomorrow.  Big ideas are complete sentences that say something important about the message/s in the lyrics.  A brief introduction to the open mind was made.  I will be out tomorrow for periods 6-7, so this is you all will be working on then.

     

    Homework:  All periods but 2nd need to complete the 10 brainstormed ideas for "The Sounds of Silence."  You will be using them tomorrow when you begin the open mind.

     

    Tuesday, March 20

    Class:  MM 7.3 was completed.  Students were introduced to the Open Mind project and student samples were shown.  There was time to begin planning a rough draft.  Your goal is to show me what you know and understand about "The Sounds of Silence."  We will continue with this for the remainder of the week.

    Homework:  Work on your Open Mind. 

     

    Wednesday, March 21

    Class: 

    Periods 1-2:  MM 7.4 was completed.  Students worked on their open mind fo the remainder of the period

    Periods 4 and 6:  Warrior Welcome Day

    Period 7:  Students had about 30 minutes after the Warrior Welcome Day to work on their open mind.

    Homework:  Work on your open mind.

     

    Thursday, March 22

    Class:  A MM lesson was completed, either 7.4 or 7.5 depending on the class period.  Instructions for the written component of the Open Mind project were discussed students took notes.  The remainder of the class period was spent working on the Open Mind.

    Open Mind/Explanation = 50 points, DUE THURSDAY, APRIL 5, 2018

    Explanation:

    • Ink or typed:  12 pt font, 1 in margin is suggested
    • One page only:  ok to single space, modify margins if needed, or reduce font size (no less than 10 pt)
    • Choose your top 5-10 images.  Discuss the significane of each in a paragraph consisting of at least 4 sentences.
    • Example:  (image) - explanation

     

    Homework:  Work on the Open Mind.  The more you get done now, the less you have to do later.

     

     


    Week of March 12 to March 16

    Monday, March 12

    Class:  Planners ere filled in for the week.  All AOW#1 papers were collected.  We began the analysis of "The Sound of Silence."

    Homework:  Choose one to complete tonight:  AOW#2 response or WW13E.  Both of these are due on Wednesday.

     

    Tuesday, March 13 - sub

    Class:  MM 7.2A was completed.  Students worked on AOW#3:  a short video was shown, an article was read, and a short poem.  Students then worked on the grid, which focused on creating 3 claims, so what's? and so why's?

    AOW#3 video:  Sandy Hook Promise

    Homework:  Complete WW13E and AOW#2 - both are due tomorrow.

     

    Wednesday, March 14

    Class:  AOW#2 was collected, and students had time to begin working on the WW13 study guide.  After 10 minutes, I collected the WW workbooks.  I reviewed the expectations for the AOW#3 assignment/grid that will be collected tomorrow.  We spent the remainder of the period working with "The Sounds of Silence."

    Homework:  Complete the grid and annotation for AOW#3 - Columbine.

     

    Thursday, March 15 - 2-hour delay schedule

    Class:  AOW#3 (annotated text and grid) was collected.  We continued the analysis of "The Sounds of Silence."

    Homework:  Complete your WW13 study guide.  Tomorrow is the final test of Q3.  Unused late work passes will be collected for extra credit.

     


    Week of March 5 to March 9

    Monday, March 5

    Class:  Planners were filled in for the week, and WW13 words were introduced.  Students watched and took notes on a TED Talk today.

    Homework:  Complete WW13 flashcards and begin sections A-D.  This week will be a heavier homework week, so try to get ahead today.

     

    Tuesday, March 6

    Class:  WW13 flashcards were checked for completion and reviewed.  Students were introduced to and had time to begin working on a 2-paragraph response to the AOW#1. 

    AOW #1: 2-paragraph response

    Homework:  Complete a rough draft of your 2-paragraph response.  Tomorrow we will go over the checklist and expectations.  WW13 A-D and the review crossword are due on Thursday.

     

    Wednesday, March 7

    Class:  MM 7.1A was completed.  Questions regarding the 2-paragraph response were addressed and the checklist/expections were gone over.  Students began reading/annotating AOW#2.  We will be debating the following question tomorrow:  Should there be 2 hour restriction placed on screen time?

    • Annotations - try to locate between 15-20
    • Debate preparation - try to brainstorm between 8-10 pros and 8-10 cons.

    Read with a purpose:

    • What is the author saying?
    • What is their EVIDENCE/REASONING/LOGIC for what they are proposing?

    Think Abouts:

    • Given what you know from AOW#1, could this be a nice compromise?
    • If this proposal would not affect you, would you support it??  Do you only dislike it because you wouldn't want the restriction placed on you??

    Homework:  Complete AOW#2 - read/annotate/prepare for debate.  Begin refining your 2-paragraph response into a final draft.  Use your checklist.

     

    Thursday, March 8

    Class:  The WW9-12 crossword and WW13 A-D were checked for completion and gone over.  Students did a pop-up debate on whether there should be a 2-hour restriction placed on screen time.  A debate reflection was completed at the end of class.

    Homework:  Complete your AOW1 response.  Tomorrow you will be writing your AOW2 response.

     

    Friday, March 9

    Class:  MM 7.1B was completed in class.  Due dates and the end of Q3 were discussed.  Both AOW's will be Q4 grades, but all WW 13 will be on Q3.  The AOW#2 2-paragraph response was introduced, and students had 15 minutes to begin working on it.  A short introduction to "Sounds of Silence" was made, and students heard a first read of the song.

    AOW #2 Response

    Homework:  Complete the final draft of your AOW#1 response - it is due on Monday.  Continue to work on your AOW#2 response - it is due on Wednesday.


    Week of February 26 to March 2

    Monday, February 26

    Class:  Planners were filled in for the week, graded papers were passed back, and WW12 cards were reviewed.  The introduction to the NN non-fiction signposts was completed.  We began annotating an article, "The Scary Truth About What's Hurting Our Kids."  We will continue with this tomorrow.

    Homework:  Work on WW12 E.  Though it is not due until Wednesday, you will have other homework tomorrow. 

     

    Tuesday, February 27 - 2-hour delay schedule

    Class:  An introduction to MM-unit 7 (comma bootcamp) was begun.  We will complete it tomorrow.  We reviewed the non-fiction signposts and continued working with the article from yesterday.

    Homework:  Complete WW12 E.  It is due tomorrow.  For those of you who were out today, I will post the notes from today's MM on the site tomorrow so you can copy them.

     

    Wednesday, February 28

    Class:  Students began working on the study guide for WW12.  WW workbooks were collected.  We completed the annotation of the article, "The Scary Truth . . .."  Students were introduced to the two debate questions for tomorrow:  Should there be an age restriction of 16 placed on cell phones?  and Should parents be held liable for the negative effects of cell phones? 

    Homework:  Complete annotating the article and prepare for tomorrow's debate by brainstorming as many ideas as you can on the back page of the article.  For those of you who were absent yesterday, please copy the MM - unit 7 notes that I am attaching.  We will be doing the back side tomorrow in class.

    MM - unit 7 notes

     

    Thursday, March 1

    Class:  The introduction to MM-unit 7 was completed.  Students were introduced to and participated in their first pop-up debate.  We will be debated the second question tomorrow after the WW12 test.

    Homework:  Complete the WW12 study guide.  Prepare for tomorrow's WW12 test and pop-up debate.

     

    Friday, March 2

    Class:  The WW12 study guide was collected, and students took a vocabulary test.  We did a second pop-up debate.  Students will be completing a 2-paragraph response from the article/debates on Monday.

    Homework:  none assigned


    Week of February 19 to February 23

    Monday, February 19 - Holiday

     

    Tuesday, February 20

    Class:  Planners were filled in for the week, and new WW12 words were introduced.  We completed the second viewing of 2081 today.  All periods but 2nd and 7th began to map out the effects of the five most important changes in the film.  Tomorrow we will be in the library for benchmark testing.

    Homework:  Create WW12 flashcards tonight.  A-D due on Thursday.

     

    Wednesday, February 21

    Class:  WW12 flashcards were checked for completion.  Students took a benchmark test in the computer lab.  Any remaining time was spent working on WW12 A-D or the Top 5 Changes in 2081.

    Homework:  Complete WW12 A-D and the Top 5 (periods 1, 4, and 6 only).  I will be collecting the film notes and Top 5 tomorrow.

     

    Thursday, February 22

    Class:  WW12 A-D was checked for completion and the 2081 film notes/Top 5 were collected.  Some final thoughts related to "Harrison Bergeron" were discussed:  the TV as a vehicle of control and what was sacrificed in the name of "equality."  From there, students brainstormed what our "vehicle of control" would be in 2018 - the cell phone.  An introduction to the non-fiction signposts was begun.

    Homework:  Tape or glue in the signpost papers that were put into your composition book today.

     

    Friday, February 23 - Snow Day

     


     

    Week of February 12 to February 16

    Monday, February 12

    Class:  Planners were filled in for the week, and Mechanics Matters - unit 6 was begun.  A review of what was done last week with "Harrison Bergeron" was completed, and students had time to work on the grid that was begun in Friday.

    Homework:  WW11E is due tomorrow - due dates are moved up a day due to the short week.  Continue to work on your grid.  We will be using the grid in a writing assignment tomorrow.

     

    Tuesday, February 13

    Class:  The WW11 study guide was begun, and WW11E was collected.  Students began writing a 2-paragraph response for "Harrison Bergeron" today.  I have attached the slides that were used in class.  This assignment is due on Thursday with all of the other "Harrison" papers.

    "Harrison Bergeron" - 2 paragraph response

    Homework:  Work on your "HB" response.

     

    Wednesday, February 14

    Class:  The MM-unit 6 handout was completed and turned in.  Expectations of the 2-paragraph response were discussed and questions were addressed.  Students watched the film adaptation of "Harrison Bergeron" called 2081.  Differences between the film and text were noted, as were additional details that the producer/screenwriter included.

    Homework:  Complete the WW11 study guide - there is a test tomorrow.  I am collecting all of the "HB" papers tomorrow:  pre-reading handout, journal/quickwrite, annotated text, grid, 2-paragraph response w/self-editing checklist.

     

    Thursday, February 15

    Class:  The WW11 study guide was collected, and students took a test.  All of the "Harrison Bergeron" papers were collected.  We began a second viewing of the film, 2081.

    Homework:  None!  Enjoy your 4-day weekend.


    Week of February 5 to February 9

    Monday, February 5

    Class:  Planners were filled in for the week, graded papers were passed back, and a new seating chart was assigned.  Outsiders projects were collected.  WW11 was introduced.  Students added the final notes to the "Writing Strategies" page in the composition book, and a new page, big ideas, was added.  Students began a pre-reading handout for "Harrison Bergeron."

    Homework:  WW11 flashcards will be checked for completion tomorrow.

     

    Tuesday, February 6 - substitute

    Class:  WW11 flashcards were checked for completion and reviewed.  Students completed yesterday's prereading handout for "Harrison Bergeron."  A quickwrite was also completed.

    "Harrison" Quickwrite

    Homework:  none assigned

     

    Wednesday, February 7

    Class:  WW11 flashcards were reviewed.  Students began a first read of "Harrison Bergeron." 

    Homework:  Complete WW11 A-D.  It is due tomorrow.

     

    Thursday, February 8

    Class:  WW11 A-D was checked for completion and gone over.  We completed the first read of "Harrison Bergeron."  A discussion of the sounds and subsequent effects in the story was completed. 

    Homework:  Students were asked to do a final read of the story tonight, noting the big ideas that they found:  apathy, conformity, control, equality, hiding, leadership, oppression, and sacrifice.  Students will be working on an assignment tomorrow that focuses on the examples found within the text.

     

    Friday, February 9

    Class:  Using the big idea annotations from last night's homework, students began working on a grid analysis for "Harrison Bergeron."  Four big ideas should be complete for Monday.  We will finish the final four on Monday.

    "HB" grid front

    "HB" grid back

    Homework:  Make sure you have four big ideas completed on the grid for Monday.


    Week of January 29 to February 2

    Monday, January 29

    Class:  Planners were filled in for the week.  Students began peer assessing the narrative today.  We will complete it tomorrow.

    Homework:  Work on WW10 E - it is due on Wednesday.  Continue to work on your Outsiders project - it is due on Monday.

     

    Tuesday, January 30

    Class:  Students completed the peer assessment today.  Narrative writing strategies were added to the composition book.

    Homework:  WW10 E is due tomorrow.  Continue to work on your Outsiders project.

     

    Wednesday, January 31

    Class:  The WW10 study guide was passed out, and WW10 E was collected.  We began watching The Outsiders.

    Homework:  Work on your Outsiders project - it is due on Monday.  Study guide due on Friday.

     

    Thursday, February 1

    Class:  Students continued to watch The Outsiders.

    Homework:  Work on your project.  Complete your WW10 study guide - test tomorrow.

     

    Friday, February 2

    Class:  WW10 study guide was collected, and students took a WW10 test.  The Mechanics Matters, unit 5 packet was collected.  The film was completed - most of the classes had time to turn in their 4-square film notes.

    Homework:  Complete your project - it is due on Monday.


    Week of January 22 to January 26

    Monday, January 22

    Class:  Planners were filled in for the week, and all narrative papers were collected.  WW10 words were introduced.  Chapter 9 of The Outsiders was reviewed, and we began reading chapter 10 together as a class.  We will complete the novel together.

    Homework:  Create WW10 flashcards - they will be checked for completion tomorrow.

     

    Tuesday, January 23

    Class:  WW10 flashcards were checked for completion and reviewed.  We spent the remainder of the class period finishing The Outsiders.  Those class periods that did not finish today will finish tomorrow.

    Homework:  Work on WW10 A-D.  It is due on Thursday.

     

    Wednesday, January 24 - Assembly Schedule

    Class:  All classes completed the reading of The Outsiders.  Project options were discussed and examples of each were shown.  Students were asked to review the options and select one for tomorrow.  The next two days will be project work days.  Final projects are due Monday, February 5th.

    Project Options

    Homework:  Complete WW10 A-D; it is due tomorrow.  Review the project options and select an option that interests you.  Tomorrow will be a work day for you to get started.  Feel free to bring a device to work on if you'd like.

     

    Thursday, January 25

    Class:  WW10 A-D was checked for completion and gone over.  Project options for The Outsiders were reviewed/completed, and students had time to begin working on their choice.  Tomorrow will be another project work day - please come prepared to work on something.

    Homework:  Work on your Outsiders project.

     

    Friday, January 26

    Class:  MM 5.3 was completed in class.  Students had the remainder of the period to work on their Outsiders project.  Projects are due one week from Monday.

    Homework:  Work on your Outsiders project.


    Week of January 15 to January 19

    Monday, January 15 - holiday

     

    Tuesday, January 16

    Class:  Planners were filled in for the week, and WW9 words were reviewed.  The chapter 8 study questions were collected.  Students completed MM 5.1.  A self-assessment of the What Really Happened? narrative was begun.  All classes ended on criteria #5.

    Homework:  Complete color-coding the media questions in your narrative - criteria #5. We will continue with the rubric and self-assessment tomorrow.  WW9E will be collected tomorrow.

     

    Wednesday, January 17

    Class:  The WW9 study guide was begun, and WW9E was collected.  Study questions for chapter 9 were passed out.  Students are to read and prepare for a quiz tomorrow.  The questions on the study guide will be the possible quiz questions.  We completed the self-assessment of the rough draft today.  All periods but 7th had some time to work with their composition books, locating possible good words to infuse into their story.

    Chapter 9 Study Questions:

    1. Why do the greasers use more hair oil than normal before the rumble?
    2. According to Pony’s survey, what are some of the different reasons that people fight?
    3. How is Pony feeling just prior to the rumble beginning? What kinds of things is he thinking about or noticing?
    4. Who is Paul Holden?
    5. What starts the rumble?
    6. How did Dally get out of the hospital?
    7. What was Dally’s advice to Ponyboy while heading to the hospital to see Johnny?
    8. Why was Pony so out of it? He can’t think straight and he feels like he’s in a fog.
    9. What was Johnny’s reaction to the greasers winning the rumble?
    10. Johnny got something he’d always wanted from Dally before he died.  What was it?
    11. What were Johnny’s last words?  What do you think he means by them?

    Homework:  Read and prepare for the chapter 9 quiz.  Begin working on revising your rough draft.  Now that you know where your "holes" are, begin fixing them.  Try working on 3-4 paragraphs a day.

     

    Thursday, January 18

    Class:  MM 5.2 was completed.  Students worked on the "sentence variety" portion of the self-assessment.  Simple, complex, and compound sentences were found within the student's rough draft.  The final draft instructions were passed out/discussed as well as all prewriting papers that will be collected on Monday.  All narrative papers will be collected on Monday.

    Final draft instructions/Prewriting to be collected

    Homework:  Complete your WW9 study guide and study for tomorrow's test.  Work on revising your rough draft - it is due on Monday.

     

    Friday, January 19 - Assembly Schedule

    Class:  The WW9 study guide was collected, and students took the WW9 test.  The self-assessment rubric for the final draft was passed out.  Students had time to work on their narrative after they finished the test.

    Homework:  Complete your narrative.  All narrative papers are due on Monday - 200+ points!

     

     


    Week of January 8 to January 12

    Monday, January 8 - substitute

    Class:  Planners were filled in for the week, and WW9 words were introduced.  Students were asked to read chapter 6 tonight - a study guide of possible quiz questions was passed out.  I will be selecting 5 of the 10 questions on the study guide for tomorrow's quiz.  According to the sub note, this is as far as classes got - Sorry.  You were suppose to begin watching The Outsiders as a means of review.

     

    Homework:  Create WW9 flashcards.  Read chapter 6 and prepare for the reading quiz tomorrow.

     

    Tuesday, January 9

    Class:  WW9 flashcards were checked for completion and reviewed.  Students took a quiz over chapter 6.  We began an analyis of the poem, "Nothing Gold Can Stay" - this is a poem by Robert Frost that Hinton embeds in chapter 5.

    Homework:  Begin working on WW9 A-D and reading chapter 7 - both need to be complete for Thursday.  Use the chapter 7 study guide as a notetaking stragegy.

     

    Wednesday, January 10

    Class:  WW9 flashcards were reviewed, and MM-unit 5 was introduced.  We completed the initial analysis of "Nothing Gold Can Stay." 

    Homework:  WW9 A-D is due tomorrow.  Prepare for tomorrow's chapter 7 reading quiz (use your study guide).

     

    Thursday, January 11

    Class:  WW9 A-D was checked for completion and reviewed.  Students took a chapter 7 reading quiz.  We completed the "Nothing Gold Can Stay" analysis.  Questions were answered on the back of the poem:  1) What does this poem say about people or life in general? 2)  How does the poem relate to the novel?/What was Hinton's purpose in putting it into the novel? 3) What has not stayed gold in the novel so far?  Create a list - minimum of 10.  The handout was collected in all periods but 2nd and 7th.  I will collect it for them tomorrow.

    Period 6 worked with language today - showing, versus telling.  General sentences that used danger zone words and could be found in any narrative were given to students.  Students were then asked to rewrite them so that they did not use the danger zone word and  were more vivid.

    Homework:  Period 7 needs to complete the "Nothing Gold Can Stay" questions on the back of the analysis.

     

    Friday, January 12

    Class:  "Nothing Gold Can Stay" was collected in periods 2 and 7.  A study guide for chapter 8 of The Outsiders was passed out, and students were asked to read/answer Q's for Tuesday. There will not be a quiz; however, I will be collecting the study guide.  Students spent the period working with eliminating danger zones and adding details to writing. Four simple sentences were given, and students were asked to revise them. Narratives from before Christmas break were passed back so that students could begin revising them for danger zones.  We will be doing a self-assessment with the rubric on Tuesday.

    Homework:  Read chapter 8/complete the study guide.  Work on your rough draft - make sure it is complete for Tuesday.


    Week of December 18 to December 22

    Monday, December 18

    Class:  Planners were filled in for the week, and due dates for assignments were reviewed.  This is a big week as far as the quarter goes - I am collecting about 200 points this week.  Students continued to work with the writing narrative today.  The flee map with details from Friday was reviewed, and we talked about the fact that their brainstormed media questions will become the story (provided you brainstormed enough).  Really - all that is left to do is to put it into the proper order.  You should have at least the front of a page brainstormed for each of the media questions (total of five brainstormed pages). 

    We reviewed the chapter 4 excerpt from Hinton that we color-coded so that kids could see how she mixed up the media questions - the page looked more like "fruit loops" rather than one color at a time, a "rainbow."  Our goal in writing our own narrative is for the pages to look like "fruit loops" rather than a rainbow that uses one media question at a time.

    Kids assigned a color to each of the three boxes on their flee map.  Once assigned, kids went into their media questions and circled information that related to each of the three colors.  From there, kids sequenced/numbered what they wanted to talk about and in what order for each color.  This becomes the rough draft!  Once you are sequenced, you are ready to write it in the proper order.

    All classes but 7th period were introduced to the opening.  See slides.

    Write an Opening - samples provided

    Homework:  Make sure your media questions are color-coded and sequenced.  Write your opening.  Begin working on your rough draft.  Feel free to bring a device to type on tomorrow - the majority of the period will be spent working on the rough draft.

    Periods 1-3 will meet tomorrow.  I am collecting the following items:  WW8 E and the 5-8 Review, Effects of Johnny killing Bob map, Before and After map for Johnny killing Bob with paragraph, Think-like-an-Attorney maps, and the sensory map from the visualization.

     

    Tuesday, December 19 - Block Schedule, Periods 1-3

    Class:  Students completed the MM - unit 4 packet and it was turned in.  The chapter 4 maps and WW8/5-8Review were also collected.  Students worked on writing the rough draft of their narrative today.  We talked about how to write the closing at the end of the period. Students were asked to read chapter 5 of The Outsiders for Thursday.

     Closing with samples

    Homework:  Complete your rough draft for Thursday.  I will be collecting the sensory map, media questions, flee map, and rough on Thursday.  There will also be a reading quiz over chapter 5 for extra credit on Thursday.

     

    Wednesday, December 20 - Block Schedule, Periods 4, 6-7

    Class:  Students completed the MM - unit 4 packet and it was turned in.  The chapter 4 maps and WW8/5-8Review were also collected.  Students worked on writing the rough draft of their narrative today.  We talked about how to write the closing at the end of the period. Students were asked to read chapter 5 of The Outsiders for Thursday.

     Closing with samples

    Homework:  Complete your rough draft for Thursday.  I will be collecting the sensory map, media questions, flee map, and rough on Thursday.  There will also be a reading quiz over chapter 5 for extra credit on Thursday.

     

    Thursday, December 21

    Class:  Narrative papers were collected:  sensory map, media questions, flee map, and rough draft.  Extra late work passes were also collected.  All graded papers were passed back.  Students took an extra credit reading quiz over chapter 5.

    Homework:  none - enjoy your break!  Have fun, be safe, make good choices. :)


    Week of December 11 to December 15

    Monday, December 11

    Class:  Planners were filled in for the week, and the character project/collage was collected.  WW8 words were introduced.  The final two elaboration techniques, describe concretely and describe with figurative language, were introduced, and students took notes in their composition book (pg. 81).  Students worked on two "think-like-an-attorney" maps for Johnny killing Bob.  This should be completed for homework - your goal is 10 pieces of evidence/reasons for each side.

    Think-like-an-attorney maps

    Homework:  Create WW8 flashcards - they will be checked for completion tomorrow.  Complete the two "think-like-an-attorney" maps.

     

    Tuesday, December 12

    Class:  WW8 flashcards were checked for completion and reviewed.  Essays were passed back and discussed. Students who did not complete a self-evaluation have a second chance to do so if they do not agree with the peer assessment - this is due by Friday.  The think-like-an-attorney maps were discussed from yesterday, and students were asked to choose a side - either Johnny killed out of revenge or Johnny killed out of self-defense.  The writing prompt was introduced.  A sensory map was set up, and a visualization exercise was completed.  Students then brainstormed as many details as they could to describe what really happened.

    Prompt to Sensory Map

    Homework:  Complete your sensory map.  The more details you have today, the easier tomorrow becomes.  Remember to use concrete nouns, specific adjectives, and vivid verbs.

     

    Wednesday, December 13

    Class:  MM 4.2 was completed.  After reviewing the sensory map from yesterday, students began working with media questions.  The first two were brainstormed and written today - different class periods ended up in different places.  Periods 1 and 2 completed the second question, period 4 ended with Pony drowning in the second question, and periods 6 and 7 ended with Bob giving the order in the second question.  See the attached slides for the question and the event sequence.

    Media Questions 1-2

    Homework:  WW8 A-D is due tomorrow.  Add to your media questions for the parts we began in class today.

     

    Thursday, December 14

    Class:  WW8 A-D was checked for completion and gone over.  Students worked to complete the remaining media questions.  All but 1st period will have to complete the final question tomorrow.

    Media Questions 2-5

    Homework:  Add to your media questions. 

     

    Friday, December 15

    Class:  MM 4.3 was completed.  Media questions were completed.  Students created a flee map to begin organizing their story.  Details were added to the before and after sections.  No details were needed for the main event - they've already brainstormed five pages.  1st period began organizing their media questions.

    Flee map with details

    Homework:  Make sure that all five of your media questions are complete.  We will be organizing the story next week.


    Week of December 4 to December 8

    Monday, December 4

    Class:  Planners were filled in for the week.  An introduction to unit 4 of Mechanics Matters was completed.  Students took an open-book 10 minute quiz over chapters 1-2 of The Outsiders.  Chapters 1-2 were discussed:  quiz questions were addressed and signposts were talked about with a partner.

    Homework:  Read and sticky chapter 3 tonight.  Expect a reading quiz tomorrow.  WW7 E is due on Wednesday.

     

    Tuesday, December 5 - substitute

    Class:  WW7 was reviewed, and a short quiz over chapter 3 was given.  A character project was begun today.  Students were assigned an Outsider character and were asked to locate stated and inferred attributes using the STEAL method.  A rough draft (map was handed out) should be complete for tomorrow.  Students should have a minimum of five examples for each column.

    Homework:  Complete the rough draft of your STEAL map.

     

    Wednesday, December 6

    Class:  Students began the WW7 study guide.  WW7 was collected.  The character poster using STEAL was reviewed and the final draft paper was passed out.  Instructions were given and a sample was shown.  We began reading chapter 4 together.  We stopped at the top of page 57 and looked at "how" Hinton wrote the scene.  Hinton was able to "show" the reader what was happening by using precise, vivid language and a strategy that we call "media questions."  This is a series of five questions that reporters use as well when interviewing people:  What were you doing?  What were those around you doing?  What were you thinking? How were you feeling?  Describe the scene.  As a class, we looked at an excerpt from chapter 4 and color-coded the media questions that were found.  From there, students starred the vivid language that "showed" them what Hinton wanted them to see.

    Homework:  Students should complete reading chapter 4.  It is important that the chapter be read in order to complete tomorrow's activities.  Begin working on your character poster if you have time - it is not due until Monday.

     

    Thursday, December 7

    Class:  MM 4.1 was completed.  Questions regarding the character collage were addressed.  Students began working on a series of maps for chapter 4.  We began with an effect map for Johnny killing Bob.  Students brainstormed the possible effects/results of this event.  Next, we created a cause/effect map showing the difference in Johnny before and after he killed Bob. Slides of the maps are below.

    Chapter 4 maps - Effect map & Cause/Effect map

    Homework:  Complete the WW7 study guide, and study for tomorrow's vocabulary test. 

     

    Friday, December 8

    Class:  The WW7 study guide was collected and students took a vocabulary test.  After the test, students completed the cause/effect map from yesterday (Johnny before and after killing Bob).  A paragraph was added to the frame of reference:  How do you account for one event to change a person so drastically?  Are the results that of a person who acted out of self-defense or revenge?  Explain.  All periods but 7th went on to create two cause maps (think like an attorney).  This is where we will begin on Monday.

    Homework:  Complete your character collage - it is due on Monday.  Make sure you finished the paragraph on your cause/effect map from class today.


    Week of November 27 to December 1

    Monday, November 27

    Class:  Planners were filled in for the week, and graded work was passed back.  WW7 words were introduced.  Two philosophies, that of a flower and a weed, were introduced today.  A poem, "Identity," was read, a song, "Try," was listened to, and a short film was viewed.  We will continue working with these ideas on Wednesday.

    Homework:  WW7 flashcards are due tomorrow.  A-D is due on Thursday.

     

    Tuesday, November 28

    Class:  WW7 flashcards were checked for completion.  Students began a peer assessment of the "Flowers for Algernon" essay today.  We will complete it tomorrow.

    Homework:  Work on WW7 A-D - it is due on Thursday.  Bring a Ziplock baggy for your Outsiders book; it is worth extra credit.

     

    Wednesday, November 29

    Class:  Students completed the peer assessment from yesterday.  The Outsiders was checked out from the library.  Please put your book into a Ziplock baggy.

    Homework:  WW7 A-D will be checked for completion tomorrow.

     

    Thursday, November 30

    Class:  WW7 A-D was checked for completion and gone over.  The poem "Identity" was reviewed/annotated and students wrote a concise summary for both the flower and weed's philosophy.  Students then began an in-class "Sizing People Up" activity where students looked at how people judge others. 

    Homework:  Students were encouraged to begin working on WW7 E as there will be reading homework next week.  Extra credit book baggies will be checked tomorrow.

     

    Friday, December 1

    Class:  Students were introduced to The Outsiders.  Chapter 1 was begun as a class.  Students were asked to read the remainder of chapter 1 and chapter 2 over the weekend.  Sticky note anything you learn about the different characters.  There will be a timed open-book quiz on Monday over chapters 1-2.

    Homework:  Read and sticky note chapters 1-2 for Monday.


    Week of November 20 to November 24 - Thanksgiving Break


    Week of November 13 to November 17

    Monday, November 13 - computer lab

    Class:  Questions regarding the essay were addressed.  Students took an ELA Benchmark Assessment today.  Any extra time students had was time to work on their essay.

     

    Homework:  Work on your essay.  It is due on Wednesday.  Tomorrow will be an essay work day in the computer lab.  Bring a flash drive if you have one so that you can save your work.

     

    Tuesday, November 14 - computer lab

    Class:  Students had an essay work day today in the lab.  There was time to work on final drafts, print, self-assess, and get papers organized/ready for turn in tomorrow.

     

    Homework:  All essay papers will be collected tomorrow - 200+ points!

     

    Wednesday, November 15

    Class:  All essay papers were collected.  Students began watching the film, Flowers for Algernon.

     

    Homework:  None till after break!


    Week of November 6 to November 10

    Monday, November 6

    Class:  Planners were filled in for the week.  How to embed quotations into writing was discussed, and two handouts were placed into the composition book.  Students began writing the rough draft of their body paragraphs today.  Sentences should have been "talked off the map," "written off the map," and then "crossed off the map."  

    Writing the rough draft

    Using Quotations

    Homework:  Work on your rough draft.  You will have between 10-15 minutes tomorrow to complete the draft before we write the closing.  Please be prepared. 

     

    Tuesday, November 7

    Class:  The WW6 study guide was begun.  Strategies for writing a closing were discussed - see slides and yellow handouts from class.  Students had the remainder of the class period to work on completing their rough draft.

    Writing a Closing

    Homework:  WW6 E is due tomorrow.  The rough draft of your essay will be checked for completion tomorrow.

     

    Wednesday, November 8

    Class:  WW6 was collected.  Rough drafts were marked for completion, and a final draft number was assigned to each student.  Students began a self-evaluation of their rough draft using the rubric.  Annotations for each criteria on the rubric were made.  I have links below to show the annotations made.

    Per 1, 2, 4, 7 Rubric Annotations - page 1

    Per 1, 2, 4, 7 Rubric Annotations - page 2

    Per 6 Rubric Annotations - page 1

    Per 6 Rubric Annotations - page 2

    Homework:  There is a WW6 test tomorrow.  We will be going over the final draft instructions tomorrow.  Complete the self-evaluation of your rough draft tonight so that you can begin making your paper better. 

     

    Thursday, November 9

    Class:  Final draft instructions for the essay were discussed, and a handout was passed out.  The WW6 study guide was collected, and students took a vocabulary test.  Any remaining time was spent getting composition books in order and/or working on ways to revise the rough draft.

    Final Draft Instructions

    Homework:  Work on your essay.  All essay papers, including the final drafts, will be collected on Wednesday.

     

    November 10 - Holiday

     


    Week of October 30 to November 3

    Monday, October 30

    Class: 

    Periods 1, 4, 6, 7:  Planners were filled in for the week, and WW6 words were introduced.  Parallels to "lesson of the moth" were added to the "Flowers" allusion map from last week.  As prewriting to an essay,  students began brainstoming reasons why Charlie should have had the operation and reasons why he should not have had the operation.  Students need 6-8 reasons for both sides.

    Period 2:  Planners were filled in for the week, and WW6 words were introduced.  We finished the reading of "Flowers for Algernon." As prewriting to an essay,  students began brainstoming reasons why Charlie should have had the operation and reasons why he should not have had the operation.  Students need 6-8 reasons for both sides.

    Prewriting template

     

    Homework:  Complete the two cause maps from class today:  reasons why Charlie should and should not have had the operation.  Begin working on the final reading log for PR13 - it will be collected on Wednesday.  Flashcards will also be checked for completion on Wednesday.

     

    Tuesday, October 31 - minimum day/assembly schedule UGH!

    Class:  Students were introduced to the writing prompt and sequence for the essay.  Creating quality reasons for body paragraphs were discussed and practiced.  See slides.  Students then worked with their sticky notes to condense their into more global ideas.  All periods but 7th should have two global and distinctly different reasons selected for tomorrow.

    Selecting Quality Reasons

    Homework:  Complete NN reading logs for PR 13.  I will be collecting the logs for PR 9-12 and 13 tomorrow.  Flashcards for WW6 will also be checked for completion. 

     

    Wednesday, November 1

    Class: 

    Periods 1-6:  WW6 flashcards were checked for completion and reviewed.  The NN reading logs and allusion/irony maps were completed.  Global and distinctly different ideas were reviewed from yesterday and students worked with their selected global ideas.  An elaboration map was gone over, and a sample was modeled with students.  Students then began their first elaboration map for their first global idea.  Each elaboration map MUST have at least TWO examples - see sample slides.  More information on a map is always better; it is easier to eliminate information than to add information.

    Period 7:  WW6 flashcards were checked for completion and reviewed.  The NN reading logs and allusion/irony maps were completed.  Global and distinctly different reasons were reviewed from yesterday and students worked to create two reasons from their sticky notes .  An elaboration map was gone over, and a sample was modeled with students.  Students then began their first elaboration map for their first global idea.  Each elaboration map MUST have at least TWO examples - see sample slides. More information on a map is always better; it is easier to eliminate information than to add information.

    Global ideas to elaboration maps

    Homework:  WW6 A-D will be checked for completion tomorrow.  All classes should have at least one full elaboration map complete for tomorrow.  I will give about 10-15 minutes for students to finish a second one, but then we will be going over how to write an opening.  The more you have completed for tomorrow, the better.

     

    Thursday, November 2

    Class:

    WW6 A-D was checked for completion and gone over.  Students had 15 minutes to work on a second elaboration map for their essay.  A flee map was set up so that students could see the sequence for their paper - see slide.  We then began talking about writing an opening.  The four components to an expository opening were discussed, possible types of hooks were looked at, and a sample opening was color-coded according to its function.  Students were asked to work on an opening for their essay tonight.  All the slides used in class are linked below.

    Set up your flee map/Write an opening

    Homework:  Get yourself caught up!  Write an opening for your essay.  7th period needs to only have their hook created for tomorrow. 

     

    Friday, November 3

    Class:

    Periods 1-6:  WW6 flashcards were reviewed.  The "Flowers for Algernon" essay was continued.  We reviewed the components to an opening that should have been completed last night.  Students then worked at adding transitions to their elaboration maps.  Each map should have between 10-12 varied and appropriate transitions, and they should be written on the map in a different color.

    Period 7:  The "Flowers for Algernon" essay was continued.  The four parts to writing an opening were reviewed, and students marked up a sample opening according to its parts.  Some time was given for kids to continue writing their opening, but due to too many students wasting time/talking, we moved on to the next step.  From there, students began working at adding transitions to their elaboration maps.  Each map should have between 10-12 varied and appropriate transitions, and they should be written on the map in a different color.

    Add transitions to elaboration maps

     

    Homework:  Make sure you are ready to write your rough draft on Monday. 

    • Have you completed your two elaboration maps?  Does each reason have two examples?  Did you talk about each example?  Did you support each example with at least one quote from the text?
    • Did you complete your opening?  Have you read it aloud over and over to make sure that it sounds right?
    • Did you add at least 10-12 transitions to each elaboration map in a different color?  Did you practice talking your ideas off the map with different transitions?

     


    Week of October 23 to October 27

    Monday, October 23 - Periods 1 and 2 only

    Class: Planners were filled in for the week.  MM 3.3 was completed.  In "Flowers," April 25 to April 30 were listened to, annotated, and changes were added to the calendar.  A cause/effect map showing Charlie before and after the operation was created, and the idea of irony was introduced.  Students completed a sentence in the frame, "This is ironic because . . .. "  The literary element of allusion was also introduced, and students looked for parallels between "Flowers for Algernon" and the Garden of Eden.  Period 1 began a compare map of the two.  Period 2 will begin the map tomorrow.

    Homework:  Make sure you have marked up/located parallels between "Flowers" and the Garden of Eden. 

     

    Tuesday, October 24 - all periods

    Class:

    Period 1:  The WW5 study guide was passed out and begun.  The NN reading log for PR 9-12 was also passed out and instructions were reviewed - due on Thursday.  We finished reading/annotating PR12.  Types of conflict (internal and external) were discussed and examples of each were brainstormed for "Flowers." 

    Period 2:  The WW5 study guide was passed out and begun.  The NN reading log for PR 9-12 was also passed out and instructions were reviewed.  Students worked with allusion today; a comparison map was created to show parallels between "Flowers" and the Garden of Eden.  We listened to and annotated the text to May 20th.

    Periods 4, 6, 7:  Planners were filled in for the week, and the WW5 study guide was begun.  In "Flowers," April 25 to April 30 were listened to, annotated, and changes were added to the calendar.

     

    Homework:

    Period 1:  WW5 E, WW5 study guide, PR 9-12 NN Reading Log, and MM-unit 3 are due on Thursday.  Students will also take the WW5 test on Thursday. 

    Period 2:  WW5 E, WW5 study guide, and MM-unit 3 are due on Thursday.  Students will also take the WW5 test on Thursday. The PR 9-12 NN Reading Log will be due on Monday.

    Periods 4-6:  WW5 E, WW5 study guide, PR 9-12 Reading Log (you will get this tomorrow), and MM-unit 3 are due on Friday.  Students will also take the WW5 test on Friday. 

     

    Wednesday, October 25 - Periods 4, 6, and 7

    Class:  MM 3.3 was completed.  A cause/effect map showing Charlie before and after the operation was created, and the idea of irony was introduced.  Students completed a sentence in the frame, "This is ironic because . . .. "  The literary element of allusion was also introduced, and students looked for parallels between "Flowers for Algernon" and the Garden of Eden; a comparison map was created to show the parallels.  Students listened to the final entries of PR12.  We did not have a chance to discuss them.

    Homework:  Complete WW5E and the study guide for Friday.  Also, make sure that your MM packet is completed.  I will be collecting all of this on Friday.

     

    Thursday, October 26 - Periods 1 and 2

    Class:  WW5, WW5 study guide, and MM-unit 3 packet were all collected.  Students took a WW5 test. We continued reading "Flowers."  Period 1 read to July 14, and Period 2 read to June 15.

    Homework:  none assigned

     

    Friday, October 27 - Periods 4, 6, and 7

    Class:  WW5, WW5 study guide, and MM-unit 3 packet were all collected.  Students took a WW5 test. We completed reading "Flowers for Algernon."

    Homework:  none assigned

     

     


    Week of October 16 to October 20

    Monday, October 16

    Class:  Planners were filled in for the week, and graded papers were passed back.  Work was collected from students who where absent on Friday, and information regarding make-up tests was given.  New late work passes for quarter 2 were passed out.  WW5 was introduced.  PR 5-7 were reviewed, and PR 8 was listened to and annotated.  Periods 4 and 6 began working on an effect map.

    Homework:  Complete the WW1-4 crossword on page 50 and your WW5 flashcards.  They will both be checked for completion tomorrow.

     

    Tuesday, October 17

    Class:  The WW1-4 crossword and WW5 flashcards were checked for completion today.  The NN signpost reading log was reviewed, and PR 5-8 additions were assigned.  Students worked with an effect map for the changes in Charlie thus far.  Four main changes were noted, and appropriate transitions were "talked off" the map.  Students then wrote a paragraph for one of their changes - see slide for instructions.

    Effect Map w/Paragraph for Changes in Charlie

     

    Homework:  Complete the paragraph from class today - you do not have to do a final draft.  All classes but 7th period should also complete the NN reading log.

     

    Wednesday, October 18

    Class:  MM 3.2 a/b were completed in class today.  Using a typical rubric for my class, students did a self-assessment of their paragraph from yesterday.  I collected both the self-assessment and paragraph.

    Homework:  Complete WW5 A-D.  It is due tomorrow.

     

    Thursday, October 19 - sub

    Class:  WW5 A-D was checked for completion and gone over.  Progress Report 9 was listened to, annotated, and discussed.

    Homework:  The NN reading log for PR 1-4 and 5-8 will be collected tomorrow.

     

    Friday, October 20 - Report Cards sent home today

    Class:  The NN reading log for PR 1-4 and 5-8 was collected.  Students continued to read and annotated PR 11.  All classes got through April 25.

    Homework:  none assigned


    Week of October 9 to October 13

    Monday, October 9

    Class:  Planners were filled in for the week, and WW4 words were reviewed.  Handouts to be placed into the composition book were passed out, and students had time to get their book organized.  Unit 3 of Mechanics Matters was introduced.

    Homework:  All periods but 2nd need to complete the NN signpost reading log for PR 1-4.  Remember, you will only have three entries.  Save the back for the next section of reading.

     

    Tuesday, October 10

    Class: 

    Periods 1, 2, 4, 7:  MM 3.1 A & B were completed in class.  The NN reading log for PR 1-4 was checked for completion in all periods but 2nd.  Students created a describing map for Charlie from Charlie's point of view - see slide 1.  All classes but 2nd period had time to begin the writing portion of the map - see slide 2.  The map w/writing will be due on Thursday.

    POV Describing map w/writing

    Period 6:  MM 3.1 A & B were completed in class.  The NN reading log for PR 1-4 was checked for completion.  The two POV describing maps for Charlie were reviewed, and students had time to complete the second one - see slides.  Both maps w/writing will be collected on Thursday.

    POV bubble for Charlie w/writing #2

    Homework:  WW4E is due tomorrow.  All periods but 2nd need to work on the writing portion of the POV describing map for Charlie.  It is due on Thursday for all periods but 2nd.

     

    Wednesday, October 11

    Class: 

    Periods 1, 4, 7:  WW4E was collected.  Bingo was played as a form of review for Friday's test.  The POV describing map w/writing was reviewed and questions were addressed.  Both the map and the three short paragraphs will be collected tomorrow.  We began working with cause/effect today.  Students created a cause map for why Charlie was selected for the operation.  Cause/effect transitions were added to the Elaboration Techniques tree map on pages 80-81 of the composition book.  Partners practiced using appropriate transitions while talking their ideas off their map.  Some classes had time to begin writing their ideas off the map - this is where we will begin tomorrow.

    Period 2:  WW4E was collected.  Bingo was played as a form of review for Friday's test.  Students began writing from their POV describing map that was created yesterday.  See slide below.  We began working with cause/effect today.  Students created a cause map for why Charlie was selected for the operation.

    Period 6:  WW4E was collected.  Bingo was played as a form of review for Friday's test.  The POV describing maps w/writing were reviewed and questions were addressed.  Both the maps and paragraphs will be collected tomorrow.  We began working with cause/effect today.  Students created a cause map for why Charlie was selected for the operation.  Cause/effect transitions were added to the Elaboration Techniques tree map on pages 80-81 of the composition book.  Partners practiced using appropriate transitions while talking their ideas off their map.  Students had time to begin writing their ideas off the map - this is where we will begin tomorrow.

    Homework:  Complete your POV describing map and paragraphs - they will be collected tomorrow.

     

    Thursday, October 12

    Class:  The WW4 study guide for tomorrow's test was begun.  The POV describing map w/paragraphs was collected, and students had time to write sentences off of their cause map from yesterday.  We began listening to and annotating PR 5-8 of "Flowers."  We are also noting any changes in Charlie on a series of calendars.  All classes but 2nd got through PR 7.

    Homework:  Complete the WW4 study guide.  Complete the cause map sentences if you did not do so.

     

    Friday, October 13

    Class:  The WW4 study guide, cause map w/sentences, and unused Q1 late work passes were collected.  Students took a vocabulary test and worked on the WW1-4 Review crossword on page 50. 

    Homework:  none assigned

     


    Week of October 2 to October 6

    Monday, October 2

    Class:

    Period 1:  Planners were filled in for the week, and WW4 words were introduced.  An introduction to "Flowers for Algernon" was completed.  We discussed the "amazed" activity from last week, partners discussed the pros and cons of popularity and intelligence as well as types of sacrifices people make to fit in.  Students looked at Progress Report 1 in the story. We discussed what we were able to infer about Charlie based on the STEAL method of indirect characterization.  Students watched a short movie trailer for the story.

    Period 2:  Planners were filled in for the week, and WW4 words were introduced.  An introduction to "Flowers for Algernon" was begun.  Students participated in and discussed an "amazed" activity.  Partners discussed the pros and cons of popularity and intelligence as well as types of sacrifices people make to fit in.  We were looking at different types of "smart" tests/examples of how the brain works when the bell rang.

    Period 4:  Planners were filled in for the week, and WW4 words were introduced.  An introduction to "Flowers for Algernon" was completed.  We discussed the "amazed" activity from last week, partners discussed the pros and cons of popularity and intelligence as well as types of sacrifices people make to fit in.  Students looked at Progress Report 1 in the story. We discussed what we were able to infer about Charlie based on the STEAL method of indirect characterization.  The text was passed out to studetns and PR1 was annotated for Notice and Note and STEAL observations.  Students watched a short movie trailer for the story.  PR 2 was listened to.  Students will begin here tomorrow with annotation.

    Period 6:  Planners were filled in for the week, and WW4 B-D was introduced.  Direct and indirect characterization was discussed and students added the STEAL method to their composition book (page 147).  PR1 was reread and students annotated it for Notice and Note and STEAL.  Partners collaborated on what was found.  PR2 was listened to, annotated, and discussed as well.  Students then began a "raw shok" test of their own.  We will continue with this tomorrow. 

    Slides from class today

    Period 7:  Planners were filled in for the week, and WW4 words were introduced.  An introduction to "Flowers for Algernon" was begun.  Students participated in and discussed an "amazed" activity.  We looked at different types of "smart" tests/examples of how the brain works.  Students looked at Progress Report 1 in the story. We discussed what we were able to infer about Charlie based on the STEAL method of indirect characterization.

    Homework:  WW4 flashcards are due tomorrow for all class periods.  A-D is due on Thursday.

     

    Tuesday, October 3 - substitute

    Class:  WW4 flashcards were checked for completion and reviewed.  MM 2.6 was completed.  All class periods continued to work with "Flowers for Algernon."  Mrs. Fisher will give more detailed notes tomorrow when she returns.

    Homework:  WW4 A-D is due on Thursday.

     

    Wednesday, October 4

    Class: 

    Periods 1, 2, 7:  MM 2.7 was completed.  Progress Report #2 was listened to, annotated, and discussed.  Students then began taking a "raw shok" test of their own.  We will finish with this tomorrow.

    Period 4:  MM 2.7 was completed.  Partners had a chance to discuss their findings from the "raw shok" test.  Progress Report #3 was listened to and annotated. 

    Period 6:  MM 2.7 was completed.  Progress Report #3 was listened to, annotated, and discussed.  Students began taking a "Thematic Apperception Test."

    Homework:  Complete WW 4 A-D.  It is due tomorrow.

     

    Thursday, October 5

    Class:

    Periods 1 and 7:  WW4 A-D was checked and gone over.  Students completed and shared their results from the "raw shok" test.  Progress Report 3 was listened to.  Students were asked to annotate the text tonight - minimum of 15 annotations, please. 

    Period 2:  WW4 A-D was checked and gone over.  Students completed and shared their results from the "raw shok" test.

    Period 4:  WW4 A-D was checked and gone over.  Progress Report 3 was discussed and students took a  TAT (thematic apperception test).

    Period 6:  WW4 A-D was checked and gone over.  Partners shared their TAT (thematic apperception test) results.  Progress Report 4 was listened to, annotated, and discussed.  A point of view describing map for Charlie was begun - see slide.

    POV describing map for Charlie

    Homework:  Make sure your Mechanics Matters packet for unit 2 is complete.  It will be collected tomorrow.  There will also be a short quiz over clauses and phrases. 

    Periods 1 and 7:  In addition, please be prepared to discuss Progress Report 3 tomorrow.

    Period 6:  Make sure you have selected your six words for tomorrow.

     

    Friday, October 6

    Class:

    Periods 1 and 7:  MM, unit 2 was collected, and students took a short quiz.  Progress Report 3 was discussed.  Progress Report 4 was read, annotated, and discussed.  A reading log for NN signposts was passed out and instructions were given.  Students were to locate their top three signpost annotations from PR 1-4 and complete the front side of the paper. 

    NN Reading log for PR 1-4

    Period 2:  MM, unit 2 was collected, and students took a short quiz.  Progress Report was read, annotated, and discussed.  Progress Report 4 was read and annotated - we will discuss class findings on Monday.

    Period 4:  MM, unit 2 was collected, and students took a short quiz.  A reading log for NN signposts was passed out and instructions were given.  Students were to locate their top three signpost annotations from PR 1-4 and complete the front side of the paper.  Students were introduced to the POV describing map for Charlie - we will continue to work on this on Monday.

    NN Reading Log for PR 1-4

    Period 6:  MM, unit 2 was collected, and students took a short quiz.  A reading log for NN signposts was passed out and instructions were given.  Students were to locate their top three signpost annotations from PR 1-4 and complete the front side of the paper.Students completed the POV describing map and writing from Charlie's POV.  Those who completed the first map began working on a second map from the others' POV - we will continue with this on Monday.

    NN Reading Log for PR 1-4

    POV describing map w/ evidence

    Homework:  Complete the NN signposts reading log for PR 1-4.

     


    Week of September 25 to September 29

    Monday, September 25

    Class: 

    Periods 1, 2, 4, 7:  Planners were filled in for the week, WW3 words were reviewed, and MM 2.4 was completed.   Students worked with the compare/contrast elaboration strategy today.  Partners created a  compare/contrast map for the moth and archy.  Partners then began talking ideas off the map, using appropriate transitions. - see slides

    Compare/Contrast

    Period 6:  Planners were filled in for the week, WW3 words were reviewed, and MM2.4 was completed.  Compare/contrast transitions were reviewed from last Friday - partners "talked off" ideas once again.  Students than took their ideas to paper, writing 4 different contrasts w/transitions.  This was done on pages 84-85 of the composition book.

    Compare/Contrast - Practice Writing it Off the Map

    Homework: 

    Periods 1, 2, 4, 7:  Make sure your example paragraph from last Friday is complete for tomorrow.  I will be checking it for completion points.  Begin working on WW3 E - it is due on Wednesday.

    Period 6:  Complete your compare/contrast sentences from class.  Begin working on WW3 E - it is due on Wednesday.

     

    Tuesday, Septmber 26

    Class:

    Periods 1, 2, 4, 7:  WW3 words were reviewed with a partner.  Compare/contrast transitions were added to the Elaboration Techniques tree map on pages 80-81 of the composition book.  Using appropriate transitions, partners practiced "talking their ideas off" of their compare/contrast map from yesterday.  From there, students practiced writing their ideas into their composition book (page 85ish).  Periods 1 and 4 began creating a paragraph that uses all of the techniques so far.  All other periods will begin this tomorrow.

    Compare/Contrast w/writing

    Period 6:  WW3 words were reviewed with a partner.  Students wrote an elaborative paragraph today that utilized all the techniques we've practiced so far.  Great job!

    Elaboration Paragraph

    Homework:  WW3E is due tomorrow.  Period 6 should complete the paragraph if they did not do so in class.

     

    Wednesday, September 27

    Class:

    Periods 1, 2, 4, 7:  WW3 was collected, and students completed MM 2.5.  The elaboration practice on pages 84-85 in the composition book was checked for completion.  Students began writing an elaborative paragraph that encompasses all the stratgies we have worked with so far.  Attached are all the slides that were used in class today. 

    Elaboration Paragraph

    Period 6:  WW3 was collected, and students completed MM 2.5.  Final draft instructions for the elaboration paragraph were discussed - see slides below.  An introductory maze activity for our next unit,"Flowers for Algernon" was completed and discussed.  Groups then got together to brainstorm the pros and cons of being popular.

    Final draft instructions

    Homework: 

    Periods 1 and 4:  Complete the entire elaboration paragraph.

    Periods 2 and 7:  Complete the elaboration paragraph to the last segment, result.  You will finish adding your additional example with tell me mores.

    Period 6:  Create a final draft of your elaboration paragraph. 

     

    Thursday, September 28

    Class:

    Periods 1, 2, 4, 7:  Students worked on the WW3 study guide.  The elaboration paragraph was either completed or reviewed, and final draft instructions were given - see slides.  Period 1 and 4 began an introduction to our next unit with a short "amazing" activity.

    Final draft instructions

    Period 6:  All "lotm" papers were collected (text, c/c map, describing maps w/philosophies, rough draft, and two final drafts).  Students had time to begin the WW3 study guide.  Groups continued discussing some pre-reading questions:  What are the pros/cons of popularity?  What are the pros/cons of intelligence?  What do some people sacrifice in order to conform?  What are the pros/cons of being unusual?  We began looking and listening to the text, progress report 1.  We began discussing what we know and are able to infer about Charlie based on the short section of text.

    "Flowers for Algernon" - Pre-reading and PR 1

     Homework: 

    Periods 1, 2, 4, 7:  Complete your WW3 study guide.  Create a final draft of your elaboration paragraph.  See the slides for details.

    Period 6:  Complete your WW3 study guide.

     

    Friday, September 29

    Class: 

    Periods 1, 2,4, 7:  The WW3 study guide and all "lotm" papers were collected.  Students took a vocabulary test.  WW4 flashcards were begun.

    Period 6:  The WW3 study guide was collected, and students took a vocabulary test.  WW4 flashcards were created, and new words were discussed. 

     

    Homework:  none!  Enjoy.  :)

     


    Week of September 18 to September 22

    Monday, September 18

    Class:  Planners were filled in for the week.  The MS annotation and assessment was collected in period 2.  Students completed MM 2.1.  The introduction to WW3 was completed.  I demonstrated the Quizlet component to the WW program - it's just a fun way to learn/practice the vocabulary.

    Homework:  WW3 flashcards will be checked for completion tomorrow.

     

    Tuesday, September 19

    Class: 

    Periods 1, 2, 4, 7:  WW3 flashcards were checked for completion and reviewed.  Students read, annotated, and collaborated on the poem, "lesson of the moth."  A describing map for the moth was begun. Students were asked to complete it for homework tonight.

    Period 6:  WW3 flashcards were checked for completion and reviewed.  Students reviewed the "lesson of the moth" and created two describing maps, one for the moth and one for archy.  The top two words that encompassed each character best were starred. Students then found evidence from the text that supported their top two words.  From there, a 1-2 sentence summary of each philosophy was created/written below each describing map. We began setting up an Elaboration Techniqes tree map in the composition book.

    Homework:  WW3 A-D is due on Thursday.  All classes but 6th need to make sure that they have the describing map for the moth complete for tomorrow.

     

    Wednesday, September 20

    Class: 

    Periods 1, 2, 4, 7:  MM2.2 was completed.  The "lesson of the moth" was reviewed, and students completed a second describing map for Archy.  Students found evidence from the text that supported their top two words for both the moth and archy. From there, a 1-2 sentence summary of each philosophy was created/written below each describing map -- see the link below to view the ppt slide from class.  Periods 1 and 4 set us an Elaboration Techniques tree map in their composition book.

    Describing maps for the moth and archy

    Period 6:  MM2.2 was completed.  Students created an Elaboration Techniques tree map in their composition book.  Students worked with the first technique, clarification statement, today.  See link below to view slides used in class.

    Clarification Statement

    Homework:  WW3 A-D is due tomorrow. 

     

    Thursday, September 21

    Class:

    Periods 1, 2, 4, 7:  WW3 A-D was checked for completion and gone over.  Students created an Elaboration Techniques tree map on pages 80-81 in their composition book.  We worked with the first technique, clarification statement, today.  See link below to view the slides used in class.  I also sent out a picture on  Remind showing what page 84 should look like.

    Elaborate with Clarification Statement

    Period 6:  WW3 A-D was checked for completion and gone over.  Another elaboration technique, example w/additions, was introduced.  Students added examples with "talk abouts" to either their moth or archy clarification from yesterday.  A compare/contrast map was begun for the moth and archy.  We will continue with it tomorrow.

    Elaborate with Example/s

    Homework: Make sure you completed the two opinion and clarification statements from class.  You are writing these on page 84 of your composition book.

     

    Friday, September 22

    Class: 

    Periods 1, 2, 4, 7:  MM2.3 was completed.  Clarification statements were reviewed from yesterday.  Another technique, examples, was introduced.  Students added two branches to their Elaboration Techniques tree map on pages 80-81, examples and addition and set up practice on page 84.  Partners worked to create a paragraph using one of their describing words from "lesson of the moth."  The paragraph should follow my sample:  introduce first example/give example + tell me more sentence + additional example intro/give second example + tell me more sentence.

    Elaborate with Example/s

    Period 6:  MM2.3 was completed.  Partners worked to complete the compare/contrast map for archy and the moth.  Compare/contrast transitions were added to the Elaboration Techniques tree map on pages 81-82.  Partners then practiced "talking off" ideas with different transitions.

     Compare/Contrast Practice

    Homework:  Complete the example paragraph from class.


    Week of September 11 to September 15

    Monday, September 11

    Class:  Planners were filled in for the week.  An introduction to MM-unit 2 was begun; the two types of clauses were discussed and notes were marked up.  We began working on WW2 E as a class.  An introduction to the Iceman (Otzi) was made, the selection was read, words were determined for each question, and there was time to begin working on the assignment.

    Homework:  Continue to work on WW2 E.  It is due on Wednesday.

     

    Tuesday, September 12

    Class:  The MM-unit 2 introduction from yesterday was completed.  Students listened to and marked up text for a picture book, The Memory String.  They were asked to notice and note any signposts that they detect in the story. 

    Homework:  Reread The Memory String.  Note any signposts you find.  You should use all of the signposts, some perhaps multiple times.  Be prepared to discuss your findings tomorrow in class.  WW2 E is also due tomorrow.

     

    Wednesday, September 13 - minimum day

    Class:  Students began working on the Memory String assessment.  It is due on Friday for all class periods but 2nd.

    Homework:  Continue working on the MS assessment.  Try to get one side completed tonight.

     

    Thursday, September 14

    Class: 

    Periods 1, 4, and 7:  Students began working on the WW2 study guide to prepare for tomorrow's test.  The Memory String assessment from yesterday was reviewed, and students had 10 minutes to work on it - this is due tomorrow.  A poem, "lesson of the moth," was introduced, and students began annotation.  We will continue with the poem on Monday.

    Period 2:  Students began working on the WW2 study guide to prepare for tomorrow's test.  The assessment for The Memory String was introduced, and students had time to work on it.  It is not due until Monday for this class period.

    Period 6:  Students began working on the WW2 study guide to prepare for tomorrow's test.  Questions regarding The Memory String assessment were addressed - it is due tomorrow.  A poem, "lesson of the moth, " was introduced, and students annotated the text.  Groups had a chance to collaborate on what they found.  We will continue with this on Monday.

    Homework:  Please bring a Ziplock baggy for your WW book.  Complete the WW2 study guide.  All periods but 2nd will turn in The Memory String assessment and annotation tomorrow.

     

    Friday, September 15

    Class:  The MS annotation and assessment was collected for all periods but 2nd.  I also collected the WW2 study guide.  Students took a WW2 test, and an introduction to WW3 was begun.

    Homework:  Period 2 needs to complete the MS assessment.  I will be collecting it on Monday.

     


    Week of September 4 to September 8

    Monday, September 4 - holiday

     

    Tuesday, September 5 - substitute

    Class:  Planners were filled in for the week.  The signpost "Tough Questions" was introduced and students worked with excerpts from A Long Walk to Water.  There was a bit of time for students to work on WW2 flashcards.

    Homework:  WW2 flashcards will be checked for completion tomorrow.

     

    Wednesday, September 6

    Class:  WW2 flashcards were checked for completion and reviewed, and section D was gone over.  The signpost "Words of the Wiser" was introduced.  Students watched a short video and worked with "Thank You, Ma'am" to find examples of Words of the Wiser.

    Homework:  WW2 A-D will be checked for completion tomorrow.

     

    Thursday, September 7

    Class:  WW2 A-D was checked for completion and gone over.  Another signpost, Again and Again, was introduced.  Students analyzed a short film and began working with excerpts from Hatchet.  Periods 1 and 6 were asked to complete the Hatchet reading, noting any again and again's that they find.  All other periods will complete the reading tomorrow.

    Homework:  Periods 1 and 6 should complete the excerpts for Hatchet.


    Week of August 28 to September 1

    Monday, Augugst 28

    Class:  Planners were filled in for the week.  Questions regarding the reversal poem were addressed. Students reviewed their WW1 words with a short game of "Quiz Show."  We reviewed the first Notice and Note signpost from Friday:  Contrasts and Contradictions.  Students watched two short video clips as a means of review.  A second signpost, Aha Moment, was introduced, and students began looking for it in excerpts from Spinelli's Crash.  We will be continuing with this tomorrow.

    Homework:  Complete your reversal poem.  It is due tomorrow.  Feel free to email your final draft to me if you cannot print your work at home. 

     

    Tuesday, August 29

    Class:

    Period 1:  Reversal poems were collected.  The Aha Moment was reviewed and we completed reading the excerpt from Crash.  A short film, The Present, was shown, and students found examples of contrasts and contradictions and aha moments.  We began looking at WW1 E, but we did not finish.  We will begin class here tomorrow.

    Periods 2-7:  Reversal poems were collected.  WW1E was introduced to students. We worked on the section together as a class and with partners.  Expectations were addressed, and students saw how the section would be graded.

    Homework:  Periods 2-7 need to complete WW1E tonight.  It is due tomorrow for all class BUT 1st period.  1st period will complete the assignment tomorrow in class.

     

    Wednesday, August 30

    Class: 

    Period 1:  MM 1.4 was completed.  WW1 was introduced to students.  We worked on the section together as a class and with partners.  Expectations were addressed, and students saw how the section would be graded.

    Periods 2-7:  WW1 was collected, and MM 1.4 was completed.  The Aha Moment was reviewed, and we completed the excerpts from Crash.

    Homework:  MM 1.1-1.4 will be collected tomorrow.  Please make sure that each is complete.

     

    Thursday, August 31

    Class: 

    Period 1:  WW1 was collected, as was MM 1.1-1.4. A study guide for tomorrow's test was passed out, and directions were given.  Students had 10 minutes to begin working on the assignment.  Resources for the composition book were passed out, and students had some time to glue papers in. The third signpost, Tough Questions, was introduced.  A short film clip on Salva Dut was shown to give kids a feel for what the text A Long Walk to Remember would be about.  We read and discussed the first section of the handout - we will continue with this next week.

    Periods 2-7:  MM 1.1-1.4 was collected.  WW1 was returned to students, and the grading was once again gone over.  A study guide for tomorrow's test was passed out, and directions were given.  Students had 10 minutes to give working on the assignment.  The two signposts we have gone over were reviewed:  Contrasts/Contradictions and Aha Moment.  Students watched a short video, The Present, looking for examples of both signposts.  Groups had a chance to collaborate on their findings.  The most important example from each signpost was elaborated upon with the anchor questions.

     

    Friday, September 1

    Class:  The WW1 study guide was collected, and students took a vocabulary test.  Once everyone was done with the test, WW2 words were introduced.  Students had a chance to begin working on new flashcards and/or begin working on sections A-D.  Flashcards will be checked for completion on Wednesday.

    Homework:  none assigned - Enjoy your long weekend!


    Week of August 21 to August 25

    Monday, August 21 - substitute

    Class:  Students completed Mechanics Matters (MM) 1.1.  Wordly Wise (WW), lesson 1 was introduced and students created flashcards.

    Homework:  Complete WW1 flashcards.  Begin working on sections A and B.

     

    Tuesday, August 22

    Class:  Planners were filled in for the week since I was not here yesterday.  WW1 flashcards were checked for completion and reviewed.  Sections C and D of WW were introduced.  Students were introduced to a reversal poem.  Two samples were shown, "Apathy" and "Lost Generation."  We began brainstorming possible topics for writing our own reversal poem.  Students were asked to continue with the brainstorm tonight.  Begin narrowing down your topic - what do you want your poem to be about?  Remember - it will be about a problem that could be remedied.

    Homework:  Begin working on WW1 C-D.  I will be checking sections A-D on Thursday.  Work on your reversal poem brainstorm.  Tomorrow we get to write! :)

     

    Wednesday, August 23

    Class:  WW1 flashcards were reviewed, and MM 1.2 was completed.  Resources for writing (character traits and words to use for "very") were placed in the composition book.  Students received a template for writing the reversal poem.  Periods 4-7 had time to begin working on the poem.  Periods 1-2 were asked to begin working on the template tonight.

    Homework:  Complete WW1 A-D; it is due tomorrow.  Begin/continue working on the template (rough draft) of your reversal poem.  Remember that your poem should do the following:

    • Be able to read both ways
    • Does not repeat itself
    • Uses specific, "grown up" language
    • Had depth of thought that focuses on a problem that can be changed
    • Uses first person point of view - "I"

     

    Thursday, August 24

    Class:  WW1 A-D was checked for completion and gone over.  Additional resources were added to the composition book  The rubric for the reversal poem was passed out and discussed.  A sample of how the poem should look is on the back of the rubric.  Students were shown how to set up their computer so that it would be properly formatted for MLA.

    Homework:  Continue to work on the reversal poem.  It is due on Tuesday.

     

    Friday, August 25

    Class:  MM 1.3 was completed in class.  Questions regarding the reversal poem were addressed.  Notice and Note resources for the composition book were passed out and introduced.  Students worked with the signpost "Contrasts and Contradictions" today.  A short story, "Thank You, Ma'm", was read; students worked to locate the signpost and noted the question "Why is the character doing that."

    Homework:  Work on your reversal poem.  The final draft is due on Tuesday.

     


    Week of August 14 to August 18, 2017

    Monday, August 14 - no school

     

    Tuesday, August 15 - no school

     

    Wednesday, August 16 - Welcome back!

    Class:  Students were introduced to the class with a power point.  A syllabus was passed out to go home.  Students were asked to read through the syllabus and have their parents do the same.  Please bring both pages back to school tomorrow.

    Homework:  Read through the syllabus.  Have a parent do the same.  Please bring back tomorrow.

     

    Thursday, August 17

    Class:  Planners were filled in for the week, and any completed parent surveys were collected.  The introduction to the class power point was completed, and the class website was shown.  Groups competed in a syllabus scavenger hunt, and students began working on a student survey.  1st period received their composition book and began numbering the pages.

    Homework:  Show your parent the class website.  Complete your student survey - it will be collected tomorrow.  If your parent has not completed the survey questions attached to the syllabus, please have them do so and return tomorrow.  1st period should complete numbering their composition book.

     

    Friday, August 18 - Assembly Schedule/Substitute


    Week of May 29 to June 2

    Monday, May 29 - Memorial Day

     

    Tuesday, May 30 - computer lab

    Class:  Survivors of the Shoah film notes were collected.  Students began a webquest for Anne Frank.  There will be some time tomorrow to complete it.

    Homework:  Make sure you have at leat 100 words on your ABC taxonomy; it will be collected on Thursday.  Extra credit concrete poems are also due on Thursday.


    Week of May 22 to May 26

    Monday, May 22 - Substitute

    Class:  Students watched and answered film questions on an A&E Biography of Anne Frank. 

    Homework:  none assigned

     

    Tuesday, May 23

    Class:

    Periods 1 and 3:  Film questions from yesterday were collected, and we spent a little time talking about Anne Frank.  We continued to watch Survivors of the Shoah.  A picture book, Erika's Story, was read and students also watched drone footage of Aushcwitz as well of a short video clip from the film, Anne Frank.  Words and ideas were added to the ABC taxonomy.

    Period 2:  Film questions from yesterday were collected, and we spent a little time talking about Anne Frank.  We spent a good deal of time reviewing what we talked about last week.  I had pictures of Auschwitz to show as well as a film clip from the film, Anne Frank.  We completed the Survivors of the Shoah, and students watched two short videos on the Nuremberg Trials.  Words and ideas were added to the ABC taxonomy.

    Homework:  none assigned

     

    Wednesday, May 24

    Class:

    Period 3:  Students completed the Survivors of the Shoah and watched a few clips related to the Nuremberg Trials.  Additional words were added to the ABC taxonomy - students should have at least 100 words on their taxonomy.  We began creating a concrete poem from the words on the taxonomy.  A concrete poem is really a picture made out of words.  Students chose a symbol to represent the Holocaust, lightly traced it onto a sheet of paper, and then began using their words to create the picture.

    Homework:  none assigned

     

    Thursday, May 25

    Class:

    Period 1:  Students completed the Survivors of the Shoah and watched a couple video clips related to the Nuremberg Trials.  Additional words were added to the ABC taxonomy - students should have at least 100 words on it.  We began creating a concrete poem from the words on the taxonomy.  Students chose a symbol to represent the Holocaust, lightly traced it onto a sheet a paper, then then began using their words to create the picture.

    Period 7:  Students completed the Survivors of the Shoah and watched a couple of video clips related to the Nuremberg Trials.  Students were asked to add words to their ABC taxonomy - they should have at least 100.

    Homework:  Make sure your taxonomy is complete.  Work on your concrete poem (not assigned to 7th period).


    Week of May 15 to May 19

    Monday, May 15

    Class: 

    Period 1:  Planners were filled in for the week.  Questions regarding The Outsiders maps and projects were addressed.  A picture book, The Children We Remember, was read.  Students brainstormed words they have learned so far that relate to the Holocaust in an ABC taxonomy.  We began a film, Survivors of the Shoah.

    Period 2:  Planners were filled in for the week.  Questions regarding The Outsiders maps and projects were addressed.  A picture book, The Children We Remember, was read, and Hilde and Eli was completed.  Students brainstormed words they have learned so far that relate to the Holocaust in an ABC taxonomy.

    Periods 3 and 7:  Planners were filled in for the week.  Questions regarding The Outsiders maps and projects were addressed.  After a review of Friday, we continued reading/discussing Hilde and Eli.

    Homework:  Work on The Outsiders maps and project - they are due by Friday.

     

    Tuesday, May 16

    Class: 

    Period 7:  Graded papers were passed back.  We completed Hilde and Eli, and students began an ABC taxonomy to brainstorm words they now know that are related to the Holocaust.

     

    Homework:  Continue to work on The Outsiders maps and project - they are due by Friday.

     

    Wednesday, May 17

    Class:

    Period 7:  Graded papers were passed back.  A picture book, Would You Salute?, was read.  Students had time to work on the ABC taxonomy from yesterday.  A film, Survivors of the Shoah, was begun and discussed.  Notes were taken on the film and two other picture books were read, The Harmonica and The Cats in Krasinski Square.

    Periods 1 and 2:  Graded papers were passed back.  Several picture books were read today:  Would You Salute?, The Harmonica, and The Cats in Krasinski Square.  Students also continued watching/discussing the film, Survivors of the Shoah.

    Homework:  Work on your Outsiders maps and project - they are due by Friday (even if I don't see you in class!).

     

    Thursday, May 18

    Class:

    Period 3:  Graded papers were passed back.  After a review, we completed the reading/discussing of Hilde and Eli.  An ABC taxonomy was begun; students brainstormed vocabulary words that they now know are related to the Holocaust.  A film, Survivors of the Shoah, was begun.

    Period 2:  Students continued to watch Survivors of the Shoah.  Two picture books, The Cats in Krasinski Square and Erika's Story were read a well.  Students also watched two short videos, one on Irena Sendler and another of drone footage of Auschwitz.

    Homework:  Outsiders maps and project are due tomorrow - even if I don't see your class period. 

     

    Friday, May 19

    Class:

    Period 3:  The Outsiders maps and project were collected.  Several picture books related to the Holocaust were read today:  Would You Salute?, The Harmonica, and The Cats in Krasinski Square.  In between picture books, students continued to watch Survivors of the Shoah.  Kids added information to the ABC taxonomy.

    Period 7:  The Outsiders maps and project were collected.  Ghetto notes from last class were reviewed and a short video about Irena Sendler was shown.  Students had some time to add words to their ABC taxonomy.  The Survivors of the Shoah film was continued. A picture book, Erika's Story, was read and a short video of Auschwitz was shown.  I also showed a short film clip from Anne Frank that showed the dehumanization process.  Kids had a chance to add additional words to their taxonomy.

    Homework:  none assigned - Have a great weekend.


    Week of May 8 to May 12

    Monday, May 8

    Class:  Planners were filled in for the week.  Final drafts and prewriting of essays were collected.  A permission slip to view The Outsiders was passed out; students should return this ASAP.  Project options for The Outsiders were discussed and samples were shown.  Maps and projects are due by next Friday, May 19th.

    Outsiders maps

    Project Options for The Outsiders

    Homework:  Read The Outsiders - work on your maps.  They will help you do the project.

     

    Tuesday, May 9

    Class:

    Periods 1 and 2:  An introduction to the Holocaust was made.  Students completed a pre-read carousel activity so that I could see what they knew about the Holocaust.  A picture book, Hilde and Eli, was begun and discussed.  Students took applicable notes.

     

    Homework for all classes:  Work on The Outsiders - complete the book, work on your maps, begin the project.  All are due by next Friday!

     

    Wednesday, May 10

    Class:

    Period 3:  Students peer assessed an argumentative essay.  An introduction to the Holocaust was made, and students did a pre-unit carousel activity so that I could see what they know about the topic.  We began reading/discussing a picture book, Hilde and Eli.

     

    Homework for all classes:  Continue to work on The Outsiders.  You have maps and a project due by next Friday.

     

    Thursday, May 11

    Class:

    Period 7:  Students peer assessed argumentative essays.  An introduction to the Holocaust was made, and students did a pre-unit carousel activity so I that I could see what they know about the topic.  We began reading/discussing a picture book, Hilde and Eli.

    Periods 1 and 2:  We continued reading/discussing Hilde and Eli.

     

    Homework:  Continue to work on The Outsiders.  You have maps and a project due by next Friday.

     

    Friday, May 12

    Class:

    Period 1:  Students peer assessed an argumentative essay.  We completed Hilde and Eli.

    Period 2:  Students peer assessed an argumentative essay.  We continued Hilde and Eli.

    Periods 3 and 7:  We continued to read/discuss Hilde and Eli.

     

    Homework:  Work on The Outsiders.  Maps and your project are due by next Friday.

     


    Week of May 1 to May 5

    Monday, May 1

    Class:

    Periods 1, 2, 7:  Planners were filled in for the week, and rough drafts were checked for completion.  Strategies for the Performance Task were gone over and types of writing were reviewed.  Final draft instructions were passed out with the argumentative rubric.  The rubric was gone over and students were instructed on have a self-assessment completed with their final draft.

    Period 3:  Planners were filled in for the week, and rough drafts were checked for completion (all but the closing).  Strategies for writing an argumentative closing were discussed and student samples were shown.  Students had about 10 minutes to begin working on their own.

    Final Draft Instructions for Argumentative Essay

    Rubric for Bystander Argumentative Essay

     

    Homework:  Begin working on editing your rough draft.  Your final draft and prewriting are due on Monday, May 8.  Continue to read The Outsiders.

     

    Tuesday, May 2, 2017

    Periods 3 and 7:  Testing

    Homework:  All classes should be working on the argumentative essay. 

     

    Wednesday, May 3

    Periods 1 and 2:  Testing

    Homework:  Continue to work on your argumentative essay - it is due on Monday.  Make sure you have read through chapter 4 of The Outsiders for tomorrow.

     

    Thursday, May 4

    Class:

    Period 3:  Questions regarding the essay were addressed.  We spent a bit of time talking about tomorrow's performance task.  A tree map was generated to show what each type of writing should include.  An attempt at looking at/discussing chapters 1-4 of The Outsiders was made; however, many students had not completed the reading and it was not very effective.  We looked at the changes before and after Johnny killed Bob, and groups began to look for evidence that supported him acting both in revenge and self-defense.

    Periods 1 and 2:  Questions regarding the essay were addressed. Students who had read chapters 1-4 participated in a discussion and looked at whether Johnny was acting out of revenge or self-defense.  Those students who were not prepared got to read the chapters.

     

    Homework:  Work on your essay - it is due on Monday.  When you print your 4 copies, please put your name on 2 of them.  Leave your name off of the others - I will assign you a number on Monday.  Sorry - I forgot to do this earlier in the week.  Continue to read The Outsiders.  We will be discussing the poem in chapter 5 on Monday.  Novel project options covering the entire novel will be passed out on Tuesday.

     

    Friday, May 5

    Periods 3 and 7:  Testing

    Homework:  Complete your essay this weekend.  Final draft instructions and the rubric can be found on Monday's post.  Regarding the final copies of your essay:  Please put your name on two of the copies, one of which should be self-assessed.  The other two copies without your name will be used for peer assessment.  I will give you a number before you turn it in on Monday.  Please make sure that you have read through chapter 5 of The Outsiders.


    Week of April 24 to April 28

    Monday, April 24

    Class:  All classes met in the computer lab today to look at the ELA practice test.  As a class, we looked at the types of questions that might be asked, what students were expected to do, and how certain questions would be assessed.

     

    Homework:  Make sure that your elaboration maps from last Friday are complete and you are ready to move forward.

     

    Tuesday, April 25

    Class: 

    Periods 1, 2, 7:  Planners were filled in for the week. Students were introduced to the dash (--) as a form of punctuation.  The counterargument in the "Shut Down Your Screen" essay sample was analyzed according to its structure.  Using a flow map with the same structure as a model, students worked on revising their best "if/then" map.  Students had two choices:  either create a flow map for their revised counter or rewrite their paragraph so that it followed the sample structure.

    Revising the Counterargument

     

    Period 3:  Planners were filled in for the week.  Students added transitions to their completed elaboration maps today.  Different ways to introduce sources were discussed and notes were taken on articles.  The 2 cause maps, plan for support, and if/then maps were checked for completion.

    Elaboration with Transitions

     

    Homework:

    Periods 1, 2, 7:  Complete your counterargument.

    Period 3:  Make sure that you have added transitions to both of your elaboration maps.  You should have at least 14 different transitions.

     

    Wednesday, April 26

    Periods 1, 2, 7:  Students had time to begin working on their rough draft (all but the closing).  Annotated articles/maps/TED Talk notes were checked for completion.  Students checked out a novel, The Outsiders.  A short introduction to the book and what students needed to do with it was discussed.

    Period 3:  The counterargument in the "Shut Down Your Screen" sample essay was analyzed for its structure.  Using a flow map with the same structure as the model, students worked on revising their best if/then map.  Students had two choices:  either create a flow map for their revised counter or rewrite their paragraph so that it followed the sample structure.  Annotated articles/maps/TED Talk notes were checked for completion.  Students checked out a novel from the library, The Outsiders

    Revising the Counterargument

    Homework:  Work on your rough draft or counterargument, depending on your class period. 

     

    Thursday, April 27

    Class:

    Periods 1 & 2:  Testing

    Period 7:  Ellipses were discussed.  The closing for the "Shut Down Your Screen " was analyzed and other student samples were looked at.  Students had about 30 minutes to work on their essay.  The Outsiders was introduced and a short trailer was shown.  A handout showing students what they need to do as they read the book was passed out and discussed.  We began reading chapter one together.

     Character maps/Language of the Time maps

     

    Homework:  All classes - Your rough draft is due on Monday.  Begin reading and sticky noting The Outsiders.  I have an audiobook on the website if you need/want it.

     

    Friday, April 28

    Period 3:  Students were introduced to the dash and the ellipses.  There was some time for students to begin working on their rough draft.  S.E. Hinton and The Outsiders were introduced, a short trailer was shown.  A handout showing students what they need to do as they read the book was passed out and discussed.

    Character maps/Language of the Time maps

    Periods 1 and 2:  Writing a closing for the argumentative essay was discussed and samples were shown.  Students had time to begin working on their own.  Period 1 set up describing maps for The Outsiders.

     

    Homework:  Work on your draft.  Rough drafts will be checked on Monday.  Period 3 should have everything but the closing completed.


    Week of April 17 to April 21

    Monday, April 17 - no school

    Tuesday, April 18

    Class:  Planners were filled in for the week.  A short video, Look Up, was shown.  We reviewed all the parts of the essay that should have been completed before break.  Students had 15 minutes to work on a second If/Then map - planning the counterargument.  A flee map was created to show the structure of their essay:  thesis, reason 1, reason 2(best), counter. 

    If/Then map -- Flee map

     

    Homework:  Make sure you have 2 If/Then maps and your Plan for Support is as complete as you can make it.  Remember that you need to use at least 3 of your 5 articles. Tomorrow we will be writing the opening.

     

    Wednesday, April 19

    Class:  A short pro-social media video was shown.  Writing an opening was introduced/discussed and students analyzed several samples for structure.  All classes but 3rd period should have an opening written for tomorrow.  Slides from today are below:

    Argumentative Openings

    Applicable "disagree" quotes

     

    Homework:  Write the opening to your essay.  Follow the structure on your handout.

     

    Thursday, April 20

    Class:

    Periods 1, 2, 7:  Openings were checked for completion, and partners proofread to make sure that all parts were present.  We analyzed the body paragraphs of the "Shut Down Your Screen" essay.  Following the same format as the sample essay, students began planning elaboration maps for their two reasons.  We got through one map in class; students were asked to complete the second one for homework.

    Elaboration map template

    Period 3:  Openings were reviewed, and students had about 15 minutes to begin working on one for their essay.  Students should complete their opening for homework tonight.  We then analyzed a body paragraph from the "Shut Down Your Screen" essay.  We will continue with this tomorrow. 

     

    Homework: 

    Periods 1, 2, 7:  Complete your two elaboration maps.

    Period 3:  Complete your opening.

     

    Friday, April 21

    Class: 

    Periods 1, 2, 7:  MM 7.1, 7.2, 7.3/7.5 were collected today.  Students added transitions to their two elaboration maps today.  Different ways to introduce sources were discussed, and notes were taken on the articles.  The 2 cause maps, plan for support, and if/then maps were checked for completion.

    Elaboration with transitions

    Period 3:  MM 7.1, 7.2, 7.3/7.5 were collected today.  Openings were checked for completion and partners proofread to make sure all parts were present. We completed the analysis of the 2nd reason paragraph in the "Shut Down Your Screen" sample essay.  Students then began creating an elaboration for their first reason using the same structure as the sample essay.  Students were asked to create a second elaboration map over the weekend for their second reason.

     Elaboration map template

    Homework: 

    Periods 1, 2, 7:  Make sure your elaboration maps are complete and transitions have been added.  You need at least 14 - use the transition resource from earlier in the year.

    Period 3:  Make sure your elaboration maps are complete.


    Week of April 10 to April 14 - Spring Break


    Week of April 3 to April 7

    Monday, April 3

    Class:  Planners were filled in for the week.  Students watched and discussed a short video clip from "What Would You Do" related to cyberbullying.  We began a 4-corner debate related to social media.

     

    Homework:  No new WW this week.  No homework assigned.

     

    Tuesday, April 4

    Class:  MM 7.2 was completed.  Students gathered their top 5 ideas from each corner of the room in a gallery walk.  Groups from yesterday got back together and presented and/or questioned another group.

     

    Homework:  none assigned.

     

    Wednesday, April 5

    Class:  MM 7.3 was completed.  Students worked on creating quality reasons for their argumentative essay.  The reasons from the 4-corner debate paper were analyzed and narrowed down to the top two for each side (agree/disagree).  Two cause maps were created.  See slides below:

    Quality Reasons - Bystander essay

     

    Homework:  All classes but 3rd period should complete the 2 cause maps.

     

    Thursday, April 6

    Class:  MM 7.5 was completed.  We reviewed what should be completed for the argumentative essay so far.  Students should have 2 cause maps showing their top 2 reasons that agree and disagree.  From there, students began working on a Plan for Support for each of their reasons that supports their claim.  Tomorrow we will work on creating counterarguments.  See slides below.

    Plan for Support

     

    Homework:  All periods but 3rd should complete their Plan for Support.

     

    Friday, April 7 - minimum day

    Class:

    Periods 1, 2, and 7 - Students worked on developing counterarguments for their essay.  Two If/Then maps were begun.  Students should have one completed; we will complete the second one when we return from break.  See slides below.

    Counterarguments

    Period 3 - Students worked on their Plan for Support. Slides for this are above in Thursday's information.

     

    Homework:  Make sure that your Plan for Support and If/Then map are complete.

     


    Week of March 27 to March 31

    Monday, March 27 - Assembly Schedule

    Class:  Planners were filled in for the week, and WW14 words were reviewed.  Article #2 from Friday was reviewed and the map was continued or completed.  Periods 1 and 2 began looking at article #3.

     

    Homework:  Work on WW14 E tonight.  It is due on Wednesday and you will have article homework tomorrow.

     

    Tuesday, March 28

    Class:  MM 7.1 was completed.  Article #2 was completed in periods 3 and 7.  Article 3 was read and discussed in all periods.  Periods 1-2 began mapping article #3.

     

    Homework:  WW14 E is due tomorrow.

     

    Wednesday, March 29 - substitute

    Class:  WW14 was collected.  Students watched and took notes on a TED talk called "The Power of the Bystander."  WW14 Syn-Ant was passed out and notes were taken.

     

    Homework:  Work on your WW14 Syn-Ant.  It is due on Friday.

     

    Thursday, March 30

    Class:  Instructions for the WW14 Syn-Ant were reviewed.  Article #3 was reviewed and partners mapped the reasons, evidence, and strategies.  Article #4 was passed out to periods 1 and 2.  Students were asked to read and annotate the article for claim, reasons, evidence, and strategies.

     

    Homework:  Complete WW14 Syn-Ant and study for tomorrow's test.  Complete the map for article #3.  Make sure you have read and read/marked up article #4 (periods 1 and 2 only).

     

    Friday, March 31

    Class:  WW14 Syn-Ant was collected, and students took a vocabulary test.  Article #5 was passed out.  Students were instructed to mark up articles 4-5 for claim, reasons, evidence/examples, and strategies used.  This should be completed for Monday.

     

    Homework:  Make sure you have read and annotated articles 4-5.


    Week of March 20 to March 24

    Monday, March 20

    Class:  Planners were filled in for the week.  Final drafts and prewriting for the "SOS" response were collected.  WW14 words were introduced.  We began looking at real-life examples of the dangers of silence.  First, students completed a journal response, Priming with Personal Reflections.  Next, the Kitty Genovese story and article, "The Dying Girl That No One Helped," was introduced.  A first read was completed in almost all classes.  We will continue with this tomorrow.

     

    Homework:  Create WW14 flashcards - they will be checked for completion tomorrow.

     

    Tuesday, March 21

    Class:  WW14 flashcards were checked for completion and reviewed.  Students continued to work with the Kitty Genovese article from yesterday.  A second read was completed and students marked up the text for reasons causes, effects, and outcomes.  A cause/effect map was created and shared with a partner.  Two frames of references were begun but not completed.  We will begin with these tomorrow.

     

    Homework:  Work on WW14 A-D.  It is due on Thursday.

     

    Wednesday, March 22

    Class:  WW14 flashcards were reviewed, and MM-unit 7 was introduced.  The frame of reference for the Kitty cause/effect map from yesterday was completed and discussed in all but 7th period.  Periods 1-2 were introduced to argumentative writing/thinking and a new article was passed out.  We will continue with it tomorrow.

     

    Homework:  Complete WW14 A-D.  It will be checked for completion tomorrow. 

     

    Thursday, March 23 - Fog Day - no school

     

    Friday, March 24 - Assembly Schedule

    Class:  WW14 A-D was checked for completion and gone over.  Aguementative thinking/writing was reviewed in periods 1-2 and introduced in periods 3 and 7.  Article 2 was read/discussed, and we began mapping the important ideas.

     

    Homework:  none assigned


    Week of March 13 to March 17

    Monday, March 13

    Class:  Planners were filled in for the week.  Questions regarding the top ten or open mind were addressed.  Students began a short expository essay for "SOS."  Today, the prompt was addressed, students completed a cause/effect map, ideas were "talked off" with a partner, the most global idea was found, and an opening was written.

    "SOS" Response - Day 1

    Homework:  Complete your open mind and top ten.

     

    Tuesday, March 14

    Class:  The Open Mind and Top Ten were collected.  Students completed MM 6.3.  Students worked to create a minimum of two elaboration maps for their "SOS" response.  See below for the map template.

    "SOS" elaboration map

     

    Homework:  WW13 E is due tomorrow.  Make sure that you have at least one elaboration map complete.  You will have time tomorrow to do a second one.

     

    Wednesday, March 15 - sub

    Class:  Students began working on WW13 Syn/Ant/Ana and WW13 E was collected.  The remainder of the period was spent working on the "SOS" response.  Elaboration maps should be complete, and students began "talking" off their ideas and adding transitions/fleshing out ideas.  All students should be ready to write a closing tomorrow.

    "SOS" response - talk-off

     

    Homework:  Make sure your elaboration maps are complete and "talked off."

     

    Thursday, March 16

    Class:  WW13 was reviewed with bingo.  MM6.4 was completed.  The rubric for the "SOS" response was gone over and final draft instructions were given.

     

    Homework:  Complete your WW13 Syn-Ant - it is due tomorrow.  There is also a WW13 test tomorrow.  Work on your essay if you are behind - it is due on Monday.

     

    Friday, March 17

    Class:  WW13 Syn-Ant and the MM 6.1-6.4 were collected.  Students took a WW13 test.  Any remaining time was time for students to work on their essay.  All essay papers (prewriting and final) will be collected on Monday.  Remember that you need to submit 2 final drafts, either typed or written in pen.  On one of your drafts, you need to annotate for number of sentences, circle good words, and underline transitions.

    "SOS" sample

     

    Homework:  Complete your "SOS" response.  It is due on Monday. 

     


    Week of March 6 to March 10

    Monday, March 6

    Class:  Planners were filled in for the week, and WW13 words were introduced.  We worked to complete the "Sounds of Silence" analysis.

    Homework:  Create flashcards for WW13 - they will be checked for completion tomorrow. 

     

    Tuesday, March 7

    Class:  WW13 flashcards were checked for completion and reviewed.  The analysis for the "Sounds of Silence" was completed.  Students created their own definition for silence and 10 big ideas were brainstormed.

    Homework: Work on WW13 A-D - it is due on Thursday.

     

    Wednesday, March 8

    Class:  Essays were passed back and students had a chance to challenge their grade.  The open mind project was introduced and samples were shown.  Students had the remainder of the period to begin sketching out ideas.

    Homework:  Complete WW13 A-D; it is due tomorrow.

     

    Thursday, March 9

    Class:  WW13 A-D was checked for completion and gone over.  Students had the remainder of the period to work on their open mind.

    Homework:  work on your open mind.

     

    Friday, March 10

    Class:  MM 6.2 was completed.  The "top ten" portion of the open mind project was introduced.  Students had the remainder of the period to work on the project.  It is due on Tuesday.

    Homework:  Work on your open mind project and top ten.  They are due on Tuesday.


    Week of February 27 to March 3

    Monday, February 27

    Class:  Planners were filled in for the week.  Students began a peer assessment of the "HB"/AH essay.

    Homework:  Complete the WW9-12 review crossword for Wednesday.  No new WW this week.

     

    Tuesday, February 28

    Class: Students continued to peer assess essays.

    Homework:  Make sure that the WW9-12 crossword is complete.  I will be checking it for completion tomorrow.

     

    Wednesday, March 1

    Class:  Peer assessments were completed.  The WW9-12 Review was checked for completion and the 2081 notes were collected.  Students began looking at a song, "The Sounds of Silence."

     

     

    Homework:  none assigned

     

    Thursday, March 2

    Class:  An introduction to MM - unit 6 was completed.  We continued the "Sounds of Silence" analysis from yesterday.

    Homework:  none assigned

     

    Friday, March 3

    Class:

     


    Week of February 20 to February 24

    Monday, February 20 - Holiday

    Tuesday, February 21

    Class:  Planners were filled in for the week.  Final directions for formatting the essay were discussed.  All prewriting and 3 copies of the final draft are due this Thursday.  Students watched the film adaptation of "Harrison Bergeron," 2081.

    MLA Format Sample

     

    Homework:  Use your self-assessment to revise your weak areas.  Final drafts are due on Thursday.

     

    Wednesday, February 22

    Class:  WW12 Syn-Ant was begun in class.  Questions regarding the essay were addressed.  An analysis of 2081 was begun.  Students brainstormed what was different in the film from the text and important details/ideas were noted.

     

    Homework:  WW12 E is due tomorrow.  Three copies of the final draft and all prewriting papers for the essay will be collected tomorrow.

     

    Thursday, February 23

    Class:  WW12 E was collected, as were the final drafts of the essay and all prewriting.  In all classes but 7th period, the film analysis of 2081 was completed.

     

    Homework:  Complete your WW12 syn-ant.  There is a vocabulary test tomorrow.

     

    Friday, February 24

    Class:  WW12 Syn-Ant was collected, and students took a vocabulary test.  Once complete, there was time to begin working on the WW9-12 review crossword.  All periods but 1st worked with 2081 a bit.  Groups determined the 5 most important changes in the film.

     

    Homework:  none assigned


    Week of February 13 to February 17

    Monday, February 13

    Class:  Planners were filled in for the week, and WW12 words were introduced. 

    Period 1 - Students were introduced to how to embed quotations in their writing.

    Periods 2, 3, and 7 - Writing a closing was discussed, and students had time to begin working on one.

    Writing a Closing

     

    Homework:  Create WW12 flashcards - they will be checked for completion tomorrow.  Make sure you are ready to begin writing your rough draft tomorrow.

     

    Tuesday, February 15

    Class:  WW12 flashcards were checked for completion and reviewed.  We discussed how to embed quotations into an essay.  Students began writing their rough draft "off the map."  The rough draft should be completed for tomorrow.

     

    Homework:  Complete your rough draft.  It will be checked for completion tomorrow. 

     

    Wednesday, February 16 - substitute

    Class:  MM 5.4 was completed.  Rough drafts were marked for completion and a self-assessment was begun.  We will complete it tomorrow.

     

    Homework:  WW12 A-D will be checked for completion tomorrow.

     

    Thursday, February 17

    Class:  WW12 A-D was checked for completion and gone over.  Unit 5 of MM was collected.  The self-assessment of the essay was completed.  I have attached a copy of my notes below. 

    Self-Assessment Guidelines

     

    Homework:  Begin revising your essay according to the weak areas on the self-assessment.  The final draft will either be due on Wednesday or Thursday.


    Week of February 6 to February 10

    Monday, February 6

    Class:  Planners were filled in for the week, and WW11 cards were reviewed.  Classes continued to work on the essay from last week.  See below for specifics.

    Period 1: Students began to work on an elaboration map to organize the body of their essay.  Students will have about 20 minutes to work on it tomorrow.

    Elaboration Map

    Periods 2 and 3:  Students wrote an opening for their essay.  An elaboration map for the body of the essay was introduced.

    Period 7:  Students "talked off" the three ideas from their effect map.  From there, students narrowed their focus down to one idea for their essay.  Writing an opening was introduced and students had time to get theirs started.

    Writing an Opening

     

    Homework:  WW11 E is due on Wednesday.  The grid and symbol brainstorm is due on Thursday.  All classes should have their opening for the essay complete.

     

    Tuesday, February 7

    Class:  MM 5.2 was completed.  All classes worked to create an elaboration map for the body of their essay.

    Elaboration map

     

    Homework:  WW11 E is due tomorrow.  Period 1 should have their elaboration map complete for tomorrow; all other classes will have tomorrow to complete it.

     

    Wednesday, February 8

    Class:  The WW11 Synonyms/Antonyms study guide was begun in class, and WW11 E was collected.  Classes worked to complete the elaboration map for their essay.  It should be complete for tomorrow.  Period 1 should also have their map "talked off" and ready to begin drafting.

     

    Homework:  The grid and symbol brainstorm will be collected tomorrow.  Complete your elaboration map. 

     

    Thursday, February 9

    Class:  MM 5.3 was completed.  The "HB" grid and symbol brainstorm were collected. 

    Period 1 - Partners "talked off" their elaboration maps.  Suggestions for writing a closing were discussed.  Students had some time to work on their closing.

    Writing a Closing

    Periods 2, 3, 7 - Students "talked off" their elaboration maps, adding language/transitions to their map.

     

    Homework:  Complete the WW11 Syn-Ant handout.  It is due tomorrow.  There is also a vocabulary test tomorrow.  Complete the "talk off" of your elaboration map.  You will be sharing it with a partner tomorrow.

     

    Friday, February 10

    Class:  WW11 Syn-Ant was collected, and students took a vocabulary test.  Students had time to work on their elaboration map for the essay.  Maps should be complete and "talked off" with notes for Monday.

     

    Homework:  Make sure you are caught up with the essay.  We will be writing the closing and beginning the rough draft on Monday.


    Week of January 30 to February 3

    Monday, January 30

    Class:

    Periods 1-3:  Planners were filled in for the week, and WW11 words were introduced.  Students worked on column 3 of the "HB" grid.

    Period 7 (substitute):  Planners were filled in for the week, and students took notes over WW11 words.  The "HB" grid from Thursday was continued.  Students should have columns 1, 2, and 6 complete for tomorrow.

     

    Homework: 

    Periods 1-3: Create flashcards for WW11.  Make sure that columns 1-3 and 6 are complete for tomorrow.

    Period 7:  Create flashcards for WW11.  Make sure that columns 1, 2, and 6 are complete for tomorrow.

     

    Tuesday, January 31

    Class:

    Periods 1-3:  WW11 flashcards were checked for completion and reviewed.  Columns 4-5 of the grid were introduced and a sample was modeled.  Groups worked to brainstorm three other big ideas.  Classes will have some time tomorrow to complete their top 4 symbols w/explanations.

    Period 7:  WW11 flashcards were checked for completion and reviewed.  Column 3 of the grid was introduced.  Partners had a chance to work on the column.

     

    Homework:  Make sure that your assigned columns of the grid are complete for tomorrow.

     

    Wednesday, February 1

    Class:  An introduction to MM - unit 5/compound sentences was completed.  All classes worked on completing the "HB" grid. 

    Period 1:  Grid was completed and an introduction to the essay was made.  Students analyzed the writing prompt and a pre-writing effect map was begun.  Students were asked to complete the map tonight.

    Period 2:  Grid was completed and an introduction to the essay was made.  Students analyzed the writing prompt and an effect map was begun.  We will continue with this tomorrow.

    Period 3:  Students worked in groups to brainstorm symbols.  The grid should be completed for tomorrow.

    Period 7:  Students were introduced to columns 4-5 of the grid.  Leadership was brainstormed as a sample.  Groups began working on their first brainstorm for a different symbol.  We will complete the grid tomorrow.

     

    Homework:  WW11 A-D is due tomorrow.  Look above to see what else your class period needs to work on.

     

    Thursday, February 2

    Class:

    Periods 1-2:  WW11 A-D was checked for completion and gone over.  The essay prompt was reviewed and the prewriting map from yesterday was completed.  Students began "talking their ideas of their map."

    Period 3:  WW11 A- D was checked for completion and gone over.  A writing prompt for an expository essay was introduced and a prewriting map was begun.  Students were asked to complete the map for homework.

    Essay prompt and prewriting map

    Period 7:  WW11 A-D was checked for completion and gone over.  Students worked in groups to brainstorm symbols for big ideas.  This should be completed for homework if it was not done in class.  A decision should be made for each symbol and an explanation should be written on the grid. 

     

    Homework: 

    Periods 1-3:  Complete the prewriting effect map for the essay.  Work on completing your grid.

    Period 7:  Complete columns 4-5 of the grid.

     

    Friday, February 3

    All classes:  WW11 was reviewed.  MM 5.1 was completed.  See below to see how far each period got with the essay.

    Period 1:  Writing an opening was discussed, and students had time to begin writing their own.

    Writing an Opening

    Period 2:  Students "talked off" the three ideas from their effect map.  From there, one main idea was selected to be the focus of their essay.  Writing an opening was discussed; however, we did not have time to begin writing today.  We will begin with this on Monday.

    Period 3:  Students "talked off" the three ideas from yesterday's effect map.  From there, one main idea was was selected to be the focus of their essay.

    Period 7:  Students were introduced to a writing prompt for "HB" and AH.  The prompt was analyzed and a prewriting effect map was begun.  Students were asked to complete the map for homework.

    Prompt and Prewriting Effect Map

     

    Homework:  Make sure your grid is complete.  I will be collecting it next week.  Make sure you are caught up with your class period's progress on the essay (look above).


    Week of January 23 to January 27

    Monday, January 23 - Snow Day

     

    Tuesday, January 24 - Snow Day

     

    Wednesday, January 25

    Class: 

    Periods 1-3:  Planners were filled in for the week.  All MM - unit 4 papers were collected (MM 4.1-4.4).  The second read of "Harrison Bergeron" was completed. 

    Period 7:  Planners were filled in for the week.  We began the second read of "Harrison Bergeron."

     

    Homework:  Complete WW10 E.  It is due tomorrow.

     

    Thursday, January 26

    Class: 

    Periods 1-3:  WW10 E was collected, as was the pre-reading for "Harrison Bergeron."  Students began working on a grid for "HB" and Among the Hidden.  Columns 1, 2, and 6 should be complete for Monday.

     

    Period 7:  WW10 E was collected, as was the pre-reading for "Harrison Bergeron."  The close read for "HB" was completed, and we began going over directions for the grid.  Students will have more time to work on the grid on Monday; however, students can begin working on columns 1, 2, and 6. These columns will be due on Tuesday.

     

    Homework:  Make sure you have Among the Hidden read by Monday.  You need the book read to complete the grid.  Continue to work on columns 1, 2, and 6 on the grid.

     

    Friday, January 27

    Class:  Students took a district benchmark today.  When finished, students had time to work on the "HB" grid.

     

    Homework:  Periods 1-3 need to have columns 1, 2, and 6 of the grid complete for Monday.  Make sure you have finished reading Among the Hidden.


    Week of January 16 to January 20

    Monday, January 16 - Holiday

     

    Tuesday, January 17

    Class:  Planners were filled in for the week, and WW10 words were introduced.  We spent the remainder of the period working on and discussing a pre-reading activity for our next short story, "Harrison Bergeron."

     

    Homework:  Create flashcards for WW10 - they will be checked for completion tomorrow.

     

    Wednesday, January 18 - sub today

    Class:  WW10 flashcards were checked for completion and reviewed.  Students completed MM 4.3.  The pre-reading handout from yesterday was completed, and students began a quickwrite journal.

     

    Homework:  Complete WW10 A-D.  It will be checked for completion tomorrow.

     

    Thursday, January 19 - Assembly Schedule

    Class:  WW10 A-D was checked for completion and gone over.  Students completed and discussed the quickwrite journal from yesterday.  A first read of "Harrison Bergeron" was completed.

     

    Homework:  Continue to read Among the Hidden.  You should have it finished by the end of next week.

     

    Friday, January 20

    Class:  WW10 words were reviewed, and MM 4.4 was completed.  We began a close read of "Harrison Bergeron" together as a class.

     

    Homework:  Read Among the Hidden

     


    Week of January 9 to January 13

    Monday, January 9

    Class:  Planners were filled in for the week and WW9 words were reviewed.  A new MM unit on sentence fragments was introduced.  The describing map w/evidence and the paragraph from Friday were collected.  Students added additional information to their effects map from last week (Because the woods were replaced with houses,) - I asked that students try to have at least 15 different examples from chapters 1-10.  Partners then practiced "talking ideas off the map" with appropriate transitions.

     

    Homework:  Begin working on WW9 E - it is due on Wednesday. 

     

    Tuesday, January 10

    Class:  MM 4.1 was completed.  The effects map from yesterday was reviewed as a class.  Students created a flee map sequencing the events and details of how Luke's life has changed since the woods were replaced with houses.

    Flee map w/details

     

    Homework:  Complete the flee map from class.  Make sure you have added details to each main event/reason.  WW9E is due tomorrow. 

     

    Wednesday, January 11

    Class:  The WW9 Synonyms-Antonyms handout was begun.  Students worked with a partner to add appropriate transitions to their flee map.  Kids were asked to have at least 15 transitions throughout their map.  The process for doing this is such:  talk it off the map, write the key words you used, reread what you wrote.  Keep rereading your map from the beginning as you progress - you will end up revising your writing before you ever take it to a paragraph.  I can't stress enough how important it is to talk your map aloud.  Your ears will hear errors that your eyes will never detect.

     

    Homework:  Continue to add transitions to your flee map.  All chapters 5-10 papers will be collected on Friday.

     

    Thursday, January 12

    Class:  WW9 was reviewed with bingo.  Students completed MM 4.2.  Questions were addressed regarding what I am collecting tomorrow:  effect map, flee map w/details and transitions, paragraph.  We discussed chapters 11-15, looking specifically at the hierarchy of power in the book.  Some class periods began looking at imagery related to Luke's changing opinion of home - sanctuary vs. prison.

     

    Homework:  Complete writing your paragraph off of your flee map.  HIghlight the transitions you used.  Make sure that your synonyms/antonyms are complete for WW9 - they are due tomorrow.  Vocabulary test tomorrow.

     

    Friday, January 13

    Class:  The writing from chapters 5-10 was collected, as was the WW9 Synonyms-Antonyms.  Students took a vocabulary test.  When complete, students continue to read Among the Hidden.  The book should be completed in the next two weeks - kids are now reading on their own to complete the book.

     

    Homework:  none assigned - Read Among the Hidden.


    Week of January 2 to January 6

    Monday, January 1 - Holiday

    Tuesday, January 2 - Welcome back!

    Class:  Planners were filled in for the week and graded work was passed back.  WW9 words were introduced. Students went to the library to check out our next class novel, Among the Hidden.  A brief overview of our next unit was discussed.  All classes but 7th began a cause and effect map for being "different."

     

    Homework:  Create WW9 flashcards - they are due tomorrow.  Begin working on sections A-D.  Find a Ziplock baggy for your Among the Hidden book.

     

    Wednesday, January 4

    Class:  WW9 flashcards were checked for completion and reviewed.  The cause/effect map for being "different" was completed from yesterday - effects were added as well as a frame of reference paragraph.  We began Among the Hidden as a class.  Chapter one was read aloud - students brainstormed at least 10 unanswered questions and sticky noted anything they learned about Luke.

     

    Homework:  Complete WW9 A-D - it is due tomorrow.  Read and sticky note chapters 2-4 of Among the Hidden.  Be prepared to discuss what you learn about Luke.

     

    Thursday, January 5

    Class:  WW9 A-D was checked for completion and gone over.  Chapters 1-4 of Among the Hidden were discussed.  Students began an effect map for the woods being replaced by houses.  A describing map for Luke was also created.  Students had to have a minimum of 15 words.  Evidence was added to the best five words.  Some classes practiced talking ideas off the map using appropriate transitions.  We will be continuing with this tomorrow.

     

    Homework:  none assigned - Make sure that you are caught up from class today.

     

    Friday, January 6

    Class:  WW9 were reviewed.  Students continued working with their describing map for Luke from yesterday.  Partners practiced talking ideas off a map with appropriate transitions.  From there, students wrote a paragraph about Luke.  I have attached the slides from the past two days below.  They include directions for the paragraph.

    Chs 1-4 tasks - describing map, talking off map, paragraph instructions

     

    Homework:

    Complete the paragraph about Luke.  Read chapters 5-10 and sticky-note any additional effects of the woods being replaced by houses.  Once you finish your reading, make the additions to the effect map we began yesterday.


    Week of December 12 to December 16

    Monday, December 12

    Class:  Planners were filled in for the week.  Questions regarding the narrative and all prewriting that will be collected tomorrow were addressed.  Students were encouraged to take pictures of all that will be turned in from the board.  We began watching the film, The Call of the Wild.

    Suspense Journals

     

    Homework:  Complete your narrative.  Make sure that you have all of the papers that will be collected.

     

    Tuesday, December 13

    Class:  All narrative papers were collected.  Students continued to watch The Call of the Wild.

     

    Homework:  Complete the WW5-8 Review.  It is due tomorrow.

     

    Wednesday, December 14

    Class: The WW5-8 Review was collected, the film was completed.  Students began a peer assessment of the suspense narrative.  We will complete it tomorrow.

     

    Homework:  None.


    Week of December 5 to December 9

    Monday, December 5

    Class:  Planners were filled in for the week and WW8 words were reviewed.  A mini-lesson on using indirect characterization in writing was completed.  Students had time to complete their flee map from Friday.  Those who were ready began working on their rough draft.

    Flee map w/ opening and details

     

    Homework:  Make sure you are ready to begin writing your rough draft tomorrow.  Get caught up if you are behind!  WW8 E is due on Wednesday.  With the rough draft of your narrative due on Thursday, it would be a great idea to get it done early.

     

    Tuesday, December 6

    Class:  The rules for writing dialogue and the strategies for showing versus telling were reviewed.  Students had the class period to work on the rough draft of their story.  Tomorrow will also be a work day.

    Dialogue Plus

    Homework:  Complete WW8 E.  It is due tomorrow.  Continue working on the rough draft of your story.

     

    Wednesday, December 7

    Class:  WW8 workbook was collected, and the WW8 Syn-Ant was begun.  Students had the class period to complete/work on the rough draft of their story.  It is due tomorrow.

     

    Homework:  Complete the rough draft of your story.  It will be checked for completion tomorrow.

     

    Thursday, December 8

    Class:  Rough drafts were checked for completion.  Students completed a self-assessment of their rough using a rubric. 

    Final Draft Instructions

     

    Homework:  Complete WW8 Syn-Ant.  It will be collected tomorrow.  Study for tomorrow's WW8 test, and begin revising your story.  Final drafts are due on Tuesday.

     

    Friday, December 9

    Class:  Final draft requirements for the narrative were discussed.  WW8 Syn-Ant was collected, and students took a vocabulary test.  After the test, kids worked on revising their narrative or working on the WW5-8 Review.

    Final Draft Instructions

    Homework:  All narrative papers, including the final draft, will be collected on Tuesday.  The WW5-8 Review is due on Wednesday.


    Week of November 28 to December 2

    Monday, November 28

    Class:  Planners were filled in for the week, and graded work was passed back.  The chs 6-7 map project for CW was collected.  WW8 words were introduced.  Students were introduced to a suspenseful narrative writing prompt, and groups began brainstorming possible characters, settings, and conflicts.  We will complete the activity tomorrow.  I have included the slides used for those of you who are absent.

    Day 1 Suspense Narrative

     Homework:  Create WW8 flashcards.  They will be checked for completion tomorrow.

     

    Tuesday, November 29

    Class:  WW8 flashcards were checked for completion and reviewed.  Groups completed the brainstorm from yesterday.  Groups then carouselled around the room to gather ideas from the other groups.  A list of possibilities were gone over, and students added more ideas to their map.  At this point, it's time to make some decisions regarding your story.  What character/s, setting/s, and problem/s do you want to deal with in your story?  I have included the slides that were used today in class to help those of you who were absent.

    Suspense Narrative day 2

     

    Homework:  Make some decisions regarding your story.  Work on WW8 A-D - it is due on Thursday.

     

    Wednesday, November 30

    Class:  WW8 words were reviewed in partners.  Today, students worked with language that "showed" instead of "told" the reader what was happening.  Five simple sentences that could be found in any suspenseful narrative were revised so that they were more descriptive and did not use the words is, are, was, were, am, or said.  From there, we talked about how adding similes/metaphors can also "show" the reader by giving a comparison.  Students brainstormed similes/metaphors for the word "quiet."

    Day 3 Suspense Narrative

     

    Homework:  Complete WW8 A-D.  It is due tomorrow.

     

    Thursday, December 1

    Class:  WW8 A-D was checked for completion and gone over.  Students worked on a storyline map (tree map) today.  From there, they began a character survey for their main character.  Students were asked to answer a minimum of 2 questions for each section of the survey.

    Day 4 Suspense Narrative 

    Character Survey

     

    Homework:  Complete the tree map of your story and character map for tomorrow.  Tomorrow we will begin writing!

     

    Friday, December 2

    Class:  WW8 was reviewed with a game of "Quiz Show."  Students set up a flee map for their narrative.  The 2-3 attempts to solve the problem/situation and the closing became the main boxes for the plot (see slides).  From there, students worked to write the opening to their story.  This was done above the boxes on the flee map.  Details for each attempt to solve the problem/situation were then added below each box.  Keep media questions in mind when brainstorming:  What were you doing?  What were those around you doing? What were you thinking?  How were you feeling?  Describe the scene.  Slides showing how to do this are on the link below.

    Day 5 Suspense Narrative

     

    Homework:  Complete your flee map with opening and details for Monday. 


    Week of November 14 to November 18

    Monday, November 14

    Class:  Planners were filled in for the week, and WW7 words were reviewed.  The discussion questions for "Tell-Tale Heart" were checked for completion and groups had a chance to collaborate.  Students then debated #4 and #8.  In all but 7th period, the Anticipation Guide that we completed before we read the story was completed; we did the back side.  I will be collecting both the discussion questions and the anticipation guide tomorrow.

     

    Homework:  Complete the discussion questions for Poe.  Each class will have different questions that will be graded (determined by the dice!).  Make sure that you revisit the questions.  They should be in complete sentences and should be supported with evidence from the text.

    Period 1:  Questions 1, 5, and 8

    Period 2:  Questions 1, 2, and 4

    Period 3:  Questions 1, 4, and 5

    Period 7:  Questions 1, 2, and 8

     

    Tuesday, November 15

    Class:  WW7 words were reviewed, and MM 2.5 was completed.  The discussion questions and anticipation guide for "The Tell-Tale Heart" were collected.  Students were introduced to and had time to begin working on a large-point assignment for chapters 6-7.  It will be due on Friday.

     Chs. 6-7 Project Instructions

    Project Map Samples

    Homework:  Complete WW7 E - it will be collected tomorrow.  Make sure you have read and annotated chapters 6-7.  Your annotations will help you with your project.  There is an open-book/text quiz over chapters 6-7 tomorrow.

     

    Wednesday, November 16 - Substitute

    Class:  WW7 E was collected.  Students took an open-book reading quiz over chapters 6-7.  The remainder of the period was a work day for students to work on the chapters 6-7 maps/Buck's Masters.

     

    Homework:  Work on your chs. 6-7 maps and/or your Buck's Masters.

     

    Thursday, November 17

    Class:  Students completed the WW7 Syn-Ant study guide to prepare for tomorrow's test.  The remainder of the period was a work day to complete Buck's Masters and continue working on the chs. 6-7 maps. 

     

    Homework:  Complete the WW7 Syn-Ant and Buck's Masters.  Both of these assignments will be collected tomorrow.  I have extended the chs. 6-7 deadline to the day we return from break.

     

    Friday, November 18 - minimum day

    Class:  Buck's Masters and the WW7 Syn-Ant were collected.  Students took a vocabulary test over WW7.  Any extra time was spent working on the chapters 6-7 maps.

     

    Homework:  Complete your chapters 6-7 maps.  They are due the day we return from break.

     

     

     


    Week of November 7 to November 10

    Monday, November 7

    Class:  Planners were filled in for the week, and WW7 words were introduced.  We spent the remainder of the period working on the close read for "The Tell-Tale Heart."

     

    Homework:  Complete WW7 flashcards.  Mark up text through paragraph 13 in "The Tell-Tale Heart."  Annotate for repetition, contradiction/contrast, vocabulary, important details, and clarification.  Continue to read/annotate chapter 6 of CW.

     

    Tuesday, November 8

    Class:  WW7 flashcards were checked for completion and reviewed.  The close read for "Tell-Tale Heart" was completed, and students began working on discussion questions.  Questions are due on Monday.

     

    Homework:  WW7 A-D is due on Thursday.  Chapter 6 should be read/annotated by Thursday.  Work on discussion questions for "TTH".

     

    Wednesday, November 9

    Class:  Students began a district benchmark today in the computer lab.  We will be completing it tomorrow.  After completing half of the test today, students had time to listen to chapter 6 of CW.  I collected the StudySync books today to grade the close read of "Tell-Tale Heart."

     

    Homework:  Complete WW7 A-D.  It will be checked for completion tomorrow.  We will also be beginning chapter 7 of CW after the benchmark is complete.

     

    Thursday, November 10 - Progress Reports sent home today

    Class:  WW7 A-D was checked for completion.  Students completed the district benchmark today in the lab.  Once complete, students had time to begin listening to and annotating chapter 7 of CW.

     

    Homework:  Complete your Poe questions.  Continue to read/annotate the last chapter of CW.  There will be a reading quiz over chapters 6-7 on Wednesday.

     

    Friday, November 11 - Holiday

     

     


    Week of October 31 to November 4

    Monday, October 31

    Class:  Planners were filled in for the week and WW6 words were reviewed.  Questions regarding the project due Thursday were addressed.  Students completed and discussed an anticipation guide for our next story.

     

    Homework:  Complete your Suspense in CW handout - it is due tomorrow.  Begin working on WW6 E and continue to work on your project.

     

    Tuesday, November 1

    Class:  Examples of Suspense in CW was collected.  Students completed MM2.4.  Groups worked with vocabulary from our next story today.  Definitions were inferred from sentences and new sentences were created.

     

    Homework:  Complete WW6 E.  It is due tomorrow.  Work on your chapter 5 project - it is due on Thursday.

     

    Wednesday, November 2

    Class:  WW6E was collected.  Final questions regarding the chapter 5 project were addressed.  We spent the rest of the period listening to and beginning a close read of Poe's "The Tell-Tale Heart."

     

    Homework:  Complete your chapter 5 project.  I am collecting both the maps and your product tomorrow.

     

    Thursday, November 3

    Class:  Projects and maps were collected.  Students began working on the WW6 Syn/Ant handout as preparation for tomorrow's test.  We continued the close read of Poe's "The Tell-Tale Heart."

     

    Homework:  Complete your WW6 Syn/Ant handout.  Study for tomorrow's vocabulary test.

     

    Friday, November 4

    Class:  WW6 Syn-Ant was collected, and students took a vocabulary test.  Journal #6 was completed in class.  There was time to either work on WW7 flashcards or begin reading/annotating chapter 6.  I forgot to pass out chapter 6 to 2nd period so they will get it on Monday.

     

    Homework:  Begin reading/annotating chapter 6.  It is due on Thursday.

     


    Week of October 24 to October 28

    Monday, October 24

    Class:  Planners were filled in for the week, and graded papers were passed back.  WW6 words were introduced.  Students completed a pre-reading writing activity for Cujo.

     

    Homework:  Create WW6 flashcards.  They will be checked for completion tomorrow.

     

    Tuesday, October 25

    Class:  WW6 flashcards were checked for completion and reviewed.  Students completed a first read of Cujo to get a feel for the text.  They then did a second read and annotated (read with a pencil).  Partners shared annotations.  A short video on textual evidence and inferring was shown.  As a class, we began a close read together.

     

    Homework:  Continue to read/annotate chapter 5 of CW - it is due on Thursday.

     

    Wednesday, October 26

    Class:  MM 2.2 was completed in class.  We completed the close read of the Cujo excerpt from yesterday.  Students then viewed a film clip of the excerpt we read.  A compare/contrast map was created and students logged in information.  7th period did not get to view the film, nor did they create a c/c map.

     

    Homework:  WW6 A-D is due tomorrow.  Chapter 5 of CW is also due tomorrow.  There will be a short reading quiz and a project will be introduced.

     

    Thursday, October 27

    Class:  WW6 A-D was checked for completion.  Students took a short reading quiz over chapter 5.  An advertising/guide project was introduced.  Some class periods had a chance to begin brainstorming the project with a partner.

    Ch. 5 Project, Rubric, and Persuasive Techniques

     

    Homework:  None assigned.  Begin thinking about what you want to do for your project. 

     

    Friday, October 28

    Class:  WW6 flashcards were reviewed, and students completed MM 2.3.  Today was essentially a work day for kids to collaborate on the chapter 5 project.  Partners/groups could brainstorm maps for the project, collaborate on Buck's Masters maps, or complete their Examples of Suspense for chapters 1-5.  I will be collecting the Examples of Suspense on Tuesday.

     

    Homework:  Work on your project and complete the Examples of Suspense for chapters 1-5.  The project is due on Thursday - maps and final product.

     


     

    Week of October 17 to October 21

    Monday, October 17

    Class:  Planners were filled in for the week, and WW5 words were reviewed.  Groups completed their elaboration paragraph from Friday - papers were collected.  Students then began working on identifying media questions within a section of chapter 3. 

     

    Homework:  Complete the media question identification from class today.  Begin working on WW5 E.  Continue reading/annotating chapter 4 of CW.

     

    Tuesday, October 18

    Class:  WW5 was reviewed.  The media question analysis from yesterday was collected.  Students completed a peer assessment of their groups for the past four days.  We read and annotated the short story "The Cemetery Path."  An assignment for tomorrow, a map of maps w/FOR, was introduced and notes were taken.  Groups were also established.

     

    Homework:  Continue to readl/annotate chapter 4 of CW.  Work on your WW5 E.  Everything is due when I return on Friday, so PLEASE do not wait until Thursday night to do it.

     

    Wednesday, October 19 - substitute

     

    Thursday, October 20 - substitute

     

    Friday, October 21

    Class:  "The Cemetery Path" annotation and map of maps were collected.  I also collected WW5 and the WW5 Synonyms/Antonyms.  Students took a vocabulary test and did Journal #4.  Any extra time was spent catching up on CW assignments or beginning to read chapter 5 of CW.

     

    Homework:  Begin reading/annotating chapter 5 of CW - it is due on Thursday.

     


     

    Week of October 10 to October 14

    Monday, October 10

    Class:  Today was a day of being there for each other in this difficult time.  We will resume class tomorrow.  I was really proud of how you all supported one another today.

     

    Homework:  Please make sure that chapter 3 is read and annotated.  There will be a short reading quiz.

     

    Tuesday, October 11

    Class:  Planners were filled in for the week and WW5 words were introduced.  Students took a short chapter 3 reading quiz.  Buck's Masters, an ongoing assignment for CW, was introduced and begun together.  Students should continue to complete the four maps/masters that Buck has had so far.

     

    Homework:  WW5 flashcards will be checked for completion tomorrow.  Continue to work on the Buck's Masters assignment.  Make sure you added two examples of suspense for chapter 3 to your suspense log.

     

    Wednesday, October 12

    Class:  WW5 flashcards were checked for completion and reviewed.  MM 2.1 was completed.  Students were placed into groups to create a cause/effect map for Buck and Spitz's rivalry.  We will complete it tomorrow.

     

    Homework:  WW5 A-D will be checked for completion tomorrow.  Continue to work on the Buck's Masters assignment.  If you were not prepared for today's assignment in chapter 3, please get prepared.

     

    Thursday, October 13

    Class:  WW5 A-D was checked for completion and gone over.  Groups completed their cause/effect map with FOR from yesterday.  We began a carousel activity where groups worked on different describing maps for Buck and Spitz.  We will continue with this activity tomorrow.

     

    Homework:  none assigned.  Make sure you are caught up with your CW assignments:  Examples of Suspense and Buck's Masters.


     

    Week of October 3 to October 7

    Monday, October 3

    Class:  Planners were filled in for the week, and WW4 words were reviewed.  Chapter 3 of The Call of the Wild was passed out and annotations were gone over.  The chapter will need to be read/annotated by next Monday.  Students began a compare/contrast with a film version of "The Monkey's Paw."  Differences, similarities, and examples of suspense were noted.  We will continue with the film tomorrow.

     

    Homework:  Begin working on WW4 E and the 1-4 Review Crossword - both are due on Wednesday.  Begin reading/annotating chapter 3 of The Call of the Wild.  It is due on Monday.

     

    Tuesday, October 4

    Class:  WW4 cards were reviewed.  An introduction to MM-unit 2 was begun.  The film "The Monkey's Paw" was completed, and students began transferring information to a compare/contrast map.  Below is a link to show what your map should look like.

    Compare/contrast for "The Monkey's Paw"

    If you want to rewatch the film, or you were absent from class, here is the link to the film, The Monkeys Paw.

    https://www.youtube.com/watch?v=ugjegclLNhM

     

    Homework:  Complete the compare/contrast map for the film.  Make sure that WW4 E and the 1-4 Crossword are complete.  All of this is due tomorrow.

     

    Wednesday, October 5

    Class:  WW4 was collected.  The introduction to unit 2 of Mechanics Matters was completed.  Compare/contrast transitions were added to the Elaboration Techniques tree map.  Using appropriate transitions, students then practiced talking off their compare/contrast map for "The Monkey's Paw."  Lastly, students wrote three sentences from their map that used appropriate transitions.  I am including a link to the slide used today.

     Compare/contrast w/Transitions

     

    Homework:  Periods 1 and 2 need to make sure that completed writing it off the map.  All periods need to continue to read/annotate chapter 3 of The Call of the Wild - it is due on Monday.

     

    Thursday, October 6

    Class:  WW4 was reviewed with a game of quiz show.  Periods 3 and 7 completed "writing it off the map" from yesterday's compare/contrast map.  If you need the slide for it, look at yesterday's link.  Students completed an effect map for Mr. White having wished on the monkey's paw.  They then wrote a paragraph in the frame of reference.  See the link below if you were absent or need to see the FOR question.  Students then analyzed a paragraph according to the transitions used.  First, transititons were located and underlined in pencil; there are 18.  Next, students created a color-code according to type of transition used:  compare/contrast, cause/effect, example, other.  The underlined transitions were then color-coded according to their function.  All "Monkey's Paw" papers will be collected tomorrow:  film notes, compare/contrast with transitions, effect map w/FOR, color-coded transitions.

    Effect map w/FOR

    Transition Analysis Paragraph

     

    Homework:  Complete any "Monkey's Paw" work you haven't completed.  Study for tomorrow's WW test.  It will cover the 1-4 review words on the crossword and all of WW4.  Continue to read chapter 3 of The Call of the Wild.  Readin/annotation is due on Monday.

     

    Friday, October 7

    Class:  All "Monkey's Paw" papers were collected today (film notes, compare/contrast w/transitions sentences, and effect map w/FOR-paragraph analysis for transitions).  Students took a WW1-4 quarter test today.  Once complete, students had time to complete Journal #3 and continue reading chapter 3 of The Call of the Wild.  I have attached the journal prompts for the day.

    Journal #3

    Homework:  Complete the reading/annotating of chapter 3.  It is due on Monday - expect a reading quiz!

     

     

     


     

    Week of September 26 to September 30

    Monday, Septmber 26

    Class:  Planners were filled in for the week, and WW4 words were introduced.  An extra credit opportunity for section D in the workbook was discussed.  We began working with chapters 1-2 of The Call of the Wild.  First, students began working on a suspense log that notes two examples from each chapter.  Students are to note a suspenseful passage and then discuss what makes it suspenseful.  Next, students began a cause and effect map for Buck's firsts.  On the left hand side, students are to list at least 10 "firsts" that Buck experienced in chapters 1-2.  On the right hand side, they are to list what Buck learned as a result of the "first." Here is the link to the slide I used in class today:        Cause/effect for Buck's Firsts.

     

    Homework:  Create WW4 flashcards for tomorrow.  Complete the cause/effect map for Buck's firsts.

     

    Tuesday, September 27

    Class:  WW4 flashcards were checked for completion and reviewed.  Students worked on the frame of reference for their Buck's First map from yesterday.  Basically, students answered two questions that are essential for writing a closing:  So what? and So why?  From there, we worked on the language of the cause/effect map.  Transitions were added to the Elaboration Techniques tree map and partners practiced "talking it off the map."  Students then wrote an example for each of the three types of transitions they had practiced (periods 1 and 2 only).  See the slide below for details:

    Buck's Firsts Cause/Effect w/Transitions

     

    Homework:  Work on WW4 A-D.  It is due on Thursday.

     

    Wednesday, September 28 - substitute

    Class:  Students completed Journal #2.  "The Monkey's Paw" was begun.  Students bega reading,discussing, and annotating the text.  Annotations will be checked for completion on Friday - use the annotation guide that was given to you in class.

     

    Homework:  WW4 A-D will be checked for completion.  Begin working on your annotations for "The Monkey's Paw."

     

    Thursday, September 29

    Class:  WW4 A-D was checked for completion and gone over.  We completed the reading and discussing of "The Monkey's Paw."  Students should complete their annotations for tomorrow.  We will be in the computer lab tomorrow.

     

    Homework:  Complete your annotations for "The Monkey's Paw."


     

    Week of September 19 to September 23

    Monday, September 19

    Class:  Planners were filled in for the week, and WW3 words were reviewed.  Students completed a creative writing journal.  Periods 1-2 began an introduction to our first novel, The Call of the Wild.  All other classes will begin tomorrow.

     

    Homework:  Begin working on WW3 E.  It is due on Wednesday.

     

    Tuesday, September 20

    Class:  WW3 was reviewed with bingo.  Students were introduced to our first novel, The Call of the Wild.  Chapters one and two were passed out, and annotation instructions were discussed.  If there was time, we began listening to the audio of chapter one.  We will continue with this tomorrow.

     

    Homework:  Complete WW3 E.  It is due tomorrow.

     

    Wednesday, September 21

    Class:  The syn-ant study guide for WW3 was begun in class.  WW3 was collected.  We spent the remainder of the period reading and annotating chapter one of The Call of the Wild.

     

    Homework:  Continue to work on your syn-ant study guide - use your flashcards until you get your book back tomorrow.  It is due on Friday.

     

    Thursday, September 22

    Class:  WW books were passed back, and students were reminded about tomorrow's test.  We continued reading/annotating chapter one of The Call of the Wild.  Students are now responsible for completing the packet (chapters 1-2) for Monday. Feel free to listen to the book on audio - you can find the files here on the website.

     

    Homework:  Complete your WW3 Syn-Ant study guide.  It will be collected tomorrow before the test.  You will have time tomorrow to work on your reading.  Feel free to bring your earbuds to listen to the audio on your phone. 

     

    Friday, September 23

    Class:  The WW3 Syn/Ant study guide was collected, and students took a vocabulary test.  Students had the remainder of the period to continue reading/annotating chapters 1-2 of The Call of the Wild.  This should be completed for Monday.  Use the audiobook if you are struggling with the vocabulary.

     

    Homework:  Complete chapters 1-2 of The Call of the Wild.  Make sure you have highlighted the text for examples of suspense, Buck's firsts, Buck's masters, and info about the other dogs.


     

    Week of September 12 to September 16

    Monday, September 12

    Class:  Planners were filled in for the week, and WW3 words were introduced.  The describe technique from Friday was reviewed, and students brainstormed descriptive words for Miss Maggie on a tree map.  From the tree map, descriptions were selected to use in 3-4 sentences.  Some classes began talking about using figurative language as a means of describing; however, no work was assigned.

     

    Homework:  Make sure that your 3-4 sentence description for Miss Maggie is complete.  Begin working on WW3 A-D.  Flashcards will be checked for completion tomorrow.  All Miss Maggie papers will be collected on Wednesday.

     

    Tuesday, September 13

    Class:  WW3 flashcards were checked for completion and reviewed.  Students completed the MM 1-3 handout.  The remainder of the period was spent as an introduction for our first large unit:  suspense.  A short film clip was watched and students worked on their first "blast" from the new textbook.

     

    Homework:  Make sure you have all of your Miss Maggie papers.  I am collecting all of them tomorrow.

     

    Wednesday, September 14 - Minimum Day

    Class:  All of the Miss Maggie papers were collected, and students completed MM 1-4.  Students watched a short suspenseful video as a means of review, and then partners began working on addressing the writing prompt:  People love suspense because. . ..  Use examples from the text and/or personal experience to support your opinion.  Elaboration strategies should be present in your paragraph.  Make sure that you use appropriate transitions for each strategy (clarification, example, additional example).

     

    Homework:  WW3 A-D will be checked for completion tomorrow.  Complete your elaboration paragraph for suspense - it will be collected tomorrow.

     

    Thursday, September 15

    Class:  WW3 A-D was checked for completion and gone over.  Students color-coded their suspense elaboration paragraph according to the techniques they used.  Once color-coded, it was collected.  Textbooks were passed out and our first story, "Let 'Em Play God," by Alfred Hitchcock was introduced.  Students were asked to annotate/highlight text according to an annotation guide that was given to them.  Parts 1-4 should be annotated for tomorrow.

     

    Homework:  Complete the annotation (1-4) for "Let 'Em Play God."  It will be checked for completion tomorrow.

     

    Friday, September 16

    Class:  Mechanics Matters handouts 1.1-1.4 were collected, and students took a short quiz over unit one.  Students had a chance to work on annotations 5-7 of "Let 'Em Play God."  Groups then discussed their annotations and we applied Hitchcock's three elements of suspense to to a short film clip of The Birds.

     

    Homework:  none assigned

     


     

    Week of September 5 to September 9

    Monday, September 5 - Labor Day

     

    Tuesday, September 6

    Class:  Planners were filled in for the week. All periods but 7th completed 1-2 of Mechanics Matters.  WW2 words were reviewed.  Partners shared the words they brainstormed for Miss Maggie on Friday, and each student selected one word to work with this week.  Students will be introduced to and practicing different writing strategies throughout the week.  An "Elaboration Techniques" tree map was set up for students to use as a resource.  Students wrote an opinion statement for the word they have chosen to describe Miss Maggie.  If there was time in the class period, students were introduced to the first technique, clarification statements.

     

    Homework:  Complete WW2 E tonight.  I will be collecting it tomorrow.

     

    Wednesday, September 7

    Class:  Students began working on a synonym/antonym study guide for this Friday's test.  WW2 was collected.  We continued working with elaboration techniques.  Clarification statements were reviewed or introduced (depending on the period) and practiced.  Examples were then introduced, and students began practicing the technique.

     

    Homework:  Use your flashcards to work on your WW2 Syn/Ant handout from class.  It is due on Friday.

     

    Thursday, September 8

    Class:  WW was reviewed with a game of "quiz show."  Students were reminded to complete their  WW2 syn-ant study guide for tomorrow.  We continued working with elaboration today.  Clarifications and examples were completed and reviewed with a card sort.  Some classes began discussing the next technique:  describe.  We will contine with this after tomorrow's test.

     

    Homework:  Complete and study the WW2 syn-ant study guide.  It will be collected before the test tomorrow.

     

    Friday, September 9

    Class:  WW2 Syn-Ant was collected, and students took a vocabulary test.  WW3 flashcards were begun.  All classes were introduced to or continued working with the next elaboration technique:  describe.

     

    Homework:  none assigned


     

    Week of August 29 to September 2

    Monday, August 29

    Class: Students worked in the computer lab to complete and print out their wordle.  Word Snapshot projects are due on Thursday:  maps, wordle, explanation.

     

    Homework:  Begin working on the explanation of your snapshot. Use the sample format you took notes on to help you.  Everything related to the project is due on Thursday:  maps, wordle, explanation.

     

    Tuesday, August 30

    Class:  Planners were filled in for the week.  WW2 words were introduced.  Questions regarding the Word Snapshot project were addressed.  Five depth and complexity icons (details, patterns, rules, point of view, and unanswered questions) were introduced and notes were taken.  A short story, "Miss Maggie," was begun, and students began marking the text up with icons.  We will continue with this tomorrow.

     

    Homework:  Create flashcards for WW2 - these will be checked for completion tomorrow.  Sections A-D will be due on Friday of this week. Work on your Word Snapshot.  All papers for the project will be collected on Thursday:  maps, color-coded wordle, explanation.

     

    Wednesday, August 31

    Class:  WW2 flashcards were checked for completion and reviewed.  Questions regarding the Word Snapshot project were addressed.  The five icons that were introduced yesterday were reviewed, and students viewed a short video on how to do a close read.  An initial read of "Miss Maggie" was completed from yesterday, and students began a second read on their own.  The second read was a close read where students were asked to underline information, note icons, and elaborate on their thinking in words.

     

    Homework:  Complete your snapshot project - it is due tomorrow!  I wil be collecting all of your maps, your wordle, and your explanation.  Make sure that you have completed the close read for "Miss Maggie" as well.  You will be collaborating with a partner tomorrow.

     

    Thursday, September 1

    Class:

    All: Word Snapshot projects were collected.  An introduction to unit 1 of Mechanics Matters was completed. 

    Period 1:  Partners completing adding subtitles to each section of "Miss Maggie."

    Period 2:  Partners worked on creating subtitles to each section of "Miss Maggie." 

    Periods 3 and 7:  Partners shared their annotations for "Miss Maggie."  They began working on creating subtitles for each section of the story.

     

    Homework:  Complete WW2 A-D.  It will be checked for completion tomorrow.  Periods 1-2 should have their subtitles for "Miss Maggie" complete for tomorrow.


     

    Week of August 22 to August 26

     

    Monday, August 22

    Class: Planners were filled in for the week.  Flashcards were checked for completion and reviewed.  The Word Snapshot was reviewed or introduced (depending on the class period), and students began creating maps.  A personal circle w/frame of reference and a describing map w/evidence were produced.

     

    Homework:  Complete WW1 A-D.  It will be checked for completion tomorrow.

     

    Tuesday, August 23

    Class:  WW1 A-D was checked for completion and gone over.  Students brainstormed categories for their Word Snapshot and narrowed them down to 4-7.  A tree map was set up, and students began brainstorming words for each category.  Remember - you can (and will) use words from your circle and describing map, but you do not have to rewrite them on your tree map.  If we haven't color-coded words on these maps yet, we will tomorrow.

     

    Homework:  Brainstorm at least 100 words for your snapshot.  Do this on your tree map.  Tomorrow we will brainstorm another 100!

     

    Wednesday, August 24

    Class:  WW words were reviewed.  We began section E of WW1 together.  Expectations and grading of the section were discussed.  Students were asked to use each of their snapshot words as a "springboard" for creating more words.  The goal of 200 words should be obtained by Friday. 

     

    Homework:  Complete WW1 E - it is due tomorrow.  Continue to brainstorm words for your snapshot. 

     

    Thursday, August 25

    Class:  WW1 was collected, and words were reviewed with a short game.  The final steps for creating the Word Snapshot were discussed.  We went over the computer lab instructions for creating the poster, went over the formatting for the explanation, and went over the grading rubric.

     

    Homework:  Complete your snapshot brainstorming.  We are in the lab tomorrow.

     

    Friday, August 26

    Class:  Students began working on the wordle for their Word Snapshot in the computer lab.  We will be in the lab again on Monday for students to finish.

     

    Homework:  none assigned

     

     


     

    Week of August 15 to August 19

    Monday, August 15 - No School

     

    Tuesday, August 16 - No School

     

    Wednesday, August 17th - Welcome back!

    Class:  An introduction to our class was begun.  A parent information letter was sent home. 

     

    Homework:  Have a parent/guardian read the class information letter that was sent home.  Please sign and return the second page ASAP.

     

    Thursday, August 18th

    Class:  The parent signature page from the syllabus was collected, and planners were filled in for the week.  Students completed a goal-setting activity called "This Year I Hope."  Information related to the class was completed from yesterday.  Wordly Wise books and flashcards were distributed.  Periods 1-2 began discussing the words for lesson 1; all classes will complete this tomorrow.

     

    Homework:  Make sure you have turned in the parent signature page from the syllabus.  If not, get it ready for tomorrow.  Get a Ziplock baggy for your Wordly Wise book.

     

    Friday, August 19th

    Class: Final parent signature pages were collected.  Wordly Wise (WW) was reviewed/introduced and words from lesson 1 were gone over. Flashcards were begun and should be completed for Monday.  Sections A-D will be checked for completion on Tuesday.

    Periods 1, 2, and 6 were introduced to our first project, Word Snapshot.  Students began working on a personal brainstorm.  We will continue with this on Monday.  Periods 3 and 7 will begin the project on Monday.

     

    Homework:  Complete your WW1 flashcards.  Begin working on sections A-D.