FOOD DRIVE RESULTS!

Yesterday was our last food pick up from all OT classes. It was an extremely tight race at the end. Ms. Storlien's 8th grade OT make a late comeback to end in an even tie with Ms. Haugo's class that had been the solid leaders from the start. All together, the students and staff of SLPJH will donate over 1,400 food items to STEP in St. Louis Park.

Thank you to everyone who helped to make our food drive a fabulous success, and a special thanks to my OT who worked very hard during the last three weeks to make this happen!

Thursday 12/17/09

IN CLASS:
Today in class students completed the second half of their elements of fiction exam. They wrote paragraphs on a theme presented in the story they read. After that, some students had time to review for the vocabulary quiz tomorrow. After three days of tests and quizzes, students will definitely have earned two weeks off!

ASSIGNMENT:
Review for vocab quiz 7 tomorrow.

12/16/09

IN CLASS:
Today students completed the first half of the elements of fiction exam. It took pretty much the whole hour today. Tomorrow they will have to write a full paragraph on the theme of the story they read for the test today. The theme paragraph is half of the grade for the exam. Students need to be prepared for it rather than just walking in blind. The link below will give you a page that might help students organize and prepare their ideas for the paragraph.

• Theme Paragraph Planning Sheet

ASSIGNMENT:
Prepare for writing Theme Paragraph tomorrow in class.

Tuesday 12/15/09

IN CLASS:
Today I was not at school, so the kids spent the day with Ms. Albinson. They checked through the vocabulary assignments, and then spent some time reviewing for tomorrow's exam over the elements of fiction.

ASSIGNMENT:
Be ready for the test tomorrow.

Monday 12/14/09

IN CLASS:
Today we learned three new root words for our vocab quiz on Friday.

• JACIO/JACTUM=to throw (as in eject or projector)
• AD=to or toward (as in adhesive or addition)
• PRAE=before or in front of (as in precaution or pretest)

Also, we went over the pretest for the elements of fiction exam coming up this week on Wednesday and Thursday. This served as a review of the terminology as well as to help the students know how to answer the questions on the test. There are no surprises on the test. Students received a copy of the story today in class. They have two days to read it. The exam will be the same as the practice test given on Friday. They will also need to write a theme paragraph on the story on Thursday in class. Students are encouraged to do multiple readings on the story and work through the test before class on Wednesday so they feel confident on the exam.

Exam story for hours 2, 5, 6: "Sucker" by Carson McCullers
Exam story for hours 7, 8: "Araby" by James Joyce

ASSIGNMENT:

• Read the exam story (twice) before Wednesday
• Vocab Lesson 7 due tomorrow

SCHEDULE FOR THE REST OF THE WEEK:

• Tuesday: Vocab Lesson 7 due, Review for Short Story exam
• Wednesday: Elements of Fiction Exam Part 1 (see Practice Test)
• Thursday: Elements of Fiction Exam Part 2 (Theme Paragraph)
• Friday: Vocab Quiz 7

Friday 12/11/09

IN CLASS:
Hours 2, 5, 6--Today we took a practice exam on "The Landlady" to prepare us for the elements of fiction test next week. Also, students got their theme paragraphs from yesterday back from me. I gave them comments and the grade they would get on the theme paragraph if it had been the one they wrote for the test. However, each student who completed the assignment on time received full credit in the grade book. Some students need to finish the practice exam over the weekend. All students need to have the test completed and in class on Monday.

• Read "The Landlady" online
• Download the practice exam
• Download the Elements of Fiction Notes
  

Hours 7, 8--Today we took a practice exam on "The Lottery" to prepare us for the elements of fiction test next week. Also, students got their theme paragraphs from yesterday back from me. I gave them comments and the grade they would get on the theme paragraph if it had been the one they wrote for the test. However, each student who completed the assignment on time received full credit in the grade book. Some students need to finish the practice exam over the weekend. All students need to have the test completed and in class on Monday.

• Read "The Lottery" online
• Download the HL practice exam
• Download the Elements of Fiction Notes

ASSIGNMENT:
By Monday, finish the practice exam and catch up on any missing work.

Thursday 12/10/09

*Please note: PowerGrade is still not working today. Students who turned in work should not expect to see a change in their grades until the system is working again.

IN CLASS:
Today we did a little schedule changing for the last two weeks of the quarter. Please make note of the following dates:

• Monday, December 14th: Assign assessment reading piece & review
• Tuesday, December 15th: Vocab Lesson 7 is due
• Wednesday, December 16th: Elements of Fiction Exam Part 1
• Thursday, December 17th: Elements of Fiction Exam Part 2 (Theme Paragraph)
• Friday, December 18th: Vocab Quiz 7

We also went over the theme paragraphs we wrote for today. Tomorrow we will complete a practice exam to get us ready for the assessment next week. For students who are not in class on Friday, download a copy of the practice exam here.

ASSIGNMENT:

• Hours 2, 5, 6--Be sure to have read "The Landlady" in preparation for the practice exam
• Hours 7, 8--Read "The Lottery" for the practice exam

Wednesday 12/9/09

*Please note: PowerGrade is not working today. Students who turned in work should not expect to see a change in their grades until the system is working again.

IN CLASS:
Hours 2, 5, 6--Today we worked on writing theme paragraphs. Here's what you might need:

THEME STATEMENT: an observation or truth about life that the author wants the reader to understand through the story.

THEME PARAGRAPH: a paragraph written to prove how a theme (that you wrote) is true in a certain story (that you read).

Step 1: Choose a topic in "The Necklace" (big idea like honesty, greed, love, embarrassment, etc.)
Step 2: Write a THEME STATEMENT for the topic (Sometimes in life...)
Step 3: Construct your paragraph. This is where you prove that what you've written for a theme statement is true in the story. You should use examples and at least 3 direct quotations. Remember you need to explain all the DQ's you include as well as giving a page number for each.

• Your Topic Sentence should introduce the "Title", the author's name, and the topic of the story. For example: Guy de Maupassant's short story, "The Necklace," shows the importance of honesty when one makes a big mistake.
• Supporting Sentences should prove that your theme is true for the story. Include 2-3 direct quotations with page numbers.
  
• Your Concluding Sentence should actually be your theme statement. It makes for a more meaningful or profound ending to your paragraph.

Step 4: Go back. Reread. Did you prove your theme is true in the story? Did you use relevant direct quotations? Does what you wrote make sense? Will I think what you wrote makes sense?

Click here to read an online version of "The Necklace"

Hours 7, 8--You need to add a Step 0: Choose a story on which to write your theme paragraph. You may choose any of the stories we read together for class. To read them online, click the links below:

• "The Necklace" by Guy de Maupassant
• "The Gift of the Magi" by O. Henry
• "The Tell-tale Heart" by Edgar Allan Poe
• "Louisa, Please Come Home" by Shirley Jackson
• "The Landlady" by Roald Dahl

ASSIGNMENT:

• Each student needs to come in with a completed theme paragraph.
• Hours 2, 5, 6 received vocab packets for lesson 7 today. They are due next week.

Tuesday 12/7/09

IN CLASS:
Today in class students took a quiz over the Roald Dahl short story "The Landlady" which was assigned as homework reading yesterday (see yesterday's post to read the story online). After that, we began talking more specifically about how to write theme paragraphs on the short stories we are reading. This will take us through to Thursday in class when students will turn in a completed theme paragraph.

ASSIGNMENT:
None for tomorrow.

Monday 12/6/09

IN CLASS:
Today in class students took a very brief quiz on Point of View in a story. After that, students answered questions about the elements of fiction in the short story "The Necklace" which they read last week. This work was done in small groups and is beginning to prepare them for their elements of fiction exam which will be next Tuesday-Wednesday, December 15-16.

ASSIGNMENT:

• Read Roald Dahl's short story, "The Landlady"
• Be ready for a brief reading quiz on the story tomorrow

Thursday 12/3/09

IN CLASS:
Because today was an early release, we had less time together. We started off today by hearing the predicted endings for the Shirley Jackson's story "Louisa, Please Come Home" that they read for homework yesterday in class. Then, students who had completed their predicted endings read the real ending to the story. Finally, students continued reading Guy de Maupassant's short story, "The Necklace." Sixth hour, which is longer, finished off the time by planning a vocabulary review game.

Click here to read "Louisa, Please Come Home"
Click here to read "The Necklace"

ASSIGNMENT:

• Vocab quiz 6 tomorrow
• Bring Independent Reading Book

Wednesday 12/2/09

IN CLASS:
Today we checked the vocab assignment for week 6. We also learned three new root words:

• VERBUM=Word (as in verb, verbal, verbose, verbatim)
• PRO=For or Forward (as in promote, prognosticate, protagonist, professional)
• NOMEN/NOMINIS=Name (as in nominate, nombre (name in Spanish), nom (name in French), nomenclature)

After students received a reading and homework assignment on the short story "Louisa, Please Come Home" by Shirley Jackson. It tells the story of a young woman who runs away from home and what happens when she sees her family again. Shirley Jackson, a popular 20th Century American writer, is known for her social commentaries and the unique and sometimes bizarre twists she puts into her stories. In this case, the twist at the end has been left off. The assignment is to read the story, and students must create their own ending or RESOLUTION for the story. This is due tomorrow.

After that, we began reading Guy de Maupassant classic short story, "The Necklace." It is a story of desire, loss, confusion, and mishap.

ASSIGNMENT:

• Read "Louisa, Please Come Home" and write at least 2 paragraphs to creat the resolution of the story.
• Review for vocabulary quiz 6 on Friday

JUNIOR HIGH FOOD DRIVE

In an effort to help our community and get in the spirit of giving, all Oriole Time classes are currently competing to see which class can collect the most food items before winter break. The winning OT will be served breakfast during OT on Friday, December 18.

Please help us out by sending a canned or non-perishable food item, personal care product, or monetary donation to school with you child. Everything collected will be donated to STEP in St. Louis Park which distributes over 2,000 lbs. of food to families in our community EVERYDAY! Remember, giving a little can really help a lot! Visit STEP's webpage for information about their organization, the great work they do in our community, or ways you can help!

TOP TEN NEEDED FOOD ITEMS from STEP:

1. Tuna or other canned meat
2. Jelly
3. Canned Fruit
4. Rice
5. Toilet Paper
6. Cereal
7. Coffee, Tea, Hot Cocoa
8. Boxed Meals (i.e. Hamburger Helper or Rice-a-Roni)
9. Oil, flour, or other baking supplies
10. Non-perishable food items

Tuesday 12/1/09

Happy December!

IN CLASS:
Today in class we learned about foreshadowing and theme. Students spent time talking to each other about examples of each that they can find in the stories we've read together this year. Though these two concepts are easy to define (and they should have definitions written on their gold Elements of Fiction Notes form), they are much harder than the other terms to identify and explain. We'll be spending a lot of time on these two elements during the next week and a half. We also spent some time talking about our school food drive (see posting above), and how we can help to fill a need in our community. I'm proud of the enthusiasm to help and give that I saw in my students today.

ASSIGNMENT:
Vocab Lesson 6 due tomorrow

Tuesday 11/30/09

IN CLASS:
Today we finished up our work from last week. Students answered the worksheet of questions on "The Gift of the Magi" using the QAR technique. To download the QAR information or the worksheet of questions, see the blog post from last Tuesday. After that, we began talking about Point of View--1st Person and 3rd Person.

ASSIGNMENT:
None.

Tuesday 11/24/09

IN CLASS:
Tuesday in class we finished up reading "The Gift of the Magi." We also began talking about QAR-Question Answer Relationship and how using this strategy can help students to not only answer questions, but to figure out HOW to go about finding the correct information for answering questions. We began working on some questions from "The Gift of the Magi." We'll finish this up on Monday in class.

• Download the handout and worksheet from class

ASSINGMENT:
Nothing due Monday, but vocab lesson 6 is due Wednesday. I recommend getting a head start! Happy Thanksgiving!

Monday 11/23/09

IN CLASS:
On this gray and cloudy day, we read a story about giving gifts. We started off class by talking about the best gifts we've ever received and what made them so special. Many students had beautiful stories about gifts given to them by grandparents, mothers, or best friends. Others seem to have an extreme affection for their cell phones. After that we read the story "The Gift of the Magi" by O. Henry. In the story, Jim and Della both sell their most prized possessions in order to by the perfect gift of the other. In typical O. Henry style, an ironic twist leaves both feeling foolish at the end.

• To read an online version of "The Gift of the Magi," click here.
• To listen to an audio version of "The First of the Magi," click here.

Tomorrow we will answer some questions about the story and pull out all its ironic secrets.

ASSIGNMENT:
None

Friday 11/20/09

IN CLASS:
Today students took the vocabulary quiz for lesson 5. After that, some students finished the conflict analysis worksheet from yesterday. Most students had time for independent reading during the second half of class. ALL students should be reading outside of class. This is the best way to build reading skills and an appreciation of reading. Please encourage your student to spend time reading in the evenings, on weekends, and especially over long breaks!

ASSIGNMENT:
None. Enjoy the weekend.

BLUE STARS!

Congrats to today's Blue Star Award winners!














L to R: Ellie, Chloe, Josh, Brian, and Abby

Blue Star Awards are given to those who are outstanding leaders and exemplary students on the Blue Team. Keep up the great work!

Thursday 11/19/09

IN CLASS:
Today we discussed different kinds of conflict in short stories and different ways of defining it. Students then showed what they learned by identifying and explaining both the internal and external conflict at the end of "The Tell-tale Heart." This was done in class. Students who did not finish can complete the worksheet after the vocab quiz tomorrow.

• Click here to read "The Tell-tale Heart"
• Click here to download the conflict analysis worksheet

ASSIGNMENT:

• Vocab Quiz 5 tomorrow
• Bring Independent Reading Book tomorrow

Wednesday 11/18/09

IN CLASS:
Today students learned two and a half new root words (the half is because I actually taught them one of the root words for this week during the last week of first quarter). Here they are:

• Skopeo=To look at or examine
• Video/Visum=To see
• Logos=Word or Study

Then we corrected the vocab for lesson 5. Answers for hours 7, 8 are posted to the right. Finally, students finished up their comic strips from yesterday.

ASSIGNMENT:
None

Tuesday 11/17/09

IN CLASS:
Today students started creating comic strips for "The Tell-Tale Heart." We focused on the four basic plot elements of situation, complications, climax, and resolution. For each element, students had to identify the correct place in the story and then represent it visually for the comic strip. Though none of the groups finished the work today, all are in the drawing stage. We will finish up the work tomorrow.

ASSIGNMENT:

• Vocab 5 due tomorrow
• Write a summary of "The Tell-Tale Heart" using the word wheel on the back of the Keyword Predication page from yesterday. Download the sheet here.

Monday 11/16/09

IN CLASS:
Today we did a keyword prediction before we dove into "The Tell-tale Heart." Students seemed to like Edgar Allen Poe's dark story of guilt and madness. Tomorrow we'll tackle the plot of the story to work on our use of the elements of fiction.

ASSIGNMENT:
Vocab 5 due Wednesday

Friday 11/13/09

IN CLASS:
All classes took a grammar quiz today. Then we returned to the Elements of Fiction. Most classes have finished discussing plot, characters, setting, and conflict. On Monday, we will use these elements to discuss Edgar Allen Poe's classic short story, "The Tell-Tale Heart."

ASSIGNMENT:
None--enjoy the weekend, but remember that vocab 5 is due on Wednesday.

Thursday 11/12/09

IN CLASS:
Hours 2, 5, 6--Today we filled in calendars for all of quarter 2 (except in 5th hour). Then we had some more grammar practice in the computers. There are two quizzes to try out. You MUST complete #1 for a grade. You SHOULD do #2 for more practice. Remember to review your notes for the quiz tomorrow.

*If any of those students in hours 2, 5, 6 would like a bigger challenge, you can try out #3 in the higher level section. I won't hold the scores against you:)

• Link to my webpage

Hours 7, 8--We also filled out agendas for the quarter (vocab dates are also posted to the right). Then we had some grammar practice. If you maxed out on Quiz #2, there is now a quiz #3 that will show you the correct answers. Give it a try for some extra practice.

• Link to my webpage

ASSIGNMENT:
Be ready for the quiz tomorrow!

Wednesday 11/11/09

IN CLASS:
All Hours--Today we started working on terms for the Elements of Fiction. This is basically the language we use to discuss fiction. We did a modified scavenger hunt to find out what information we already know. Then we began collecting the correct information. Students should each have a golden (ticket) page to help them keep track of the terms. (If you didn't catch the Willy Wonka reference to the golden ticket, auditions for the junior high musical are this Friday, and I am encouraging students to try out for this great performance opportunity!) After that we went down to the LMC computer lab for some grammar practice on parts of the sentence. Scores are posted in PowerSchool for today's work. Students can opt to retake the quiz one time for a higher grade.

• To retake the grammar quiz, follow this link to my webpage. Then follow the directions.
• To download the golden Elements of Fiction page, click here.

ASSIGNMENTS:
None

Tuesday 11/10/09

IN CLASS:
Hours 2, 5, 6--Today we spent the day on grammar. Students had time to check their work with a partner and ask any questions that might be floating in their brains. Then we checked grammar packet #2 and turned it in. As a heads up, there will be a grammar quiz on Friday covering the parts of a sentence. We'll so some more practice in class this week. Students who are feeling unprepared should stay after school on Thursday for extra review.

Hours 7, 8--At the beginning of class we went through student questions over the grammar packet. Then we checked it. Yes, it took the whole hour. On Friday, students will have a quiz over the parts of a sentence. We'll have some more practice in class on Wednesday and Thursday. I'll also offer some additional review on Thursday after school.

ASSIGNMENT:
None!

Monday 11/9/09

IN CLASS:
Hours 2, 5, 6--Today students took some more notes on grammar. We looked at sentences that are a little more complicated than the standard subject-predicate combination. Then they got another packet and a little bit of time to work on it. It is due tomorrow.

Hours 7, 8--Today we started grammar. We whipped through a powerpoint presentation, and then got a packet to work on overnight. I'll take questions tomorrow in class, so students come with questions so we can figure it out together.

ASSIGNMENT:

• Hours 2, 5, 6--Grammar packet #2 due tomorrow
• Hours 7, 8--Grammar packet #1 due tomorrow

Thursday 11/5/09

IN CLASS:
Hours 2, 5, 6--Today students did completed written reflections on the first quarter of study in language arts. On Monday, I will post a long list of all the things my students learned during the quarter. We also did some more work on the grammar packets which are DUE ON MONDAY. When students finished their work, they had time for independent reading.

• Subject/Predicate Notes (in case you are looking for help on the packet)
• Click here to download the packet

Hours 7, 8--Today we reflected on the quarter (list of things learned is forthcoming). Then we finished up the last of the book talks. 7th hour got some notes on grammar. 8th hour did not. Both classes will take/finish notes on Monday and receive a practice packet. There is no homework over the weekend in case there was any confusion.

ASSIGNMENT:

• Hours 2, 5, 6--Finish vocab packet for Monday
• Hours 7, 8--None

Wednesday 11/4/09

My apologies for the late post today.

IN CLASS:

Hours 2, 5, 6--Today we took some notes on Subject and Predicate. We also talked about HOW to take notes and worked on labeling, spacing, separating, etc. After that, students had some practice worksheets to do identifying the complete and simple subjects and predicates. Tomorrow we'll do a little more practice. We'll also have our last book Friday for the quarter (yes, on a Thursday), so bring an independent reading book for class!

• Click here for Subject/Predicate notes & practice from class

Hours 7, 8--We finished up book talks today in 7th hour. 8th hour has a few more to do tomorrow. Tomorrow we will also start working on some grammar, so be sure to bring a notebook and a pencil.

ASSIGNMENT:

• Hours 2, 5, 6--Bring grammar packet and independent reading book to class tomorrow.
• Hours 7, 8--Bring notebook and pencil to class tomorrow.

Tuesday 11/3/09

IN CLASS:
Hours 2, 5, 6--Today students took two pre-tests over the grammar we will be studying this quarter. We started with parts of speech (they should all know now that there are 8 parts of speech), and then we look at parts of a sentence. We took clicker quizzes on both. The scores will show up on PowerSchool, but the scores will not be factored into final grades for the quarter. I want students to see how they did now, and compared to how they do at the end of the unit. I expect they will see at least some improvement.

• Last reminder--essays are now passed due. Students who have not turned them in will have a missing icon on PowerSchool by the end of the evening.

Hours 7, 8--Today we had our second round of book talks. The students are doing a very nice job, and I think everyone (especially those how have presented already and are no longer nervous) is enjoying the talks. Students received their Touching Spirit Bear essays back today. If students would like to discuss my feedback or clarify anything with me, I am happy to discuss it with them tomorrow.

ASSIGNMENTS:
None for everyone! Enjoy an evening off. Grammar homework starts tomorrow.

Monday 11/2/09

IN CLASS:
Hours 2, 5, 6--Today students got one last day of work time for their essays. Now they are REALLY on their own to get finished up. At this point, essays that have not been turned in are considered late. Please check with your student to make sure he or she has turned in the work.

Hours 7, 8--Today about 8 students in each class have presented their book talks. They have been informative, funny, thought-provoking, and entertaining. AND I've added some books to my reading list. Ask you student what books they heard about today and if there are any they'd like to read. They'll need to continue independent reading during the second quarter, so hopefully they hear some titles of interest. Student book pages will start appearing around the school soon.

ASSIGNMENTS:

• Hours 2, 5, 6--Finish essays ASAP
• Hours 7, 8--none

Friday 10/30/09

IN CLASS:
Hours 2, 5, 6--Students took the quarter vocabulary exam. Since we completed the test on the student clicker response systems, scores are already posted in PowerSchool. Some students turned in their Touching Spirit Bear books today as well.

Remember that essays are due on Monday and I will collect all other Touching Spirit Bear books then, too. If a student has lost a book, he or she will be responsible for paying to replace it.

Hours 7, 8--Students took the quarter vocabulary exam. Since we completed the test on the student clicker response systems, scores are already posted in PowerSchool. On Monday, we will start Book Talks. All students should be ready to present on Monday.

ASSIGNMENT:

• Hours 2, 5, 6--Finish essay (due Monday), return Touching Spirit Bear books.
• Hours 7, 8--Book Talks start Monday

Thursday 10/29/09

IN CLASS:
Hours 2, 5, 6--Students finished looking at how to correctly format their essays. Then we went to the lab and worked on typing, revising, and formatting. Today was the last day in the lab, so students will need to finish working either during a study hall, after school, or at home. Essays are due on Monday. Tomorrow in class, there is a vocabulary exam over all the words from the quarter. Students also need to bring an independent reading book for our last Book Friday of the quarter.

Hours 7, 8--Today we reviewed vocabulary for the full hour. Students have some more work to do at home tonight!

ASSIGNMENTS:
Hours 2, 5, 6

• Review for vocab exam
• Bring independent reading book tomorrow
• Finish essay (due Monday)

Hours 7, 8

• Review for vocab exam
• Bring independent reading book tomorrow
• Prepare for Book Talks

Wednesday 10/28/09

IN CLASS:
Hours 2, 5, 6--Today we talked about concluding paragraphs and everyone should have one written by now. Click here to download the concluding paragraph frame. After that, we started talking about how to correctly format a 5-paragraph essay. . Tomorrow we'll have another day in the computer lab, and the essays will be due on Monday.

Click on the links below to download forms from today's class:

• Formatting Document
• Concluding Paragraph Frame

Hours 7, 8--Today students completed two pre-tests covering our first grammar unit and the elements of fiction. You may notice grades in on powerschool that are lower than you expect for these things. Please note that I am NOT including these grades in their final grades, but I wanted to post them in the gradebook so students can see how they did. We'll then be able to compare how they did today to how they do after the units of study. We should see some major improvements!

ASSIGNMENTS:

• Hours 2, 5, 6--Finish essay, study for vocab test on Friday.
• Hours 7, 8--Study for vocab exam on Friday, Prepare for book talks on Monday.

Tuesday 10/27/09

IN CLASS:
Hours 2, 5, 6--Today was a work day in the computer lab. My expectation was that students would finish typing the introduction and 3 body paragraphs by Thursday. If students did not complete the work today, they need to find time outside of class to finish the work (I can provide study hall or after school passes to the library). Here is the rest of the essay writing timeline:

• Focus on and write concluding paragraphs--Wednesday in class
• Type and format rest of essay--Thursday in class
• Extra work time in computer lab--Thursday after school
• Final draft of essay due--Monday in class

Also, please remind your student to be reviewing vocabulary words for final vocab exam on Friday.

Hours 7, 8--Today in class students received expectations for next week's book talks. There is a presentation component and a Book Page component to submit. The expectation is that this assignment will be a less structured and more creative assignment than the 5-paragraph essay. Click here to download guidelines for the book talk. All students should be ready to present their book talks on Monday, October 2nd. Also, remember to be reviewing the 108 words for the vocab exam on Friday.

ASSINGMENT:

• Hours 2, 5, 6--Finish typing essay, study for vocab exam on Friday
• Hours 7, 8--Study for vocab exam on Friday, prepare for book talk by Monday

Monday 10/26/09

IN CLASS:
Hours 2, 5, 6--Today in class many students had questions about the essay writing. We took the class period today to work on our essays so everyone understands what we're doing and has a good start. Tomorrow we will spend the day typing and revising in the computer lab. My expectation is that students will have a draft of their introduction and three body paragraphs by tomorrow.

Hours 7, 8--Today, students completed their second Critical Response in class. After that, they turned in their Touching Spirit Bear books. Tomorrow, they need to bring their independent reading book to class. They will get the format, timeline, and expectations for the book talks they will do next week in class.

ASSIGNMENT:

• Hours 2, 5, 6--Finish drafting first four paragraphs of essay.
• Hours 7, 8--Bring independent reading book for project tomorrow.

FRIDAY! 10/23/09

IN CLASS:
Hours 2, 5, 6--Today in class we had our fourth vocabulary quiz of the year. After that, students picked up paragraph frames for the 2nd & 3rd body paragraphs in their essays. This sheet is green. The work we did together is on a yellow sheet. They should use the yellow sheet as an example of how to do the green one. Students should complete them over the weekend and be ready to do some work with them on Monday. Click here to download the paragraph frame.

Hours 7, 8--Today was a the fourth vocabulary quiz. After that I passed back work that should have been passed back a long time ago. I strongly recommend that students do NOT discard their work until at least the end of the quarter. That way if I missed something, or something goes wrong with the grading system, they have proof of their work and scores. There is no homework for the weekend. Enjoy!

ASSIGNMENT:

• Hours 2, 5, 6--Finish writing body paragraphs 2 and 3. Click here to download the paragraph frame.
• Hours 7, 8--None.

Thursday 10/22/09

IN CLASS:
Hours 2, 5, 6--Today we checked the vocab assignment that was due yesterday. Then we worked to complete the first body paragraph for our essays. All classes had some time in the computer lab to type today. They will need to complete the second and third body paragraphs on their own over the weekend. We will return to the computer lab next week to finish typing. If students fall behind, they will need to make time outside of class (either after school, at home, or during a study hall) to finish the task. The only homework for tomorrow is to do some reviewing for the Vocab Quiz tomorrow. If students would like a paragraph frame to help them write their body paragraphs, you can download it by clicking here.

Hours 7, 8--Today in class I picked up student essays. I'm sure they're all feeling relieved to be done! After that we spent some time going through all the vocab words for the week to make sure everyone understands them. Then we checked the vocab assignment and played a very short game for a tinge of review. The only thing they need to worry about is the quiz. After working very hard on the essay, I'll give them a short break.

ASSIGNMENT:

• Hours 2, 5, 6--Review for vocab quiz 4 tomorrow, Work on 2nd & 3rd Body Paragraphs for essay. Click here to download Paragraph Frames.
  
• Hours 7, 8--Review for vocab quiz 4 tomorrow.

Wednesday 10/21/09

IN CLASS:
Hours 2, 5, 6--Today we learned some root words:

• KINESIS = MOVEMENT
• PHONE = SOUND
• SONUS = SOUND
• SKOPEO = TO LOOK AT OR EXAMINE

After root words, we returned to our essays. We finished up the introduction and began typing (except 5th hour--they started on the first body paragraph instead of typing). Tomorrow we'll check the vocab assignment that was due today. Congratulations to 6th hour. ALL students in that class had the assignment finished. It was the only class of the day to acheive that, and in fact, the only class of my entire teaching career! Treats for them on Friday!

Hours 7, 8--Today we learned four root words (see hours 2, 5, 6 for details). Then students received back two writing assignments. We looked at examples of student work and discussed how they would be graded. They were surprisingly hard on each other. I want them to remember that these grades are based on content, not necessarily grammar skills. If students would like to redo the assignment, I need them by Monday.

ASSIGNMENT:

• Hours 2, 5, 6--none.
• Hours 7, 8--Final draft of essay due tomorrow.

Tuesday 10/20/09

IN CLASS:
Hours 2, 5, 6--Today students looked at their grades and then filled out self-evaluations to be used at conferences. After that, we started talking about the parts of the essay. Then we wrote thesis statements, forecasts, and even our first topic sentence in two classes. Tomorrow we'll finish out the introduction paragraph and first body paragraphs.

Hours 7, 8--Students saw their grades and filled out self-evaluations for conferences. Then we talked about the 6 Traits of Writing and did some peer review of our essays. (Click here to download guidelines). Everyone has something to correct on their essays before they turn them in on Thursday.

ASSIGNMENT:

• Hours 2, 5, 6--Vocab Lesson 4 due tomorrow
• Hours 7, 8--Vocab Lesson 4 due tomorrow, final draft of essay due Thursday

Monday 10/19/09

IN CLASS:
Hour 2, 5--Today we took a quiz over the last section of the book (ch. 24-28). After that, we had some discussion about the symbolism at the end of the book. We also worked on collecting direct quotations for the end of the book. Tomorrow we'll start working on outlining essays. All the work students have done collecting direct quotations will help them in this task.

Hour 6--Today was the pig race for the magazine drive. Since 6th hour sold a certain number of magazines, we received a pig. During the first part of class, we decorated our pig, and then we attended the race during the second half of class. Though our pig had a rather slow showing, it did have some serious style. We made it back to class just in time to take the quiz over chapters 24-28.

Hour 7, 8--In class we adjusted our time line for the essays. By tomorrow, students need to have a completed first draft so we can do some peer review. (If students have printer problems, they can email me drafts and I will print them off before they come to class). We also looked at how to write a good concluding paragraph so they can finish off their essays tonight. Tomorrow we'll do some fine tuning. Students got some time to work on their conclusions at the end of class. I'm looking forward to seeing what they've created tomorrow.

ASSIGNMENT:
Hours 2, 5, 6--

• Bring all work on collecting direct quotations to class tomorrow.
• Vocab Lesson 4 due Wednesday.

Hours 7, 8--

• Completed draft of essay printed and in hand tomorrow.
• Vocab Lesson 4 due Wednesday.

Wednesday 10/14/09

IN CLASS:
Hour 2--Way too many students in this class are not doing their work. I am disappointed and frustrated with their serious lack of effort. If your child is in 2nd hour, please help them, no push them to get their work done. Click here to download the work that was due today. If they don't perform, I can't assess. If I can't assess, then I have no way of knowing what they have or have not learned. Today in class, after I got over my frustration at the abysmal number of students who had completed the homework, students completed Critical Response #3 (click here to download instructions for CR #3). Then they got the packet for vocab unit 4.

Hours 5--Today in class students completed Critical Response #3 (click here to download instructions for CR #3). Then they got the packet for vocab unit 4. Students in 5th hour mostly had their work completed which made me very, very happy.

Hour 6--Because yesterday we didn't do it, today we looked at examples of student work from Critical Response #2. After that, students received their work back. Then we worked on Critical Response #3. (click here to download instructions for CR #3)

Hours 7, 8--Today we had better luck with the computers. Some students have made a lot of progress, others not so much. I am going to try to get another day in the lab, but I can't make any promises. Students should definitely use the long weekend to get some work done. I led them through the intro and first body paragraphs. They need to finish up the other body paragraphs. We'll talk conclusion on Monday. Here are some files they might need to help them with their work:

• Paragraph Frame
• Formatting Instructions
• Embedding Direct Quotations

ASSIGNMENT:

• Hours 2, 5, 6--Finish reading Touching Spirit Bear by Monday. Yes, there will be a quiz.
• Hours 7, 8--Finish up your essay. For help, see the files listed above. We'll work on the conclusion on Monday.

Tuesday 10/13/09

IN CLASS:
Hours 2, 5--Today in class we looked at student work from Critical Response #2. We graded student examples using the clicker systems and discussed what made some answers better than others. After that, students had time to work on their homework for tomorrow. They need to finish reading chapters 19-23. Tomorrow they will complete a third Critical Response in class. Additionally, we are beginning to collect information for our 5-paragraph essays. One topic will be to discuss how Cole changes throughout the book. They need to collect direct quotations and write explanations for Cole at the beginning and middle of the book. Click here to download detailed instructions for today's assignment.

Hour 6--Because I was in a technology training session this afternoon, students in 6th hour will look at student work tomorrow. During 6th hour, students had time to work on their homework for tomorrow. If they finished all their work, they also had the option of working on the vocabulary assignment due next Wednesday.

Hour 7, 8--The plan was for 7th & 8th hours to have time to type in the computer labs (see instructions below if you are interested). However, due to slow computers, I'm told not much typing was accomplished. They will have more time tomorrow. We'll figure out a plan from there.

ASSIGNMENT:

• Hours 2, 5, 6--Finish reading chapters 19-23. Collect direct quotations and explanations for how Cole was early and mid-novel. Click here to download detailed instructions for this task
• Hours 7, 8--Work on essay.

HL Class 10/13/09

Welcome to the computer lab!

Today you will have the full time to work on typing up your essays. Remember that you only have today and tomorrow, so use your time wisely.

To save you time later, please use correct formatting as you type. Trust me, it is a lot easier to do it as you go than to try to go back and do it later. Click here to download a document explaining the proper formatting for your essay. This may be different than what you've done in the past, so please make sure you read it. Keep it open on your desktop so you can refer to it as you work.

As you are typing, be sure you are EMBEDDING your direct quotations in your writing. If you need a refresher, click here to download the document we used yesterday in class.

If you have questions or are feeling stuck, please stay after today. Even though I'm not here for class, I will be in my room after school. Be there by 2:40 or be written up for a hallway violation.

-Ms. K

Monday 10/12/09

IN CLASS:
Hours 2, 5, 6--Today in class MANY students did not have their work done. Unfortunately, today was a day full of grades and their lack of preparation will be reflected in their scores. If you a parent reading this, please reiterate to your students the importance of keeping up on school work and getting things in on time. Now I will get off my soap box and tell you about the day.

First we took a reading quiz (12 questions using the clicker response systems) over chapters 14-18. Then some students used the rest of the class time to finish the work assigned for the weekend while others worked ahead on what I had planned for today. Students who are caught up will be able to finish their work tomorrow in class, while those who are behind will have additional work to complete at home tomorrow. Click here to download the task for today.

Students should read chapters 19-23 by Wednesday. On Wednesday we will complete our third and final critical response which will be very difficult to do if they have not read the text.

Hours 7, 8--Today we worked with the Introduction and First Body Paragraph drafts that students wrote over the weekend. We talked about how to properly embed the quotations and correct punctuation for Direct Quotations. Students may want to do some revising before we begin typing tomorrow. If your student feels confused or behind, I highly encourage them to stay after school to get some additional help. Though I will not be here for class tomorrow, I will still be here after school to help. Click here to download the document we used today in class along with extra notes and comments.

ASSIGNMENT:

• Hours 2, 5, 6--Read chapters 9-23 by Wednesday. Be ready for the third critical response.
• Hours 7, 8--None assigned. Catch up on anything you're behind on for the essay. Be ready to type tomorrow.

BONFIRE & S'MORES RESCHEDULED!

That's right. The date has been set. We're going to stoke the fires and roast the 'mallows next Tuesday, October 13th. All other details (time, location, contact info) remain the same. Hope you can make it!

If you would like to volunteer for this event or make a donation, please contact Blue Team parent coordinator, Dawn Plender at dawn@plender.us.
Here are the details:

WHAT: Bonfire & S'mores with your favorite blue team teachers*

WHERE: Rotary Northside Park, 2200 Louisiana
(parking available on Nevada)

WHEN: Tuesday, October 12, 2009, 6:30-8:00 pm

*Please note: This is a parent sponsored event. All students must be accompanied by an adult family member.

Friday 10/9/09

IN CLASS:
Hour 2, 5, 6--Today students took their third vocabulary quiz. Then they had some time to start the reading assignment for Monday. In addition to the reading, students need to identify and define the three symbols of the hot dog, the pond, and the stick. Though this may not make any sense, I promise it will when they are reading. Each student should have a blue sheet with three columns to record their symbols, direct quotations, and explanations. To download a symbol chart, click here.

Hours 7, 8--Today was vocab quiz #3. During the quiz, I collected their outlines for the essay and checked over them to make sure they are on the right track. Most students are ok, though a few need to do some revising of their plans before we start typing on Monday. Today I gave students a page of paragraph frames for their intro and first body paragraphs. They need to complete at least this much for Monday. If they want to work on the second and third body paragraphs, that is their choice. To download the paragraph frames, click here.

ASSIGNMENT:

• Hours 2, 5, 6--Read chapters 14-18, fill out the symbolism chart for the hot dog, pond, and stick. Click here to download the symbolism chart.
• Hours 7, 8--Finish/revise outlines. Complete paragraph frame for intro and first body paragraphs. To download the frame, click here.

Thursday 10/8/09

IN CLASS:
Hours 2, 5, 6--Today in class we learned some new root words:

• Phobos=Fear as in Hydrophobia (the fear of water) or Acrophobia (fear of heights)
  
• Philia=Love or Friendship as in Bibliophile (one who loves books) or Philadelphia (city of brotherly love)
• Syn=With or Together as in Synchronize (together at the same time--chronos=time)
• Thesis=Put, Place, Position as in Thesis (states the position of the writer) or Synthesis (putting something together)

After root words, students worked on their symbolism charts as we checked out Touching Spirit Bear books. Each student should now have a book in their possession. Each student also took an oath stating that if they lost or damaged the book beyond use, they would take responsibility for their actions and replace the book for the school.

Before Monday, students need to read chapters 14-18. This should be in their agendas and on the blue bookmark (click here to download) they got for their books. Also, remember that tomorrow is the vocab quiz over unit 3. Reviewing is always helpful.

Hours 7, 8--Today we learned four new root words (see above). Then there was more writing, brainstorming, and searching for direct quotations. Students (mostly) worked very hard on their outlines (due tomorrow), though some still have a good amount of work to do tonight. Please see the timeline for the essay below. Students should have these dates in their agendas. Additionally, they should spend at least some time reviewing for tomorrow's vocab quiz.

Timeline for Essay:

• Outline completed--due Friday, October 9th
• Writing and typing work days--Monday, Oct. 12 & Wed, Oct. 14
• Peer Review Day--Monday, October 19th
• Final draft due--Wednesday, October 21st

ASSIGNMENT:
Hours 2, 5, 6--Review for Vocab Quiz 3 (tomorrow), Read chapters 14-18 by Monday
Hours 7, 8--Review for Vocab Quiz 3, finish outlines by tomorrow

Wednesday 10/7/09

IN CLASS:
Hours 2, 5, 6--Today vocab was due so we spent the first part going over the week's words. Then students read chapter 13 on their own. Their homework is to answer the second critical response (in light of what we learned yesterday for looking at student work). To print a copy of the worksheet, click here. It is due tomorrow.

Hours 7, 8--We continued working on clear and succinct thesis statements. Students got outlines today which they began completing. I would like them to have a basic draft of an outline done by Friday. This involves a completed thesis statement, direct quotations, and some of their own critical thinking and ideas to round it out. We also checked vocab during class today.

ASSIGNMENT:

• Hours 2, 5, 6--Critical Response 2 (click here to print it)
• Hours 7, 8--Outline due Friday (click here to print)

BONFIRE & S'MORES POSTPONED!

I'm sorry to say that due to the continued dampness outside, we are postponing the bonfire & s'mores event. We have not yet selected a new date, but we will let you know. Thanks for your enthusiasm for the event and your understanding.

Tuesday 10/6/09

IN CLASS:
Hours 2, 5, 6--Today we looked at some examples of student work and used our student clicker systems to grade them. My intention was that students would understand how I am grading their responses as well as to see some quality examples written by other students (anonymously, of course!) Students received their graded responses at the end of class. Students with a -- mark will need to redo the work. Students with a check can redo the work if they like. Redos are due on Thursday. After that we listened to chapter 12 where Cole gets rescued from the island.

Hours 7, 8--We spent the day learning about thesis statements, what they do, and how we write them. Then we attempted to write them. You may think that isn't much for a whole class period, but many students still have some work to do at home tonight. If you want to check in with them, ask them what they plan to prove in their essay. Then ask them what three ideas they will use to prove it. If they can't answer clearly, they still have some work to do!

ASSIGNMENT:

• Hours 2, 5, 6--vocab unit 3 due tomorrow, Critical Response redos due on Thursday
• Hours 7, 8--vocab unit 3 due tomorrow, thesis statements due tomorrow

Monday 10/5/09

IN CLASS:
Hours 2, 5, 6--Today we read...a lot. We read chapter 10 together (Cole finally begins to be more compassionate and reflective). Chapter 11 (Cole eats a live mouse) students read on their own. We began listening to chapter 12. Though there is no homework due tomorrow, students should remember that the vocabulary assignment for unit 3 is due on Wednesday. The packet can be printed from the link to the right.

Hours 7, 8--Students explored possible essay topics in small groups through a gallery walk. For tomorrow, students need to pick an essay topic and do about 15 minutes of writing on the topic. We will combine their topics and writing to create strong thesis statements tomorrow.

ASSIGNMENT:
Hours 2, 5, 6:

• None for tomorrow.
• Vocab 3 due on Wednesday.

Hours 7, 8:

• Students should be finished reading Touching Spirit Bear
• Choose a topic, write for 15 minutes on the topic.
• Vocab 3 due on Wednesday.

BLUE TEAM BONFIRE & S'MORES!

Attention all Blue Team parents, students, and families!

Blue team parents are sponsoring a fall gathering on Tuesday, October 6th. Come for a roasted treat, and meet your blue team teachers. If you would like to volunteer for this event or make a donation, please contact Blue Team parent coordinator, Dawn Plender at dawn@plender.us.
Here are the details:

WHAT: Bonfire & S'mores with your favorite blue team teachers*

WHERE: Rotary Northside Park, 2200 Louisiana
(parking available on Nevada)

WHEN: Tuesday, October 6, 2009, 6:30-8:00 pm

*Please note: This is a parent sponsored event. All students must be accompanied by an adult family member.

Friday--10/2/09

IN CLASS:
Hours 2, 5, 6--Three things happened today. First we read chapter 9 in Touching Spirit Bear. Then we went over the vocab words (all essay related terms) for next week. Finally, we had some time for independent reading in class.

Hours 7, 8--Today we revisited the proper structure of a paragraph including topic, supporting, and concluding sentences. We talked about critical thought and how good supporting sentences get beyond the "well, duh!" answers and get into some more critical thinking. Some students thought they could do some revising based on our discussion today, so I will collect their paragraphs on Monday. After that, students read articles based about either 1) Spirit Bears in Canada--yes, they are real, or 2) Circle Justice in Minnesota--yes, it's real, too! No time for independent reading today:(

ASSIGNMENT:

• Hours 2, 5, 6--nothing for Monday. Vocab Packet 3 is due on Wednesday (see link to the right)
• Hours 7, 8--finish reading Touching Spirit Bear, Revise paragraphs to submit on Monday

Thursday--10/1/09

IN CLASS:
*Today was an early release day so most classes only lasted 20 minutes.

Hours 2, 5--During class we went over the reading questions due today from chapter 8.

Hour 6--We went over the reading questions and began working with the next set of vocabulary terms which are all related to essay writing.

Hours 7, 8--These hours finished up the symbolism posters they worked on yesterday. Students who finished early began working on their paragraphs contrasting the different possible views for the same symbol.

ASSIGNMENT:

• Hours 2, 5, 6--bring Independent Reading Book tomorrow
• Hours 7, 8--Read chapters 14-19, write paragraph (see above), bring Independent Reading Book tomorrow

Wednesday--9/30/09

IN CLASS:
During hours 2, 5, 6, we viewed a powerpoint presentation of spirit bears and their habitat. They actually are real animals that exist off the coast of British Columbia. (Circle Justice is actually real as well. I am looking for a speaker to tell us more about Circle Justice. If anyone knows something involved in the process, please let me know). After that, students finished chapter 7. Then we read chapter 8 together as it is a pivotal (or turning) point in the story. Students got a set of questions to answer IN COMPLETE SENTENCES on chapter 8. Click here to print the worksheet.

Hours 7, 8 continued working with the idea of symbolism today. In small groups, students made a visual representation of the different concepts the same symbol could represent. For example, the spear Cole makes to attack the bear could represent his anger and power. However, it can also represent his ignorance and fear. Students then need to take the ideas from their posters (which many did not finish since sometimes we do more talking than working in small groups) and write a well constructed paragraph contrasting the two representations of the symbol.

ASSIGNMENT:

• Hours 2, 5, 6--Answer questions on chapter 8 IN COMPLETE SENTENCES (due tomorrow) Click here to print the worksheet.

• Hours 7, 8--read chapters 14-19, write a paragraph contrasting the two representations of the symbol (both due Friday)

Tuesday--9/29/09

IN CLASS:
Today in class we talked about symbolism in Touching Spirit Bear. Hours 2, 5, 6 received symbolism charts and begin searching for direct quotations and writing explanations for the symbols. Then we started reading chapter 7.

Hours 7, 8 should have had their charts partially finished, though since many students did not, we had to take class time to work on them. Students who had done the work in advance as expected worked with partners to develop their ideas into more carefully crafted paragraphs.

ASSIGNMENT:
none.

Monday 9/28/09

IN CLASS:
Today in class students took the vocabulary quiz for unit 2. Then we did a little recap over what they learned/did with Ms. Albinson in class on Friday.

ASSIGNMENT:
none.

Friday--9/25/09

I'm writing today's blog from the Fort Green neighborhood in Brooklyn, NY. My brother is getting married this afternoon, so my family is busy preparing for the festivities! I hope open house went well last night. For any parents who would like to meet with me, please let me know. I will happily set up a time with you.

Today, students will be enjoying the instructive prowess of former St. Louis Park Junior High language arts teacher, Pam Albinson. I don't know what she was planning for them, but I guarantee it will be an excellent day. Pam is an amazing teacher, and I look forward to hearing about the day from students when I am back on Monday!

Thursday--9/24/09

IN CLASS:

Today we had a short comprehension quiz over chapters 1-5 in Touching Spirit Bear. Students used the clickers to enter their responses so it was quick and very simple! After that hours 2, 5, 6 read chapter 6 together. Hours 7, 8 read chapters 6-7 on their own or with partners.

ASSIGNMENT:

• All classes have a vocabulary quiz on Monday. Remember to review over the weekend.
• HOURS 7, 8--Read TSB through chapter 13 (end of part 1)

Wednesday--9/23/09

IN CLASS:
Today in class we started studying root words (with a short tutorial in root vegetables to start it off. Surprisingly, no one is as big of a fan of beets as I am). Roots are a basic building block in the English language, so it only makes sense that we start building our vocabularies there. After that we checked the week's vocab assignment. After that, in hours 2, 5, 6, we read chapter 5 in Touching Spirit Bear.

I also made students aware of the face that I will not be at school on Friday, Sept. 25th, so the vocabulary quiz scheduled for that day will be postponed until Monday, Sept. 28th. I warned students not to forget about reviewing over the weekend.

A note for parents: I will also not be at Open House on Thursday evening. My brother is getting married in New York City on Friday afternoon, so I will be headed to the East Coast tomorrow afternoon. If you would like to meet with me, please let me know, and I would be more than happy to set up a time with you. Otherwise, I will look forward to meeting you at conferences in October!

ASSIGNMENT:
none.

Tuesday--9/22/09

IN CLASS:
Today students completed an assessment over the Critical Response questions we've been working on this week. Using a paragraph in the text, students answered a question about the main character's motivation toward destructive behavior. In their answers, I'm looking for clear topics, explanations, and appropriate usage of direct quotations. After they finished the assessment, students read chapter 4 (in hours 2, 5, 6) or chapters 4 & 5 (in hours 7, 8).

ASSIGNMENT:
Vocab Lesson 2 due tomorrow

Monday--9/21/09

IN CLASS:
Today in class we returned to the idea of critical response. Students got some more practice working on these type of questions. This will serve us well when we start writing an essay on Touching Spirit Bear. Students practiced one response in small groups, and then we created a solid class answer on the board. They get one more practice done solo in class before they will produce an answer to be turned in (tomorrow during class).

ASSIGNMENT:

• None for tomorrow.
• Vocab 2 is due WEDNESDAY, Sept. 23

VOCAB LESSON 2 LINK

I'm trying to figure out how to post the PDF of the vocab assignment for hours 2, 5, 6.

The packet is available on my webpage (follow the VOCAB! link on the left hand side). Below is a link to a webpage I found where I can post documents for viewing (I think). If you try it and it works--or it doesn't--please let me know!

http://www.scribd.com/doc/19976714/Vocab-Lesson-2

9/18/09

IN CLASS:
Today we began working on CRITICAL RESPONSE, using DIRECT QUOTATIONS in our answers, and the concept of FORMAL writing. We looked at an example together in class. Then we discussed what aspects make for a good answer. On Monday we will begin tackling some critical response questions individually in class.

The latter half of the class was spent on independent reading. Students are expected to bring an independent reading book on Fridays. If they complete this very simple task and spend the allotted time reading, I will give them five free points because I believe independent reading (reading selected by individual students) is a valuable part of language arts. Students who do not remember their book, have to go to their locker or the library and therefore miss valuable reading time will not be awarded the points. Please remind your student to also be reading at home!

ASSIGNMENT:
none. READ SOMETHING!

9/17/09

IN CLASS:
Today in class we finished up Chapter 2. At the end of chapter 2, Cole--the main character-- is overcome by anger and burns down the shelter and supplies that have been put on the island for him (ask your student for more details). Once we finished the chapter, we did some reflective writing on anger and its controlling abilities. Then we moved on to chapter 3 today. We followed along in the books as we listened to the book on CD. The students really loved it. If your child is a resistant reader, this is a great way to get them reading. Check out a book on cd from the library, but also check out the book itself. Then they can listen, follow along, or even read along. It's great practice!

ASSIGNMENT:
None really. Remember to bring independent reading books tomorrow for some free reading time.

9/16/09

IN CLASS:
Today we had just a few very brief book talks to get us rolling on independent reading. I hope all students' books are as interesting as the ones we heard about today! Remember to keep reading outside of class!

After that, we returned to Touching Spirit Bear. Students read either 1) on their own or 2) with their chosen partner. We'll finish up chapter 2 tomorrow and move on to chapter 3.

ASSIGNMENT:
None. But remember, vocab and independent reading are ongoing throughout the year.

9/15/09

IN CLASS:
Today in class we filled in our agendas with the following important dates:

• Vocab Lesson 2 due Wednesday, Sept. 23
• Vocab Quiz 2 is on Friday, Sept. 25

• Thursday, October 1 is an early release day

• Vocab Lesson 3 due Wednesday, October 7
• Vocab Quiz 3 is on Friday, October 9

• No school on Thursday, Oct. 15 & Friday Oct. 16 (MEA)

• Vocab Lesson 4 due Wednesday October 21
• Vocab Quiz 4 is on Wednesday, October 23

• VOCAB TEST over lessons 1-4 on Friday, October 30

• No school on Friday, October 6 (end of quarter)

After that they received their first vocab quiz back. Students who did not receive passing grades are expected to stay after with me this week to get their grades up to passing (none were here today, so I assume I will see them all on Thursday). Then it was FINALLY time to return to Touching Spirit Bear. All classes made it through chapter 1 (like I said, FINALLY), and began filling out a character chart. They were reminded about the homework assignment due tomorrow.

ASSIGNMENT:
Same as yesterday--20 minutes of reading, and a 1/2 to full page response due tomorrow.

9/14/09

IN CLASS:
Today we visited the Library Media Center (LMC). There, Herr Holmbeck (he used to teach German at the senior high--hence the title "Herr") did a little refresher on how to actually locate books in the media center and then sent students on a small scavenger hunt. The goal of the day was to the leave the Library with a book for independent reading. I expect that students will be reading on their own outside of class. The book is up to them. There are no requirements of length, topic, or genre. They just need to read since that's really the only way to improve reading skills.

In the not too distant future, students will be giving book talks on their chosen books--one time during the first quarter. Instruction on that will be given closer to the time. It is my hope that this year students will develop continuous reading habits, that they will talk to each other about books, and that they will always be working on something.

ASSIGNMENT:
Students need to select and independent reading book. By Wednesday, they should spend AT LEAST 20 minutes reading. Then, write a 1/2 to full page reflection on the book. They can comment on characters, setting, plot, conflict, opinions, predictions, etc.
Due Wednesday, Sept. 16

9/10/09

IN CLASS:
Long day today. We checked vocab and went through how to grade them, how I score them, and what to expect on the quiz tomorrow. Students will have to match words to definitions, put correct words into sentences, write two of their own sentences, and draw a picture definition for two words. After vocab, we filled out postcards with addresses to be sent to parents inviting them to Open House on Thursday, Sept. 24th. In the age of electronic communication, the art of addressing envelopes seems to have gotten lost. It was a longer process than I anticipated.

So, vocab quiz tomorrow, then we'll finally get going on our novel next week. Finally.

ASSIGNMENT:

• Vocab Quiz 1 tomorrow

09/09/09

IN CLASS:
Today we answered questions about vocab assignments (due tomorrow), and made sure everyone knows what they are doing. Then we did a short pre-reading, and began to read Touching Spirit Bear. While some students have read this book before, I guarantee a closer and necessary reading this round. Students will be completing an essay on this novel, so even if they have read it before, it is important for them to read it again in order to complete this assignment.

On Monday, students will be selecting their own books to be reading independently, both in and out of class.

ASSIGNMENT:

• Vocab Lesson 1 due tomorrow
• Vocab Quiz 1 on Friday

9/8/09

IN CLASS:
Today, in preparation for reading Touching Spirit Bear, we began talking about the idea of justice. We made circle-frame maps to describe and define justice, as well as to discuss how we have built our ideas and traditions of justice. In Touching Spirit Bear, the main character enters a Native American justice tradition called Circle Justice. We'll begin reading tomorrow.

Also, tomorrow students should bring their vocab assignments to discuss any questions or confusions they may have about the assignment.

ASSIGNMENT:

• Bring vocab books/packets tomorrow
• Vocab Lesson 1 is due Thursday, Sept. 10
• Vocab Quiz 1 is on Friday, Sept. 11
  

9/4/09 -- End of Week 1!

IN CLASS:
Well, we made it through the week. Today, we finished up some unfinished business in hour 5. All students took a practice quiz using the clicker systems. It worked great (and though they don't like to admit it, I think they had fun with them, too:). Then it was on to the serious work of vocabulary. All students got vocab work--SL classes got a stapled packet. HL checked out blue books. We talked through the process and answered some questions. We will go through questions on words and assignments on Wednesday in class next week. Vocab assignments will become regular soon, but with the start of the year, it's a little off right now. A full list of vocab due dates for the quarter will be on the webpage soon. Here's what they need to know for now.

ASSIGNMENT:

• Vocab Lesson 1 due THURSDAY, SEPT. 10
  
• Vocab Quiz 1 on FRIDAY, SEPT. 11
  

9/3/09

IN CLASS:
Today 2nd & 5th hours caught up with the rest (short classes during the first few days caused the delay). After that, we answered some "What If...?" questions like "What if I am tardy?" and "What if I forget my materials?" Now everyone knows the answers (and if they forget, the answers are posted in the room). After that we assigned homework buddies. If someone is absent, their buddy will take notes for them, collect work for them, and have it ready for them when they return. Finally, we inaugurated the Classroom Performance System (CPS). Each student gets what looks like a remote control. Using their "clicker" (and no, I'm not from Wisconsin:), they can respond to questions and get immediate response. All core classes at the Junior High are now equipped with these systems. We're looking forward to improved student participation and increased learning. Students started a short quiz which we'll finish tomorrow.

ASSIGNMENT:
Same as yesterday--both due tomorrow.

• Turn in signed syllabus
• Letter to your English Teacher
  

9/2/09

IN CLASS:
Today in class we went through the syllabus (see assignment below), finished the tour of the room, and attempted to learn the names of all students in the room. It's a work in progress when you have more than 150 students! The next order of business is to get to know everyone. Students were assigned to write 1-2 page letter about themselves. This will help me learn about them as well as to see their writing skills and style.

ASSIGNMENT:
Both Due Friday, September 4th

• Get syllabus signed by a parent or guardian, and return it to Ms. K
  
• Write the "Letter to your English Teacher."
  

9/1/09

Welcome back!

In Class:
It was great to see so many enthusiastic students in class today. Because the schedule during the first few days is a little irregular, all classes ended up in slightly different places. Basically, we got all spelling, pronunciations and abbreviations names straight, and did a little talking about the class. We'll continue to work through the "business" tomorrow, and then it will be on to the Language Arts.

Assignment:
Nothing for now. Enjoy!

And so it begins!

Congrats! You found the homework blog. Here is where I'll post a little bit of what we did each day in class. I will also post any and all homework assignments I give. If possible, I'll try to upload all documents that will be helpful in completing your work.

If there is something you think I should add to make this page better, just let me know. I do recommend bookmarking this page so you can find it easily whenever you need. Here's to a great year together in Language Arts. May it be full of reading, exploring, and expressing together!

-Ms. K