IN CLASS:
Today in all classes, we check the vocab assignment for lesson 23. Then we continued on with book talks.
ASSIGNMENT:
none
Wednesday, December 15, 2010
Tuesday 12/14/10
IN CLASS:
All hours--Today all classes began presenting book talks.
ASSIGNMENT:
Vocab Lesson 23 due tomorrow
All hours--Today all classes began presenting book talks.
ASSIGNMENT:
Vocab Lesson 23 due tomorrow
Monday 12/13/10
IN CLASS:
*Today all classes had a substitute teacher.
Hours 2, 4, 8--Today students did a Find Someone Who activity looking at nonfiction terms and definitions for our upcoming nonfiction unit. Then they read an article looking at advertising in schools. There were some tasks to do during the reading as well as a paragraph to write at the end using direct quotations from the text. If you were not here, you need to get an article and instructions from me. The work is due tomorrow.
Hours 3, 5--Today students read two articles looking at cell phone usage. After reading the two articles, students should answer the following questions;
*Today all classes had a substitute teacher.
Hours 2, 4, 8--Today students did a Find Someone Who activity looking at nonfiction terms and definitions for our upcoming nonfiction unit. Then they read an article looking at advertising in schools. There were some tasks to do during the reading as well as a paragraph to write at the end using direct quotations from the text. If you were not here, you need to get an article and instructions from me. The work is due tomorrow.
Hours 3, 5--Today students read two articles looking at cell phone usage. After reading the two articles, students should answer the following questions;
- What do the articles have in common?
- How are the articles different?
- What is the main idea of each article?
- Describe a time when someone broke a cell phone etiquette rule and it drove you crazy.
- Does cell phone radiation concern you? Why or why not? Use at least 2 DQs from either article to support your response.
- The reading and writing from class today is due tomorrow
- Book Talks and Book Pages should be ready to turn in tomorrow
Friday, December 10, 2010
The Seussification of Romeo and Juliet
The junior high winter play, The Seussification of Romeo and Juliet, opens tonight! All shows are at the St. Louis Park Senior High Auditorium.
Friday, December 10, 7:30pm
Saturday, December 11, 7:30pm
Sunday, December 12, 2:30pm
Tickets are available to purchase at the door: $4 for students, $6 for adults. See you there!
Friday, December 10, 7:30pm
Saturday, December 11, 7:30pm
Sunday, December 12, 2:30pm
Tickets are available to purchase at the door: $4 for students, $6 for adults. See you there!
Friday 12/10/10
IN CLASS:
Hours 2, 4, 8--Today students had time for independent reading. Then we went over the root words for next week's vocab quiz. In addition to the roots we learned on Monday, here are three more:
Hours 3, 5--Today we started with two sentence teasers for book talks next week. Then students had 20 minutes to read. Finally, we ended with some nonfiction writing about St. Louis Park Junior High. This writing will be due on Tuesday.
Hours 2, 4, 8
Hours 2, 4, 8--Today students had time for independent reading. Then we went over the root words for next week's vocab quiz. In addition to the roots we learned on Monday, here are three more:
- ARTIS=art or skill (artisan, artist, artistic)
- TECHNE=art or skill (technology, technique, technician, technophobe)
- INTER=between, among, amid (international, intern, interrupt)
Hours 3, 5--Today we started with two sentence teasers for book talks next week. Then students had 20 minutes to read. Finally, we ended with some nonfiction writing about St. Louis Park Junior High. This writing will be due on Tuesday.
- What is the main idea about school?
- What are three supporting details to expand on this idea?
- Create a double bubble map comparing Language Arts to another class.
- Write a paragraph describing an event or location in the school Be creative. Use at least 3 facts and 3 opinions in the paragraph.
Hours 2, 4, 8
- Book talk and book page due Tuesday
- Book talk and book page due Tuesday
- Nonfiction writing (see above) due Tuesday
Thursday, December 9, 2010
Wednesday 12/8/10
IN CLASS:
Hours 2, 4, 8--Today classes watched the middle section of The Outsiders. Some students are still working on finishing their essays.
Hours 3, 5--Today we continued talking about The DREAM Act. Students read some other articles and sorted through the conflicting viewpoints presented by varying sources. We also listned to a commentary form MPR's Youth Radio series where one Minneapolis teenager tells her story of living illegally in Minnesota. To read or listen to the articles from class, use the links below.
ASSIGNMENT:
none, but keep in mind that your book project is due Tuesday, December 14th
Hours 2, 4, 8--Today classes watched the middle section of The Outsiders. Some students are still working on finishing their essays.
Hours 3, 5--Today we continued talking about The DREAM Act. Students read some other articles and sorted through the conflicting viewpoints presented by varying sources. We also listned to a commentary form MPR's Youth Radio series where one Minneapolis teenager tells her story of living illegally in Minnesota. To read or listen to the articles from class, use the links below.
- Reid moves forward on DREAM Act (Politico)
- The High Cost of the Dream Act (Fox News)
- Congress can help young immigrants fulfill their promise through the DREAM Act (The Washington Post)
- Groups Make Late Push to Salvage Dream Act Bill Aiding Immigrant Students (The New York Times)
- Democrats Push DREAM Act; Critics Call It Amnesty (National Public Radi0)
- MPR's Youth Radio: Undocumented teen says equality of everything (Minnesota Public Radio)
ASSIGNMENT:
none, but keep in mind that your book project is due Tuesday, December 14th
Tuesday, December 7, 2010
Tuesday 12/7/10
IN CLASS:
Hours 2, 4, 8--Today we went over the guidelines for next week's book talks. Students turned in their essays today. Those who had it finished got to start watching the movie version of "The Outsiders." Those who didn't have it finished were sent to the lab to continue working.
Hours 3, 5--Today we continued looking at The Dream Act. Hour 3 did some synthesizing and evaluating articles to get a whole picture of the issue. In hour 5, students read one article and evaluated the positive versus negative view it took on the issue (checking for bias).
ASSIGNMENT:
none
Hours 2, 4, 8--Today we went over the guidelines for next week's book talks. Students turned in their essays today. Those who had it finished got to start watching the movie version of "The Outsiders." Those who didn't have it finished were sent to the lab to continue working.
Hours 3, 5--Today we continued looking at The Dream Act. Hour 3 did some synthesizing and evaluating articles to get a whole picture of the issue. In hour 5, students read one article and evaluated the positive versus negative view it took on the issue (checking for bias).
ASSIGNMENT:
none
Monday 12/6/10
IN CLASS:
Hours 2, 4, 8--Today we went over the root words for this week.
Hours 3, 5--Today we went over root words (see above). Then we started talking about bias. We read an assortment of articles dealing with the proposed DREAM ACT. Each article looked at the issue from a different angle or bias.
ASSIGNMENT:
Hours 2, 4, 8--Essay due tomorrow
Hours 3, 5--none
Hours 2, 4, 8--Today we went over the root words for this week.
- CHRONOS=Time (as in chronological, synchronize)
- TEMPUS/TEMPORIS=Time (temporary, tempo)
- PARA=beside, along, with (parachute, paramedic, parallel)
Hours 3, 5--Today we went over root words (see above). Then we started talking about bias. We read an assortment of articles dealing with the proposed DREAM ACT. Each article looked at the issue from a different angle or bias.
ASSIGNMENT:
Hours 2, 4, 8--Essay due tomorrow
Hours 3, 5--none
Thursday, December 2, 2010
Wednesday 12/1/10
IN CLASS:
Hours 2, 4, 8--Today classes had time for typing and working on essays in the lab. Completed essays are due on Tuesday, December 7th. Tomorrow will be the last class time available for typing, but I will have the labs open on Friday and Monday until 3pm for students who need additional work time.
Hours 3, 5--Today we did some more work with the article on edible dirt. We also took a short clicker quiz looking at the difference between fact and opinion.
ASSIGNMENT:
Hours 2, 4,8--Essays due Tuesday, December 7th
Hours 3, 5--none
Hours 2, 4, 8--Today classes had time for typing and working on essays in the lab. Completed essays are due on Tuesday, December 7th. Tomorrow will be the last class time available for typing, but I will have the labs open on Friday and Monday until 3pm for students who need additional work time.
Hours 3, 5--Today we did some more work with the article on edible dirt. We also took a short clicker quiz looking at the difference between fact and opinion.
ASSIGNMENT:
Hours 2, 4,8--Essays due Tuesday, December 7th
Hours 3, 5--none
Tuesday, November 30, 2010
Tuesday 11/30/10
IN CLASS:
Hours 2, 4--Today students should have had their outlines finished with all their supports and direct quotations. Students who had the work completed had time to begin typing in the computer lab. Those who did not have the work done used class time to complete their homework--I reminded them that in order to get the essay done on time, it is important that they keep up with deadlines. Students have now had a full week to complete these outlines. It's time to move on to the writing stage.
Hour 8--Today students worked on collecting direct quotations for their essays. We also went over formatting expectations for the essay.
Hours 3, 5--Today students took some notes on Non-Fiction terms. They also got an article to read for homework tomorrow--Will Edible Dirt Make You Clean Your Plate? from Time Magazine.
ASSGINMENTS:
Hours 2, 4, 8--
Hours 2, 4--Today students should have had their outlines finished with all their supports and direct quotations. Students who had the work completed had time to begin typing in the computer lab. Those who did not have the work done used class time to complete their homework--I reminded them that in order to get the essay done on time, it is important that they keep up with deadlines. Students have now had a full week to complete these outlines. It's time to move on to the writing stage.
Hour 8--Today students worked on collecting direct quotations for their essays. We also went over formatting expectations for the essay.
Hours 3, 5--Today students took some notes on Non-Fiction terms. They also got an article to read for homework tomorrow--Will Edible Dirt Make You Clean Your Plate? from Time Magazine.
ASSGINMENTS:
Hours 2, 4, 8--
- Vocab Lesson 22 due tomorrow
- Continue working on 5-paragraph essays. Final Draft due Tuesday, December 7th
- Vocab Lesson 22 due tomorrow
- Read article (link provided above). Identify the main/central idea and list three supporting details. This can be done on the back of the article.
Monday, November 29, 2010
Monday 11/29/10
IN CLASS:
Hours 2, 4, 8--Today classes had time to work on their outlines. The main focus in class today was selecting DQ's for the body paragraphs in the essay. Students had the opportunity to check out a copy of The Outsiders to take home to help them complete the outline. Tomorrow we will start typing in hours 2 and 4.
Hours, 3, 5--Today we started on our non-fiction unit of study. Students began by collecting information, recording details, and summarizing notes taken in class.
ASSIGNMENT:
Hours 2, 4, 8--Today classes had time to work on their outlines. The main focus in class today was selecting DQ's for the body paragraphs in the essay. Students had the opportunity to check out a copy of The Outsiders to take home to help them complete the outline. Tomorrow we will start typing in hours 2 and 4.
Hours, 3, 5--Today we started on our non-fiction unit of study. Students began by collecting information, recording details, and summarizing notes taken in class.
ASSIGNMENT:
- All hours--Vocab 22 due Wednesday
- Hours 2, 4--finished outlines due tomorrow
- Hour 8--finished outline due Wednesday
Wednesday, November 24, 2010
Wednesday 11/24/10
In case you miss my weird story telling over the weekend, here's a good Thanksgiving one for you. I especially like the turkey sounds in the background. Happy Thanksgiving!Raising Truly Fresh Turkey
Tuesday, November 23, 2010
Tuesday 11/23/10
IN CLASS:
Hours 2, 4, 8--Today students continued working on organizing their essays. By this point, students should have selected their topic, written a thesis statement, constructed topic sentences for each body paragraph, and have the first sentence of their conclusion written.
Hour 8 only--students should have a complete thesis statement written.
Hours 3, 5--Today we finished watching The Outsiders. Hour 5 also had some time for discussion on the differences between the book and the movie.
ASSIGNMENT:
Hours 2, 4, 8--Today students continued working on organizing their essays. By this point, students should have selected their topic, written a thesis statement, constructed topic sentences for each body paragraph, and have the first sentence of their conclusion written.
Hour 8 only--students should have a complete thesis statement written.
Hours 3, 5--Today we finished watching The Outsiders. Hour 5 also had some time for discussion on the differences between the book and the movie.
ASSIGNMENT:
- Hours 2, 4--Fill out outline with everyting except DQ's (those will be collected in class on Monday)
- Hour 8--Fill out back of Essay Structure Worksheet (Thesis Statement, Topic Sentences, and reworded thesis for Conclusion)
- Hours 3, 5--Finish worksheet comparing the book to the movie (due Monday)
Monday, November 22, 2010
Monday 11/22/10
IN CLASS:
Hours 2, 4, 8--Today we focused more closely on thesis statements and looked at how to turn a THEME statement into a THESIS. Remember, a thesis statement does the following things:
ASSIGNMENT:
Hours 2, 4--Finish the back of the Essay Structure worksheet
Hour 8--none
Hours 3, 5--Finish the front of the movie reflection sheet
Hours 2, 4, 8--Today we focused more closely on thesis statements and looked at how to turn a THEME statement into a THESIS. Remember, a thesis statement does the following things:
- Includes the author and title of the story
- Says WHAT will be proved in the essay
- Lists HOW it will be proved (what are the three main points you will make in your body paragraphs to prove your point?)
ASSIGNMENT:
Hours 2, 4--Finish the back of the Essay Structure worksheet
Hour 8--none
Hours 3, 5--Finish the front of the movie reflection sheet
Friday 11/19/10
IN CLASS:
Hours 2, 4, 8--Today students started by turning in their theme statements from the homework (hour 8 turned in topics they see present in the story). Then students had time for independent reading before taking the vocab quiz for lesson 21.
Hours 3, 5--Today students started watching the movie for The Outsiders.
ASSIGNMENT:
none
Hours 2, 4, 8--Today students started by turning in their theme statements from the homework (hour 8 turned in topics they see present in the story). Then students had time for independent reading before taking the vocab quiz for lesson 21.
Hours 3, 5--Today students started watching the movie for The Outsiders.
ASSIGNMENT:
none
Thursday 11/18/10
IN CLASS:
Hours 2, 4, 8--Today classes took notes on the parts of an essay--introduction, body paragraphs, and conclusion. We began talking a bit about thesis statements and possible topics for their upcoming essays.
In hour 8, we finished reading the last chapter of The Outsiders.
Hours 3, 5--Today students turned in their essays on The Outsiders. Then they took the vocab quiz for lesson 21 a day early because tomorrow is Breakfast of Champions during 3rd hour.
ASSIGNMENT:
Hours 2, 4, 8--Today classes took notes on the parts of an essay--introduction, body paragraphs, and conclusion. We began talking a bit about thesis statements and possible topics for their upcoming essays.
In hour 8, we finished reading the last chapter of The Outsiders.
Hours 3, 5--Today students turned in their essays on The Outsiders. Then they took the vocab quiz for lesson 21 a day early because tomorrow is Breakfast of Champions during 3rd hour.
ASSIGNMENT:
- Hours 2, 4--Write a Theme Statement for three of the topics/issues discussed in class.
- Hours, 3, 5, 8--none
Wednesday, November 17, 2010
Wednesday 11/17/10
IN CLASS:
Hours 2, 4--Today we checked vocab 21, turned in reflection paragraphs on the last chapter in The Outsiders, and began taking notes on the writing process for essay writing.
Hours 3, 5--Today we checked the vocab from lesson 21. Then we played a review game to let off some steam from essay writing. Hour 5 even had time to ask some ridiculous questions.
ASSIGNMENT:
Hours 2--Bring in three ideas on topics addressed in The Outsiders.
Hours 4, 8--none
Hours 3, 5--
Hours 2, 4--Today we checked vocab 21, turned in reflection paragraphs on the last chapter in The Outsiders, and began taking notes on the writing process for essay writing.
Hours 3, 5--Today we checked the vocab from lesson 21. Then we played a review game to let off some steam from essay writing. Hour 5 even had time to ask some ridiculous questions.
ASSIGNMENT:
Hours 2--Bring in three ideas on topics addressed in The Outsiders.
Hours 4, 8--none
Hours 3, 5--
- Bring Independent Reading Book tomorrow
- Vocab Quiz 21 tomorrow
- Essay Final Draft due tomorrow
Tuesday, November 16, 2010
Tuesday 11/16/10
IN CLASS:
Hours 2, 4, 8--Today we went over root words for this week:
Hours 3, 5--We went over root words (see above). Then students had time for some peer review on their essays. Revised essays are due in their final draft form on Thursday.
ASSIGNMENT:
Hours 2, 4, 8--
Hours 2, 4, 8--Today we went over root words for this week:
- ARBOR=tree (as in Arbor Day, arborist, arboretum)
- DENDRON=tree (as in rhododendron, dendrology, dendrophile)
- STELLA=star (as in constellation, stellar)
Hours 3, 5--We went over root words (see above). Then students had time for some peer review on their essays. Revised essays are due in their final draft form on Thursday.
ASSIGNMENT:
Hours 2, 4, 8--
- Vocab 21 due tomorrow
- Reflection on The Outsiders tomorrow
- Vocab 21 due tomorrow
- Essay due Thursday, Nov. 18
- Vocab quiz on Thursday, Nov. 18
Monday 11/15/10
IN CLASS:
Hours 2, 4, 8--Today these classes read chapters 10 and 11 in The Outsiders. Students also answered some comprehension questions on chapter 10. Part of this assignment is getting the right answer, and part of it answering questions in complete sentences--this means all answers have a subject and predicate, begin with a capital letter and end with appropriate punctuation. The worksheet is due tomorrow.
Hours 3, 5--Today students talked about formatting before heading to the computer lab for one last day of essay writing. Completed first draft of essays (all 5 paragraphs typed and printed out) are due tomorrow.
ASSIGNMENT:
Hours 2, 4, 8--Ch. 10 worksheet due tomorrow
Hours 3, 5--First draft due tomorrow
Hours 2, 4, 8--Today these classes read chapters 10 and 11 in The Outsiders. Students also answered some comprehension questions on chapter 10. Part of this assignment is getting the right answer, and part of it answering questions in complete sentences--this means all answers have a subject and predicate, begin with a capital letter and end with appropriate punctuation. The worksheet is due tomorrow.
Hours 3, 5--Today students talked about formatting before heading to the computer lab for one last day of essay writing. Completed first draft of essays (all 5 paragraphs typed and printed out) are due tomorrow.
ASSIGNMENT:
Hours 2, 4, 8--Ch. 10 worksheet due tomorrow
Hours 3, 5--First draft due tomorrow
Friday, November 12, 2010
Friday 11/12/10
IN CLASS:
Hours 2, 4, 8--These classes had time for independent reading, then finished reading chapter 9 in The Outsiders. After some discussion questions, students answered a critical response question the the reading.
Hours 3, 5--These classes had time for independent reading, then went to the computer lab to work on essays.
ASSIGNMENT:
Hours 2, 4, 8--Finish critical response if not completed during class.
Hours 3, 5--First draft of essay due Tuesday, November 16
Hours 2, 4, 8--These classes had time for independent reading, then finished reading chapter 9 in The Outsiders. After some discussion questions, students answered a critical response question the the reading.
Hours 3, 5--These classes had time for independent reading, then went to the computer lab to work on essays.
ASSIGNMENT:
Hours 2, 4, 8--Finish critical response if not completed during class.
Hours 3, 5--First draft of essay due Tuesday, November 16
Thursday 11/11/10
IN CLASS:
Hours 2, 4, 8--These classes read the first part of chapter 9. Then we went to the media center for book browsing, reading time, or work time.
Hours 3, 5--Students had time in the computer lab for working on essays. Outlines/organizers were checked for completion.
ASSIGNMENT:
Bring Independent Reading Book tomorrow
Hours 2, 4, 8--These classes read the first part of chapter 9. Then we went to the media center for book browsing, reading time, or work time.
Hours 3, 5--Students had time in the computer lab for working on essays. Outlines/organizers were checked for completion.
ASSIGNMENT:
Bring Independent Reading Book tomorrow
Wednesday, November 10, 2010
Wednesday 11/10/10
IN CLASS:
Hours 2, 4, 8--Today we finished up the partner questions (complete with bouncy dice) before reading chapter 8 together as a class. Then students took a comprehension quiz on clickers for their first grade of second quarter.
Hours 3, 5--Today students had time for working on their outlines and organizers while I checked thesis statements and progress. Outline/organizer/first draft is due tomorrow.
ASSIGNMENT:
Hours 2, 4, 8--none
Hours 3, 5--Outline/organizer/first draft is due tomorrow
Hours 2, 4, 8--Today we finished up the partner questions (complete with bouncy dice) before reading chapter 8 together as a class. Then students took a comprehension quiz on clickers for their first grade of second quarter.
Hours 3, 5--Today students had time for working on their outlines and organizers while I checked thesis statements and progress. Outline/organizer/first draft is due tomorrow.
ASSIGNMENT:
Hours 2, 4, 8--none
Hours 3, 5--Outline/organizer/first draft is due tomorrow
Tuesday 11/9/10
IN CLASS:
Hours 2, 4, 8--Today students read chapter 7. Then we did a question/answer activity in partners.
Hours 3, 5--Today we took some notes on essay writing, revisited structure and reminders, and had some time to start/continue crafting clear thesis statements.
ASSIGNMENT:
Hours 2, 4, 8--none
Hours 3, 5--Have thesis written by tomorrow. Begin working on outline/organizer (due Thursday)
Hours 2, 4, 8--Today students read chapter 7. Then we did a question/answer activity in partners.
Hours 3, 5--Today we took some notes on essay writing, revisited structure and reminders, and had some time to start/continue crafting clear thesis statements.
ASSIGNMENT:
Hours 2, 4, 8--none
Hours 3, 5--Have thesis written by tomorrow. Begin working on outline/organizer (due Thursday)
Monday, November 8, 2010
Monday 11/8/10
IN CLASS:
Hours 2, 4, 8--Today classes wrote important dates for the quarter into their agendas at the beginning of class. Then they received back graded work from 1st quarter including their Elements of Fiction Exam. Finally, we had a brief discussion regarding chapter 6 in The Outsiders. Are Ponyboy and Johnny heroes? Or criminals? Students ended the hour with time for silent reading finishing chapter 6 and beginning chapter 7.
Hours 3, 5--Today classes wrote important dates for the quarter into their agendas at the beginning of class. Then they received back graded work from 1st quarter including their Elements of Fiction Exam. After that we went through the expectations of the upcoming essay writing project and began thinking of possible topics of interest for writing.
ASSIGNMENT:
Hours 2, 4, 8--none
Hours 3, 5--Decide on essay topic (one or two options) by tomorrow using essay handout from class
Hours 2, 4, 8--Today classes wrote important dates for the quarter into their agendas at the beginning of class. Then they received back graded work from 1st quarter including their Elements of Fiction Exam. Finally, we had a brief discussion regarding chapter 6 in The Outsiders. Are Ponyboy and Johnny heroes? Or criminals? Students ended the hour with time for silent reading finishing chapter 6 and beginning chapter 7.
Hours 3, 5--Today classes wrote important dates for the quarter into their agendas at the beginning of class. Then they received back graded work from 1st quarter including their Elements of Fiction Exam. After that we went through the expectations of the upcoming essay writing project and began thinking of possible topics of interest for writing.
ASSIGNMENT:
Hours 2, 4, 8--none
Hours 3, 5--Decide on essay topic (one or two options) by tomorrow using essay handout from class
Thursday, November 4, 2010
Thursday 11/4/10
All classes took the vocab exam covering the words from lessons 17-20 today. It is the last day of first quarter. There is no homework for the weekend.
Wednesday 11/3/10
IN CLASS:
Hours 2, 4, 8--Today students finished their critical response that was started yesterday (see yesterday's blog post for details). Then we played a review game to help prepare for the vocab exam tomorrow.
Hours 3, 5--Today students did their end of quarter reflection writing, and then we played a lively vocab review game.
ASSIGNMENT:
ALL STUDENTS SHOULD STUDY FOR VOCAB EXAM (10% of your final grade!)
Hours 2, 4, 8--Today students finished their critical response that was started yesterday (see yesterday's blog post for details). Then we played a review game to help prepare for the vocab exam tomorrow.
Hours 3, 5--Today students did their end of quarter reflection writing, and then we played a lively vocab review game.
ASSIGNMENT:
ALL STUDENTS SHOULD STUDY FOR VOCAB EXAM (10% of your final grade!)
Tuesday, November 2, 2010
Tuesday 11/2/10
IN CLASS:
Hours 2, 4, 8--Today these classes read chapter 6 in class on their own. Then students began work on a critical response.
ASSIGNMENT:
All classes--study for vocab exam (review activity tomorrow)
Hours 2, 4, 8--Today these classes read chapter 6 in class on their own. Then students began work on a critical response.
- Based on the events in the story and what happened in the park, do Ponyboy and Johnny deserve to be called heroes?
- Explain your answer in the form of a critical response. Use at least 2 direct quotations to support your answer. At least one DQ should come from chapter 6.
ASSIGNMENT:
All classes--study for vocab exam (review activity tomorrow)
Monday, November 1, 2010
Monday 11/1/10
IN CLASS:
Hours 2, 4, 8--Today we read chapter 5 in The Outsiders. Hour 4 also read chapter 4.
Hours 3, 5--Today we finished reading the last chapter of The Outsiders. Tomorrow we will begin working on topics for the upcoming essay assignment.
ASSIGNMENT:
Hours 2, 4, 8--Today we read chapter 5 in The Outsiders. Hour 4 also read chapter 4.
Hours 3, 5--Today we finished reading the last chapter of The Outsiders. Tomorrow we will begin working on topics for the upcoming essay assignment.
ASSIGNMENT:
- Get caught up on any missing or incomplete work for the quarter.
- Remember the final vocab exam is on Thursday over lessons 17-20
Sunday, October 31, 2010
Friday 10/29/10
IN CLASS:
Classes today spent some time on independent reading. Then they took vocab quiz 20.
ASSIGNMENT:
Hours 2, 4, 8--none
Hours 3, 5--Read chapters 9, 10, 11
Classes today spent some time on independent reading. Then they took vocab quiz 20.
ASSIGNMENT:
Hours 2, 4, 8--none
Hours 3, 5--Read chapters 9, 10, 11
Thursday 10/28/10
IN CLASS:
Hours 2, 8--Today students listened to chapter 4 of The Outsiders.
Hour 4--Due to the MADD presentation tomorrow, hour 4 took Vocab Quiz 20 during class today.
Hours 3, 5--Today students shared their posters and moved into a discussion about symbolism in The Outsiders.
ASSIGNMENT:
All classes-Prepare for vocab quiz 20 tomorrow
Hours 3, 5--Read Chapter 8
Hours 2, 8--Today students listened to chapter 4 of The Outsiders.
Hour 4--Due to the MADD presentation tomorrow, hour 4 took Vocab Quiz 20 during class today.
Hours 3, 5--Today students shared their posters and moved into a discussion about symbolism in The Outsiders.
ASSIGNMENT:
All classes-Prepare for vocab quiz 20 tomorrow
Hours 3, 5--Read Chapter 8
Wednesday 10/27/10
IN CLASS:
Hours 2, 4, 8--Today we checked the assignment for Vocab Lesson 20. Then we did a relay summary of chapter 3 highlighting some of the important events in the chapter.
Hours 3, 5--Today we checked Vocab Lesson 20. Then students got some work time to catch up on reading or work on an Ad Poster for the book. Students combined text and images to "sell" the book. Here is what is required for the poster:
ASSIGNMENT:
Hours 2, 4, 8--none
Hours 3, 5--Read chapter 7 & complete Ad Poster (see above)
Hours 2, 4, 8--Today we checked the assignment for Vocab Lesson 20. Then we did a relay summary of chapter 3 highlighting some of the important events in the chapter.
Hours 3, 5--Today we checked Vocab Lesson 20. Then students got some work time to catch up on reading or work on an Ad Poster for the book. Students combined text and images to "sell" the book. Here is what is required for the poster:
- Title and Author
- One of the selected significant DQ's
- Image
- All on an 8.5x11 paper
ASSIGNMENT:
Hours 2, 4, 8--none
Hours 3, 5--Read chapter 7 & complete Ad Poster (see above)
Tuesday 10/26/10
IN CLASS:
Hours 2, 4, 8--I had a substitute today as I was at a leadership workshop with the student council in St. Paul. During class today, classes listened to chapter 3 of the book on CD for The Outsiders. Students also received a crossword puzzle reviewing key ideas from chapters 1-3 as well as the vocabulary words for this week.
Hours 3, 5--Today students discussed Robert Frost's famous poem, "Nothing Gold Can Stay" as it pertains to The Outsiders. Students then wrote a critical response connecting the theme of the poem to Ponyboy's experience in the novel.
ASSIGNMENT:
All hours--Vocab Lesson 20 due tomorrow
Hours 3, 5 only--Select three significant DQ's in preparation for class tomorrow.
Hours 2, 4, 8--I had a substitute today as I was at a leadership workshop with the student council in St. Paul. During class today, classes listened to chapter 3 of the book on CD for The Outsiders. Students also received a crossword puzzle reviewing key ideas from chapters 1-3 as well as the vocabulary words for this week.
Hours 3, 5--Today students discussed Robert Frost's famous poem, "Nothing Gold Can Stay" as it pertains to The Outsiders. Students then wrote a critical response connecting the theme of the poem to Ponyboy's experience in the novel.
- Re-read from the bottom of page 76 “One morning I work up earlier than usual…” though to the bottom of page 78 “Shoot,” I said blowing a perfect smoke ring, “maybe they are.”
- Consider the passage when Ponyboy recites “Nothing Gold Can Stay” for Johnny. How does the theme of the poem fit with Ponyboy’s experience in the novel?
- Use at least 2 direct quotations to prove your point.
ASSIGNMENT:
All hours--Vocab Lesson 20 due tomorrow
Hours 3, 5 only--Select three significant DQ's in preparation for class tomorrow.
Monday 10/25/10
IN CLASS:
Hours 2, 4, 8--Today we went over the root words for this week's vocab exam:
Hours 3, 5--Students took a reading quiz over chapters 3-5 in The Outsiders. We also went over the root words for this week (see above).
ASSIGNMENT:
Hours 2, 4, 8--none
Hours 3, 5--read chapter 6
Hours 2, 4, 8--Today we went over the root words for this week's vocab exam:
- Petros=stone or rock (as in petrified, petroglyph, Peter)
- Lithos=stone or rock (as in lithosphere, lithography, lithology)
- Astron=star (as in astronaut, astronomer, astrology)
Hours 3, 5--Students took a reading quiz over chapters 3-5 in The Outsiders. We also went over the root words for this week (see above).
ASSIGNMENT:
Hours 2, 4, 8--none
Hours 3, 5--read chapter 6
Wednesday, October 20, 2010
Wednesday 10/20/10
IN CLASS: Hours 2, 4, 8--These classes finished reading chapter 1 and completed the character chart. After a little time to work on vocab lesson 20 (which was handed out today) we started reading chapter 2.
Hours 3, 5--Students began reading chapter 2 and then had some partner question and answer time.
ASSIGNMENT:
All Hours--Vocab Lesson 20 due Wednesday, October 27th
Hours 3, 5--Read chapters 2-5
Tuesday 10/19/10
IN CLASS:
All classes today began reading chapter 1 in The Outsiders. They also began tracking the characters using a character chart.
ASSIGNMENT:
Hours 2, 4, 8--none
Hours 3, 5--Finish reading chapter 1 and complete character chart
All classes today began reading chapter 1 in The Outsiders. They also began tracking the characters using a character chart.
ASSIGNMENT:
Hours 2, 4, 8--none
Hours 3, 5--Finish reading chapter 1 and complete character chart
Monday, October 18, 2010
The Outsiders Intro
Here is the PowerPoint slide show from class today.
The Outsiders Intro
View more presentations from keaslinganne.
Monday 10/18/10
IN CLASS:
Today we began with an introduction to The Outsiders. This involved a slide show and discussion helping to acquaint the students to the 1960s when the story is set. Tomorrow we'll begin reading.
none
Today we began with an introduction to The Outsiders. This involved a slide show and discussion helping to acquaint the students to the 1960s when the story is set. Tomorrow we'll begin reading.
- The PowerPoint slideshow from class is available for viewing in the post above.
- To visit S.E. Hinton's web page, click here.
none
Thursday, October 14, 2010
Thursday 10/14/10
IN CLASS:
All students wrote their theme paragraphs for the Elements of Fiction exam today.
ASSIGNMENT:
Bring Independent Reading Book for class tomorrow
All students wrote their theme paragraphs for the Elements of Fiction exam today.
ASSIGNMENT:
Bring Independent Reading Book for class tomorrow
Wednesday, October 13, 2010
Wednesday 10/13/10
IN CLASS:
All classes today took part 1 of the Elements of Fiction exam.
ASSIGNMENT:
Prepare for part 2 of the Elements of Fiction exam. Come ready to write a theme statement for the story you read and PROVE that that theme is present in the story in a complete and well-constructed paragraph. You will need to use at least 3 direct quotations in your answer.
All classes today took part 1 of the Elements of Fiction exam.
ASSIGNMENT:
Prepare for part 2 of the Elements of Fiction exam. Come ready to write a theme statement for the story you read and PROVE that that theme is present in the story in a complete and well-constructed paragraph. You will need to use at least 3 direct quotations in your answer.
Tuesday, October 12, 2010
Tuesday 10/12/10
IN CLASS:
All classes spent time reviewing today for tomorrow's exam over the Elements of Fiction. I recommend that students re-read their assigned story, review their Elements of Fiction notes, try to apply and identify all of the elements in the story, and begin constructing their theme paragraph. Hours 3, 5 also watched part of an episode from The Twilight Zone. To watch the ending, click here.
Terms covered on the exam:
Situation
Complications
Climax
Resolution
Protagonist
Antagonist
Internal Conflict
External Conflict
Foreshadowing
Setting
Irony
Point of View
ASSIGNMENT:
All classes spent time reviewing today for tomorrow's exam over the Elements of Fiction. I recommend that students re-read their assigned story, review their Elements of Fiction notes, try to apply and identify all of the elements in the story, and begin constructing their theme paragraph. Hours 3, 5 also watched part of an episode from The Twilight Zone. To watch the ending, click here.
Terms covered on the exam:
Situation
Complications
Climax
Resolution
Protagonist
Antagonist
Internal Conflict
External Conflict
Foreshadowing
Setting
Irony
Point of View
ASSIGNMENT:
- Prepare for the Elements of Fiction exam tomorrow
- See yesterday's blog entry for the story and Elements of Fiction notes
Monday, October 11, 2010
Monday 10/11/10
IN CLASS:
Hours 2, 4, 8--Today we went over the work students did reviewing the elements of fiction in "The Bet." We also looked at writing theme paragraphs in preparation for the exam this week on Wednesday. Students received a copy of Leo Tolstoy's story "God Sees the Truth But Waits" and some reading questions to accompany the text. Students should read the story and answer the questions in preparation for class tomorrow. If the work is not done, I will expect students to stay after school tomorrow so that they are prepared for the test on Wednesday.
Links and Downloads for Today:
Hours 3, 5--Today students had their first foray into Dancing Definitions. Ask your student how many they remember from class today. After that they received the story selection for their test, Kate Mansfield's "The Garden Party," and some reading questions to accompany the text. Students should read the story and answer the questions in preparation for class tomorrow. If the work is not done, I will expect students to stay after school tomorrow so that they are prepared for the test on Wednesday.
Downloads and Links for Today:
ASSIGNMENT
All classes--Read your assigned short story and complete reading questions (due tomorrow)
Hours 2, 4, 8--Today we went over the work students did reviewing the elements of fiction in "The Bet." We also looked at writing theme paragraphs in preparation for the exam this week on Wednesday. Students received a copy of Leo Tolstoy's story "God Sees the Truth But Waits" and some reading questions to accompany the text. Students should read the story and answer the questions in preparation for class tomorrow. If the work is not done, I will expect students to stay after school tomorrow so that they are prepared for the test on Wednesday.
Links and Downloads for Today:
- Read "God Sees the Truth but Waits" online
- Download the reading questions for "God Sees the Truth but Waits"
- Download Elements of Fiction Notes
Hours 3, 5--Today students had their first foray into Dancing Definitions. Ask your student how many they remember from class today. After that they received the story selection for their test, Kate Mansfield's "The Garden Party," and some reading questions to accompany the text. Students should read the story and answer the questions in preparation for class tomorrow. If the work is not done, I will expect students to stay after school tomorrow so that they are prepared for the test on Wednesday.
Downloads and Links for Today:
- Read "The Garden Party" online
- Download the reading questions for "The Garden Party"
- Download Elements of Fiction Notes (HL)
ASSIGNMENT
All classes--Read your assigned short story and complete reading questions (due tomorrow)
Friday, October 8, 2010
Friday 10/8/10
IN CLASS:
Hours 2, 4, 8--Class started today with independent reading. Then after a few minutes to review, students took vocab quiz 19. There's no homework for the weekend, but next week there is a big exam over the elements of fiction. It would be a good idea to spend some time reviewing notes. If you don't have notes at home, download these:
Hours 3, 5--Today students turned in their theme paragraphs on "The Bet" so I could read through them while they were taking vocab quiz 19. Then students had time for independent reading.
ASSIGNMENT:
Review Elements of Fiction notes in preparation for next week's exam
Hours 2, 4, 8--Class started today with independent reading. Then after a few minutes to review, students took vocab quiz 19. There's no homework for the weekend, but next week there is a big exam over the elements of fiction. It would be a good idea to spend some time reviewing notes. If you don't have notes at home, download these:
Hours 3, 5--Today students turned in their theme paragraphs on "The Bet" so I could read through them while they were taking vocab quiz 19. Then students had time for independent reading.
ASSIGNMENT:
Review Elements of Fiction notes in preparation for next week's exam
Thursday, October 7, 2010
Thursday 10/7/10
IN CLASS:
Hours 2, 4, 8--Today these classes checked their vocab for lesson 19. Then they finished reading "The Bet." They also worked on identifying the the elements of fiction in the story (elements added today are starred, elements from yesterday are italics).
ASSIGNMENT:
Hours 2, 4, 8--
Hours 2, 4, 8--Today these classes checked their vocab for lesson 19. Then they finished reading "The Bet." They also worked on identifying the the elements of fiction in the story (elements added today are starred, elements from yesterday are italics).
- CLICK HERE to download a worksheet of the assignment
- CLICK HERE to download notes for the Elements of Fiction
- Situation
- Complications* (5 total)
- Climax*
- Resolution*
- Point of View
- Characters (Protagonist and Antagonist)
- Conflict* (External and Internal)
- Irony*
ASSIGNMENT:
Hours 2, 4, 8--
- Bring Independent Reading Book tomorrow
- Study for vocab quiz 19
- Finish elements of fiction in "The Bet" (see above)
- Bring Independent Reading Book tomorrow
- Study for vocab quiz 19
- Finish theme paragraph for "The Bet"
Wednesday, October 6, 2010
Wednesday 10/6/10
IN CLASS:
Hours 2, 4, 8--Today I checked for completion on the vocab assignment. Many students did not have the assignment complete. We will check them in class tomorrow. Following that we checked the worksheet on the Elements of Fiction for "The Lady or the Tiger." Finally, we began reading the final short story for the unit: Anton Chekov's story, "The Bet." Students worked on identifying the situation and complications, protagonist, antagonist, and point of view.
Hours 3, 5--First we checked vocab.Then in 3rd hour we lost about 10 minutes to a fire drill. After that students started reading the last short story for the unit: Anton Chekov's "The Bet." They also got an assortment of elements to identify within the story. This work is starting to prep them for the exam next week.
ASSIGNMENT:
Hours 2, 4, 8*
Hours 2, 4, 8--Today I checked for completion on the vocab assignment. Many students did not have the assignment complete. We will check them in class tomorrow. Following that we checked the worksheet on the Elements of Fiction for "The Lady or the Tiger." Finally, we began reading the final short story for the unit: Anton Chekov's story, "The Bet." Students worked on identifying the situation and complications, protagonist, antagonist, and point of view.
Hours 3, 5--First we checked vocab.Then in 3rd hour we lost about 10 minutes to a fire drill. After that students started reading the last short story for the unit: Anton Chekov's "The Bet." They also got an assortment of elements to identify within the story. This work is starting to prep them for the exam next week.
ASSIGNMENT:
Hours 2, 4, 8*
- Identify the situation, 3 complications, protagonist, antagonist, and point of view for "The Bet." Due tomorrow
- (8th hour does not need to identify complications for tomorrow)
- Finish reading "The Bet"
- Identify the following elements of fiction listed below within the story, OR use this worksheet
- Due tomorrow
- Situation
- Complications (4)
- Climax
- Resolution
- Characters (Protagonist & Antagonist--and what kind)
- Conflict (example of internal and external)
- Point of View (be specific if 3rd person)
- Foreshadowing
- Irony
- Theme Statement
Tuesday, October 5, 2010
Tuesday 10/5/10
IN CLASS:
Hours 2, 4--Today students shared their answers to the question at the end of "The Lady or the Tiger." They also did a little practice applying and identifying the elements of fiction in the story. If students did not finish the worksheet, then it is their homework. At the end of class, 2nd hour read Kate Chopin's "The Story of an Hour," and 4th hour read the first paragraph of tomorrow's short story "The Bet" by Anton Chekov.
Hour 8--Today this class finished reading "The Lady or the Tiger" and worked on their answer paragraphs. Some students finished before the end of the hour. If they didn't, it's homework.
Hours 3, 5--Today students did a bit of writers workshop reading and responding to their peers' critical response assignments. They had the option of turning them in on the spot, or taking them home to rework them. No one turned them in today. Following that, we read Kate Chopin's very short story, "The Story of an Hour."
ASSIGNMENT:
Hours 2, 4--Today students shared their answers to the question at the end of "The Lady or the Tiger." They also did a little practice applying and identifying the elements of fiction in the story. If students did not finish the worksheet, then it is their homework. At the end of class, 2nd hour read Kate Chopin's "The Story of an Hour," and 4th hour read the first paragraph of tomorrow's short story "The Bet" by Anton Chekov.
Hour 8--Today this class finished reading "The Lady or the Tiger" and worked on their answer paragraphs. Some students finished before the end of the hour. If they didn't, it's homework.
Hours 3, 5--Today students did a bit of writers workshop reading and responding to their peers' critical response assignments. They had the option of turning them in on the spot, or taking them home to rework them. No one turned them in today. Following that, we read Kate Chopin's very short story, "The Story of an Hour."
ASSIGNMENT:
- All classes--Vocab Lesson 19 due tomorrow
- Hours 2, 4--Elements of Fiction worksheet due tomorrow
- Hour 8--Answer paragraph due tomorrow
- Hours 3, 5--Reworked Critical Response #2 due tomorrow
Monday, October 4, 2010
Monday 10/4/10
IN CLASS:
Hours 2, 4, 8--Today classes finished reading "The Lady or the Tiger." Each student chose a partner. Then one partner would read a paragraph, and the other would summarize what was read. This text is somewhat difficult so this method of reading is meant to help each student comprehend the general plot of the story even if each word is not understood. At the end of the story is a question. The assignment is for each student to decide the answer to the question and write up a paragraph response defending his or her answer.
Click here to read "The Lady or the Tiger."
Hours 3, 5--Today students took a comprehension quiz on the story "Dr. Heidegger's Experiment" by Nathaniel Hawthorne. Then they worked on their second critical response answering the following question:
What does Dr. Heidegger learn about human nature through his experiment? Use at least 2 DQs to support your answer.
Remember, you need to explain WHAT he learned, not just THAT he learned something. Do not use the following words in your answer:
ASSIGNMENT:
Hours 2, 4--(Hour 8 did not finish the reading in class, so they cannot do the assignment)
Answer the question at the end of the story in a full paragraph:
"Which came out of the opened door--the lady, or the tiger?"
Hours 3, 5--Answer the following question in critical response form*:
What does Dr. Heidegger learn about human nature through his experiment?
Use at least 2 DQs to support your answer.
*Helpful reminders for critical response:
When writing a critical response, you are looking to RESPOND with something CRITICAL or important. Get beyond the “Duh” answer and say something thoughtful that matters. The Critical Response should take the form of a paragraph using correct punctuation and capitalization. Be sure to include the following things:
--Begin with a TOPIC SENTENCE that restates the question.
--Use DIRECT QUOTATIONS to support your answer.
--Answer using YOUR OWN IDEAS and COMMENTS. Do not just reword the DQ.
Hours 2, 4, 8--Today classes finished reading "The Lady or the Tiger." Each student chose a partner. Then one partner would read a paragraph, and the other would summarize what was read. This text is somewhat difficult so this method of reading is meant to help each student comprehend the general plot of the story even if each word is not understood. At the end of the story is a question. The assignment is for each student to decide the answer to the question and write up a paragraph response defending his or her answer.
Click here to read "The Lady or the Tiger."
Hours 3, 5--Today students took a comprehension quiz on the story "Dr. Heidegger's Experiment" by Nathaniel Hawthorne. Then they worked on their second critical response answering the following question:
What does Dr. Heidegger learn about human nature through his experiment? Use at least 2 DQs to support your answer.
Remember, you need to explain WHAT he learned, not just THAT he learned something. Do not use the following words in your answer:
- I think
- Direct Quotation
- you
ASSIGNMENT:
Hours 2, 4--(Hour 8 did not finish the reading in class, so they cannot do the assignment)
Answer the question at the end of the story in a full paragraph:
"Which came out of the opened door--the lady, or the tiger?"
Hours 3, 5--Answer the following question in critical response form*:
What does Dr. Heidegger learn about human nature through his experiment?
Use at least 2 DQs to support your answer.
*Helpful reminders for critical response:
When writing a critical response, you are looking to RESPOND with something CRITICAL or important. Get beyond the “Duh” answer and say something thoughtful that matters. The Critical Response should take the form of a paragraph using correct punctuation and capitalization. Be sure to include the following things:
--Begin with a TOPIC SENTENCE that restates the question.
--Use DIRECT QUOTATIONS to support your answer.
--Answer using YOUR OWN IDEAS and COMMENTS. Do not just reword the DQ.
Friday, October 1, 2010
Friday 10/1/10
IN CLASS:
Hours 2, 4, 8--Today all students had time for independent reading. Following that, I handed out the vocab assignment for lesson 20. If there is some question, the assignment says it's lesson 20, but it's really 19. Sorry for any confusion. I checked in with some students about their grades, allowed others to go to the media center, recognized students with outstanding performance so far this year, and provided a little work time for the class.
Hours 3, 5--Today students had time for independent reading. Then we had a discussion about "The Lady or the Tiger." Most students ended up on Team Tiger which surprised me. One student made a very keen observation that everyone who chose the tiger was seeing the negative side of human nature by assuming the princess was inherently selfish. Finally, we checked out "Realms of Gold 3" books. The reading assignment for the weekend comes from that text.
ASSIGNMENT:
Hours 2, 4, 8--vocab lesson 19 due Wednesday, October 6
Hours 3, 5--Read "Dr. Heiddeger's Experiment" in Realms of Gold 3
Hours 2, 4, 8--Today all students had time for independent reading. Following that, I handed out the vocab assignment for lesson 20. If there is some question, the assignment says it's lesson 20, but it's really 19. Sorry for any confusion. I checked in with some students about their grades, allowed others to go to the media center, recognized students with outstanding performance so far this year, and provided a little work time for the class.
Hours 3, 5--Today students had time for independent reading. Then we had a discussion about "The Lady or the Tiger." Most students ended up on Team Tiger which surprised me. One student made a very keen observation that everyone who chose the tiger was seeing the negative side of human nature by assuming the princess was inherently selfish. Finally, we checked out "Realms of Gold 3" books. The reading assignment for the weekend comes from that text.
ASSIGNMENT:
Hours 2, 4, 8--vocab lesson 19 due Wednesday, October 6
Hours 3, 5--Read "Dr. Heiddeger's Experiment" in Realms of Gold 3
Thursday, September 30, 2010
Thursday 9/30/10
IN CLASS:
Hours 2, 4, 8--Classes today finished up with "The Man to Send Rainclouds" and turned in the writing on situation and conflict from the story. Then we began reading "The Lady or the Tiger."
Hours 3, 5--Students finished reading "The Lady or the Tiger." Then they did some review of the Elements of Fiction. The writing assignment for the day was to answer the question posed in the last line of the story in the form of a paragraph.
ASSIGNMENT:
Hours 2, 4, 8--Classes today finished up with "The Man to Send Rainclouds" and turned in the writing on situation and conflict from the story. Then we began reading "The Lady or the Tiger."
Hours 3, 5--Students finished reading "The Lady or the Tiger." Then they did some review of the Elements of Fiction. The writing assignment for the day was to answer the question posed in the last line of the story in the form of a paragraph.
ASSIGNMENT:
- Hours 2, 4, 8--none
- Hours 3, 5--Finish elements of fiction formative assessment and write paragraph answering the question at the end of the story.
Wednesday, September 29, 2010
Wednesday 9/29/10
IN CLASS:
Classes today started with root words:
ASSIGNMENT:
none
Classes today started with root words:
- DORMIO=sleep (as in dormitory, dormant)
- HYPNOS=sleep (as in hypnotize, hypnology)
- ANNUS=year (annual, annuity, anniversary, centennial)
ASSIGNMENT:
none
Tuesday, September 28, 2010
Tuesday 9/28/10
IN CLASS:
All hours today read the short story "The Man to Send Rainclouds" by Leslie Marmon Silko. Students worked on describing the situation of the story as well as identifying the conflict of the story. This work, along with the 3-2-1 notes from yesterday's reading, were turned in at the end of class. If students did not finish, it is homework.
ASSIGNMENT:
All hours--
All hours today read the short story "The Man to Send Rainclouds" by Leslie Marmon Silko. Students worked on describing the situation of the story as well as identifying the conflict of the story. This work, along with the 3-2-1 notes from yesterday's reading, were turned in at the end of class. If students did not finish, it is homework.
ASSIGNMENT:
All hours--
- Finish reading "The Man to Send Rainclouds"
- Complete situation and conflict writing if not turned in already
Monday, September 27, 2010
Monday 9/27/10
IN CLASS
Hours, 2, 3, 4, 5--Today classes did some non-fiction reading preparing us for the fiction reading we'll do tomorrow. The topic for this cheery morning was death and the way different cultures deal with the ultimate unknown. Tomorrow's short story will look at the conflict that arises between two different cultures when trying to reconcile their opposite rituals for the dead.
Hour 8--Because 8th hour is behind in our note-taking, we took today to get caught up with notes.
ASSIGNMENT:
none
Hours, 2, 3, 4, 5--Today classes did some non-fiction reading preparing us for the fiction reading we'll do tomorrow. The topic for this cheery morning was death and the way different cultures deal with the ultimate unknown. Tomorrow's short story will look at the conflict that arises between two different cultures when trying to reconcile their opposite rituals for the dead.
Hour 8--Because 8th hour is behind in our note-taking, we took today to get caught up with notes.
ASSIGNMENT:
none
Friday, September 24, 2010
Friday 9/24/10
IN CLASS:All classes took the vocabulary quiz for lesson 18 today. Also, there was time for silent sustained reading. Some classes got to watch a bit more of Alfred Hitchcock's version of "Lamb to the Slaughter." Per their request, I also showed the full film after school for those who were interested in staying.
- Click here to read Roald Dahl's short story "Lamb to the Slaughter"
- Click here to watch the full episode on You Tube
none
Thursday, September 23, 2010
Thursday 9/23/10
IN CLASS: Hours 2, 4, 8--Today we checked the vocabulary assignment for lesson 18 (though it was technically due yesterday). After that, students took a short answer quiz on "Lamb to the Slaughter." At the end of class, we watched the first few minutes of the Alfred Hitchcock Presents episode of the same title.Hours 3, 5--Today students had the opportunity to share a few of the Point of View rewrites they did on "Lamb to the Slaughter." After that we played a short review game for the vocabulary lesson--they may still want to do some studying for tomorrow. Then we got started watching the Alfred Hitchcock Presents interpretation of Roald Dahl's short story.
Watch the Alfred Hitchcock Presents version of Lamb to the Slaughter
ASSIGNMENT: All Classes--
- Review for Vocab Quiz 18 tomorrow
- Bring Independent Reading Book to class tomorrow
Wednesday, September 22, 2010
Wednesday 9/22/10
IN CLASS:
Hours 2, 4, 8--These classes finished up the last of the reading assessments. They also turned in their vocab, but we didn't have time to check it. We'll do that at the beginning of class tomorrow. All students should have finished reading "Lamb to the Slaughter" by tomorrow's class.
Hours 3, 5--Today we checked vocab lesson 18. Then we took a spelling test recommended by the state to identify students who may be missing certain phonetic patterns. Students turned in their Point of View rewrites.
ASSIGNMENT:
Hours 2, 4, 8
Hours 2, 4, 8--These classes finished up the last of the reading assessments. They also turned in their vocab, but we didn't have time to check it. We'll do that at the beginning of class tomorrow. All students should have finished reading "Lamb to the Slaughter" by tomorrow's class.
Hours 3, 5--Today we checked vocab lesson 18. Then we took a spelling test recommended by the state to identify students who may be missing certain phonetic patterns. Students turned in their Point of View rewrites.
ASSIGNMENT:
Hours 2, 4, 8
- Finish reading "Lamb to the Slaughter" (due tomorrow)
- Vocab Quiz 18 on Friday
- Bring Independent Reading Book to class on Friday
- Vocab Quiz 18 on Friday
- Bring Independent Reading Book on Friday
Tuesday, September 21, 2010
Winter Play Auditions!
"The Seussification of Romeo and Juliet"
Auditions: Mon. 9/27 & Tues. 9/28Show Dates: December 10-13
Auditions for the winter play, "The Seussification of Romeo and Juliet", will be held after school on Monday 9/27 in the choir room. Callbacks will be Tuesday 9/28--same time, same place. Students should come prepared to read for a scene (we'll provide it for you) as well as do a few improvisational games. Auditions will be over in time for kids to take the 4:30 bus home. EVERYONE is encouraged to try out!! We are able to work around sports schedules as well as other interferences; we love new faces and are excited to have a 6th- 8th grade program!! Show dates are 12/10-12/13. There will also be a musical in the spring of 2011.
Tuesday 9/21/10
IN CLASS:
Hours 2, 4, 8--Today students took a spelling test to evaluate their working knowledge of phonics. This is the second part of the assessment we started yesterday in class. Tomorrow we will complete the final part of the assessment. Additionally, students received a copy of the Roald Dahl story, "Lamb to the Slaughter." It tells the tragic (but also ironically funny) story of a disgruntled housewife driven to desperation and her sneaky (but also tasty) attempt at covering up her crime of passion. This story should be read independently before the beginning of class on Thursday.
Also, remember that vocab lesson 18 is due tomorrow.
Hours 3, 5--Today students in 3rd hour finished up notes on different types of characters. Then we did a brief review on writing and punctuating dialogue. Students then had the rest of the hour to work on their Point of View rewrite for "Lamb to the Slaughter."
Here's what to do:
The story is written in 3rd person limited (the narrator knows what the main character, Mary Maloney, is thinking, but not any of the other characters).
Your task: Rewrite the story in FIRST PERSON Point of View. Choose a different character (i.e. NOT Mary Maloney) to narrate the story. Use the plot elements discussed to fill out your story--give it a situation, some rising action, the climax, and a resolution. You can add to the story, but you cannot change the plot. It must be a realistic retelling of the story from another character's perspective. It must use dialogue. There is not a length requirement, but it should take some effort (and yes, I can tell). This is due tomorrow.
ASSIGNMENT:
Hours 2, 4, 8--
Hours 2, 4, 8--Today students took a spelling test to evaluate their working knowledge of phonics. This is the second part of the assessment we started yesterday in class. Tomorrow we will complete the final part of the assessment. Additionally, students received a copy of the Roald Dahl story, "Lamb to the Slaughter." It tells the tragic (but also ironically funny) story of a disgruntled housewife driven to desperation and her sneaky (but also tasty) attempt at covering up her crime of passion. This story should be read independently before the beginning of class on Thursday.
Also, remember that vocab lesson 18 is due tomorrow.
Hours 3, 5--Today students in 3rd hour finished up notes on different types of characters. Then we did a brief review on writing and punctuating dialogue. Students then had the rest of the hour to work on their Point of View rewrite for "Lamb to the Slaughter."
Here's what to do:
The story is written in 3rd person limited (the narrator knows what the main character, Mary Maloney, is thinking, but not any of the other characters).
Your task: Rewrite the story in FIRST PERSON Point of View. Choose a different character (i.e. NOT Mary Maloney) to narrate the story. Use the plot elements discussed to fill out your story--give it a situation, some rising action, the climax, and a resolution. You can add to the story, but you cannot change the plot. It must be a realistic retelling of the story from another character's perspective. It must use dialogue. There is not a length requirement, but it should take some effort (and yes, I can tell). This is due tomorrow.
ASSIGNMENT:
Hours 2, 4, 8--
- Vocab Lesson 18 due tomorrow
- Read "Lamb to the Slaughter" by Thursday
- Vocab Quiz 18 on Friday
- Bring Independent Reading Book on Friday
- Vocab Lesson 18 due tomorrow
- Point of View Rewrite due tomorrow
- Vocab Quiz 18 on Friday
- Bring Independent Reading Book on Friday
Monday, September 20, 2010
Monday 9/20/10
IN CLASS:
Hours 2, 4, 8--Today students took the first part of a 3 part reading assessment. While not graded, the test is designed and endorsed by the Minnesota Department of Education to help us pin-point where our students need the most work in their reading growth. Part comprehension, part phonics, the results of the assessment will help us tailor our instruction to best meet the needs of our developing readers.
Students were also reminded that the lesson for vocab 18 is due on Wednesday.
Hours 3, 5--After a brief discussion on favorite genres for reading, we dove back into literary terminology. Today we tackled irony, theme, and direct & indirect characterization. Students received a copy of Roald Dahl's short story "Lamb to the Slaughter." The assignment for this text is to first read it, then determine the Point of View (1st or 3rd--If 1st, who is the narrator? If 3rd, is it omniscient, limited, or objective. Notes may be needed for this). Next, students will choose one of the supporting characters and rewrite the story from his or her perspective as a 1st person narrative.
In class tomorrow, I will give students some time to work and will have laptops available. If they want to use a laptop, they need to have a flash drive available as internet and printers will be unavailable. Flashdrives are available for purchase at $7 for a 1GB drive.
ASSIGNMENT:
Hours 2, 4, 8
Hours 2, 4, 8--Today students took the first part of a 3 part reading assessment. While not graded, the test is designed and endorsed by the Minnesota Department of Education to help us pin-point where our students need the most work in their reading growth. Part comprehension, part phonics, the results of the assessment will help us tailor our instruction to best meet the needs of our developing readers.
Students were also reminded that the lesson for vocab 18 is due on Wednesday.
Hours 3, 5--After a brief discussion on favorite genres for reading, we dove back into literary terminology. Today we tackled irony, theme, and direct & indirect characterization. Students received a copy of Roald Dahl's short story "Lamb to the Slaughter." The assignment for this text is to first read it, then determine the Point of View (1st or 3rd--If 1st, who is the narrator? If 3rd, is it omniscient, limited, or objective. Notes may be needed for this). Next, students will choose one of the supporting characters and rewrite the story from his or her perspective as a 1st person narrative.
In class tomorrow, I will give students some time to work and will have laptops available. If they want to use a laptop, they need to have a flash drive available as internet and printers will be unavailable. Flashdrives are available for purchase at $7 for a 1GB drive.
ASSIGNMENT:
Hours 2, 4, 8
- Vocab 18 due Wednesday
- Vocab quiz on Friday
- Read "Lamb to the Slaughter"
- Rewrite due Wednesday (see description above)
- Vocab 18 due Wednesday
- Vocab Quiz 18 on Friday
Saturday, September 18, 2010
Friday 9/17/10
IN CLASS:
Today students had time for independent reading in class. Then they got their next four root words for next week's vocabulary unit (due on Wednesday, quiz on Friday):
ASSIGNMENT:
none
Today students had time for independent reading in class. Then they got their next four root words for next week's vocabulary unit (due on Wednesday, quiz on Friday):
- DIA=across, through (as in diagonal, diameter, diagram)
- TRANS=across, beyond, through, over (as in transit, transform, transportation)
- GEO=earth (as in geology, geometry, geode)
- TERRA=land (as in terra cotta, extraterrestrial, territory, terrain)
ASSIGNMENT:
none
Thursday, September 16, 2010
Thursday 9/16/10
IN CLASS:
Hours 2, 4, 8--Today students finished their Critical Response Writing Assignment and then took some more notes on the Elements of Fiction.
Hours 3, 5--Today students turned in their plot maps for "Eleven," took a brief quiz on the story, had some discussion about the meaning of the story, and then took some more notes on Point of View.
ASSIGNMENTS:
Hours 2, 4, 8--
Hours 2, 4, 8--Today students finished their Critical Response Writing Assignment and then took some more notes on the Elements of Fiction.
Hours 3, 5--Today students turned in their plot maps for "Eleven," took a brief quiz on the story, had some discussion about the meaning of the story, and then took some more notes on Point of View.
ASSIGNMENTS:
Hours 2, 4, 8--
- Finish Critical Response (due at the beginning of class tomorrow for full credit)
- Bring Independent Reading Book tomorrow
Wednesday, September 15, 2010
Wednesday 9/15/10
IN CLASS:
Hours 2, 4--Today we took some notes on the Elements of Fiction. Then we did a little work on our first Critical Response writing assignment. We will finish up both of these in class tomorrow.
Hour 8--Today we finished reading "The Most Dangerous Game." After that we began working on our first Critical Response writing assignment. We will finish it up at the beginning of class tomorrow. Click here to read "The Most Dangerous Game."
Hour 3, 5--Today we took notes on the Elements of Fiction. As homework, students are to reading the short story, "Eleven" by Sandra Cisneros and create a PLOT MAP for the story correctly labeling the situation, 3 complications (or rising action EVENTS), the climax, and the resolution. Students should also identify either the main internal OR main external conflict in the story. See the notes for help.
ASSIGNMENT:
Hours 2, 4, 8--Be prepared to write Critical Response #1 in class tomorrow.
Hours 3, 5--Read "Eleven" and create a PLOT MAP as directed above.
Hours 2, 4--Today we took some notes on the Elements of Fiction. Then we did a little work on our first Critical Response writing assignment. We will finish up both of these in class tomorrow.
Hour 8--Today we finished reading "The Most Dangerous Game." After that we began working on our first Critical Response writing assignment. We will finish it up at the beginning of class tomorrow. Click here to read "The Most Dangerous Game."
Hour 3, 5--Today we took notes on the Elements of Fiction. As homework, students are to reading the short story, "Eleven" by Sandra Cisneros and create a PLOT MAP for the story correctly labeling the situation, 3 complications (or rising action EVENTS), the climax, and the resolution. Students should also identify either the main internal OR main external conflict in the story. See the notes for help.
ASSIGNMENT:
Hours 2, 4, 8--Be prepared to write Critical Response #1 in class tomorrow.
Hours 3, 5--Read "Eleven" and create a PLOT MAP as directed above.
Tuesday, September 14, 2010
Tuesday 9/14/10
IN CLASS:
Hours 2, 4, 8--Today we finished reading "The Most Dangerous Game." If you missed the ending of the story, you can read it online by CLICKING HERE.
Hours 3, 5--Today we began working with some of the fiction terms you'll be expected to know by the end of this unit. Most of them are review, so today students started some lovely posters to decorate our hallway focusing on the terms. Tomorrow we'll take some real notes on them, so be sure to have your notebooks with you!
Everyone in hours 3 and 5 should have turned in their first critical response today. If you didn't turn yours in, do it tomorrow! If you didn't do it, here are the instructions for the assignment.
ASSIGNMENT:
none!
Hours 2, 4, 8--Today we finished reading "The Most Dangerous Game." If you missed the ending of the story, you can read it online by CLICKING HERE.
Hours 3, 5--Today we began working with some of the fiction terms you'll be expected to know by the end of this unit. Most of them are review, so today students started some lovely posters to decorate our hallway focusing on the terms. Tomorrow we'll take some real notes on them, so be sure to have your notebooks with you!
Everyone in hours 3 and 5 should have turned in their first critical response today. If you didn't turn yours in, do it tomorrow! If you didn't do it, here are the instructions for the assignment.
ASSIGNMENT:
none!
Monday, September 13, 2010
Monday 9/13/10
Sorry for the lack of postings the last few days. My grandmother died over Labor Day weekend, and I spent a greater portion of last week in Nebraska with my family. I am back, and will do my best to keep the postings current. Thanks for understanding.
IN CLASS:
Hour 2, 4, 8--Today we continued reading "The Most Dangerous Game."
Hour 3, 5--Today students who had completed the reading assignment over the weekend began their first Critical Response writing assignment on "The Most Dangerous Game." Those who had not completed the work spent the hour reading and will need to complete the writing assignment after they have finished. Click here to read "The Most Dangerous Game."
ASSIGNMENT:
Hours 2, 4, 6--none
Hour 3, 5--Finish Critical Response #1
IN CLASS:
Hour 2, 4, 8--Today we continued reading "The Most Dangerous Game."
Hour 3, 5--Today students who had completed the reading assignment over the weekend began their first Critical Response writing assignment on "The Most Dangerous Game." Those who had not completed the work spent the hour reading and will need to complete the writing assignment after they have finished. Click here to read "The Most Dangerous Game."
ASSIGNMENT:
Hours 2, 4, 6--none
Hour 3, 5--Finish Critical Response #1
Tuesday, September 7, 2010
Tuesday 9/7/10
IN CLASS:
Today classes filled in agendas with important dates for first quarter. Here's the rundown:
Vocab 17 lesson* due on Friday, Sept. 10 (*Link is for Hours 2, 4, 8 only)
Vocab quiz 17 on Friday, Sept. 10
Vocab 18 lesson due Wednesday, Sept. 22
Vocab quiz 18 on Friday, Sept. 24
Vocab 19 lesson due Wednesday, Oct. 6
Vocab quiz 19 on Friday, Oct. 8
Vocab 20 lesson due TUESDAY, Oct. 19
Vocab quiz 20 on WEDNESAY, Oct. 20
NO SCHOOL Thurs, Oct. 21 & Fri, Oct. 22
We also filled in other important dates like early release/late start, conferences, and end of the quarter. Today students received a parent/student information form which will help me get to know the students better and help create a class and curriculum most appropriate for their interests and needs. They need to fill out the first page, parents/guardians need to fill out the second page. This should be returned no later than Friday, though I am encouraging students to get it turned in tomorrow. After that, students received their first vocab assignment (due Friday). At the end of class, we had some time for browsing books in the LMC or working on vocabulary assigments.
ASSIGNMENT:
Today classes filled in agendas with important dates for first quarter. Here's the rundown:
Vocab 17 lesson* due on Friday, Sept. 10 (*Link is for Hours 2, 4, 8 only)
Vocab quiz 17 on Friday, Sept. 10
Vocab 18 lesson due Wednesday, Sept. 22
Vocab quiz 18 on Friday, Sept. 24
Vocab 19 lesson due Wednesday, Oct. 6
Vocab quiz 19 on Friday, Oct. 8
Vocab 20 lesson due TUESDAY, Oct. 19
Vocab quiz 20 on WEDNESAY, Oct. 20
NO SCHOOL Thurs, Oct. 21 & Fri, Oct. 22
We also filled in other important dates like early release/late start, conferences, and end of the quarter. Today students received a parent/student information form which will help me get to know the students better and help create a class and curriculum most appropriate for their interests and needs. They need to fill out the first page, parents/guardians need to fill out the second page. This should be returned no later than Friday, though I am encouraging students to get it turned in tomorrow. After that, students received their first vocab assignment (due Friday). At the end of class, we had some time for browsing books in the LMC or working on vocabulary assigments.
ASSIGNMENT:
- Parent/Student Info sheet--due Friday (click the link to print the document)
- Vocab Lesson 17--due Friday (click the link to print the lesson for Hours 2, 4, 8)
- Vocab Quiz on Friday
Friday, September 3, 2010
Day 3 Festivities
A HUGE thank you to all the parents and volunteers who helped out with the Day 3 event. There were art projects, (chilly) outdoor games, snacks, and our first EVER full school pep rally. Seeing the students' enthusiasm and pride was a great way to start of the year. Have a wonderful long weekend, and we'll start up in full swing on Tuesday.
Friday 9/3/10 (Day 3)
IN CLASS:
Today students chose their Homework Partners and received the syllabus for Language Arts. I asked them to share it with their parents. Hopefully they do that. It's a yellow sheet of paper. The name of their Homework Partner should be written on the "My Language Arts Information" sticker inside the front cover of the agenda.
ASSIGNMENT:
None (which should be written in the Language Arts section of their agenda)
Today students chose their Homework Partners and received the syllabus for Language Arts. I asked them to share it with their parents. Hopefully they do that. It's a yellow sheet of paper. The name of their Homework Partner should be written on the "My Language Arts Information" sticker inside the front cover of the agenda.
ASSIGNMENT:
None (which should be written in the Language Arts section of their agenda)
Thursday, September 2, 2010
Thursday 9/2/10
IN CLASS:
Today students shared some of their favorite things and looked for common favorites. What we generally discovered is that there are things we share in common, but also things that make us unique. Some classes got info stickers for their agendas, others will get them tomorrow. 8th hour got a yellow syllabus with instructions to share it with parents and to keep it.
ASSIGNMENT:
None (which is the word that should be written in their agendas for today in Language Arts)
Today students shared some of their favorite things and looked for common favorites. What we generally discovered is that there are things we share in common, but also things that make us unique. Some classes got info stickers for their agendas, others will get them tomorrow. 8th hour got a yellow syllabus with instructions to share it with parents and to keep it.
ASSIGNMENT:
None (which is the word that should be written in their agendas for today in Language Arts)
Wednesday, September 1, 2010
FIRST DAY!
Well, here we go again. It was great to see so many smiling faces today in class. Hopefully those smiles will get us all the way through to June!
Classes today were all a little irregular. OT lasted for two hours, then hours 2, 3, 4 were 18 minutes, Hour 5 was 30 minutes, Hour 6 was 53 minutes, and Hours 7, 8 were the regular 46 minutes. I think most everyone made it through just fine.
In Language Arts today we did some introductions and talked about some of our favorite things. Students in each class generated a list of 10 categories. Their assignment was to name their favorite thing in each category (favorite food, hobby, animal, etc). Their assignment was to complete the list and bring it back tomorrow. I told them this is probably the easiest assignment I'll ever give. Hopefully everyone will have it for class tomorrow.
Looking forward to Day 2!
Classes today were all a little irregular. OT lasted for two hours, then hours 2, 3, 4 were 18 minutes, Hour 5 was 30 minutes, Hour 6 was 53 minutes, and Hours 7, 8 were the regular 46 minutes. I think most everyone made it through just fine.
In Language Arts today we did some introductions and talked about some of our favorite things. Students in each class generated a list of 10 categories. Their assignment was to name their favorite thing in each category (favorite food, hobby, animal, etc). Their assignment was to complete the list and bring it back tomorrow. I told them this is probably the easiest assignment I'll ever give. Hopefully everyone will have it for class tomorrow.
Looking forward to Day 2!
Wednesday, August 18, 2010
Flash Drives for Sale
This year, I have worked with Mr. Bork to purchase 300 flash drives to sell for student use. Each 1GB will cost $7 and will be for sale at back-to-school nights next week. I, along with several other teachers, believe these drives will be both useful and beneficial to students in the upcoming year. There are two styles--each available in either orange or black and each printed with SLP logos. You can see the two styles below.
If you can't make it to back-to-school night, but you would like to purchase a flash drive, you can email me and I'll save one for you--keasling.anne@slpschools.org
Orange drive and silver swing cover with black & orange SLP logo
Black drive and silver swing cover with black & orange SLP logo
Orange bracelet style
with black PARK logo
with orange PARK logo
If you can't make it to back-to-school night, but you would like to purchase a flash drive, you can email me and I'll save one for you--keasling.anne@slpschools.org
Orange drive and silver swing cover with black & orange SLP logo
Black drive and silver swing cover with black & orange SLP logo
Orange bracelet stylewith black PARK logo
-OR-
Black bracelet stylewith orange PARK logo
Recommended Supplies for Language Arts
It's just two weeks until school starts, so I figure I might as well get back into the habit of blogging. I know many of you are shopping for school supplies, and you are probably using the lists put out by the district. While those are generally correct and will get you well prepared for school, there are a few things I suggest:
1. I recommend using a wire bound notebook for my class rather than a composition book. This allows you to use the paper for both taking notes as well as completing homework assignments. It keeps everything in the same place, and in my opinion, helps you to stay better organized for Language Arts.
2. I recommend having a folder JUST FOR LANGUAGE ARTS. This can be one that snaps into your binder or that is separate. I would make one side for things that need to get turned in and the other for things that have been graded and returned. I will remind you again, but NEVER throw graded assignments away until the end of each quarter. You never know if or when you might need it again.
3. I HIGHLY recommend that all students have access to a flash drive. This makes working on essays and projects at both home and school much easier. This year, I have purchased 300 flash drives to be sold at back to school night. Each 1 GB flash drive will cost $7 (which is comparable to the cost at other office supply stores). Many students already use these drives and have a much easier time saving and transporting their documents between home, school, and library. No internet access is needed and it should help prevent lost documents (which many students experienced last year). For more info, see the post above.
4. Of course, have an inordinate number of pens and pencils ready to go. I'd also recommend a hand help pencil sharpener as you may remember how miserable the one in my room was to use. It has yet to be fixed or replaced.
Any other questions about supplies? Feel free to email me-- keasling.anne@slpschools.org
See you in two weeks!
1. I recommend using a wire bound notebook for my class rather than a composition book. This allows you to use the paper for both taking notes as well as completing homework assignments. It keeps everything in the same place, and in my opinion, helps you to stay better organized for Language Arts.
2. I recommend having a folder JUST FOR LANGUAGE ARTS. This can be one that snaps into your binder or that is separate. I would make one side for things that need to get turned in and the other for things that have been graded and returned. I will remind you again, but NEVER throw graded assignments away until the end of each quarter. You never know if or when you might need it again.
3. I HIGHLY recommend that all students have access to a flash drive. This makes working on essays and projects at both home and school much easier. This year, I have purchased 300 flash drives to be sold at back to school night. Each 1 GB flash drive will cost $7 (which is comparable to the cost at other office supply stores). Many students already use these drives and have a much easier time saving and transporting their documents between home, school, and library. No internet access is needed and it should help prevent lost documents (which many students experienced last year). For more info, see the post above.
4. Of course, have an inordinate number of pens and pencils ready to go. I'd also recommend a hand help pencil sharpener as you may remember how miserable the one in my room was to use. It has yet to be fixed or replaced.
Any other questions about supplies? Feel free to email me-- keasling.anne@slpschools.org
See you in two weeks!
Tuesday, June 8, 2010
Tuesday 6/8/10
IN CLASS:
Today students are taking the vocab final for the quarter over lessons 13-16.
ASSIGNMENT:
None, of course! Have a great summer!
Today students are taking the vocab final for the quarter over lessons 13-16.
ASSIGNMENT:
None, of course! Have a great summer!
Monday, June 7, 2010
Monday 6/7/10
IN CLASS:
Today students wrote their quarter 4 reflections. Then we played a review game to help study for the vocab exam tomorrow. Everyone should do some additional reviewing tonight!
ASSIGNMENT:
Vocab Exam 13-16 tomorrow
Today students wrote their quarter 4 reflections. Then we played a review game to help study for the vocab exam tomorrow. Everyone should do some additional reviewing tonight!
ASSIGNMENT:
Vocab Exam 13-16 tomorrow
Friday 6/4/10
IN CLASS:
Today students finished up their journals. Then after addressing envelopes correctly, we went to the lab to finish up their letters to themselves. Hours 7, 8 did not have class due to the Friday afternoon yearbook signing party.
ASSIGNMENT:
Review for vocab exam on Tuesday, June 8
Today students finished up their journals. Then after addressing envelopes correctly, we went to the lab to finish up their letters to themselves. Hours 7, 8 did not have class due to the Friday afternoon yearbook signing party.
ASSIGNMENT:
Review for vocab exam on Tuesday, June 8
Thursday, June 3, 2010
Thursday 6/3/10
IN CLASS:
Today students journaled for 10 minutes. Then we went to the computer lab to give them time to work on their letters. Letters are due tomorrow by 7th hour. Students will not be allowed to attend the end of year blue team activity until they have submitted their letters. They are aware of this requirement. I am available after school in the lab for additional work and help time.
Downloads for today:
Vocab Review Sheet for hours 2, 5, 6
*Please note that this document is available through Google Docs. Scribd, the website document database I've been using, has changed its viewing policies which makes it harder to view and print documents. Let me know if you have any feedback for me on this change.
ASSIGNMENT:
Today students journaled for 10 minutes. Then we went to the computer lab to give them time to work on their letters. Letters are due tomorrow by 7th hour. Students will not be allowed to attend the end of year blue team activity until they have submitted their letters. They are aware of this requirement. I am available after school in the lab for additional work and help time.
Downloads for today:
Vocab Review Sheet for hours 2, 5, 6
*Please note that this document is available through Google Docs. Scribd, the website document database I've been using, has changed its viewing policies which makes it harder to view and print documents. Let me know if you have any feedback for me on this change.
ASSIGNMENT:
- Letter due tomorrow
- Vocab Exam on Tuesday (review on Monday)
Wednesday, June 2, 2010
Wednesday 6/2/10
IN CLASS:
Today we journaled for 10 minutes. Then each class finished up the rubric for their letters. We talked about the correct format for a letter, and then most classes had some work time (hour 7 did not finish the formatting instruction, but the finished sheet can be downloaded below). Each class will get about 30 minutes of work time in the lab tomorrow for typing letters.
Downloads for today:
Hour 2 Rubric
Hour 5 Rubric
Hour 6 Rubric
Hour 7 Rubric
Hour 8 Rubric
Formatting Instructions
Basic Letter to Self Instructions
ASSIGNMENT:
Today we journaled for 10 minutes. Then each class finished up the rubric for their letters. We talked about the correct format for a letter, and then most classes had some work time (hour 7 did not finish the formatting instruction, but the finished sheet can be downloaded below). Each class will get about 30 minutes of work time in the lab tomorrow for typing letters.
Downloads for today:
Hour 2 Rubric
Hour 5 Rubric
Hour 6 Rubric
Hour 7 Rubric
Hour 8 Rubric
Formatting Instructions
Basic Letter to Self Instructions
ASSIGNMENT:
- Hours 2, 5, 6--Letter to Self due Friday
- Hour 7, 8--Let to Self due Thursday (or Friday if you get it turned in on your own)
Tuesday, June 1, 2010
Tuesday 6/1/10
IN CLASS:
Today students wrote in their journals for 10 minutes and then took a brief clicker quiz over the questions from the assignment over the weekend. Those who were not here on Friday were given the reading assignment and questions. They will need to turn in the completed questions for credit. After that we began looking at our final writing assignment: a letter to self.
Students are going to compose a letter to themselves explaining what they were like at the beginning of 7th grade, how they have changed, and what they would like to do for next year. Each class is creating a rubric for the expectations and grading for the assignment. We will work on proper letter format and how to address an envelope. At the end of the summer, each letter will be mailed to the author as they begin to transition to being an 8th grader at the school. Further instructions and rubrics will be posted tomorrow.
Downloads for today:
Basic instructions for Letter to Self
Hour 2 Rubric
ASSIGNMENT:
Letter to Self due dates:
Today students wrote in their journals for 10 minutes and then took a brief clicker quiz over the questions from the assignment over the weekend. Those who were not here on Friday were given the reading assignment and questions. They will need to turn in the completed questions for credit. After that we began looking at our final writing assignment: a letter to self.
Students are going to compose a letter to themselves explaining what they were like at the beginning of 7th grade, how they have changed, and what they would like to do for next year. Each class is creating a rubric for the expectations and grading for the assignment. We will work on proper letter format and how to address an envelope. At the end of the summer, each letter will be mailed to the author as they begin to transition to being an 8th grader at the school. Further instructions and rubrics will be posted tomorrow.
Downloads for today:
Basic instructions for Letter to Self
Hour 2 Rubric
ASSIGNMENT:
Letter to Self due dates:
- Hours 2, 5, 6--due Friday, June 4th
- Hours 7, 8,--due Thursday, June 3rd
Friday 5/28/10
IN CLASS:
Today all students wrote in their journals for 10 minutes. Then they had a few minutes to review for the vocab quiz. After the quiz, students had a reading assignment to work on from The Freedom Writers Diary. There was also a set of reading questions to accompany the text.
ASSIGNMENT:
Reading questions due on Tuesday (there will be a quiz)
Thursday, May 27, 2010
Forest Tent Caterpillars (Ew!)
I think this is what we found on the sidewalk when we were chalking last week. Watch out--it looks like they're going to get bigger!
Clumps of forest tent caterpillars eating their way through Twin Cities | Minnesota Public Radio NewsQ
Thursday 5/27/10
IN CLASS:
Today was a late start day, so all classes (except 6th hour) were shortened. Today we had time for some journal writing and vocab checking. Students should review their vocab for the quiz tomorrow. As a reminder, in the last two weeks students will be taking a vocab exam over lessons 13-16 on the following dates:
review for vocab quiz 16
Today was a late start day, so all classes (except 6th hour) were shortened. Today we had time for some journal writing and vocab checking. Students should review their vocab for the quiz tomorrow. As a reminder, in the last two weeks students will be taking a vocab exam over lessons 13-16 on the following dates:
- Hours 2, 5, 6 on Friday, June 4th
- Hour 7, 8 on Monday, June 7th
review for vocab quiz 16
Wednesday, May 26, 2010
Wednesday 5/26/10
IN CLASS:
Today we began with 10 minutes of journal writing. We then
looked at the title The Freedom Writers Diary which is an allusion to the Freedom Riders from the Civil Rights Movement. We looked at a brief timeline of the Civil Rights movement to put things into a time perspective.
More Links and Videos:
ASSIGNMENT:
Vocab Due Tomorrow
Today we began with 10 minutes of journal writing. We then
looked at the title The Freedom Writers Diary which is an allusion to the Freedom Riders from the Civil Rights Movement. We looked at a brief timeline of the Civil Rights movement to put things into a time perspective.- 1954--Brown v. Board of Education declared that segregated public schools was unconstitutional
- 1955--Rosa Parks refusal to give up her bus seat sparks the Montgomery Bus Boycott
- 1957--Little Rock 9 enroll at Little Rock Central High School
- 1960--Students in Greensboro NC stage first sit-ins at Woolworths demanding service--sparks more non-violent protests across the nation.
- 1961--Freedom Rides begin
- 1967--Thurgood Marshall becomes first black justice on the Supreme Court
- 1968--Martin Luther King Jr. is assassinated
- 1991--Rodney King is beaten by police in LA
- 1992--Race Riots begin in LA
- 1994--The Freedom Writers begin work on their Diaries in Long Beach, CA
More Links and Videos:
- Get On the Bus: The Freedom Riders of 1961(National Public Radio)
- The Freedom Riders: New Documentary Recounts Historic 1961 Effort to Challenge Segregated Bus System in the Deep South (Democracy Now)
- Jim Zwerg in the hospital
- Freedom Ride 2009 by Vanderbilt University Students
- Watch The Freedom Writers Trailer (the movie based on the true story)
ASSIGNMENT:
Vocab Due Tomorrow
Subscribe to:
Comments (Atom)