Friday, June 10, 2011
Wednesday, June 8, 2011
Wednesday 6/8/11
IN CLASS:
Today all classes did their end of year reflective writing and took a grammar exam. For tomorrow, everyone should review any notes they have from Language Arts in 8th grade (or 7th grade if for some amazing reason they still have them). Tomorrow in class we will be doing a Year In Review. Review in advance will help!
ASSIGNMENT:
Get ready for the last day of school!
Today all classes did their end of year reflective writing and took a grammar exam. For tomorrow, everyone should review any notes they have from Language Arts in 8th grade (or 7th grade if for some amazing reason they still have them). Tomorrow in class we will be doing a Year In Review. Review in advance will help!
ASSIGNMENT:
Get ready for the last day of school!
Tuesday, June 7, 2011
Tuesday 6/7/11
IN CLASS:
Today all students took the vocab exam over lessons 29-32. After the exam (which we were all very happy to have in an air-conditioned room), students had some time to review for their grammar exam tomorrow. Use the links below by class for some review options.
ASSIGNMENT:
Prepare for grammar exam
Today all students took the vocab exam over lessons 29-32. After the exam (which we were all very happy to have in an air-conditioned room), students had some time to review for their grammar exam tomorrow. Use the links below by class for some review options.
ASSIGNMENT:
Prepare for grammar exam
Monday, June 6, 2011
Post Vocab Exam Grammar Practice
Below are some websites you can visit after the vocab exam to get a little extra practice on the grammar you'll be tested on tomorrow.
Hours 2--
Adjective vs. Adverb Clauses
Simple/Compound/Complex Sentences
Hour 3, 5--
Simple/Compound/Complex/Compound-Complex Sentences
Adjective vs. Adverb Clauses
Adjective vs. Adverb Clause
Hours 2--
Adjective vs. Adverb Clauses
- http://www.proprofs.com/quiz-school/story.php?title=adjective-adverb-clauses
- http://web2.uvcs.uvic.ca/elc/studyzone/410/reading/exercises/hikerqz.htm
- http://www.proprofs.com/quiz-school/story.php?title=seventh-grade-chapter-15
- http://www.proprofs.com/quiz-school/quizshow.php?title=adjective-adverb-clauses_1&quesnum=1
Simple/Compound/Complex Sentences
- http://www.harcourtschool.com/activity/sensort/index_pre.html
- http://itech.pensacolastate.edu/writinglab/senpat.htm
- http://www.eslbee.com/cgi-bin/quiztest.cgi?simplecompoundorcomplex
Hour 3, 5--
Simple/Compound/Complex/Compound-Complex Sentences
- http://www.proprofs.com/quiz-school/story.php?title=sentence-structure-simple-compound-complex-compoundcomplex-sentences
- http://www.quia.com/rr/126726.html
- http://www.esc.edu/htmlpages/writerold/pandg/exg10a.shtml
- http://a4esl.org/q/h/9901/cw-senttype.html
Adjective vs. Adverb Clauses
- http://www.proprofs.com/quiz-school/story.php?title=adjective-adverb-clauses
- http://web2.uvcs.uvic.ca/elc/studyzone/410/reading/exercises/hikerqz.htm
- http://www.proprofs.com/quiz-school/story.php?title=seventh-grade-chapter-15
- http://www.proprofs.com/quiz-school/quizshow.php?title=adjective-adverb-clauses_1&quesnum=1
Adjective vs. Adverb Clause
- http://www.proprofs.com/quiz-school/story.php?title=adjective-adverb-clauses
- http://web2.uvcs.uvic.ca/elc/studyzone/410/reading/exercises/hikerqz.htm
- http://www.proprofs.com/quiz-school/story.php?title=seventh-grade-chapter-15
- http://www.proprofs.com/quiz-school/quizshow.php?title=adjective-adverb-clauses_1&quesnum=1
6/6/11
IN CLASS:
Today all classes finished up with some grammar review and practice using the clickers. This week is full of finishing up. Here are the important dates to know:
ASSIGNMENT:
Prepare for exams
Today all classes finished up with some grammar review and practice using the clickers. This week is full of finishing up. Here are the important dates to know:
- Tuesday, June 7th--Vocab Exam over lessons 29-32
- Wednesday, June 8th--Grammar Exam
- Thursday, June 9th--Year in review
ASSIGNMENT:
Prepare for exams
Friday, June 3, 2011
Friday 6/3/11
IN CLASS:
Today in class, all students wrote their two paragraph essays on their Literature Circle books. These were completed in class and turned in before the end of the hour. The only homework for next week is to be sure to review vocab words for the 4th quarter exam on Tuesday. This will cover all words and root words from lesson 29-32.
DOWNLOAD:
SL8 Quarter 4 vocab review sheet
ASSIGNMENT:
Review vocab words from lesson 29-32
Complete and turn in all late or missing work by the end of the day on Monday, June 6th
Today in class, all students wrote their two paragraph essays on their Literature Circle books. These were completed in class and turned in before the end of the hour. The only homework for next week is to be sure to review vocab words for the 4th quarter exam on Tuesday. This will cover all words and root words from lesson 29-32.
DOWNLOAD:
SL8 Quarter 4 vocab review sheet
ASSIGNMENT:
Review vocab words from lesson 29-32
Complete and turn in all late or missing work by the end of the day on Monday, June 6th
Thursday, June 2, 2011
Thursday 6/2/11
Today all classes received an outline form to use to prepare for writing their two paragraph mini-essay in class tomorrow. The prompt is below. Click here to download the outline document.
Write a two paragraph mini-essay comparing the protagonist at the beginning of your book to the protagonist at the end. In each body paragraph, use at least 3 DQs (include page numbers) to support your point.
*Your first topic sentence should include the title and author as well as the name of the protagonist.
**The second topic sentence should indicate the catalyst or turning point that initiates the change in the character.
We also worked on grammar in all classes today. Each class will take an exam over the grammar they have studied next week on Wednesday.Wednesday, June 1, 2011
Wednesday 6/1/11
IN CLASS:
Today all classes had work time. Students could choose to use this time for gathering DQs for their upcoming mini-essay covering how the protagonist in their book changes from beginning to end. They could choose to finish any reading they haven't yet done, or they could work on their critical response that should have been completed during class. Here is the prompt for the assignment:
Answer the following question for your book using at least 2 DQs. Your first sentence should include the title and author of the book as well as your answer. The rest if for DQs and explanations to back up your answer:
8th Hour Only:
Today 8th Hour watched a video on the bombing of the 16th Street Church in Birmingham, Alabama in September of 1963. This historical event features prominently at the end of The Watsons Go To Birmingham--1963. Click here to watch the video.
Today all classes had work time. Students could choose to use this time for gathering DQs for their upcoming mini-essay covering how the protagonist in their book changes from beginning to end. They could choose to finish any reading they haven't yet done, or they could work on their critical response that should have been completed during class. Here is the prompt for the assignment:
Answer the following question for your book using at least 2 DQs. Your first sentence should include the title and author of the book as well as your answer. The rest if for DQs and explanations to back up your answer:
- In your book, what is the catalyst that initiates a change in the protagonist? This could be an event, another character, a situation, or realization.
8th Hour Only:
Today 8th Hour watched a video on the bombing of the 16th Street Church in Birmingham, Alabama in September of 1963. This historical event features prominently at the end of The Watsons Go To Birmingham--1963. Click here to watch the video.
Tuesday, May 24, 2011
Monday 5/23/11
All classes should be keeping up with their reading schedule for their lit circle books. Because block scheduling is irregular, all classes are in slightly different places with the books. This week is a vocab week. Here is the schedule of due dates and quiz dates for all classes:
Vocab Lesson 32 due dates:
Hour 2-Wednesday, May 25
Hour 3-Thursday, May 26
Hour 4-Tuesday, May 24
Hour 5-Wednesday, May 25
Hour 8-Wednesday, May 25
Vocab Quiz 32 dates:
Hour 2-Friday, May 27
Hour 3-Friday, May 27
Hour 4-Friday, May 27
Hour 5-Friday, May 27
Hour 8-Wednesday, May 25
In class today:
Today hours 2, 4, 8 began with time for independent reading. Then students used 5 sentence starters to do some writing about their lit circle books. Here is the list and instructions:
In hour 2 and 8, students then had a discussion with their group members, recording the answers the group gave to their question. This work got turned in at the end of the discussion. In 4th hour, we will have the discussion during the next class meeting time.
Next we went on to continue our grammar work. We've been working on the difference between adjective and adverb clauses. In hour 2, we are now doing mixed practice distinguishing between the two different types. Hours 4 and 8 are still working to correctly find the clause within the sentence and tell what word in the sentence it is modifying.
Vocab Lesson 32 due dates:
Hour 2-Wednesday, May 25
Hour 3-Thursday, May 26
Hour 4-Tuesday, May 24
Hour 5-Wednesday, May 25
Hour 8-Wednesday, May 25
Vocab Quiz 32 dates:
Hour 2-Friday, May 27
Hour 3-Friday, May 27
Hour 4-Friday, May 27
Hour 5-Friday, May 27
Hour 8-Wednesday, May 25
In class today:
Today hours 2, 4, 8 began with time for independent reading. Then students used 5 sentence starters to do some writing about their lit circle books. Here is the list and instructions:
Choose five (5) of the following sentence starters and write a brief reflection for each.
- I noticed…
- I wonder…
- I was reminded of…
- I think…
- I’m surprised that…
- I’d like to know…
- I realized…
- If I were…
- The central issue(s) is/are…
- One consequence of________________ could be…
- If _________________,then…
- I’m not sure…
- Although it seems…
Then write a QUESTION about the book (this should NOT be a one word or YES/NO question…it should lead the group to a deeper discussion).
In hour 2 and 8, students then had a discussion with their group members, recording the answers the group gave to their question. This work got turned in at the end of the discussion. In 4th hour, we will have the discussion during the next class meeting time.
Next we went on to continue our grammar work. We've been working on the difference between adjective and adverb clauses. In hour 2, we are now doing mixed practice distinguishing between the two different types. Hours 4 and 8 are still working to correctly find the clause within the sentence and tell what word in the sentence it is modifying.
Thursday, May 5, 2011
Cameras for class
A note for parents on camera use:
Some students have asked about bringing personal cameras for use in class tomorrow. Students are welcome to bring their own cameras, but are not in any way required to do so. We have cameras available that are easy to use and produce high quality images. IF students CHOOSE to bring their own cameras, I will not be responsible in any way for the device. Things do occasionally get stolen at the Junior High, so students must be 100% responsible for the camera at school. Additionally, I do not give them permission to use the cameras at all outside of their class period of Language Arts. Let me know if you have any questions:
Ms. Keasling
keasling.anne@slpschools.org
952-928-6374
Some students have asked about bringing personal cameras for use in class tomorrow. Students are welcome to bring their own cameras, but are not in any way required to do so. We have cameras available that are easy to use and produce high quality images. IF students CHOOSE to bring their own cameras, I will not be responsible in any way for the device. Things do occasionally get stolen at the Junior High, so students must be 100% responsible for the camera at school. Additionally, I do not give them permission to use the cameras at all outside of their class period of Language Arts. Let me know if you have any questions:
Ms. Keasling
keasling.anne@slpschools.org
952-928-6374
Thursday 5/5/11
FREE VERSE!
Now that we have learned the strict rules of sonnet writing, we're throwing it all out the window. Yesterday we read three free verse poems to get us in the mood. Free verse means there are no rules except the ones the poet sets for him or herself. While this may sound like a free for all, it can also make the writing process more challenging because there are no guidelines to help direct the writing. Here's how it will all come together:
During the next few days, students will be working on a Picture Poetry Project (Alliteration intended). Students should already be working on a free verse poem (no rhyme or rhythm). This can be on any topic the student chooses, but the poem MUST include at least three of the following poetic devices:
Metaphor, Simile, Personification, Hyperbole, Alliteration, Assonance, Imagery, Irony, Repetition,Oxymoron, Symbolism, Onomatopoeia, Allusion
Then tomorrow, we'll be using digital cameras to add associated images to the poem. Some of this work will need to be done outside of class. I will offer lab time after school Thursday (Today) 5/5, Friday,5/6 Monday 5/9, and Tuesday 5/10.
The final product is due Friday, May 13th.
For complete instructions on the Poetry Picture Project, click here.
Now that we have learned the strict rules of sonnet writing, we're throwing it all out the window. Yesterday we read three free verse poems to get us in the mood. Free verse means there are no rules except the ones the poet sets for him or herself. While this may sound like a free for all, it can also make the writing process more challenging because there are no guidelines to help direct the writing. Here's how it will all come together:
During the next few days, students will be working on a Picture Poetry Project (Alliteration intended). Students should already be working on a free verse poem (no rhyme or rhythm). This can be on any topic the student chooses, but the poem MUST include at least three of the following poetic devices:
Metaphor, Simile, Personification, Hyperbole, Alliteration, Assonance, Imagery, Irony, Repetition,Oxymoron, Symbolism, Onomatopoeia, Allusion
Then tomorrow, we'll be using digital cameras to add associated images to the poem. Some of this work will need to be done outside of class. I will offer lab time after school Thursday (Today) 5/5, Friday,5/6 Monday 5/9, and Tuesday 5/10.
The final product is due Friday, May 13th.
For complete instructions on the Poetry Picture Project, click here.
Thursday 5/5/11
SONNETS!
In the weeks since the poetry exam, we've been putting our poetry skills to good use. We did a mini unit on Sonnets in which we explored the rules of sonnet writing, read and analyzed Shakespeare's Sonnet 130, wrote a full class sonnet, had a sonnet competition, and finally, students wrote individual sonnets.
Following the class sonnet writing process, students filled out this sonnet reflection.
Before turning in the individual sonnet, students need to fill out this poetic device explanation.
Check out the sonnets that the classes wrote together! Congrats to Hour 5 for their champion sonnet!
Hour 2
Hour 3
Hour 4
Hour 5
Hour 8
In the weeks since the poetry exam, we've been putting our poetry skills to good use. We did a mini unit on Sonnets in which we explored the rules of sonnet writing, read and analyzed Shakespeare's Sonnet 130, wrote a full class sonnet, had a sonnet competition, and finally, students wrote individual sonnets.
Following the class sonnet writing process, students filled out this sonnet reflection.
Before turning in the individual sonnet, students need to fill out this poetic device explanation.
Check out the sonnets that the classes wrote together! Congrats to Hour 5 for their champion sonnet!
Hour 2
Hour 3
Hour 4
Hour 5Hour 8
Friday, April 15, 2011
Friday 4/15/11
IN CLASS:
Today all classes took the exam for our poetry unit. This took the entire class period.
ASSIGNMENT:
Vocab Quiz 29 is on Monday, April 18
Today all classes took the exam for our poetry unit. This took the entire class period.
ASSIGNMENT:
Vocab Quiz 29 is on Monday, April 18
Tuesday, April 12-Thursday, April 14
IN CLASS:
This week in class we spent time reviewing and finishing poetry terms. We practiced with "The Road Not Taken" by Robert Frost, two songs by Bob Dylan, "Friendship and Love" by Emily Bronte, and "When We Two Parted" by Lord Byron. Term each students should know include the following:
Vocab Lesson 29 due Wednesday, April 13
Prepare for Poetry Exam on Friday, April 15
This week in class we spent time reviewing and finishing poetry terms. We practiced with "The Road Not Taken" by Robert Frost, two songs by Bob Dylan, "Friendship and Love" by Emily Bronte, and "When We Two Parted" by Lord Byron. Term each students should know include the following:
- Line
- Stanza
- Rhyme Scheme
- Meter/Rhythm
- Metaphor
- Simile
- Irony
- Personification
- Hyperbole
- Alliteration
- Imagery
- Tone
- Theme
Vocab Lesson 29 due Wednesday, April 13
Prepare for Poetry Exam on Friday, April 15
Monday, April 11, 2011
Monday 4/11/11
IN CLASS:
Today we began with the root words for this week.
Then, Hour 2 and 8 took the quiz over Robert Frost's poem "The Road Not Taken" while hours 3, 4, 5 worked on the poetry/song of Bob Dylan.
ASSIGNMENT:
Finish Bob Dylan worksheet (hour 8 excluded)
Today we began with the root words for this week.
- Zoon=animal (as in zoo, zoologist, Paleozoic)
- Verto/Versum=turn (as in reverse, controversial, advertise)
- Facio/Factum=make, do (as in factory, manufacture, artifact, magnify)
Then, Hour 2 and 8 took the quiz over Robert Frost's poem "The Road Not Taken" while hours 3, 4, 5 worked on the poetry/song of Bob Dylan.
ASSIGNMENT:
Finish Bob Dylan worksheet (hour 8 excluded)
Friday 4/8/11
IN CLASS:
Today classes began with 20 minutes of independent reading. Then we finished up any notes from yesterday. Then...
Hour 2 had some technical difficulties, so we instead looked at Bob Dylan's poem/song "The Times They Are a-Changin." This worksheet will be due Monday.
Hours 3, 4, 5 took a short quiz on Robert Frost's poem "The Road Not Taken."
Hour 8 finished notes which took the rest of the class period.
ASSIGNMENT:
Hour 2 Only: Finish worksheet on Bob Dylan for Monday
Today classes began with 20 minutes of independent reading. Then we finished up any notes from yesterday. Then...
Hour 2 had some technical difficulties, so we instead looked at Bob Dylan's poem/song "The Times They Are a-Changin." This worksheet will be due Monday.
Hours 3, 4, 5 took a short quiz on Robert Frost's poem "The Road Not Taken."
Hour 8 finished notes which took the rest of the class period.
ASSIGNMENT:
Hour 2 Only: Finish worksheet on Bob Dylan for Monday
Friday, April 8, 2011
Thursday 4/7/11
IN CLASS:
Today we went through the first stanza of "The Road Not Taken" and paraphrased lines as a class. Then we began some notes looking at the SOUNDS of poetry (we've already worked on structure and meaning including types of figurative language).
ASSIGNMENT:
Today we went through the first stanza of "The Road Not Taken" and paraphrased lines as a class. Then we began some notes looking at the SOUNDS of poetry (we've already worked on structure and meaning including types of figurative language).
ASSIGNMENT:
- Finish up "The Road Not Taken" worksheet if not finished.
- Bring Independent Reading Book Tomorrow
Wednesday 4/6/11
IN CLASS:
I was unexpectedly out sick today, so students had a sub in class.
Hours 2, 4, 8--
Today students began work on "The Road Not Taken." Given a worksheet, students were asked to paraphrase (or put into their own words) the lines of this famous poem. When that was finished, students picked up vocab lesson 29 and had the rest of the hour to work on that.
Hours 3, 5--
These classes started with a critical response to "The Poison Tree."
ASSIGNMENT:
Hours 2, 4, 8--
I was unexpectedly out sick today, so students had a sub in class.
Hours 2, 4, 8--
Today students began work on "The Road Not Taken." Given a worksheet, students were asked to paraphrase (or put into their own words) the lines of this famous poem. When that was finished, students picked up vocab lesson 29 and had the rest of the hour to work on that.
Hours 3, 5--
These classes started with a critical response to "The Poison Tree."
William Blake’s poem “A Poison Tree” is often described as didactic (intended for instruction). What is the lesson about the cultivation of anger does Blake give his reader? Use at least 2 DQs to support your answer, and consider the figurative language used in the poem.
ASSIGNMENT:
Hours 2, 4, 8--
- "The Road Not Taken" worksheet due tomorrow
- Vocab Lesson 29 due Wednesday, April 13
- Critical response due by the end of class
- "The Road Not Taken" worksheet due tomorrow
Tuesday 4/5/11
IN CLASS:
In class today students worked on and/or shared their limericks. Then we did some talking about the poem "The Poison Tree" which was assigned before spring break and due today. This should have been turned in at the end of class.
ASSIGNMENT:
none
In class today students worked on and/or shared their limericks. Then we did some talking about the poem "The Poison Tree" which was assigned before spring break and due today. This should have been turned in at the end of class.
ASSIGNMENT:
none
Monday, April 4, 2011
Monday 4/4/11
IN CLASS:
Today we reviewed poetry terms (particularly the structure of poetry) through limerick writing. Students looked at three examples of limericks and found the specific structural requirements for a poem to qualify as a limerick. Click here to download the document from class today.
After we came up with a definition of a limerick, students began work on their own which is due tomorrow.
Also, remember that the worksheet from before break is due tomorrow in class. Download that document here.
ASSIGNMENT:
Limericks and worksheet on "The Poison Tree" due tomorrow
Today we reviewed poetry terms (particularly the structure of poetry) through limerick writing. Students looked at three examples of limericks and found the specific structural requirements for a poem to qualify as a limerick. Click here to download the document from class today.
After we came up with a definition of a limerick, students began work on their own which is due tomorrow.
Also, remember that the worksheet from before break is due tomorrow in class. Download that document here.
ASSIGNMENT:
Limericks and worksheet on "The Poison Tree" due tomorrow
Wednesday, March 16, 2011
Wednesday 3/16/11
IN CLASS:
First we check vocab lesson 28. Then we did some more work with rhythm. Specifically, we looked at multi-syllabic words, or words that have more than one syllable. We split the words up into their syllable parts and then determined which syllable (or syllables) got an accent. This helps us in determining the rhythmic pattern, or meter, for a line of poetry. We had a little bit of practice time which we will continue tomorrow.
ASSIGNMENT:
none
First we check vocab lesson 28. Then we did some more work with rhythm. Specifically, we looked at multi-syllabic words, or words that have more than one syllable. We split the words up into their syllable parts and then determined which syllable (or syllables) got an accent. This helps us in determining the rhythmic pattern, or meter, for a line of poetry. We had a little bit of practice time which we will continue tomorrow.
ASSIGNMENT:
none
Tuesday 3/15/11
IN CLASS:
Today students had 5 minutes at the beginning of class to finish up posters. Then each student in each group had to present one of their terms--no repeats were allowed. Next we reviewed some poetry terms and a did a little practice with them.
ASSIGNMENT:
Vocab lesson 28 due tomorrow
Today students had 5 minutes at the beginning of class to finish up posters. Then each student in each group had to present one of their terms--no repeats were allowed. Next we reviewed some poetry terms and a did a little practice with them.
ASSIGNMENT:
Vocab lesson 28 due tomorrow
Monday 3/14/11
IN CLASS:
Today we started our poetry unit. To do that, students jogged their memory of poetry knowledge to create a Taxonomy of Poetry. This means, students came up with a poetry term, or poet, or phrase associated with poetry for each letter of the alphabet. For example: A=alliteration, B=beat, etc. Students created their posters to be finished in class the next day.
ASSIGNMENT:
none
Today we started our poetry unit. To do that, students jogged their memory of poetry knowledge to create a Taxonomy of Poetry. This means, students came up with a poetry term, or poet, or phrase associated with poetry for each letter of the alphabet. For example: A=alliteration, B=beat, etc. Students created their posters to be finished in class the next day.
ASSIGNMENT:
none
Thursday 3/3/11 thru Friday 3/11/11
Thursday 3/3 we had more debates in class.
Friday 3/4 students took vocab 27 and had some time for independent reading.
Monday 3/7--I was absent on Monday, so students read a review of the movie The Great Debaters that was first published in Newsweek Magazine after the movie's release in 2007. The article gave students a brief intro to the movie and the true story on which it was based. For the article, students took 3-2-1 Notes:
3 facts about the real life story (not the movie)
2 things the reviewer liked about the movie
1 thing the reviewer did not like/would have changed about the movie
Tuesday 2/8-Friday 3/11--We finished up debates and then we watched The Great Debaters.
Friday 3/4 students took vocab 27 and had some time for independent reading.
Monday 3/7--I was absent on Monday, so students read a review of the movie The Great Debaters that was first published in Newsweek Magazine after the movie's release in 2007. The article gave students a brief intro to the movie and the true story on which it was based. For the article, students took 3-2-1 Notes:
3 facts about the real life story (not the movie)
2 things the reviewer liked about the movie
1 thing the reviewer did not like/would have changed about the movie
Tuesday 2/8-Friday 3/11--We finished up debates and then we watched The Great Debaters.
Wednesday, March 2, 2011
Wednesday 3/2/11
IN CLASS:
Today we had two debates in each hour except for 8th hour which had only one. 2nd and 8th hour checked the vocab assignment that was due today. All other classes will check it tomorrow.
ASSIGNMENT:
Be ready to present debate in class.
Today we had two debates in each hour except for 8th hour which had only one. 2nd and 8th hour checked the vocab assignment that was due today. All other classes will check it tomorrow.
ASSIGNMENT:
Be ready to present debate in class.
Tuesday, March 1, 2011
Tuesday 3/1/11
IN CLASS:
Today we had one debate in each class. Before they went, we set the anticipated schedule for other debate presentations. While students are assigned a day to present, they should remember that they should be ready to present right now and could be called on at any point should the assigned group not be present.
Hour 2--
Wednesday: Beauty Pageants, Cyberbullying
Thursday: Gun Control
Friday: Immigration
Monday: Preventing Teen Pregnancy, Zoos
Tuesday: Death Penalty
Hour 3--
Wednesday: Homework, Violence in Video Games
Thursday: Stem Cell Research
Friday: No debates
Monday: Gay Marriage, Weapons of Mass Destruction
Tuesday: Single Gender Schools
Hour 4--
Wednesday: Legalizing Marijuana, Abortion
Thursday: Bullying
Friday: Cyberbullying
Monday: Homework
Hour 5--
Wednesday: Sweatshops, Gays in the Military
Thursday: Food Safety
Friday: no debates
Monday: Extraterrestrial Life, Book Banning
Tuesday: Zoos, Social Networks
Hour 8--
Wednesday: Teen Driving, Laws regarding "sex"ting
Thursday: Zoos
Friday:Minimum Wage
Monday: Penalties for gang crimes, Global Warming
ASSIGNMENT:
Vocab lesson 27 is due tomorrow
Today we had one debate in each class. Before they went, we set the anticipated schedule for other debate presentations. While students are assigned a day to present, they should remember that they should be ready to present right now and could be called on at any point should the assigned group not be present.
Hour 2--
Wednesday: Beauty Pageants, Cyberbullying
Thursday: Gun Control
Friday: Immigration
Monday: Preventing Teen Pregnancy, Zoos
Tuesday: Death Penalty
Hour 3--
Wednesday: Homework, Violence in Video Games
Thursday: Stem Cell Research
Friday: No debates
Monday: Gay Marriage, Weapons of Mass Destruction
Tuesday: Single Gender Schools
Hour 4--
Wednesday: Legalizing Marijuana, Abortion
Thursday: Bullying
Friday: Cyberbullying
Monday: Homework
Hour 5--
Wednesday: Sweatshops, Gays in the Military
Thursday: Food Safety
Friday: no debates
Monday: Extraterrestrial Life, Book Banning
Tuesday: Zoos, Social Networks
Hour 8--
Wednesday: Teen Driving, Laws regarding "sex"ting
Thursday: Zoos
Friday:Minimum Wage
Monday: Penalties for gang crimes, Global Warming
ASSIGNMENT:
Vocab lesson 27 is due tomorrow
Monday 2/28/11
IN CLASS:
Hours, 2, 3, 4, 5--Today we went through root words for this vocab lesson:
Then we went through some helpful reminders for public speaking. Click here to read the document from class.
Hour 8--This class got one more day in the computer lab to compensate for the work they missed on the day we were dismissed for the asbestos scare.
ASSIGNMENT:
Debates start tomorrow
Hours, 2, 3, 4, 5--Today we went through root words for this vocab lesson:
- POLIS=city (as in police, polite, Minneapolis, politics)
- URBIS/URBS=city (as in urban, urbane, suburban)
- PATHOS=feeling or suffering (as in pathological, sympathy, apathy, empathy, pathologist)
Then we went through some helpful reminders for public speaking. Click here to read the document from class.
Hour 8--This class got one more day in the computer lab to compensate for the work they missed on the day we were dismissed for the asbestos scare.
ASSIGNMENT:
Debates start tomorrow
Friday 2/25/11
IN CLASS:
All classes had the opportunity to work in the computer lab today to complete their speeches. Speeches should be done on Monday, February 28th in preparation for debates which begin Tuesday. The lab will also be open after school from 2:15-4:30pm for students who need extra time to finish.
ASSIGNMENT:
Constructive Speech due Monday, February 28
All classes had the opportunity to work in the computer lab today to complete their speeches. Speeches should be done on Monday, February 28th in preparation for debates which begin Tuesday. The lab will also be open after school from 2:15-4:30pm for students who need extra time to finish.
ASSIGNMENT:
Constructive Speech due Monday, February 28
Thursday, February 24, 2011
Thursday 2/24/11
IN CLASS:
Today all classes got the full hour to work on their constructive speech with their partner. We were in class today, and tomorrow we will be in the lab to continue working and typing. Here is the timeline for the next two weeks:
Constructive Speech due Monday, February 28
Today all classes got the full hour to work on their constructive speech with their partner. We were in class today, and tomorrow we will be in the lab to continue working and typing. Here is the timeline for the next two weeks:
- Friday, Feb 25: Class in the lab to type constructive speech
- Monday, Feb 28: Constructive Speech Due in class
- Tuesday, March 1: Begin debates in class
- Wednesday, March 2: Vocab 27 is due, continue debates
- Thursday, March 3: Late Start, continue debates
- Friday, March 4: Vocab Quiz 27, continue debates
Constructive Speech due Monday, February 28
Wednesday, February 23, 2011
Wednesday 2/23/11
IN CLASS:
Today all classes watched an example debate so they can get a sense of how a debate will run. During the debate, students took notes on the points being presented so they get a sense of the pacing of the debate and attention required to take good, clear notes during their own debate. Following a brief discussion of what they saw, students had some time to begin working on their Constructive Speech with their partner. Students will be given class tomorrow (Thursday) and Friday in order to convert their essays into speeches and prepare for the debate. Completed speeches are due on Monday, February 28th, and debates will begin Tuesday, March 1st in class.
*For students who were not in class, I will show the debate one more time after school on Friday. I will also have the lab open Friday afternoon for students who need to work on their speeches or finish up essays.
ASSIGNMENT:
Constructive speech due on Monday, February 28th
Today all classes watched an example debate so they can get a sense of how a debate will run. During the debate, students took notes on the points being presented so they get a sense of the pacing of the debate and attention required to take good, clear notes during their own debate. Following a brief discussion of what they saw, students had some time to begin working on their Constructive Speech with their partner. Students will be given class tomorrow (Thursday) and Friday in order to convert their essays into speeches and prepare for the debate. Completed speeches are due on Monday, February 28th, and debates will begin Tuesday, March 1st in class.
*For students who were not in class, I will show the debate one more time after school on Friday. I will also have the lab open Friday afternoon for students who need to work on their speeches or finish up essays.
ASSIGNMENT:
Constructive speech due on Monday, February 28th
Tuesday, February 22, 2011
Tuesday 2/22/11
Sorry for the hiatus I've taken over the last couple of weeks. I have no excuse. I apologize. And I'm back. Rather than try to recreate the wheel and retrace our steps for the last couple of weeks, I'm going to start off running again today. Here we go.
IN CLASS:
All classes today went over the basic structure of the debates that will take place in class starting next week. First we went over terms:
ASSIGNMENT:
none, unless you are not done with your essay and then your homework is to FINISH!
IN CLASS:
All classes today went over the basic structure of the debates that will take place in class starting next week. First we went over terms:
- Construction Speech--The speech that present and builds up your argument. This starts off the debate.
- Rebuttal--This is the speech that "tears down" what the other team built up. In the rebuttal, you will respond to what the other team has said.
- Affirmative Side--This is the side of the debate that argues FOR A CHANGE to the status quo (how things are now)
- Negative Side--This side argues AGAINST change to the status quo. They want to maintain how things are.
- Affirmative Constructive Speech (2-4 minutes)
- Negative Constructive Speech (2-4 minutes)
- 1st Affirmative Rebuttal (about 2 minutes, responds to Neg. Const. Speech)
- 1st Negative Rebuttal (about 2 minutes, responds to Aff. Const. Speech)
- 2nd Affirmative Rebuttal (about 2 minutes, responds to 1st Neg. Rebuttal)
- 2nd Negative Rebuttal (about 2 minutes, responds to 1st Aff. Rebuttal)
ASSIGNMENT:
none, unless you are not done with your essay and then your homework is to FINISH!
Wednesday, February 16, 2011
Monday, January 31-Friday, February 4
This week in class, students worked on the early stages of the research process in the computer lab. Additional work is noted below:
Monday, January 31--All students should have completed a first citation and printed off their first notecard.
Tuesday, February 1--Work on research, note taking, etc.
Wednesday, February 2--Vocab Lesson 25 is due
Thursday, February 3--Turn in 3 points worksheet
Friday, February 4--Take vocab quiz 25 (online)
Monday, January 31--All students should have completed a first citation and printed off their first notecard.
Tuesday, February 1--Work on research, note taking, etc.
Wednesday, February 2--Vocab Lesson 25 is due
Thursday, February 3--Turn in 3 points worksheet
Friday, February 4--Take vocab quiz 25 (online)
Thursday, February 3, 2011
Friday, January 28, 2011
Friday 1/28/11
IN CLASS:
All classes-Today in class, all students got an explanation on how to begin using Noodle Tools. Then we went down to the LMC lab to begin working on a first notecard for students' individual topics.
Before students could work at the computers, they needed to turn in the homework assignment due today. Once that was approved, students used SIRS Knowledge Search to locate a source on their topic. Then in Noodle Tools, students created a citation for that source. Once that was done, they could make their first notecard for that topic. By the end of class, students should have finished that notecard and printed it out for me.
If they were not able to finish, they can work on it from home over the weekend using the links below. Remember, to use SIRS, you will need to username and password that is printed in the front of your agenda (in the student handbook section. I believe it's on page 6).
DOWNLOAD:
Noodle Tools Instructions: Getting Started
Noodle Tools Instructions: Create a Notecard
LINKS:
Noodle Tools
SIRS Knowledge Search
ASSIGNMENT:
1st notecard completed and printed out--must be completed and approved before moving on to other research.
All classes-Today in class, all students got an explanation on how to begin using Noodle Tools. Then we went down to the LMC lab to begin working on a first notecard for students' individual topics.
Before students could work at the computers, they needed to turn in the homework assignment due today. Once that was approved, students used SIRS Knowledge Search to locate a source on their topic. Then in Noodle Tools, students created a citation for that source. Once that was done, they could make their first notecard for that topic. By the end of class, students should have finished that notecard and printed it out for me.
If they were not able to finish, they can work on it from home over the weekend using the links below. Remember, to use SIRS, you will need to username and password that is printed in the front of your agenda (in the student handbook section. I believe it's on page 6).
DOWNLOAD:
Noodle Tools Instructions: Getting Started
Noodle Tools Instructions: Create a Notecard
LINKS:
Noodle Tools
SIRS Knowledge Search
ASSIGNMENT:
1st notecard completed and printed out--must be completed and approved before moving on to other research.
SIRS Knowledge Source: Search Results
Click here to read the article "Facebook post gets teen expelled" from class on Thursday.
SIRS Knowledge Source: Search Results
SIRS Knowledge Source: Search Results
Thursday 1/27/11
IN CLASS:
All classes: Today we took a few notes on note taking (see the download below to get the notes), and then we did some practicing gathering citation information and collecting information for a notecard. Using the article "Facebook Post Gets Teen Expelled," students filled out the citation and notecard practice sheet. This is due tomorrow and must be completed satisfactorily before beginning research on your group's topic.
DOWNLOAD:
Today's notes from class
Citation and notecard practice sheet
ASSIGNMENT:
Complete citation and notecard practice sheet--due tomorrow
All classes: Today we took a few notes on note taking (see the download below to get the notes), and then we did some practicing gathering citation information and collecting information for a notecard. Using the article "Facebook Post Gets Teen Expelled," students filled out the citation and notecard practice sheet. This is due tomorrow and must be completed satisfactorily before beginning research on your group's topic.
DOWNLOAD:
Today's notes from class
Citation and notecard practice sheet
ASSIGNMENT:
Complete citation and notecard practice sheet--due tomorrow
Wednesday 1/26/11
IN CLASS:
All Classes--Today students took a few notes on the initial stages of research. Then we went to the lab for some more time to work selecting a topic. Students used the SIRS Knowledge Search Online Database to explore possible topics. You can access SIRS from home, but you will need to username and password printed in your agenda (if I remember correctly, it's on page 6). By the end of class, students in each group had to select three possible issues they'd like to explore and propose a plausible research question for each (definitions of issue and research question are available to download below).
DOWNLOAD:
Today's notes from class
ASSIGNMENT:
Submit issues and questions by the end of class
All Classes--Today students took a few notes on the initial stages of research. Then we went to the lab for some more time to work selecting a topic. Students used the SIRS Knowledge Search Online Database to explore possible topics. You can access SIRS from home, but you will need to username and password printed in your agenda (if I remember correctly, it's on page 6). By the end of class, students in each group had to select three possible issues they'd like to explore and propose a plausible research question for each (definitions of issue and research question are available to download below).
DOWNLOAD:
Today's notes from class
ASSIGNMENT:
Submit issues and questions by the end of class
Tuesday 1/25/11
IN CLASS:
All classes--Today students picked their groups for debate. All students are either in a group of three or four for the project. While students will be working in these groups for the speech writing and debate portion of the project, the initial research and essay writing parts will be done as individuals. Later in class students went to the lab to begin exploring possible topics for the debate.
ASSIGNMENT:
none
All classes--Today students picked their groups for debate. All students are either in a group of three or four for the project. While students will be working in these groups for the speech writing and debate portion of the project, the initial research and essay writing parts will be done as individuals. Later in class students went to the lab to begin exploring possible topics for the debate.
ASSIGNMENT:
none
Monday, January 24, 2011
Monday 1/24/11
IN CLASS:
All classes today started off with a circle frame map asking students to organize everything they know about or can say about debates. Then after sharing out ideas from every student in class, we went through a basic overview of the unit, what will be expected, what students like about it, dislike about it, and would change about it.
Then we began working on organizing pro and con arguments from a text. We did a sample together in class, and the homework is to do the same thing for the information on the reverse side of the worksheet. Additionally, students should be talking with others in their class about forming groups. We'll solidify those plans tomorrow.
ASSIGNMENT:
Pro/Con Worksheet due tomorrow
All classes today started off with a circle frame map asking students to organize everything they know about or can say about debates. Then after sharing out ideas from every student in class, we went through a basic overview of the unit, what will be expected, what students like about it, dislike about it, and would change about it.
Then we began working on organizing pro and con arguments from a text. We did a sample together in class, and the homework is to do the same thing for the information on the reverse side of the worksheet. Additionally, students should be talking with others in their class about forming groups. We'll solidify those plans tomorrow.
ASSIGNMENT:
Pro/Con Worksheet due tomorrow
Thursday 1/20/11
IN CLASS:
All hours completed an end of quarter reflection. Then they took the vocab exam for quarter 2.
ASSIGNMENT:
none
All hours completed an end of quarter reflection. Then they took the vocab exam for quarter 2.
ASSIGNMENT:
none
Wednesday, January 19, 2011
Wednesday 1/19/11
IN CLASS:
Hours 2, 4, 8--Today students took the final exam for their non-fiction unit of study.
Hours 3, 5--Today students took the exam covering adjective and adverb clauses. During the second half of class, we played taboo in small groups to review for tomorrow's vocab exam.
ASSIGNMENT:
All students should review for the vocab exam covering lesson 21-24 tomorrow
Hours 2, 4, 8--Today students took the final exam for their non-fiction unit of study.
Hours 3, 5--Today students took the exam covering adjective and adverb clauses. During the second half of class, we played taboo in small groups to review for tomorrow's vocab exam.
ASSIGNMENT:
All students should review for the vocab exam covering lesson 21-24 tomorrow
Tuesday, January 18, 2011
Monday, January 17, 2011
Tuesday 1/18/11
IN CLASS:
Hours 2, 4, 8--Today students read an article and worked on a practice exam in preparation for tomorrow's test. We went through answers in class.
Hours 3, 5--
Today we went over the worksheet due today (Adjective vs. Adverb Clauses). Then we did a little more practice in class before preparing tomorrow's vocab review activity.
Try the quiz from class again
Download a practice worksheet (page 1) with answers and explanation (page 2)
ASSIGNMENT: Prepare for this week's exams
Hours 2, 4, 8--
Nonfiction exam tomorrow
Vocab Exam 21-24 Thursday
Hours 3, 5--
Hours 2, 4, 8--Today students read an article and worked on a practice exam in preparation for tomorrow's test. We went through answers in class.
Hours 3, 5--
Today we went over the worksheet due today (Adjective vs. Adverb Clauses). Then we did a little more practice in class before preparing tomorrow's vocab review activity.
Try the quiz from class again
Download a practice worksheet (page 1) with answers and explanation (page 2)
ASSIGNMENT: Prepare for this week's exams
Hours 2, 4, 8--
Nonfiction exam tomorrow
Vocab Exam 21-24 Thursday
Hours 3, 5--
- Grammar exam over adjective and adverb clauses tomorrow
- Vocab exam 21-24 Thursday
Martin Luther King's "I Have A Dream" Speech and more
Listen to Martin Luther King Jr.'s most famous speech:
Read the Transcript of "I Have a Dream"
Read more about Martin Luther King Jr. and his legacy:
Read the Transcript of "I Have a Dream"
Read more about Martin Luther King Jr. and his legacy:
- 'Dream' Speech Writer Jones Reflects On King Jr from NPR.org
- Martin Luther King Jr. Biography from Nobelprize.org
- Chicago School Keeps Students In Class On Martin Luther King Jr. Day from The Huffington Post
- More than just 'I Have A Dream' (other words of wisdom from MLK) from The Omaha World Herald
Friday 1/14/11
IN CLASS
Hours 2, 4, 8--Today students began with independent reading. Then we took a few notes on Comparing and Contrasting. Finally, there was time at the end of class for the vocab quiz over lesson 24.
Hours 3, 5--Today we checked through the worksheets on the packet for Adjective Clauses. Then students took the vocab quiz for lesson 24.
ASSIGNMENT:
Hours 2, 4, 8--SLP Nonfiction due Tuesday (see below)
Hours 2, 4, 8--Today students began with independent reading. Then we took a few notes on Comparing and Contrasting. Finally, there was time at the end of class for the vocab quiz over lesson 24.
Hours 3, 5--Today we checked through the worksheets on the packet for Adjective Clauses. Then students took the vocab quiz for lesson 24.
ASSIGNMENT:
Hours 2, 4, 8--SLP Nonfiction due Tuesday (see below)
- 2 facts about our school
- 3 opinions about the cafeteria
- 1 Double Bubble map comparing Language Arts with another class of your choice
Thursday, January 13, 2011
Thursday 1/13/11
IN CLASS:
Hours 2, 4, 8--Today students took some additional notes on INFERENCE and TONE. They practiced making INFERENCES something based on certain situations. Students were notified that they will have a nonfiction exam next Wednesday, followed by the final vocab exam for lessons 21-24 on Thursday.
Hours 3, 5--Today we went through the answers to the packet on adverb clauses. It was decided that these packets would be for practice and would not be graded. However, students should still do them in order to help them prepare for the grammar exam that will be next Wednesday. We took a few notes on Adjective clauses which you can find on the PowerPoint presentation below.
ASSIGNMENT:
All classes have a vocab quiz tomorrow and should bring independent reading books to class
Hour 8: Bias worksheet due tomorrow
Hours 3, 5--Adjective Clause packet due tomorrow
Hours 2, 4, 8--Today students took some additional notes on INFERENCE and TONE. They practiced making INFERENCES something based on certain situations. Students were notified that they will have a nonfiction exam next Wednesday, followed by the final vocab exam for lessons 21-24 on Thursday.
Hours 3, 5--Today we went through the answers to the packet on adverb clauses. It was decided that these packets would be for practice and would not be graded. However, students should still do them in order to help them prepare for the grammar exam that will be next Wednesday. We took a few notes on Adjective clauses which you can find on the PowerPoint presentation below.
Adjective clauses
View more presentations from keaslinganne.
ASSIGNMENT:
All classes have a vocab quiz tomorrow and should bring independent reading books to class
Hour 8: Bias worksheet due tomorrow
Hours 3, 5--Adjective Clause packet due tomorrow
Wednesday, January 12, 2011
Wednesday 1/12/11
IN CLASS:
Hours 2, 4, 8--Today we checked vocab lesson 24. Then we went through the fact/opinion worksheet that was due today. Finally, we began talking about bias and how it makes its way into text.
Hours 3, 5--Today we checked vocab 24, and then went through the Independent Clause/Subordinate Clause worksheet. After that we began talking about what makes a subordinate clause an ADVERB CLAUSE. To get the notes from today, click here.
ASSIGNMENT:
Hours 2, 4, 8--Today we checked vocab lesson 24. Then we went through the fact/opinion worksheet that was due today. Finally, we began talking about bias and how it makes its way into text.
Hours 3, 5--Today we checked vocab 24, and then went through the Independent Clause/Subordinate Clause worksheet. After that we began talking about what makes a subordinate clause an ADVERB CLAUSE. To get the notes from today, click here.
ASSIGNMENT:
- Hours 2, 4, 8--none
- Hours 3, 5--Packet on the Adverb Clause (4 worksheets) due tomorrow
Tuesday 1/11/11
IN CLASS:
*I was at a workshop today, so students had a substitute teacher.
Hours 2, 4, 8--Today students got an article to read about edible dirt from Time Magazine: Will Edible Dirt Make Your Plate Clean. You can read the article by clicking on the title. Students answered a set of questions about the article. This work was to be completed during class. Homework for tomorrow is a worksheet asking students to differentiate between fact and opinion.
Hours 3, 5--Today, the substitute took students through a set of notes on a PowerPoint looking at distinguishing between Independent Clauses and Subordinate Clauses. At the end, students got a brief worksheet for practice.
ASSIGNMENT:
Hours 2, 4, 8--
Hours 3, 5--
*I was at a workshop today, so students had a substitute teacher.
Hours 2, 4, 8--Today students got an article to read about edible dirt from Time Magazine: Will Edible Dirt Make Your Plate Clean. You can read the article by clicking on the title. Students answered a set of questions about the article. This work was to be completed during class. Homework for tomorrow is a worksheet asking students to differentiate between fact and opinion.
Hours 3, 5--Today, the substitute took students through a set of notes on a PowerPoint looking at distinguishing between Independent Clauses and Subordinate Clauses. At the end, students got a brief worksheet for practice.
Independent and Subordinate Clauses
View more presentations from keaslinganne.
ASSIGNMENT:
Hours 2, 4, 8--
- Vocab 24 due tomorrow
- Edible Dirt questions due by the end of class TODAY
- Fact & Opinion worksheet due tomorrow
Hours 3, 5--
- Vocab 24 due tomorrow
- Independent/Subordinate Clause wkst due tomorrow
Monday 1/10/11
IN CLASS:
Today we went over root words in all classes:
Hours 2, 4, 8--Today we took some additional notes on nonfiction including fact and opinion. Class ended with some practice using the clicker response systems to practice differentiating between fact and opinion.
Hours 3, 5--We began working on grammar again today. Starting with what we know about complete sentences, we then merged into the idea of phrases and clauses. We took a few notes that will help to prepare students for tomorrow's work.
ASSIGNMENT:
none
Today we went over root words in all classes:
- Bios=life (as in biology, biosphere, bionic)
- Vivo/Victum=live (as in vivid, vida, vivacious)
- Megas=big (as in megamall, megalopolis, megalomania)
- Mikros=small (as in microchip, microwave, micro braids)
Hours 2, 4, 8--Today we took some additional notes on nonfiction including fact and opinion. Class ended with some practice using the clicker response systems to practice differentiating between fact and opinion.
Hours 3, 5--We began working on grammar again today. Starting with what we know about complete sentences, we then merged into the idea of phrases and clauses. We took a few notes that will help to prepare students for tomorrow's work.
ASSIGNMENT:
none
Friday, January 7, 2011
Thursday, January 6, 2011
Thursday 1/6/11
IN CLASS:
*Today was a late start day so all classes where shortened by about 10 minutes.
Hours 2, 4, 8--Today we went over the worksheet on Context Clues in class. While I did not collect it for grading, it provided practice for the online work we will do tomorrow in class. They will be able to use the worksheets for the assessment which WILL be graded.
Hours 3, 5--Today we went over the answers to the practice exam for the test tomorrow.
ASSIGNMENT:
*Today was a late start day so all classes where shortened by about 10 minutes.
Hours 2, 4, 8--Today we went over the worksheet on Context Clues in class. While I did not collect it for grading, it provided practice for the online work we will do tomorrow in class. They will be able to use the worksheets for the assessment which WILL be graded.
Hours 3, 5--Today we went over the answers to the practice exam for the test tomorrow.
ASSIGNMENT:
- All students should bring an INDEPENDENT READING BOOK to class tomorrow.
- Hours 2, 4, 8--none
- Hours 3, 5--Nonfiction exam tomorrow
Wednesday 1/5/11
IN CLASS:
*I was out sick today and students had a substitute teacher.
Hours 2, 4, 8--Today students read their choice of three articles. For their chosen article, they completed a worksheet looking at main idea and supporting details. Then students received a homework assignment looking at context clues. The article response was due at the end of class, while the context clue worksheet is due tomorrow.
Hours 3, 5--Today students worked on a practice exam for the test on Friday.
ASSIGNMENT:
Hours 2, 4, 8--Context Clue worksheet due tomorrow
Hours 3, 5--Practice test due tomorrow
*I was out sick today and students had a substitute teacher.
Hours 2, 4, 8--Today students read their choice of three articles. For their chosen article, they completed a worksheet looking at main idea and supporting details. Then students received a homework assignment looking at context clues. The article response was due at the end of class, while the context clue worksheet is due tomorrow.
Hours 3, 5--Today students worked on a practice exam for the test on Friday.
ASSIGNMENT:
Hours 2, 4, 8--Context Clue worksheet due tomorrow
Hours 3, 5--Practice test due tomorrow
Tuesday 1/4/11
IN CLASS:
Hours 2, 4, 8--Today we took a pre-test for our nonfiction unit. We used the student responders answer questions on an article about pizza. Though the grades have been entered into the grade book, they are not affecting students' grades. They are simply there to provide a measurement of progress from beginning to end of the unit.
Hours 3, 5--Today students completed a nonfiction formative assessment covering the terms for Friday's exam.
ASSIGNMENT:
none
Hours 2, 4, 8--Today we took a pre-test for our nonfiction unit. We used the student responders answer questions on an article about pizza. Though the grades have been entered into the grade book, they are not affecting students' grades. They are simply there to provide a measurement of progress from beginning to end of the unit.
Hours 3, 5--Today students completed a nonfiction formative assessment covering the terms for Friday's exam.
ASSIGNMENT:
none
Monday 1/3/11
IN CLASS:
Happy New Year, and welcome back! Today in class we had a lighthearted exploration of fiction and nonfiction with some Winter Break Fact or Fiction. Students has a chance to write a bit about their break and try to fool the class about what they did.
ASSIGNMENT:
None
Happy New Year, and welcome back! Today in class we had a lighthearted exploration of fiction and nonfiction with some Winter Break Fact or Fiction. Students has a chance to write a bit about their break and try to fool the class about what they did.
ASSIGNMENT:
None
Words in Context Practice
Use this link to get to the practice assignment:
http://www.tv411.org/lessons/cfm/vocabulary.cfm?str=vocabulary&num=11&act=3&que=1
http://www.tv411.org/lessons/cfm/vocabulary.cfm?str=vocabulary&num=11&act=3&que=1
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