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.
Friday, January 28, 2011
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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