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Thursday, December 21, 2006

A Christmas Carol

In the spirit of the season, classes viewed part 1 of Charles Dicken's A Christmas Carol (version with George C. Scott), with the intent of sharpening observations on the following: mood, theme and character traits. Students are taking brief notes on these items, with the goal of completing an essay after the holiday break.

All Rifka work must be turned in by tomorrow!

Wednesday, December 20, 2006

Rifka Exam I & II

Yesterday and today students took the Rifka exam. Some may finish essays at home, but there was enough time given for most to finish.

Response journals and question packets are also being collected. Please make sure answers in question packet are in complete sentences and punctuated.

Students have until Friday to hand all work in.

Rifka books must also be returned.

Monday, December 18, 2006

Poetry I

Om: freewrite

Took last weeks spelling test.

We began a poetry unit today. Reviewed some basic vocabulary (alliteration, simile, metaphor). I read a short poem to the classes called "Rainy Daze". We discussed what the poem was about on the surface (rainy days) and, by analyzing the words and images used by the author, determined the poem was really about depression.

We'll be reading more poetry and practicing how to reach the deeper meaning.

Tomorrow we take the Rifka test. Response journals and question packets are also due.

Friday, December 15, 2006

Math Benchmark

Math test today. See yesterday's post for what's up for next week.

Reminder... Spelling/vocab test will be on Monday. No new spelling list, though.

Thursday, December 14, 2006

Assessment Practice: Reading/Writing VI & VII

Didn't post yesterday!

Yesterday's class was pretty much the same as today. We wrote in journals about Rifka and worked on the essay. Most are done and those who didn't must finish it for homework.

Checked response journals today. Classes should be around page 120 in Rifka, and should plan on finishing the book this weekend.

Students are taking a math benchmark tomorrow, so spelling test will be Monday.

Grades close tomorrow. All overdue work must be in.

Homework:
~Continue Rifka, questions and response journals.
~Finish essay
~Study spelling/ vocab

Look ahead:
~No spelling next week.
~Interim reports completed by Tuesday.
~Test on Rifka Tuesday. Questions and response journals will also be due. The second five week period will, therefore, start off with three major grades. Please check response journals and question packets for complete sentences!

Tuesday, December 12, 2006

Assessment Practice: Reading/Writing V

OM: Describe Rifka's relationship with Pieter. Use details from the story to support your answer.

I noted to the classes that we are on track to finish the Rifka by the weekend, so the exam will be next Tuesday. Response journals and question packet will be awarded major grades at that time. Also, response journals will be checked and given a monor grade this Thursday.

Periods 1 & 2:

We continued with assessment practice. Explained using the planning page for the essay, and that choosing the text examples and ideas you are going to use before writing is important.

Planning page was completed, essay begun.

Period 3: 8th graders had an assemply in the auditorium on the importance of the upcoming ELA assessment, and incentives and rewards were discussed for good performance.

Note: Grades close for interim reports this Friday. (Yes, already!)

HW:
~Same Rifka assignments
~Study Spelling/vocab

Monday, December 11, 2006

Assessment Practice: Reading/Writing IV

OM: Describe one character trait of Rifka's. Use details from the story to support your answer. (thesis-proof)

We discussed the definition of 'character trait' briefly, with particular attention to the fact that a 'trait' is not a temporary condition. For example, Rifka was depressed because she couldn't go to America with her family. Rifka, however, is not a depressed person. Some traits shared were clever, kind, generous and brave.

We continued with the reading/writing assessment practice: Discussed the contructed response question for the poem, "The Things That haven't Been Done Before", wrote and shared answers. Students were strongly urged to use specific examples from the text to make sure the question is fully answered.

HW:

~Vocab definitions
~Continue Rifka
~Rifka, another 10 pages. (Should be somewhere from page 900 to page 100.)
~Response journals. (should have 14-17 by now)
~Questions

Friday, December 08, 2006

Spelling Quiz/ Assessment Practice: Reading/Writing III

Took the spelling quiz (Much better grades this week!).

Read a poem, "The Things That haven't Been Done before" by Edgar guest, discussed main ideas, verse titles and meaning.

Keep reading Rifka over the weekend!

Here's next week's spelling list. Do Monday's homework for 20 bonus points!

regret

regretted

admit

admitted

occur

occurred

equip

equipped

label

labelled

(Note: Labelled had been mispelled. Thanks to NF for pointing that out.

Thursday, December 07, 2006

Assessment Practice: Reading/Writing II

Late post!

Om: What is the most important part of Rifka so far? Why?

I checked response journals. Many were outstanding but some were very disappointing. Each response should be 8 to 12 lines, although I will consider the average as long as most are within acceptable lengths, and edited for punctuation and grammar. Many students had responses 2 or 3 lines. Not acceptable.

I told everyone that I will improve the grade awarded if they are rewritten.

We went over the passage read yesterday, discussed paragraph titles and identified important details referring to the main character. Classes went well with high participation and focus.

HW:

~Spelling/vocab quiz tomorrow!
~Rifka, another 10 pages. (Should be somewhere from page 70 to page 80.
~Response journals.
~Questions

Wednesday, December 06, 2006

Assessment Practice: Reading/Writing

OM: What impact did having ringworm have on Rifka's journey? Use as many spelling words as you can in your answer.

With a little over a month until the state assessment, and the third benchmark coming up the week after Christmas break, we'll be concentrating on the reading/writing portion of the test. We reviewed thesis-proof and will try a slightly different strategy for titling paragraphs in the reading. Instead of struggling over a proper title, student will underline important details and the main idea in each paragraph, ask themselves, "What is this paragraph about?", then write what comes to mind in the margin. They are not to take more than 3 seconds to do this. If an answer doesn't come to mind, keep reading.

It is important manage time wisely during the assessment. The last thing we want is students rushing through the end of the test, or not finishing at all, because they've spent too much time on titling.

Students read a passage according the above directions and finished the first constructed response. We'll continue tomorrow.

Homework:

~Study spelling/vocab
~Keep reading Rifka, at least another 10 pages
~response journals
~question packet

Tuesday, December 05, 2006

Letters from Rifka II + Portfolios

Notes:

~I attended a conference yesterday. Students continued reading Rifka in class.

~Grades on last weeks spelling/vocab test were generally poor. Students must take the time to ensure they know the spelling and the definitions. Too many low spelling/vocab grades will drag down the minor grade average.

OM: What is Rifka's relationship like with Saul? Use details from the story to support your answer.

Rifka Progress:

Students in periods 1 & 2 should be in the vicinity of page 60 by the end of the day, with 8 response journals completed.

Period 3 should have about 50 pages and 7 response journals completed.

Students were given a packet of questions to be answered as they are reading. Answers should be little more than one, complete sentence.

Response journals will be examined tommorow for completeness. A minor grade will be awarded for completeness, neatness and editing.

Generally, students are finding the story enjoyable so far.

Lots of work was handed back today, including 6 assignments which were added to the student portfolios.

HW:
~Study spelling/vocab!
~Continue reading Rifka (see above for where they should be)
~Response Journals
~Question packet

Friday, December 01, 2006

Letters from Rifka

Students received the book Letters from Rifka by Karen Hesse and completed book cards, then took the spelling/vocab quiz.

The book was introduced. We read and discussed the Author's Note. Our goal is to finish the book and all related activities before the holiday break.

Students are to keep a 'Response Journal' for this story. It can be a separate notebook, a section in their ELA notebook or kept on separate sheets of paper in a folder (not advisable).

They are to write a Response Journal entry for each letter in the book. (The book is separated into letters, not chapters.) The response can be an explanation of the connection between the letter's opening quote and the letter's content, or what is considered the most important part of the letter can be selected and explained. Each response should be numberered and be around one half side of the paper, about 8 to 12 lines, in length. These responses should not be summaries.

Homework for Monday:
Periods 1 & 2 are to read up to page 32 (4 response journals).
Period 3 is to read up to page 25 (3 response journals).

Next weeks Spelling list: Do definitions for 20 bonus points!

1. immigrant

2. foreign

3. country

4. journey

5. citizenship

6. passport

7. famine

8. discrimination

9. disease

10. government

Thursday, November 30, 2006

"The Silent Couple"

Whoa! Almost forgot to post today!

Students free wrote in their journals at the beginning of class.

I reminded them that we were three weeks into the marking period already, and that interim reports would be going home just in time for the holidays.

So, keep focused!

Students completed a multiple choice passage, "The Silent Couple", for a major grade. Writing chapter titles, underlining main ideas and proofing answers earned bonus points.

Spelling/vocab quiz tomorrow! Study!

Wednesday, November 29, 2006

"Young Sea" by Carl Sandburg

OM: Choose one image from "Young Sea" and explain in your journal what it means to you.

Old Business: Students who missed the listening activity of 11/7 will be issued a make-up assignment tomorrow as follows:

When immigrants came to America they had both positive and negative experiences. Write an essay in which you explain both positive and negative experiences immigrants faced. Then explain why immigrants would risk everything to come to America.

In your essay, be sure to include:
• Specific positive experiences
• Specific negative experiences
• Why immigrants risked coming to America
• Use specific examples from the video, books read and information from your Social Studies class


I read the poem from last night's homework, "Young Sea", to the class, drawing attention to its alliterative repetition of the 's', the sound of the surf, throughout the work. We discussed the meaning of the poem (the sea = the passion and restlessness of youth) and went over the questions.

Tomorrow another passage will be given in class for a major grade.

HW: Study spelling/vocab

Tuesday, November 28, 2006

"The Chocolate War" II

OM: Use as many spelling words as you can in a journal entry about some interesting event.

Went over the passage finished for homework. All students who followed directions and noted why all wrong answers were wrong received 5 bonus points.

A poem, "Young Sea" by Carl Sandburg was distributed. Two wrong answers were crossed out. Poem is to read, chapter titled, answered and proofed for homework.

Also study spelling/vocab.

Monday, November 27, 2006

"The Chocolate War"

This week's spelling/vocab list (see 11/20 post) was copied. Ensure adequate studying is done for these quizzes as a few poor spelling/vocab grades can drag down minor grade averages. (The average of quiz grades is a major grade, averaged with exams, essays and journals.)

Next, we read an excerpt from Robert Cormier's The Chocolate War. One wrong answer for each question was crossed out. Directions were:

~Read the passage.
~Underline main idea in each paragraph.
~Chapter title each paragraph.
~Answer questions, highlight and number proofs.
~Note next to each wrong answer why the answer is wrong.

This last direction is important. If you know why the right answer is right, you should also know why the wrong answers are wrong.

HW:
~Vocab definitions
~Finish passage is not finished in class.

Tuesday, November 21, 2006

Far and Away Tech Failure

Well the plan was to show the 8th grade Far and Away as a pre-Thanksgiving break, immigration treat but, alas, the Media folks couldn't get the feed to work... even though it worked just fine yesterday.

So it was down to the library for back-up to salvage third and afternoon periods. My remaining classes watched "The Monkey's Paw" (for text, click HERE), an excellent production of W.W. Jacob's short story which contains great examples of foreshadowing, mood, and theme. It's creepy also, so the kid's loved it.

Wishing all a safe and warm Thanksgiving holiday.

Cheers,
Mr. Lambert

PS: Remember: 20 points for coming in Monday with spelling definitions. (Words are below in yesterday's post.)

Monday, November 20, 2006

"Immigrant Kids" Presentations

All classes presented their slideshows today. Many were of outstanding quality and demonstrated high effort. All students worked excellently together, for which they are to be commended.

Well done!

Here's next weeks spelling list, a little earlier than usual:

1. circuit

2. perforate

3. transform

4. perplex

5. circulation

6. transparent

7. circumstance

8. persistence

9. transition

10. perpetual

Come in with definitions on Monday for 20 bonus points!

Friday, November 17, 2006

"How My Family Became Green"

OM: Free write for 4 minutes

After writing in journals, I had the students read their work over in a whisper, correcting mistakes as they find them. Afterwards, we were all impressed at how many students did find and correct mistakes doing this simple exercise.

I advised them that they should read work aloud and correct errors in this manner prior to handing it in. This way, their work will be more accurate and noticeably improved.

We postponed slideshow presentations until Monday as some groups still had work to do. I informed one and all that I would be available to supervice the computer lab after school for those who needed to finish.

We went over last nights homework, "How My Family Became Green". I modeled underlining main ideas, paragraph titling and highlighting proofs in the text. (We'll probably finish the Monday after Thanksgiving break.)

The next six weeks will fly by. It is critical for everyone to stay focused during the holiday season... especially since state assessments, unfortunately, follow soon thereafter.

Monday we'll present slideshows. Tuesday students will be viewing the movie Far and Away, as part of the ELA, Social Studies curriculum. (They're also taking a math that day, I hear.)

Have a geat weekend!

Thursday, November 16, 2006

Immigrant Kids Still Continued

Finished up in the computer lab today. Some groups have a bit more to do... so I [i]may[/i] give an extension until Monday for Presentations.

A handout was given for homework. The passage should be completed as in the past:

-Underline main idea
-title each paragraph
-highlight and number answer proofs
-answer questions

Students are encouraged to take this as seriously as possible. The state assessment is coming up in January, which will be here before you know it.

Wednesday, November 15, 2006

Immigrant Kids Continued

Students worked on their PowerPoint projects in the computer lab and will do so again tomorrow.

HW: Read for 15 minutes, as usual.

Tuesday, November 14, 2006

Immigrant Kids Continued

Student continued working in groups gathering info from the book in preperation for developing slideshows. When done note taking, they planned their slide contents.

We're in the computer lab tomorrow and Thursday.

All students are commended for their teamwork.

Monday, November 13, 2006

Second Marking Period Begins! Immigration Unit continues....

No spelling/vocab this week!

Students were assigned groups and a chapter in the book Immigrant Kids. Today and tomorrow, each group is reading keeping notes on their chapter. On Wednesday we head to the computer lab where each group will generate a PowerPoint slideshow on the information from their chapter. Each student will be responsible for constructing two slides.

Slideshows will be presented to the class on Friday.

Please encourage your child to kick off the second marking period with the proper focus!

Thanks!

Wednesday, November 08, 2006

If Your Name Was Changed at Ellis Island

Students read this book independently, but worked with a partner over content and answering a list of content related questions. This activity will continue tomorrow.

Listening activity essay is due tomorrow. Spelling/Vocab quiz will be on Monday.

Tuesday, November 07, 2006

Listening Activity

Two passages were read to the students in the same format as the listening section of the state assessment. Notes were taken. The essay, first major grade of the 2nd marking period, is to be completed at home and returned to class on Thursday.

Monday, November 06, 2006

Immigration -"Janek" video

Students copied spelling/vocab list (See friday's post).

Viewed video about a family who emigrated to America from Poland. Landing at Ellis Island was shown as was housing, employment and education difficulties faced by immigrants. This unit will parallel the Social Studies Unit on Immigration.

HW: Vocab definitions

Note: Grades close for the first marking period this Friday! Any owed work must be handed in before then.

Friday, November 03, 2006

Passage Completion - Spelling/Vocab Quiz

Finished passage begun yesterday and took the spelling/vocab quiz.

Bonus (20!)points for whoever does Monay's hw over the weekend!

appropriate
acceptance
disappearance
tolerance
essential
accuracy
assistance
accelerate
recommend
patience

Thursday, November 02, 2006

Multiple Choice Test

OM: What is myth? Are myths important? What are myths about? What myths are you familiar with?

Students worked a passage about A Cherokee myth. They were instructed to underline main ideas, title paragraphs and identify and number proofs for answers to questions.

This will be finished tomorrow.

HW: Study for spelling/vocab quiz

Wednesday, November 01, 2006

"The Tell-Tale heart" IV

Students started an essay on class based on the story (Click HERE for text).

Directions for the essay are as follows:

“The Tell-Tale Heart”: Final Argument

Imagine that you are an attorney. You will either prosecute or defend the narrator on suspicion of murder.

Write an argument explaining, as to a jury, why he should or should not be convicted of murder and be prepared to present your argument to your classmates.

Remember Thesis- Proof

Start the first paragraph with your thesis statement:

“The defendant is (guilty, not guilty).”

Complete the first paragraph with statements of evidence (at least 3). Each piece of evidence you use will then be the topic sentence in a separate paragraph where you will explain the importance of the evidence.

Sum up in a closing paragraph. Total = 5 paragraphs

HW: Finish essay, study spelling/vocab

Tuesday, October 31, 2006

"The Tell-Tale Heart" III

Finished reading the story and worked on the following questions in groups:

♥Is the narrator of the story insane, or is he just evil?

♥How do you explain the power that the old man’s eye and heartbeat had over the narrator?

♥Why did the narrator continue to hear the old man’s heartbeat after he was dead?

HW:

Study Spelling/vocab

"The Tell-Tale Heart" III

Finished reading the story and worked on the following questions in groups:

♥Is the narrator of the story insane, or is he just evil?

♥How do you explain the power that the old man’s eye and heartbeat had over the narrator?

♥Why did the narrator continue to hear the old man’s heartbeat after he was dead?

HW:

Study Spelling/vocab

Monday, October 30, 2006

The Tell-Tale Heart II

Students copied this week's spelling/vocab list (see 10/27 post), final copies of "Sleepy Hollow" assignment were collected.

Continued "The Tell-Tale Heart" (for full text of the story click HERE ) up until the murder of the old man.

Story endings were predicted in journals to end the period.

HW:

Vocab definitions in notebooks.

Friday, October 27, 2006

Spelling/Vocab Quiz - "The Tell-Tale Heart" I

1) Took spelling/vocab quiz

2) Reminder given about expected quality of "Sleepy Hollow" assignment due Monday. As it is a final copy, all effort should be made to make it as well written as possible. Remember, 10 words from the vocabulary project must be used correctly and underlined or highlighted. This will count for 50% of the grade.

3) Discussed Edgar Allen Poe briefly. Read first paragraph "The Tell-Tale Heart".

Bonus Points Opportunity! Do Monday's vocab definitions over the weekend for 20 bonus points! Here's next week's list:

mirror

occasionally

dilemma

necessity

disapprove

accumulate

questionnaire

guarantee

syllable

official

Thursday, October 26, 2006

"The New Colossus"

Periods 1&2:

OM: What is the difference between prose and poetry?

Examined the poem by Emma Lazarus after sharing answers to the above question. Worked on multiple choice questions.

Period 3:

Went over the directions for the "Sleepy Hollow" assignment. Students were given time to edit drafts and begin final copies.

HW:

"Sleepy Hollow" assignment due Monday.
Spelling/vocab test tomorrow.

Wednesday, October 25, 2006

Benchmark Wrap-up

OM: Use as many of this week's spelling/vocab words to describe a fictional event that happened at a Teen Town.

Benchmark scantrons and booklets were handed back. We went over the answers, concentrating on the more problematic questions. Strategies for working such questions were discussed. Of particular note was the difficulty caused by vocabulary. Students were told to pay close attention to the key words in questions, and use context to determine meaning. Students were also strongly counseled not to change answers unless completely certain a mistake has been made.

HW:

-Study spelling/vocab
-First draft of "Sleepy Hollow" news story due tomorrow.

Look ahead: We'll begin Poe's "The Tell-Tale Heart" shortly.

Tuesday, October 24, 2006

Sleepy Hollow V

(Note: I was absent yesterday.)

Finished "Sleepy Hollow." Students were given the following assignment:

Write a newspsper article on the events in the story. You are a journalist investigating what happened to Ichabod Crane. First paragraph should be a brief summary. Body of the story should contain interviews with some of the characters in the story. The story should conclude with what really happened to Ichabod, support by evidence (thesis-proof).

Story must contain 10 vocabulary words from the list worked on last week. Appropriate use of the words will determine 50% of the final grade.

First draft due Thursday (minor grade for visible effort).

Final copy due Monday. Bonus points awarded for creativity and appearance.

HW: Work on story project. Study spelling/vocab

Friday, October 20, 2006

Sleepy Hollow IV

OM: What do we know of the story so far? (who, what, when, where)

Continued the story. All classes completed up through the party at van Tassel's. Period 2 is with Ichabod and the Horseman by the bridge.

Extra Credit Opportunity!

Next weeks spelling/vocabulary is:


1. negative

2. opposite

3. reflection

4. rotation

5. translation

6. infinity

7. certain

8. coordinate

9. match

10. positive

Show me definitions in notebook on Monday morning for 20, minor grade, bonus points!

Invitation to Excel

Students were told they have the option for a major grade by reading a novel (one per marking period), keeping a reading log (date, pages read, summary) and completing a book project (essay, comic strip, poster, etc.) Books must be a minimum 100 pages and approved by me.

Thursday, October 19, 2006

Sleepy Hollow III

Students wrote for a few minutes on reactions to yesterday's exam: how they think they did, their emotional response to the situation, how well or not the strategies worked, etc. We then talked a bit about general results. Students will receive their individual marks early next week.

Continued reading "Sleepy Hollow" through the description of Ichabod's contest over Katrina with Brom.

Wednesday, October 18, 2006

Benchmark the Second

All students took the second benchmark exam in preperation for the state assessment in Januarly. There will be one more benchmark before that test.

Students went to period one as usual, where we went over a passage completed last week.. We reviewed the procedures for taking the benchmark test.

The test was given period two. This time, there was a strict 45 minute time limit, except for those students allowed time extensions.

Overall, the students took the situation very seriously, were focused and worked hard. The results indicate some overall improvement in scores over the first benchmark exam. Given that the first test wasn't timed, I am very encouraged by the outcome.

There was no period three today.

Students are reminded to complete the vocabulary activity by Friday.

Tuesday, October 17, 2006

Sleepy Hollow II

OM: What is the procedure for attacking a passage with multiple choice questions?

The procedure was reviewed.

We began reading "The Legend of Sleepy Hollow" and finished up to the description of Katrina van Tassell. (Again, the text may be seen HERE. The version in our book is abridged.) A lot of time was spent discussing the vocabulary, which can be difficult, imagery and tone of the story.

Students should be working on their vocabulary assignment.

Monday, October 16, 2006

Sleepy Hollow I / Book Fair

Students copied down the definition of legend: a nonhistorical or unverifiable (not provable) story handed down by tradition from earlier times and popularly accepted as historical.

Examples of legends were listed such as King Arthur, Johnny Appleseed, etc.

"Word, words, words" assignment was distributed. Students were assigned 5 of 25 "Sleepy Hollow" vocabulary words to find synonyms for. They may obtain the synonyms for the rest of the words from classmates or do all 25 on their own, but all 25 words and their synonyms must be listed in the spelling/vocabulary section of their notebook by Friday. They should use the synonyms to determine the meaning of the word. If they still don't understand the word they should then use the dictionary. (Note: Dictionary.com, linked in the sidebar, contains a fine thesaurus function. The thesaurus in MSWord can also be used.)

We begin "Sleepy Hollow" tomorrow and plan to finish by Friday. At that time, they will have to write a news article about the story using at least 10 of the words from the above assignment.

Classes spent 15 minutes in the library browsing the Scholastic book fair.

Notes: The second benchmark exam will be given Wednesday. Open house is Thursday evening.

Thursday, October 12, 2006

Power Logic II

OM: What is power logic? (review)

We went over last nights homework, identifying proofs for the passage questions, then selecting answers. Reasoning between question, proof and answer was demonstrated for each question.

Review:

Students were strongly encouraged to stick to a procedure for attacking passages and multiple choice questions:

1) read the directions
2) examine extra information (maps, charts, pictures and captions)
3) Read each paragraph
* underline topic sentence (Is this what the whole paragrpah is about?)
* write a short chapter title (3-5 words with a verb)
4)Read questions (idenitfy key words).
5)Find proofs, highlight and number
6)Select answer. Check reasoning between question, proof and answer.

Next passage distributed for independent completion.

HW:

Study for spelling/vocab test.
Finish passage begun in class.

Notes:

1)Students were informed I will be at a conference elsewhere in the building tomorrow. The substitute will administer the spelling test, collect the homework and distribute another passage to be completed. One of the passages done will be graded.

2)There will be no spelling next week due to a rather involved assignment to be given on Monday which will parallel "The Legend of Sleepy Hollow", which we will be reading in class next week. (You will find the text of the story HERE, although the version read in class will be shorter than the original text.)

3) The second benchmark exam will be given on Wednesday, 10/18.

4) Open house wil be Thursday evening, 10/19.

Wednesday, October 11, 2006

Power Logic / Chapter Titles

OM: How do you write a good chapter title? (Chapter title: 3 to 5 words containing a verb which states the main idea of a paragraph.)

Today "Power Logic" was introduced and defined as the process of effectively answering a multiple choice question. Power Logic has three parts:

A- the Answer choices
P- the Proof for the answer
L- the reasoning used to Link the proof to the answer.

The following demonstrates poor linking between answer and proof:

correct proof / wrong answer
wrong proof / wrong answer
wrong proof / right answer

In order to achieve correct proof /correct answer, engaged, mindful reasoning has to occur.

A passage titled "Young Riders", about the Pony Express was distributed. Students were instructed to read the first paragraph and underline the topic sentence. From the topic sentence, a chapter title for the paragraph was constructed.

Note: After selecting a topic sentence, one should ask, "Is this what the whole paragraph is about?" The answer should, of course, be yes. If the answer is no, another selection should be made.

Examples of good chapter titles for this paragrpah were generated.

Students completed reading the passage, underlining topic sentences and writing chapter titles. We went over the results when done.

Homework:

Read the questions to the passage. Ignore the choices! Highlight or underline and number proofs to the answers in the passage.

Study spelling/vocab

Tuesday, October 10, 2006

Spelling-Vocab List #3 / Writing Rubric II

OM: How do you answer a multiple choice question?

1) Students copied spelling-vocab list. (See Friday's entry below for list.)

2)Continued writing rubric activity. Groups reported back on words found to be difficult. Lists were generated and synonyms found to replace the words.

HW:

1) Reading, as usual
2) vocab definitions in notebook

Friday, October 06, 2006

Spelling Quiz / Writing Rubric

Students were reminded of the effective way to study spelling:
-seperate words into smaller parts
-write each part in a different color
-repetitively spell the words, out loud, while tapping out the rhythm

Students took spelling test #2

With remaining time, we examined the scoring rubric for unfamiliar words.

Look ahead: For those who wish to get a start on next weeks spelling, here's the list.

1. character

2. choir

3. chemical

4. chaos

5. chlorine

6. charity

7. channel

8. chimney

9. chipmunk

10. Chinese

Thursday, October 05, 2006

Portfolios/ Return Work

OM: What is the most difficult part of listening activities? Why do you think it is difficult?

The end of The Dinner Party was read to the class. We discussed how the end was projected earlier in the story.

Folders for portfolios were passed out. Three majory assignments were handed back: Letter to Mr. Lambert from the first week of school, benchmark multiple choice, benchmark essay (from listening portion of the test). Table of contents was set up for the portfolio.

Criteria for grading the essay was discussed, as was passing criteria for the multiple choice part of the test.

Students were reminded that they have to come to me for work missed due to absence.

HW:

Study spelling and definitions for test. As usual, students should be reading for 15 minutes every night.

Wednesday, October 04, 2006

Projecting Story Endings

Note: Five Week Grades will be closing tomorrow. There have been a lot of absences so far this year. Students must be responsible for making sure they keep up with assignments. Students must see me to determine if any work is owed..

Students completed another listening activity. They were read most of The Dinner Party by Mona Gardner. They had to project three different ways the story could end. Then they chose one ending and explained how this ending connected to events in the story.

Finish for homework if not done.

Study spelling and definitions.

Tuesday, October 03, 2006

Thesis/Proof and Listening Activity

Students copied notes on how to answer thesis/proof questions:
Thesis-Proof

Thesis: A statement that is proven by argument.

Example of a thesis statement:

The theme of “Thank You, M’am” is hope.

The rest of the paragraph proves the statement by using details from the story.

Example:

The theme is hope because in the story Mrs. Jones takes him home, feeds him and tells him she also did things she was ashamed of. Doing this showed she had hope for the boy.


Students then listened to a passage, "How I Came to the Museum." They took notes as usual, and were given two constructed response questions.

HW:

-Study spelling and definitions
-Finish constructed response questions.

Monday, October 02, 2006

Spelling List #2 / Dear Author

Note: I was not in class today. Classes did the following:

I. Copy spelling list:

capitalism
immigrant
industry
investment
dividend
corporation
stockholder
natural resources
diversity
revolution

II. Dear Author

This activity asks the student to write a letter to the author of a story, in this case Langston Hughes telling him/her:

-parts of the story especially you liked and why
-parts you have questions about
-parts thought to need revision and why you a new version would work better.

HW:

-Spelling definitions
-Finish Dear Author

Friday, September 29, 2006

Story Elements Quiz

Students took story elements quiz.

"Suit Youself" activity will be handed in on Monday.

Students were informed I will be absent on Monday. Blog entry will be filled in when I return on Tuesday.

Thursday, September 28, 2006

"Thank You, M'am" Part III, Spelling/Vocab Quiz

Took spelling/vocab quiz. Students had to correctly spell the words and match them with their definitions.

We finished up the story map and plot outline for "Thank You, M'am".

Directions were handed out for a homework assignment called "Suit Yourself". Students will write a different ending to the story. Length should be at least one side of a page.

Homework:

1) above writing assignment
2) study for quiz on short story elements

Wednesday, September 27, 2006

"Thank You, M'am" Part II

OM: Describe the character of Mrs. Luella Bates Washington Jones (from the story)

We spent the class "mapping out" the story according to the story elements handout. Example:

“Thank You M’am”
By Langston Hughes

Characters:

Mrs. Luella Bates Washington Jones: proud, tough, motherly, generous, assertive, forgiving, lonely

Roger: respectful, nervous, ignorant, needy, scared, lonely, caring, kind

Setting:

Where: a city, street, boarding house

When: early 60’s or late 50’s, late night

Mood: hopeful

Theme: hope, trust, faith

Point of View: third person

Plot Outline

Conflict: Roger tries to steal Mrs. Jones handbag. She tries to help him.

Rising Action

1)Roger tries to steal bag
2)Jones drags him up street.
3)Takes him to her room
4)Washes face

Climax: Roger sitting on bed, wanting to be trusted. She tells him she did things she wasn’t proud of.

Falling Action:

1) Eating dinner.
2) Mrs. Jones gives Roger $10

Conclusion:

Mrs. Jones told roger to behave himself. Roger wanted to say something than “Thank you, m’am”
Note: Some classes had to finish this for homework.

There is a spelling quiz tomorrow. There will be a story elements quiz on Friday.

Tuesday, September 26, 2006

"Thank You, M'am'

OM: Choose a setting and describe it in detail.

Students were shown an example of a setting description:
The river rushed noisily past the old dock, whose gray, weather worn planks seemed ready to crumble. The sky was overcast and the clouds rushed overhead with the wind that stripped the remaining many colored leaves from the trees. The air found its way through his thick sweater and he started to shiver.

The first few snowflakes raced from the clouds into the river and disappeared.
The mood of the piece was briefly discussed. Students then wrote for four minutes on a setting of their own imagining.

We read "Thank You, M'am" by Langston Hughes, stopping occasionally to apply the reading strategies. (Click the link for the full text.)

Homework:

- Study spelling
- Study Story Elements handout. Apply story read today to each element (doesn't have to be written).

Monday, September 25, 2006

Story Elements and Spelling List 1

I. Students copied first spelling list:

1. assessment
2. consequence
3. eighth
4. information
5. intelligence
6. language
7. literature
8. policies
9. procedures
10. success

We discussed strategies for studying spelling. (Notes are below.)

The quiz will be on Thursday.

II. Students received a handout (see below) on the elements of the short story. There is a quiz on this information on Friday, so studying throughout the week is strongly recommended.

III. Students practiced applying reading strategies with picture books.

Homework:
- Write spelling word definitions in notebook
- Study Story Elements handout
- Read for 15 minutes
- Bring in signed tear-off from Fridays handout (10 extra credit points were given to those who handed it in today. 5 will be given tomorrow.)

Notes:

Steps to Successfully Studying Spelling!

1. Write each word in separate pieces.
Example: Monitor= mon - it - or

2. Say each letter as you write each word, in separate pieces, numerous times.

3. Tap out the rhythm of the word, in its separate pieces, with your finger as you say each letter out loud. Do this over and over.

4. Close your eyes, say each letter out loud, and see each letter in your imagination.

5. Write each piece of the word in different colors.

6. Do 1 through 4 at least five times with each word, every day

SHORT STORY ELEMENTS
A short story is a fairly brief work of fiction. Fiction, as you know, is prose writing about imagined events and characters. A short story presents characters in a struggle or complication, which has a definite outcome. Novels are another example of fictional prose and are much longer than short stories. Some short stories, however, can be quite long. It may range in length from 500 words up to 15-20,000 words. The short story has a definite construction or unity rather than the freedom of a sketch or a tale.

The essential elements of a short story are characters, setting, plot, theme, and point of view.

Character A character is a person, or sometimes even an animal, who takes part in the action of a short story. They may be described by the author mainly by conversation, indirectly or directly by action. By whatever method they are introduced, characters at once must be convincing to the reader since the author does not have a great deal of time to work with.

Protagonist- the major or central character
Antagonist- the character’s opponent, against whom the protagonist contends or struggles

Setting The setting of a short story is the time and place in whicbJ happens. Setting furnishes the background for a story. It includes the place, the time, and the mood of a story. Authors often use descriptions of landscape, scenery, buildings, seasons or weather to provide a strong sense of setting.

Plot The plot consists of a carefully chosen series of events and character actions that relate to the central conflict.

Conflict- the struggle or tension that sets the plot of the story in motion; it builds suspense or mystery and arouses expectations for events to follow.
Rising Action- develops and intensifies the conflict
Climax- plot reaches its greatest emotional intensity; turning point of story
Falling Action- the tension subsides and the plot moves towards conclusion
Conclusion/Denouement- the outcome or settling of the conflict

Foreshadowing- the presentation of information in a work in such a way that later events are prepared for.

Theme The theme is the central belief or idea behind the story, which the author intends to develop through the entire story; it is neither obvious nor hidden. It brings together the characters, setting and incidents so as not to destroy the unified impression.

Point of View The vantage point from which the story is being told.

First Person- The narrative is portrayed by what is known and seen through a single character. That focal character addresses the reader directly.
Character refers to themselves as “I” in the story and addresses the reader as “you.”

Third Person- An outside person or narrator relates the story and can direct the reader’s attention to the inner thoughts of any of the characters and controls the sources of information.

Friday, September 22, 2006

Benchmark Wrap Up

Today, students completed any unfinished portions of the test.

For Monday:
I'm finally sending my opening day letter home. Please sign the tear-off and send it back with your child.

Students need to bring in a picture book for use in practicing reading strategies.

Spelling list will be given on Monday, so everyone will need a multi-subject notebook.

Thursday, September 21, 2006

Benchmark Exam IV

Students took part three of the assessment which contains a passage, a poem, constructed response questions (short answer) and an essay.

Essays not finished must be completed for homework.

Also, we will be back to journal writing on Monday so all journals must be in class.

We will start spelling on Monday. Multi-subject notebooks must also be in class.

Reminder: Students need a picture book for Monday to practice reading strategies.

Wednesday, September 20, 2006

Benchmark Exam III

Students completed the essay from the listening portion of the test. When done, they were allowed to finish the comprehension section if they hadn't done so on Monday.

Note: Students who didn't finish this section will have to finish it on their own, DUE TOMORROW!!

Tuesday, September 19, 2006

Benchmark Exam II

Students took the listening portion of the test today. The process for this activity is as follows: Students set up their notes page, then a passage is read, with brief pauses between paragraphs. Students write down the main idea of each paragraph on one side of the notes page. The passage is read again, this time, students fill in details associated with each main idea. Afterward, there are two short answer questions and an essay to complete.

Monday, September 18, 2006

Benchmark Exam

All classes took part one of the first benchmark exam. The results of this test will tell us what needs to be worked on for the upcoming state exam in January. There will be one or two more benchmarks taken in the coming months.

Todays portion is reading comprehension. Students read various passages and are encouraged to underline main ideas, vocabulary words, make notes in the margin, etc. There are multiple-choice questions associated with each passage. Students are encouraged to highlight or underline proofs for each answer.

HW:
1) Read for 15 minutes as always.
2) Bring picture book in on Monday (9/25)
3) Extra credit assignment extended to Wednesday. (See 9/13 entry for details)

Friday, September 15, 2006

Reading Strategies II

OM: What was your favorite story as a child? What is it about?

Reviewed the strategies from yesterday's class (see below), I then modeled using the strategies by reading the book Owl Moon by Jane Yolen to the class. I stopped occasionally to 'think aloud' about visualizing, predicting, connecting, etc.

Students will bring a picture book to class on Monday, 9/25, to practice these strategies with a classmate.

Next week we will be taking the first benchmark assessment of the year. This test will tell us which skills should be concentrated on for the state assessment in January.

Thursday, September 14, 2006

Reading Strategies

OM: List the things you do in your head while you're reading.

We watched and discussed a slideshow today called Think Aloud Strategy, which was about the things students should do while they are reading to make sure they are 'constructing meaning'. A few notes were taken. The main parts of the slideshow are as follows:

As students read they should…
* pause occasionally to think aloud about connections they are making.
* create images or pictures of concepts from the reading.
* recognize when they are experiencing problems in understanding.
* identify ways they see of fixing these problems.

As students use this strategy, they should:

* predict (“I bet that..” or “I wonder if…” or “I think that…”)

* picture the text (“From this part here I can see…” or “I imagine that…”)

* make comparisons (“This reminds me of..” or “This part is like..” or “This is similar to..”)

* monitor their comprehension (“I don’t get this...” or “This confuses me because..” or “This is a difficult part because…”)

* decide how to fix up (repair) comprehension problems (“Maybe I better reread..” or “Maybe I need to keep on reading to see if…” or “I better find out what this word means because..”)

* comment on what they’ve read (“I like this because…” or “This part is sad because..”)

Good readers have a constant dialogue with the text as they read, although they usually do it silently. Think alouds provide struggling readers with a structure on which to build this dialogue; they learn to think about their reading and to monitor what they do and do not understand.
Tomorrow I will model these strategies using a picture book.

Students will bring in their own picture books for Monday, 9/25 when they will practice these strategies with a partner.

Wednesday, September 13, 2006

Writing/Editing

OM (Opening Move): What is the most important part of the writing process?

Writing was followed by a brief discussion of the importance of organizing your thoughts for writing. Writing genres were introduced:

nonfiction
fiction
mystery
fantasy
science fiction
romance
horror
essay (with emphasis on the persuasive essay)

Students were then given the following words:

Voice
Naughty
Smile
Revealing
Luck
*bonus word: laden

They then wrote, for ten minutes, a story incorporating these words. Afterward they read their piece to a classmate, listening for writing mistakes, which stand out when writing is read aloud. The point being that students should read their work aloud as part of the editing process.

This story may be rewritten and handed in by Monday as an extra credit assignment.

Homework: All three handouts given so far must be in class, and, as usual, read for 15 minutes.

Tuesday, September 12, 2006

Opening Moves

Spent the period practicing various types of writing activities (which will be used to open class), each demonstrating that a lot of information can be written down in a short amount of time. Types of writing included free write, focused free write, Compare/contrast, listing, cause and effect, and what if.

Homework: Read for 15 minutes.

Monday, September 11, 2006

Learning Letter

Today students were told that 15 minutes of reading each night is expected. This may be reading a magazine, newspaper, book and even a comic book. Reading improves through practice.

We started the first draft of a letter. First draft and final copy are to be finished for homework. First draft recommendations: Skip lines. (This makes it easier to edit.) Make corrections in a different color so corrections stand out.

Final copy may be typed. Font size no smaller than 12. Font style must be easy to read. I prefer Times New Roman.

Directions are as follows:

Dear Mr. Lambert,
• I discovered I am a/an ____type of learner.
(What is your learning modality? Which ‘intelligence’ best describes you? Tell me why you know this. )

• I usually study by…..
(2-3 sentences)

* I plan to improve my study habits by…
(2-3 sentences; Refer to “Environments for Better Learning.” Describe how you study. Explain how you can improve your study habits.)

* My goals for this school year are……
(academic, social, personal; Two or three sentences for each.)

4 paragraphs
Final copy

Note: Students should have a multi-subject notebook for class in addition to the hardcover composition book. The composition notebook is only for journal entries. The other will be used for class notes, vocabulary, spelling and first drafts.

Friday, September 08, 2006

Learning Modalities (continued)

Opening Move: Four minutes of writing on one more 'moment'. Today, however, students tried to double the amount they wrote from yesterday.

We went over the results from the survey, discussed learning behavior and strategies associated with each of the modalities. Students then filled out an 'intelligence' survey. This survey tries to pinpoint which of the eight 'intelligences' seems to best matches each person.

Homework:

Go over modalities and intelligences handouts and consider what you may have learned about yourself and how you may apply this to doing better this year. Be prepared to write a letter in class on this topic. This letter will be the first major grade of the school year.

Thursday, September 07, 2006

Learning Modalities

Today we discussed the difference between a moment and an event. Students wrote a 4 minute journal entry on one moment during the summer. Describing the main moments in an event will result in much more detailed writing.

Students received a handout on learning modalities, ways of "using sensory information to learn." They took a short survey designed to identify their own primary learning style.

Homework

Periods 1 & 2: Look over rest of learning modalities handout.

Period 3: Finish survey

Periods 1,2,3: All students must have a hardcover composition notebook by Monday.

Wednesday, September 06, 2006

Day 1

All students should have a hardcover composition notebook by Monday, Sept. 11. These will be used as daily journals and will be kept in the classroom.

Please note that at least 15 minutes of reading each night is expected. While we will work on reading strategies and prepare students for state exams in school, reading skill will only improve by reading on a regular basis.