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Thursday, December 20, 2007

A Christmas Carol

Apologies for the silence the past few days!

Briefly, since the last entry we worked more in the poetry packet with the goal of become better readers of poetry and developing greater understanding of the figurative language and literary devices used in poetry (see vocabulary in the last entry).

Putting poetry to the side until after the holidays, we began watching A Christmas Carol, based on the well known story by Charles Dickens. The classroom emphasis is on the theme of the story and especially the transformation of Ebenezer Scroge. Students are taking notes which will be used to write an essay after the break. The essay directions are as follows:

A Christmas Carol is the story of the transformation of Ebenezer Scrooge. Certain events in the story are important in this character’s change. In a well written essay, describe the transformation. In your essay, be sure to:

• Contrast Scrooge’s character with that of the other characters in the story.
• Discuss the importance of each spirit: past, present and future.
• How is Scrooge changed? What is the theme of the story? Explain.
• Include specific details from the story in your essay
.


(Extra credit will be given to anyone who comes back from vacation with a first draft already written. The final copy will be written in class. This is not mandatory.)

There is no spelling/vocab this week, nor will there be the week we get back from break. At this time, the third benchmark is scheduled for the Wednesday we return, Januray 2nd.

If a reason comes up to post tomorrow I will. If not, a safe and pleasant holiday to one and all.

All the best for the coming New Year,
Mr. Lambert

Wednesday, December 12, 2007

Poetry II

As this is a long entry, I'll put the homework up here:
Passage: The Young Sea by Carl Sandburg
Study vocab

Opened with another poem by Robert Frost:

DUST OF SNOW by Robert Frost

The way a crow
Shook down on me
The dust of snow
From a hemlock tree
Has given my heart
A change of mood
And saved some part
Of a day I had rued*.

(rue: to feel sorrow over; repent of; regret bitterly)

Students considered mood, author's purpose and rhyme scheme. Afterwards we continued discussing the vocabulary of poetry:

Alliteration:
The repetition of the same or similar sounds at the beginning of words. Some famous examples of alliteration are tongue twisters such as Betty Botta bought some butter and Peter Piper picked a peck of pickled peppers.

Ballad:
A poem that tells a story similar to a folk tale or legend and often has a repeated refrain. The Rime of the Ancient Mariner by Samuel Taylor Coleridge is an example of a ballad.

Lyric:
A poem, such as a sonnet or an ode, that expresses the thoughts and feelings of the poet. A lyric poem may resemble a song in form or style.

Metaphor:
A figure of speech in which two things are compared, usually by saying one thing is another, or by substituting a more descriptive word for the more common or usual word that would be expected. Some examples of metaphors: the world's a stage, he was a lion in battle, drowning in debt, and a sea of troubles.

Narrative:
Telling a story. Ballads, epics, and lays are different kinds of narrative poems.

Personification:
A figure of speech in which inanimate objects or abstractions are endowed with human qualities or are represented as possessing human form, as in Hunger sat shivering on the road or Flowers danced about the lawn.
Rhyme:
The occurrence of the same or similar sounds at the end of two or more words. When the rhyme occurs in a final stressed syllable, it is said to be masculine: cat/hat, behave/shave, observe/deserve. When the rhyme ends with one or more unstressed syllables, it is said to be feminine: vacation/sensation, reliable/viable. The pattern of rhyme in a stanza or poem is shown usually by using a different letter for each final sound. In a poem with an aabba rhyme scheme, the first, second, and fifth lines end in one sound, and the third and fourth lines end in another.

Rhythm:
The pattern or flow of sound created by the arrangement of stressed and unstressed syllables in a line of poetry.

Simile:
A figure of speech in which two things are compared using the word "like" or "as." An example of a simile using like occurs in Langston Hughes's poem Harlem: "What happens to a dream deferred?/ Does it dry up/ like a raisin in the sun?"

We took sometime to read and listen to the song Helplessly Hoping by Stephen Stills. This song is a great example of alliteration:

Helplessly hoping her harlequin* hovers nearby
Awaiting a word
Gasping at glimpses of gentle true spirit
He runs, wishing he could fly
Only to trip at the sound of goodbye

Wordlessly watching, he waits by the window
And wonders at the empty place inside
Heartlessly helping himself to her bad dreams
He worries, did he hear a goodbye
Or even hello

{Refrain}
They are one person
They are two alone
They are three together
They are for each other

Stand by the stairway, you'll see something
Certain to tell you confusion has its cost
Love isn't lying, it's loose in a lady
Who lingers, saying she is lost
And choking on hello

(harlequin: a buffoon, fool)

Tuesday, December 11, 2007

Poetry

Monday:

Copied spelling list. Period 3 recieved back work, some of which was recorded and added to portfolios. Started poetry packet. Intodruced the different types of poetry: ballad, narrative and lyric and showed an example of each.

HW: passage "How My family Became Green"

Tuesday:

OM: Read "A Patch of Old Snow" by Robert frost. What is the mood? How do you know?

A Patch of Old Snow
By Robert Frost

There's a patch of old snow in a corner
That I should have guessed
Was a blow-away paper the rain
Had brought to rest.

It is speckled with grime as if
Small print overspread it,
The news of a day I've forgotten--
If I ever read it.

HW: Vocab definitions
Extra Credit! Find a poem, copy it and write a few paragraphs which answer the questions: Why did you choose this poem? What type of poem is it? (lyric, ballad or narrative) What is the mood of the poem? Explain why you think so. What do you think the Author's purpose is? Again, why do you think so. (Details fron the poem are needed in each explanation.)

Friday, December 07, 2007

Listening Activity, Continued

Took the spelling test today and started writing the essay based on the planning page completed for homework last night.

Here's next week's somewhat randomespelling/vocablist:



Spelling #12
Vocabulary

permission (n) - consent, authorization

questionnaire (n) - list of questions to obtain information

recess (n) - a break or pause, intermission

substitute (n) - replacement, representative, alternate

trespass (v) - intrude, violate

universe (n) - cosmos

verify (v) - to establish the truth or accuracy

Wisconsin (n) - the “Badger State”

yoga (n) - a system of exercise for attaining bodily or mental control and well being

zucchini (n) - a summer squash

Thursday, December 06, 2007

Listening Activity

Yesterday, classes continued the Rifkaactivity in the litereature book, and were given a passage to complete for homework.

Today, we started a listening activity aspracticefor the assessment. The passage was read to the class and notes were taken. Students are to complete the constructed responses and the PLANNING PAGE for the essay for homework.

Also, study for spelling/vocab quiz.

Tuesday, December 04, 2007

"Letters From Rifka"

(Note: Due to the two hour delay yesterday, period 3 missed class with me. They'll be a day behind period 7 for a while.)

Classes read an excerpt from the novel "Letters From Rifka," a story about a young girl's journey from Russia to America, in the litereature book. This part describes an experience on Ellis Island. Summaries were written in the text-response section of their notebooks every second page.

Vocab definitons due tomorrow. Some students do owe work... especially the essay rewrites from 7th period.

Friday, November 30, 2007

Assessment Practice: Reading and Writing

Checked planning pages for essay and began writing the essay. Any part of the packet not finished, especially the essay, must be finished for homework. Any reading passages not done due to absence must be handed in on Monday, answered and with passages chapter titled and proofed.

This weeks spelling quiz will also be on Monday.


Spelling #11
Vocabulary



they’re (cont) - they are

there (adv) - in or at that place or position

their (adj) - of or relating to them

experience (n) - involvement, exposure, background

obstacle (n) - obstruction, hurdle

beautiful (adj) - attractive, good-looking, lovely

persecution (n) - oppression, harassment

difficult (adj) - demanding, laborious, burdensome

immigration (n) - coming into a new country for permanent residence

definite (adj) - clear, precise, exact

Thursday, November 29, 2007

Assessment Practice: Reading and Writing

Wednesday: Briefly went over answers to 30 and 31 in the practice packet. Then previewed the poem The Things That Haven't Been Done Before by Edgar Guest. Students completed the following activity on the poem:

Poems – understanding in 20 minutes or less


3 minutes--- write about the title. What do you think the poem is about based on the title?

PREVIEW (look at question(s), underline key parts

5 minutes--- read the poem and write chapter (stanza) titles

5 minutes--- box 3 important words and explain why each word is important to understanding the meaning of the poem

2 minutes--- explain which image is the easiest to visualize

5 minutes--- write a one paragraph summary of the poem


Students took packet home and answered question 32 in the packet.

Essay rewrite for period 3 was held after school.

Thursday: Checked last night's homework and began the planning page for the essay, which asks to relate the poem (from yesterday) with the passage read on Tuesday. A model planning page was shown, then an outline format was put on the board:

Paragraph 1: Intro-Thesis statement

Paragraph 2: Line from poem to relate to Sylvia Beach
- Proof 1
- Proof 2
- Proof 3

Paragraph 3: Line from poem to relate to Sylvia Beach
- Proof 1
- Proof 2
- Proof 3

Paragraph 4: Conclusion


Note: Planning page is mandatory and will be included when packet is graded.

Enough time was given in class to complete the planning page, which should not take more than 5-10 minutes to write. It should be finished for homework is necessary. Essay will be written in class tomorrow.

Homework:

1) Study for spelling/vocab test
2) passage and questions, "California Earthquake" (must show chapter titles and answer proofs.)

Tuesday, November 27, 2007

Sylvia's Shop and Power Logic for Constructed Responses and Essays:

We started "Sylvia's Shop" today, the first part of the practice packet for the written section of the ELA State Assessment. We first copied the notes below:

Power Logic for Constructed Responses and Essays:
Preview passages, directions, pictures, questions. Underline key words in directions and questions. Read. Review.

Paragraph construction:
Sentence 1: TTQA* + answer
Sentence 2: Detail
Sentence 3: Detail
Sentence 4: Detail

USE YOUR REASONING TO CONNECT THE QUESTION WITH THE ANSWER AND THE DETAILS WHICH SUPPORT THAT ANSWER.

(*TTQA = Turn That Question Around. Strategy for restating the question as a statement with the answer.)

Students previewed the passage, underlined key words in the directions and questions and tried to get a general idea of the main idea. Then the passage was read, details pertaining to Sylvia were identified and underlined and chapter titles written. Questions 30 and 31 to be finished for homework, with the Power Logis definition in mind.

Also for tomorrow, vocab definitions.

reminder: Those who received below a C on the essay (Let's be someone else for a while) are to stay after school to begin a rewrite. Period 3 on Wednesday, Period 7 on Thursday.

Monday, November 26, 2007

Assessment Practice

Today, after copying spelling/vocab list and completing an opening move, classes worked on a hand out titled "The Chocolate War" as assessment practice.

On a heavier note, the first Lyddie essay was graded and the results were generally disappointing. As a result, an after school session will be scheduled to rewrite the essay for any with a failing grade. I am considering this mandatory. The directions for the essay are below:

12. Be Somebody Else for Awhile

The Assignment:

You've been yourself for a long time. Now, be somebody else. Write an essay as if you were one of the characters in the story you are reading. To write from the character's point of view, you must think like the character and limit yourself to what the character can know. Try to make your written "voice" sound like the character's, also.

Here is the essay task your character must respond to:

"We have all been faced with times when we didn't know what to do. An important decision had to be made, and we weren't sure which of the alternatives was the right or best choice. Write an essay about a time when you faced a difficult choice. In your essay, be sure to:
¥ explain the situation and the events that led up to it
¥ give the consequences of the decision
¥ tell what the alternatives were
¥ tell what you did and why
¥ explain whether you now think you made a good choice"

Remember to write as the character and to use specific accurate details from the story to write the essay.


This essay should contain at least 5 or 6 paragraphs, should be written in character and reflect detailed knowledge of the story.

Period 3 will meet at 2:20 in my room on Wednesday. Period 7 will meet on Thursday. Any student with a C or better is exempt.

Homework:

*Cherokee Myth (major grade)
*Vocab definitions by Wednesday

Monday, November 19, 2007

Benchmark Review

last post before the Thanksgiving break...

Took Vocab quiz today and went over the benchmark. Lyddie books were collected. Please make sure books are handed in to avoid fine.

Enjoy the holiday!

Spelling #10
Vocabulary


regret (v) – to feel sorry or distressed about

regretted (v)

admit (v) - to grant entrance to; let in

admitted (v)

occur (v) - to take place; to come to pass

occurred (v)

equip (v) - to provide

equipped (v)

label (v) - to attach a descriptive phrase, apllied to a person, group, thing, or idea

labeled (v)

Friday, November 16, 2007

Lyddie Finale

Multiple choice part of the Lyddie exam was today. The essay is to be done over the weekend.

No spelling/vocab next week. This weeks quiz will be given on Monday.

Tuesday, November 13, 2007

Lyddie Quiz

Copied spelling list.

Took quiz on chapters 15-20.

Directions for an essay were handed out. Essay is due Friday.

Benchmark exam is tomorrow.

Spelling definitions due Thursday. Lyddie exam will probably be on Friday. Book should be completed by Thursday.

Friday, November 09, 2007

Lyddie Quiz, Spelling Quiz and Some Words on Journal Writing.

Finished up a Lyddie quiz begun yesterday, then took spelling/vocab quiz.

Began classes with a journal entry about two characters in Lyddie. Students were reminded that they needed to keep writing for the full amount of time given, even if out of ideas on the topic given. One of the goals of the journal program is to increase fluency (number of words per minute) and to demonstrate a more mature style by developing a 'voice'.


Students should be done with chapter 20 in the book by Tuesday and should have at least 20 text-responses.

Benchmark exam is on Wednesday.

Second marking period starts on Tuesday. Decide now to improve your grades!


Spelling #9
Vocabulary



immigrant (n) - a person who comes to a country to take up permanent residence

foreign (adj.) - situated outside a place or country

country (n) - an extended expanse of land; region

journey (n) - travel from one place to another; trip

citizenship (n) - membership in a community

passport (n) - an official document for exit from or reentry into a country

famine (n) - extreme scarcity of food

discrimination (n) - prejudiced or prejudicial outlook

disease (n) - sickness, malady

government (n) - official direction or control of a political unit

Wednesday, November 07, 2007

Immigrant Kids II, III and some Lyddie

Shut my computer down yesterday before publishing an already written post! To catch up:

Monday:

Spelling/vocab list was copied. Then classes continued taking notes for Immigrant Kids project. Notebooks were collected after class in order to check Lyddie text-responses on chapters 1 to 11.

Tuesday:

Into the computer lab to begin PowerPoint slideshows on Immigrant Kids. Directions were given and help offered as needed.

Vocab definitions for Wednesday.

Wednesday:

Day two in the computer lab to finish slideshows. Students should be up to chapter 14 in Lyddie. Quiz will be given tomorrow.

Note: Grades close on Friday, all owed work must be in. Journals will be graded. Next benchmark exam is next Wednesday.

Friday, November 02, 2007

Immigrant Kids I

Oh my, haven't posted in a few days...

Wednesday, classes read and completed the poem "The New Colossus". Thursday, graded work was handed back and reviewed. "Emma Lazarus" assignment in particular was gone over and entered into student portfolios.

Today, students were assigned groups and a chapter in the book Immigrant Kids. Today and Monday, each group is reading keeping notes on their chapter. On Tuesday 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.

Lyddie text responses will be checked for a major grade on Monday. Criteria are as followes:

1) There should be a minimum of 11 text responses.
2) Responses should be in notebooks in a dedicated section. Points will be deducted if not.
3) Neatness and readability should reflect students best effort.
4) Content should follow directions. The importance of chosen text needs to be proven in the response section.

Next weeks vocab:

Vocabulary #7


1. circuit (n) – continuous path of movement

2. perforate (v) – pierce through

3. transform (v) – change

4. perplex (v) – bewilder

5. circulation (n) – act or instance of circulating

6. transparent (adj) – passing light and images; obvious

7. circumstance (n) – particular condition

8. persistence (n) - endurance

9. transition (n) – gradual change of condition

10. perpetual (adj) – unceasing, constant

Tuesday, October 30, 2007

The New Colossus

Periods 3/7:

OM: How is poetry different from prose? What do you have to do differently in order to understand poetry?

After sharing and discussing some answers to these questions (which entailed a review of the definitions of 'abstract', 'prose', and 'inference'), students were introduced to the Colossus of Rhodes (one of the Wonders of the Ancient World mentioned in poem) and selected words from the poem by Emma Lazarus which were unfamiliar. Definitions were written.

Classes will read the poem tomorrow and answer questions for a major grade.

HW:
Vocab definitions due tomorrow
Continue reading Lyddie and completeing text responses for each chapter

Monday, October 29, 2007

Lyddie III

Period 3/7

Copied spelling/vocab list then took quiz on book. Text-responses were checked, unfortunately completion was very poor.

Quiz took most of the period. Next target is to finish through chapter 11 by next Monday. This means about ten pages of reading per night.

Don't forget: ONE TEXT-RESPONSE PER CHAPTER. Extra credit for up to, but no more, than three per chapter.

HW: Vocab definitions by Wednesday.

Friday, October 26, 2007

Lyddie II

Periods 3/7

After an opening move students took spelling/vocab test. Discussed Lyddie with attention to applying reading strategies to improve comprehension. Everyone should read through chapter 4 and complete text responses for each chapter. Students were told that extra credit will be given for extra responses written for each chapter, but no more than two more.

next weeks spelling vocab:

appropriate (adj.) - especially suitable or compatible

acceptance (n) - the act of receiving, accepting

disappearance (n) - the act of passing from view suddenly

tolerance (n) - sympathy for beliefs different from one’s own

essential (adj.) - of utmost importance

accuracy (n) - freedom from mistakes

assistance (n) - the help supplied

accelerate (v) - to move faster

recommend (v) - to present as worthy, to advise

patience (n) - the ability to bear pains calmly or without complaint

Wednesday, October 24, 2007

“Sally Ann Thunder Ann Whirlwind” and Lyddie

Tuesday:

Periods 3/7

Read the tall tale “Sally Ann Thunder Ann Whirlwind” by Mary Pope Osbourne. (For an online version by another author, click HERE.) Students read independently and answered questions in their notebooks while reading.

Both classes didn't quite finish. Wednesday, classes started a novel (see below), and will complete the tale and a quiz on Thursday with a substitute.

Wednesday:

OM: OM: The bear had been their undoing, though at the time they had all laughed.
(undoing: to bring to ruin or disaster; destroy)

After the opening move students viewed a brief slideshow on text-response journals, which included the following:

*The purpose of the text /so what format is to respond to literature (short stories, poems, novels) in a meaningful, thoughtful way.

*For the selected reading (section of text or entire chapter) you will be required to select a quote, line or incident from the reading that you felt was significant to that section and copy or paraphrase the information in a text box. In another box you will respond to that piece of text by commenting and/or explaining the importance and why you chose it. The explanation is called a "So what?"

*You will need a response journal section within your 5 subject notebook to maintain these responses as we will utilize this format throughout the year.


The novel Lyddie by Katherine Patterson was distributed, book cards were filled out. (For information about the book click HERE. Scroll down for summary and reviews.)

We read part of Chapter 1 and wrote a model text response:

Text

“They obeyed her, even Mama…”

So What

This shows that Lyddie has the authority in the family. Something seems to be wrong with Mama leaving Lyddie in charge.

Tomorrow I will be attending a conference. Students will continue with Tuesday's activity and take a quiz on the story we read that day.

Homework: Wed and Thurs

Prepare for spelling test on Friday
Read through chapter 2 in Lyddie.

Monday, October 22, 2007

"Sleepy Hollow" Wrap Up/ "Young Riders" Review

Periods 3/7

Copied spelling/vocab list.

Finished up Sleepy Hollow outline. Explained assignment: Complete character sketch worksheet, then write a letter applying for a job as the character chosen, either Ichabod or Brom. Assigbnment should be at least one side of a page in length:

Dear Sir,
I am writing in response to your ad looking for a___________. I feel I have the qualities you need to fill this position.

Included in the letter should be:

* A paragraph describing yourself as a person. What are your likes, dislikes, interests. What positive qualities do you possess.

*A paragraph describing why these qualities make you the best candidate for the position. Remember, you are trying to sell yourself as the best person out there for the job!


Then The Young Rider assignment was given back. We went over answers and proofs.

HW:

Finish character assignment
Spelling definitions by Wednesday

Friday, October 19, 2007

The Legend of Sleepy Hollow IV and V

Thursday

Periods 3/7

Students were shown example of how the text of "Young Riders" assignment should have been marked with chapter titles, topic sentences identified and answer proofs identified and numberes. They were told to compare the text of the assignment ("Emma Lazarus")due this morning which should have been done in the same way. They were given one more day to fix their work as each item asked for is part of the grade. Assignment was collected the following day.

We continued reading "The Legend of Sleepy Hollow" up through Katrina's rejection of Ichabod and his flight from the party. Continued the story outline: added details to character descriptions, started event descrptions

HW:
Fix "Emma Lazarus" assignment
Study for spelling test

Friday

Took spelling test, completed the story. Will complete the outline Monday morning. Students were told that an independent book reading assignment is forthcoming, and to start considering a novel (minimum 120 pages) to read.

Spelling #5
Vocabulary


1. accumulate: (v) to heap or pile up

2. mirror: (n) a surface of glass that forms images by reflection

3. guarantee : (v) to give security to

4. dilemma : (n) a problem without a satisfactory solution

5. disapprove : (v) to reject

6. syllable : (n) a unit of spoken language, next bigger than a speech sound

7. official : (adj.) of or relating to an office; authorized

8. necessity : (n) requirement

9. questionnaire : (n) a set of questions for obtaining information

10. occasionally : (adv.) sometimes

Wednesday, October 17, 2007

The Legend of Sleepy Hollow II and III

Tuesday
Pds 3/7

After opening move, started a story outline in notebooks for "Sleepy Hollow." Reread first two pages with emphasis on place, time, mood and vocabulary.

Homework: Read for 15 minutes and complete definitions for spelling list.

Wednesday

OM: Use as many of your spelling words in one free write.

- Attention was directed to vocab definitions to make sure that the math focus was clear. I showed them the definitions and allowed them to make adjustments in their notebooks.

- We continued with "The Legend of Sleepy Hollow", finishing up Ichabod's introduction and finishing after being introduced to Katrina and Brom. Character descriptions were added to the story outline in notebooks.

HW:

The usual, plus another reading passage to be completed in the same way as Monday's:

* Underline topic sentences
* Write "chapter titles"
* Find, underline and number all answer proofs
* Use power logic!

Monday, October 15, 2007

Power Logic and The Legend of Sleepy Hollow I

Pd 3/7

OM: What is a legend? Give examples.

1) Copy down spelling/vocab words

2) Copy down Power Logic notes:

Power Logic: 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 thinking/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.


Students were give a handout titled "Young Riders" to be completed for homework with the following directions:

* Underline topic sentences
* Write "chapter titles"
* Find, underline and number all answer proofs
* Use power logic!

3) "The Legend of Sleepy Hollow" was introduced and begun. We didn't get much further than the first page as time was spent explaining the author's language style and the necessity of using the reading strategies, especially 'monitoring comprehension'. The full text of the story is HERE, although we are reading an abridged version.

HW:

Definitions by Wednesday
Handout according to above directions.

Friday, October 12, 2007

The Dinner Party and Portfolios

Pd 3/7

On Thursday, 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.

Finished for homework if not done.

Students were given a handout illustrating the rules for writing dialogue:

1) Put quotation marks around the speaker's exact words.
Correct: “I went to the store yesterday,” said John.
Incorrect: “I went to the store yesterday, said John.”

2) Capitalize the first word the speaker says.

3) The comma, question mark, period, and exclamation point go inside the quotation marks.

4) Speaker tags identify which character is speaking: ‘said John’, ‘shouted George’, ‘she answered’.

a) Speaker tags can be in the middle of a sentence ( “I doubt,” said Pete, “that I’ll be there.”), or at the end.
b) When a speaker tag interrupts a sentence, a comma goes inside the quotation marks before the tag and after the tag. (See the example in ‘a’.)
c) Speaker tags usually don’t occur at the beginning of a sentence.

5) When the dialogue is first and the speaker tag is last, the dialogue is followed by a comma, a question mark, or an exclamation point - not a period. The period goes after the speaker tag.
Correct: “I went to the store yesterday,” said John.
Incorrect: “I went to the store yesterday.” said John.

6) If the same speaker continues speaking after a complete sentence, another speaker tag is not necessary.

7) When the dialogue is last in the sentence, it is followed by a period (inside the quotation marks..

8) A new paragraph is started when changing speakers.

Example:
“Where are you going?” asked John.
“I’m going to the park,” answered Mary. “I promised to meet Sue there at three o’clock. Would you like to come along?”
“Sure!” exclaimed John.
“Then let’s go!” said Mary.

9) Use adverbs and phrases in the speaker tag to make the dialogue more descriptive, and to tell the reader the mood of the characters. Examples: ‘George ordered in a stern voice’, ‘he asked anxiously’ , ‘they shouted excitedly’

OTHER WAYS TO SAY ‘SAID’
Cried, uttered, whispered, answered, repeated, asked, remarked, shouted, stated, declared, called, protested, roared, replied, announced, exclaimed


Friday:

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, all three books from the benchmark exam, and two other graded writing assignments. Table of contents was set up for the portfolio.

Criteria for grading was discussed.

Next weeks spelling/vocabulary:

1. negative - (adj.) a quantity less than zero

2. opposite -(adj) having position on the other, or farther, side

3. reflection - (n) the division of a figure into two halves

4. rotation - (n) revolution or recurrence

5. translation -(n) the sliding of a figure, without turning it

6. infinity - (n) a limitless, endless quantity

7. certain - (adj) absolute, convinced, without doubt

8. coordinate - (n) a position (with an ‘x’ and ‘y’ axis) given to locate a point

9. match - (n) a person or thing exactly like another

10. positive - (adj.) a quantity greater than zero

Wednesday, October 10, 2007

More Listening, Benchmark Review Book III

PD 3/7

Tuesday:

- Copied spelling/vocab list
- Reviewed 'thesis-proof' format for writing answers requiring an answer and support for that answer. (We call these 'constructed responses'.)
- Listening activity: "How I Came to the Museum"; took notes answered constructed response questions

HW:

- Spelling vocab definitions
- finish class work

Wednesday:

OM: Did you answer this last listening activity's questions better than you did the benchmark's listening activity's? Why or why not. (Thesis-Proof!)

Distribute Book III from the benchmark. Go over answers and show exemplars. Compare answers.

HW:
-Study for speeling/vocab test

Thursday, October 04, 2007

Dear Author, Spelling/Vocab Quiz and Benchmark Review

Pd 3/7

Yesterday

OM: What is the mood of "Thank You M'am?" Why?

Students started 'Dear Author' writing assignment in which a letter is written to tyhe author of the story detailing what is like about it, what questions one has about it, and what improvements could be made.

Finished for homework.

Today:

Took spelling quiz. Then went over the listening activity from the benchmark exam. Model answers were shown and students compared this to what they wrote.

Next weeks spelling is below. Reminder: Words and definitions must be in the spelling/vocab section of the Languatge Arts notebook.
Spelling/Vocabulary List 3

1. character - (n) a person in a novel, play, etc.

2. choir - (n) an organized group of singers

3. chemical - (n) substance produced by combined elements and compounds

4. chaos - (n) great disorder or confusion

5. chlorine - (n) a chemical element used in treating water

6. charity - (n) loving kindness toward others

7. channel - (n) a stretch of water, wider than a strait

8. chimney - (n) a structure carrying off smoke or gasses from a fire

9. chipmunk - (n) a small, striped, squirrel-like animal

10. Chinese - (adj.) of China or its people or language

Tuesday, October 02, 2007

"Thank You, M'am" II and III

Pd 1: REWARDS, finished lesson 8

Pds 3/7:

1) Review story elements handout for 5 minutes, took quiz.
2) Given directions for "Suit Yourself," writing activity which asks students to rewrite the ending, or continue the story from the point where it ends. Started in class, finish for homework.

HW:
Spelling definitions
Finish "Suite Yourself"
Read for 15 minutes

Friday, September 28, 2007

"Thank You, M'am'

Pd 1: Finished Lesson 6 in REWARDS

Pd 3/7

1) Took spelling test

2) Reviewed "theme" and copied the following definition into notebooks:

abstract: idea not understood through the 5 senses; ex: guilt, innocence, good, evil, hate, love, hope, et.

The theme of a story is generally an abstract idea that is central to the story.

3) Reviewed the first paragraph of the story and read the first page. Afterwards we constructed a list of comments, inferences, predictions and questions.

HW:

Study Story Elements
Read for 15 minutes

Spelling List 2 (remember: 10 points for copying the list, 20 for copying the list and the definitions.

capitalism - (n) en economic system where trade and industry are controlled by private owners

immigrant - (n) a person who has come into a foreign country as a permanent resident

industry - (n) the manufacture or production of goods

investment - (n) an amount of money used to buy security, property, etc.

dividend - (n) a share of profits paid to shareholders

corporation - (n) the decision making body of a business

stockholder - (n) a person who owns capital in a business

natural resources - (n) sources of wealth to a country

diversity - (n) variety

revolution - (n) complete change of methods or conditions

Thursday, September 27, 2007

Short Story Elements

PD 1: Rewards up to Lesson 6

Pd 3/7:

OM: Stop! Don't touch that button! (Write for four minutes.)

Read and discussed handout on the elements of a short story (see below).

Read the first paragraph of "Thank You M'am" by Langston Hughes. (Click link for full text. Discussed the amount of information given by the author about the two characters.

She was a large woman with a large purse that had everything in it but hammer and nails. It had a long strap, and she carried it slung across her shoulder. It was about eleven o’clock at night, and she was walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the single tug the boy gave it from behind. But the boy’s weight and the weight of the purse combined caused him to lose his balance so, intsead of taking off full blast as he had hoped, the boy fell on his back on the sidewalk, and his legs flew up. the large woman simply turned around and kicked him right square in his blue-jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled.


Homework!

-Study for spelling test tomorrow.
-Study Story Elements handout for quiz on Tuesday.
-Read for 15 minutes



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.

Wednesday, September 26, 2007

Genres

Pd. 3/7

OM (Opening Move): List as many different types of writing that you can think of.

Writing genres were introduced:

Genre: A category of artistic composition, as in music or literature, marked by a distinctive style, form, or content.

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 must be rewritten and handed in tomorrow for a major grade.

Pd. 6/8

Continue REWARDS program.

Tuesday, September 25, 2007

Think-Aloud Strategies II and III

Pd 1: REWARDS up through lesson 4 activity D

Pd 3 & 7:

1) First half of period in library to visit book fair.
2) Using picture books, fill out handout as practive for think-aloud strategies: predict, visualize and question.

Yesterday, students with low scores were given Book 1 from the benchmark to take home and redo.

HW:

-Spelling definitions in notebook
-finish think-aloud strategy worksht.
-read for 15 minutes

PD 6: Unit 2 in Reading Test Success

Pd 8: REWARDS up to Lesson 4 Activity E

Friday, September 21, 2007

Benchmark IV

PD 1:

Class continued the assessment begun Wednesday while a short, one on one decoding assessment was done on each student.

PD 2 & 7:

Continued benchmark. Students who haven't finished Book III have to finish it over the weekend.

Spelling starts Monday. Students who copy spelling words neatly into the spelling/vocabulary section of their notebook will receive 10 extra credit points on Friday's quiz. Students who copy words and definitions will receive 20.

List #1

1. assessment – (n) the act of finding the importance, size, value

2. consequence – (n) result

3. eighth – (adj) next after seventh

4. information – (n) facts told, heard, discovered

5. intelligence – (n) mental ability

6. language – (n) words and their use

7. literature – (n) writing valued for its beauty of form

8. policies – (n) general plans of action

9. procedures – (n) series of actions done to accomplish something

10. success – (v) favorable outcome

Thursday, September 20, 2007

Benchmark III

I wasn't in class yesterday, and didn't post the day before. Periods 3 and 7 have continued with the benchmark exam. On Tuesday the listening passage was read, notes taken and constructed response questions begun. Yesterday the essay for the listening section was done, and Book I completed as needed. Students were strongly encouraged to make sure they marked the text in Book I: chapter titles, underling and numbering answer proofs, etc. Credit will be awarded for doing so.

AIS classes either continued REWARDS activities on Tuesday or worked on other reading comprehension assignments.

Today:

Pd 1 and 8: REWARDS LESSON 2.Pd 1 finished up to activity I, pd 8 is up to activity G

Pd 3 and 7:

Complete Benchmark Books I & II, fill in scantrons. If time, begin Book III

Pd. 6: Began REWARDS program Lesson 1 activity E.

Monday, September 17, 2007

Benchmark I - REWARDS Program

Pd 1,8: First lesson in the REWARDS program, designed to increase decoding skills and reading fluency (words per minute).

Pd 1 completed activities A - E
Pd 8 stopped in the middle of activity E, underlining vowels

PD 3 & 7: All ELA 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 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 (9/21)

Look ahead: Here is next weeks spelling/vocabulary list. Students who copy the word list into the spelling section of their notebook can earn 10 extra credit points toward their quiz grade.

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

Pd 6-

Students were taken for for REWARDS program pretest. Class read first section in Reading Test Success book.

Friday, September 14, 2007

Think Aloud Part I

PD 1

OM: List the things you do in your head while writing.

Handout practice test and graded scantrons. Students corrected answers.

Pd 3 & 7

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.

I will model these strategies using a picture book after the benchmark exams which begin next week.

Students will bring in their own picture books for Friday, 9/21 when they will practice these strategies with a partner.

Pd 6:

Finish Learning Test Success pre-assessment


Pd 8:

OM: same as pds 3&7

Do Huck Finn questions. Read tips, answer together.

Thursday, September 13, 2007

Listening/Opening Moves II

Pd 1:go over notes from yesterday's activity, model on screen with focus on economy and organization

Pd 3-7

OM: What is the most important part of the writing process?

Continued the Opening Moves worksheet. objective of this activity is to show students that they can write easily and in quantity if they break writing tasks into small pieces.

Pd 6-8

Continue yesterday's Listening activity

Wednesday, September 12, 2007

Listening/Opening Moves

Pd 1: Listening exercise in prep for next weeks Benchmark exams. Reviewed note taking in t-charts (manin ideas in left column, details in right.

Pd: 3/7

OM: What have you learned about your own learning style and what changes will you make to improve?

Opening Moves handout on various timed writing activities. Start, finish tomorrow.

Collect HW.

For tonight, read for 15 minutes.

Pd 6: Listening activity. Similar to pd 1 but with diferent passage.

Pd 7: Same as pd 6

Tuesday, September 11, 2007

Learning Modalities Part III

PD 1:

Finished assessment. Introduced decoding strategy to be utilized in the new REWARDS program.

Pd 3&7:

OM- Free write for 4 minutes and edit

-Check hw
-start rewrite on Learning Letter

HW- Finish rewrite, read for 15 minutes

Pd. 6

Continue assessment

Pd. 8

OM - Free write and edit

Finish Huck Finn, do questions together

Monday, September 10, 2007

Learning Modalities Part II

PD 1: Some students were exchanged with students from Mrs. Poulin's class. Practice assessment was continued.

PD 3 & 7:

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.

Homework:

Read over pages 26 and 27 in the handout. Write a first draft letter according to these directions:

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


Pd 6:

Reading Test Success pretest was continued.

Pd 8:

OM: tornado picture (describe the moment)

Students then counted number of lines written, and marked a space twice that beneath. Students were challeneged to reach that mark in one more journal type entry.

Continue Huck Finn passage with focus on reading strategies.

Friday, September 07, 2007

Learning Modalities

Note: There will be no spelling/vocabulary list next week.

Pd 1 - Continued practice assessment

Pd 3&7 -

- Journal: projected a picture, students had to write for four minutes to describe the "moment" shown in the pcture

- 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.

Pd 6 - begin Reading Test Success assessment.

Pd 8

- Same journal assignment as pds 3 & 7.

- Model reading strategies with passage from Huck Finn

Thursday, September 06, 2007

A New Beginning...

Welcome to the 2007-2008 school year!

Please note: All students should have a hardcover composition notebook by Monday, Sept. 10. These will be used as daily journals and will be kept in the classroom.


PD 1-AIS 8

Reviewed reading strategies: chapter titles, finding proof, etc. Then began an early assessment. After completion, some schedules may be changed to form better grouping by skill levels.

Pd 3 & 7- ELA 8

Today we discussed the difference between a moment and an event. After reading a model (see below) 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.

Events vs. Moments

Event:

Johnny was in a car accident. The driver didn’t see the car coming and was hit in the intersection. Johnny needed to be cut out of the car. He was knocked out, but wasn’t hurt too badly. He came to in the ambulance and his parents met him at the hospital. A week later he realized his knee needed an operation.

Moment:

She didn’t see the oncoming car and drove into the intersection. Time seemed to slow down for Johnny who was sitting in the passenger seat. He saw the car approaching and leaned over toward the driver. There was a moment of fear, a loud crash, then darkness.


PD 6 BDF- AIS 8 (BDF)

Yesterdays activities:

- fill out index cards with personal info
- Copy quote: "It's hard to beat a person who never gives up.-- Babe Ruth"

PD 8 AIS 7- Same lesson as pd 3 & 7

Friday, May 25, 2007

The Devil's Arithmetic V

We've read through chapter 18 at this point, and everyone has been told the book and the packet must be finished by Tuesday. Also, everyone should have decided on a book project by now and begin working on it. Due date for the project, right now, is next Thursday.

Next week's spelling/vocab list is as follows:

1. jealous – (adj.) feeling or showing resentment toward someone considered a rival

2. parallel – (adj.) of lines or planes traveling at the same distance from each other

3. cemetery – (n) a burial ground other than a church yard

4. nuisance – (n) a source of annoyance

5. probably – (adv.) likely to happen or be true

6. poetry – (n) a poet’s art or work

7. calendar – (n) a chart showing the days, weeks, and months of a particular year

8. bulletin – (n) a short, official statement of news

9. closet – (n) a small storage room or cabinet

10. emergency – (n) a serious happening or situation needing prompt action

Monday, May 21, 2007

The Devil's Arithmetic IV

We discussed the events of the story through the end of chapter 10. Chapters 11 & 12 should be read tonight and appropriate portions of packet completed.

Packets will be checked tomorrow!

Friday, May 18, 2007

The Devil's Arithmetic III - Dramatis Personae

Classes took the spelling test.

We discussed the book briefly after a short journal entry, with special emphasis on the transition in chapter 4 (where Hannah is transported back in time), keeping the names straight, and the importance of the wedding march in chapters 7 & 8 (in serving as contrast for the coming events).

Hannah's purpose in the story is for young people from today to 'experience' the horror of the death camp through the eyes of someone their own age.

The following is a list of the main characters to help students keep track of names and relationships (afterwards is the spelling/voacab list for next week):

The Devil’s Arithmetic
Dramatis Personae

The Bronx: Present Time

Hannah: main character

Aaron: her younger brother

Aunt Eva: Hannah’s favorite aunt, camp survivor

Grandpa Will: Aunt Eva’s brother, camp survivor

Gitl’s House: Poland, 1942
Gitl: Chaya’s aunt

Chaya: Gitl’s niece from Lublin. Chaya’s parents died from cholera and was sent to live with Gitl in the country. Hannah is sent back in time and becomes Chaya through the use of a literary device of the book’s author.

Shmuel: Gitl’s brother. He’s about to get married. A successful farmer.

Yitzchak: butcher who arrives at Gitl’s house with wedding presents

Reuven: Yitchak’s young son

Tzipporah: Yitchak’s young daughter

The Wedding March

Shifre, Yente and Esthe: girls Chaya/Hannah meets, they become her friends

Badchan: jester, joker; speaks his mind

Fayge: Shmuel’s fiancé

Reb Boruch or Rabbi Boruch: Fayge’s father, rabbi

The Camp

Blokova: non-jewish prisoner in charge of Chaya’s group. She is missing fingers.

Rivka: girl in the camp, befriends Chaya, helps her learn the rules of the camp and how to survive

Wolfe: Rivka’s brother

Commandant Breuer: Nazi officer in charge of the camp



Spelling List

1. article – (n) a particular or separate thing

2. characteristic – (adj.) showing a distinctive feature

3. independence – (n) being free from control by another person or thing

4. obstacle – (n) a thing that obstructs progress

5. weight – (n) an object’s mass numerically expressed according to a recognized scale of units

6. author – (n) the writer of a book or article

7. auditorium – (n) the part of a building where the audience sits

8. guest – (n) a person visiting by invitation

9. comfortable – (adj.) giving ease and contentment

10. respect – (n) admiration felt toward a person or thing, and the politeness arising from this

Tuesday, May 15, 2007

The Devil's Arithmetic II

After a journal entry and discussion of the Passover tradition (with references to other traditions that link the present with the past) classes continued reading chpaters 3 & 4, to be completed for homework.

I will not be in school tomorrow. Classes will read chapters 5 & 6 and continue filling in the book packet.

Monday, May 14, 2007

The Devil's Arithmetic I

Copied down the spelling/vocab list, handed out book packets, project sheets and signed out books.

I explained how to fill out the book packets: One event, line or quote from each chapter is selected, written in the proper box and then a brief explanation is written next to it as to why this is significant to the chapter.

Also, three characters must be selected to fill out the Attribute Webs.

This should be done as the book is read. I read chapter one to them as they read along. Then they completed the appropriate task for the chapter and began filling out the attitude web for the main character, Hannah.

Homework: read chapter 2, fill out task in packet; study spelling.

Friday, May 11, 2007

Research Projects Done!

Finished presentations today! This is a good thing as grades close for interim reports.

Next week we start The Devil's Arithmetic by Jane Yolen, a Holocaust story.

Monday's spelling:

1. against – (prep) in opposition to

2. commitment – (n) an obligation or pledge

3. privilege – (n) a special right or advantage granted to one person or group

4. excuse - (v) to overlook or pardon because of circumstances or some other reason, (n) a reason put forth for overlooking a fault

5. individual – (adj.) single, separate; of or for one person

6. thought – (n) the process or power of thinking

7. review (n) a general survey of past events or of a subject, (v) to survey

8. apostrophe (n) the sign used to show that letters or numbers have been omitted, to show the possessive case, or to show plurals of letters

9. comma – (n) the punctuation mark indicating a slight pause or break in a sentence

10. adjective – (n) a word added to a noun to describe a quality or modify a meaning

Tuesday, May 08, 2007

Research, Continued

For some reason, the loggin page for this blog site was blocked for a few days...

We finished library and computer work for the research project. Students should be assembling the posters and be ready to present tomorrow.

The State Science Exam was given periods 1-3 today.

Wednesday, May 02, 2007

Research III - VII

We've been in the library this week gathering data for the research project and filling out note and source cards. Those done with this task are reading the notes over, sequencing them and selecting pictures for the poster.

We have one more day in the library, then two in the computer lab.

Classes have been doing very well.

Thursday, April 26, 2007

Research II

The 'source card' for their research project was introduced and explained by the librarian, with special attention to the format conventions for sourcing a book.

Example:

Hahn, Mary Downing. Wait Till Helen Comes. New York:
Avon Books, Inc., 1986.

Note that the book title should be underlined. Special focus on punctuation and capitolization.

Students made a sample card for a grade. Everyone did well.

Wednesday, April 25, 2007

Research I

Classes wrote a brief explanation of John Donne's line, "No man is an island." This was collected for a grade.

Research topics were chosen and the directions were discussed:

Research Project

Over the next two weeks we will be working together on research skills. The topics are important events or people in American history. We will have time in the library with Mrs. DeLilli working on necessary research skills along with time to investigate your own topic.

This information will be presented in a poster format to your class. The poster must include:

1. Your topic, in bold, easy to read writing
2. Pictures, graphics- either hand drawn or prints with captions
3. Information from your 3 sources in a well organized, logical, sequenced order. Typed information can be presented in a report format, or it can be separated into sections to coordinate graphics.
4. Reference page of 3 sources used- typed and attached to the back of the poster.

Dates to Remember

April 25 - choose topic
April 26, 27- research techniques/ skills
April 30, May 1, 2 research (note taking) in library
May 3, 4- computer lab
May 7- projects due, presentations begin

General Rubric

Note cards: 20 pts.
Source cards: 15 pts.
Written Info: 30 pts.
Graphics: 15 pts.
Reference page: 10 pts.
General appearance: 10 pts
This project counts for two grades.

Classes will report directly to the library.

Tuesday, April 24, 2007

Poetry VIII -Understanding Metaphor and Simile

We continued discussing how to find meaning in these figures of speech. "She is in the autumn of her life" was written on the board. Students copied this down in their journal and write its meaning. Discussion followed.

Next we looked at the poem "The Wind" by Robert Louis Stevenson again, and matched the terms assonance, personification, metaphor, simile and alliteration to the lines in the poem where they occurred.

Tomorrow, they will start class by writing the meaning of a metaphor (which will be taken for a grade), then we will start work on choosing research topics.

We'll return to the poetry unit after this and a novel.

Monday, April 23, 2007

Poetry VII -Understanding Metaphor and Simile

We discussed how to think about figurative language. Using the example, "Michael is a rock" we discussed the steps to take in thinking about what this means.

1. What is a rock? What are its qualities?
2. How do these qualities relate to the context of the poem or story?
3. Rocks are hard, strong, heavy, etc.
4. If the context is dicussing Michael's physical strength, the metaphor is telling us that Michael is tough or very strong.

We then practiced this process in our poetry packets, figuring out given similes.

Tomorrow we will go over the poem read in class on Friday.

Friday, April 20, 2007

Poetry VI: The Wind

I attended a conference today. The substitute administered the spelling test and had the students work on the following poem in class:

The Wind
By Robert Louis Stevenson

I saw you toss the kites on high
And blow the birds about the sky;
And all around I heard you pass,
Like ladies' skirts across the grass--
O wind, a-blowing all day long,
O wind, that sings so loud a song!

I saw the different things you did,
But always you yourself you hid.
I felt you push, I heard you call,
I could not see yourself at all--
O wind, a-blowing all day long,
O wind, that sings so loud a song!

O you that are so strong and cold,
O blower, are you young or old?
Are you a beast of field and tree,
Or just a stronger child than me?
O wind, a-blowing all day long,
O wind, that sings so loud a song!


Students read the poem through once for meaning and wrote in their journals about it. Afterwards they read it again and identified as many poetic devices as they could (metaphors, similes, personification, etc.)

We will be interrupting our poetry unit next week to start a Social Studies based research project, so there will be no spelling list. We will discuss the project and choose topics on Wednesday. Afterwards we will be spending a lot of time in the library.

Thursday, April 19, 2007

Poetry V: Helplessly Hoping

We used the Crosby, Stills and Nash song to demonstrate some of the elements of poetry, specifically alliteration, metaphor, assonance and personification.

Helplessly Hoping
by Stephen Stills

Helplessly hoping her harlequin hovers nearby
Awaiting a word
Gasping at glimpses of gentle true spirit
He runs, wishing he could fly
Only to trip at the sound of goodbye

Wordlessly watching, he waits by the window
And wonders at the empty place inside
Heartlessly helping himself to her bad dreams
He worries, did he hear a goodbye
Or even hello

{Refrain}
They are one person
They are two alone
They are three together
They are for each other

Stand by the stairway, you'll see something
Certain to tell you confusion has its cost
Love isn't lying, it's loose in a lady
Who lingers, saying she is lost
And choking on hello

Students were given some handouts which we will work on tomorrow after the spelling test.

Tuesday, April 17, 2007

Whirligig Wrap Up

Handed back all Whirligig work today. We went over the packets and essays.

Back to poetry tomorrow.

Can you believe we're in the 4th marking period?

Thursday, April 05, 2007

Poetry IV

We started with another Frost poem:

A Time to Talk

When a friend calls to me from the road
And slows his horse to a meaning walk,
I don't stand still and look around
On all the hills I haven't hoed,
And shout from where I am, 'What is it?'
No, not as there is a time to talk.
I thrust my hoe in the mellow ground,
Blade-end up and five feet tall,
And plod: I go up to the stone wall
For a friendly visit.


After a brief discussion, we continued with yesterday's activity. Finished work was handed in, those not done can finish for homework after break.

The next spelling/vocab list is as follows:

1. requirement – (n) necessity

2. alphabetical – (adj) arranged in the order of the letters of a language

3. extremely – (adv) to a high degree or extent

4. surprisingly – (adv) in an amazing, sudden, or unexpected manner

5. disappointment – (n) feeling of dissatisfaction when expectations are not met

6. improvement – (n) advancement or growth

7. agreeable – (adj) to one’s liking; pleasing

8. regardless – (adv) in spite of everything

9. emotional – (adj) excitable; easily moved

10. unexpected– (adj) coming without warning; unforeseen

Please note that the 4th marking period will have begun when we get back!

Wednesday, April 04, 2007

Poetry III

Started briefly with another Frost poem. We noted in particular the simplicity of the language:

DUST OF SNOW

The way a crow
Shook down on me
The dust of snow
From a hemlock tree
Has given my heart
A change of mood
And saved some part
Of a day I had rued.


Afterward, students wrote in their journals describing an important or dramatic event in their lives. I wrote one myself, and then modeled editing it down to lines of poetry. Tomorrow, students will do the same, rewrite the story as a poem, do another brief edit for mechanics and meaning, then rewrite and hand in. (This may have to be finished after break.)

Tuesday, April 03, 2007

Poetry II: Robert Frost, Continued

We looked at two more Frost Poems today:

A Patch of Old Snow by Robert Frost

There's a patch of old snow in a corner
That I should have guessed
Was a blow-away paper the rain
Had brought to rest.

It is speckled with grime as if
Small print overspread it,
The news of a day I've forgotten--
If I ever read it.

Stopping By Woods On A Snowy Evening by Robert Frost

Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound's the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep.
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.


We did some journal work with these pieces, students wrote thoughts, identified metaphors and the author's purpose.

There will be a series of handouts with this unit. Students must have a folder.

Monday, April 02, 2007

Poetry I: Robert Frost's "The Road Not Taken"

We started the Poetry unit today with an discussion of Frost's famous poem, "The Road Not Taken."

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I-
I took the one less traveled by,
And that has made all the difference.


We reviewed the definition of metaphor. The poem was introduced in pieces, discussed briefly, then written about in journals. Students were encouraged to try to read for deeper meaning. Finally we read it as a whole, discussed its meaning. Towards the end, we briefly discussed the structure of the work, its rhyme scheme and rhythm.

Friday, March 30, 2007

Catch Up!

Handed back a bunch of work today and updated portfolios. We discussed a couple of the Whirligig assignments which have been graded.

Today was the deadline for essays and packets, but I did give extensions to some students. All work and signed out books need to be handed in on Monday. We start a poetry unit at that time.

No spelling list next week.

Wednesday, March 28, 2007

Whirligig XVII

Clases went to the book fair today for about half the period, then continued working their Whriligig Essays. This is the last of class time dedicated to this. Tomorrow everyone will be given an opportunity to make sure their packets are complete and to work that last "Let's Swing" which is rather involved and will be counted seperately as a major grade.

To summarize:

The packet will count as 2 major grades. The last activity in the packet will be counted seperately as a major grade. The Essay will count as a major grade. All work should be in by Friday.

Friday, work will be collected. Old work will be handed back and writing portfolios will be updated

Monday we'll begin a poetry unit, which we'll continue after Spring Break. We may have to interrupt this unit as research project has been scheduled in the library.

The marking period officially ends April 5th.

Monday, March 26, 2007

Whirligig XVI

No spelling this week!

Didn't post on Friday... We are officially finished reading the book and discussed the final chapter.

Essay begins today. Directions are as follows:

Using the novel, Whirligig, by Paul Fleischman, write an essay describing the four whirligigs. Describe the connection between each of the whirligigs and the people who found them. How were their lives affected by the whirligigs? Describe how Brent was affected by the entire process of building the whirligigs. Explain how he changed from the first whirligig to the last. Was he ready to return to Chicago? If so, how? Finally, describe whether or not you think Mrs. Zamora was satisfied with Brent’s whirligigs. Does she believe that he accomplished what she had hoped for?

Be sure to use specific examples and details from the book in your answer,

Paragraphs:

I. Intro.- introduce novel (don’t forget the author). Explain why Brent had to build whirligigs.

II-V. Body- describe each of the whirligigs (where they are, what they looked like). Show how each whirligig affected the person/ people who found it. (This should be four separate paragraphs, one for each whirligig.)

VI. Body- describe how Brent was affected. What did he learn? About people? About himself? How did he change?

VII. Body- describe how you think Mrs. Zamora feels now that the whirligigs are complete. Was she satisfied? What does she think Brent has learned?

VIII. Conclusion- wrap- up essay. What did you learn from this book? From Brent's experience?


The packet can (should be!) used. It provides the notes for paragraphs 2 through 5.

We will finish the essay tomorrow and possibly stretch into Wednesday.

Friday, March 16, 2007

Whirligig XV

Took the spelling test... Almost everyone did quite well!

Continued reading and working in packets.

Next weeks spelling list is:


1. barricade - (n) something that serves as an obstacle; barrier
2. cooperative - (adj) willingness; compliant
3. exaggerate - (v) to overstate
4. lavatory - (n) bathroom
5. nuisance - (n) annoying; a bother
6. concentrate - (v) focus
7. forecast- (v) to estimate or calculate in advance; predict
8. penalty - (n) punishment
9. performance - (n) presentation in front of an audience
10. vocation - (n) -job

Remember, no copy-->paste-->printing for extra credit! Definitions have to be handwritten!

Thursday, March 15, 2007

Whirligig XIV

1) Discussed directions for a writing assigmemt on the chapter "Apprentices":

Whirligig

“Apprentices”

What is the significance of the title of this chapter? Look for examples in the chapter which illustrate “apprenticeship” in Brent and the children. (Hint: In one sense, Brent is an apprentice to the children. In another, the children are apprentices to Brent. What are each learning from the other?)

There is a larger sense of apprenticeship in the story. Indeed, apprenticeship is a theme in the book. Ask yourself, “What is Brent learning? What is his master?” Discuss this theme. Use details from the story.


Students worked on a first draft. Final copy due Monday.

Periods 1 & 2 went over the "Afterlife" question sheet. Period 3 spent more time discussing the above assignment

Spelling Vocab test tomorrow.

Monday, March 12, 2007

Whirligig XIII

Copied new spelling list. Continued reading.

Students should be in the "Apprentices" chapter or beyond, and will write a short essay on the significance of that title when done.

Tomorrow and Wednesday the school will be taking the NYS Math Assessment. Academic classes missed will resume Thursday.

Friday, March 09, 2007

Whirligig XII

For those who signed out a book to keep up, classes should be in and around the chapter titled "Apprentices". Please keep up with the packed work as you read.The packet will be worth two major grades!

Here's next weeks spelling list. Students were all told that the definitions must be handwritten. Highlight-->copy-->paste-->print will not get anyone extra credit points.

appetite (n) – desire, especially for food

drizzle (v) - rain in fine, mistlike drops

emerald (n) - green jewel

fumble (v) – grasp or grope clumsily

interview (n) - meeting of people, as to confer or ask questions

jewelry (n) - gems, or ornaments with gems

optimistic (adj) - having the tendency to be cheerful about life

plural (adj) - more than one

quaint (adj) - pleasingly odd or old fashioned

sacred (adj) - devoted to a god or God

Thursday, March 08, 2007

Whirligig XI

OM: "The effects of an act travel far beyond one's knowledge."

Students were told that the three Whirligig assignments so far are either due or overdue. Anything not turned in by Monday becomes a detention and a zero.

We continued reading.

Spelling test tomorrow!

Tuesday, March 06, 2007

Whirligig X

Was home with a sick kid yesterday...

1) Went over who owes what work. Told students that, as a result of the snow day last Friday and yesterday's absence, I wasn't able to collect and grade some work in time for interim reports. Therefore some reports won't include a grade assignment and may include a comment about owing work.

I'll try to get individual reports sent home with updated grades.

2)Took spelling test missed last Friday.

3) Copied new spelling list (below). 20 extra credit points for having definitions done by tomorrow.

3) Collected assignment for the "Twinkle, Twinkle little Star" chapter. Students must get the assignment, complete it and hand it in as they finish that chapter.

Assignment:

“Twinkle, Twinkle” questions


• Describe how spending time with Emil began to change Brent’s ideas of what is important in life.

• Discuss the difference between Brent at the beginning of the book to now. Are things like clothes, cars, and being popular still a concern for him? What does he value and view as important in his life now?


***Answers should be at least ONE full thesis-proof paragraph each and MUST contain specific details from the novel***


Spelling/Vocab List:

independent (adj.) – not subject to control by others

meant (v) - to have in mind as a purpose

participate (v) - to take part

nervous (adj.) – jumpy, timid, apprehensive

similar (adj.) - having characteristics in common

familiar (adj.) - closely acquainted

cemetery (n) - a burial ground

delicious (adj.) - affording great pleasure

conference (n) - a meeting of two or more persons for discussing matters of common concern

college (n) - an independent institution of higher learning

Wednesday, February 28, 2007

Whirligig IX

OM:

Read the following quote from the book. Note the vocabulary definitions. Write for 5 minutes on what this means in terms of Brent’s situation. What is the abscess? How is he working to drain it? Why does it feel good?

From pg. 52: “What he knew without question was that it felt good to be busy toiling in atonement, to direct his feelings outward through his arms and knife , as if draining an abscess.”

Toiling: working

Atonement: satisfaction or reparation for a wrong or injury; amends, making up for, paying back

Abscess: a localized collection of pus in the tissues of the body, often accompanied by swelling and inflammation and frequently caused by bacteria. (used as a metaphor)

1. Above was discussed. Some writing was shared.

2. Letters were collected.

3. Continued reading story independently.

HW:

~Keep up with packet
~Study spelling
~complete question sheet if not done already

Tuesday, February 27, 2007

Whirligig VIII

1. Classes were given 15-20 minutes to work on the question sheet for the chapter 'The Afterlife'. Sheets need to be handed in by Friday (minor grade).

2. We discussed a passage from this chapter which illustrates the main character's 'rebirth'.

3. Grades close Friday. Journals should contain 10 to 14 entries. Students were told they can make up missing journals. (Journals count for a major grade.)

4. Last nights homework was not collected. Tonight's homework is to respond, as the character written to, to the letter written. Both letters will be collected tomorrow for a major grade.

~ Study spelling
~ Keep up with Whirligig packet

Monday, February 26, 2007

Whirligig VII

Getting back into the groove after such an unexpectedly long break was something of a challenge today!

Okay! We are keeping the spelling list from two weeks ago. (I'll repost them below.) We went over Whirligig packets today and noted what should be filled in by now. Students should have finished through chapter 3 in the book. I will allow who are behind to sign out books to catch up.

There is an assignment tonight:
You've read enough of this work now to meet some characters and see them inaction. Select a character who interests you and write a letter to that character. Writethe letter as yourself, the reader. In your letter, you can ask the character questions,make comments on what the character has done, give advice about what the charactershould do, or anything else you like.

After you finish the letter, take the role of the character. Read the letter the reader wrote to you and decide what to write back. As the character, you can answer questions and respond to comments and advice.

How to set up your letter:

Paragraph 1: Ask your character questions. Why did they do the things they did? What were they thinking during different events?

Paragraph 2 Make comments to the character. Make statements to your character regarding decisions they’ve made

Paragraph 3 Offer advice to your character

Only the first letter, bolded above, is due tomorrow.

Also, a question sheet was started the last day of school before snow got in the way. They need to have that sheet in class tomorrow!

Students were informed that we are almost at the halfway point in the marking period already. Grades close on Friday!

Here's that spelling list:

1. illiterate - (adj.) unable to read or write

2. afford - (v) to have the financial means for

3. difficult - (adj.) hard to do or achieve

4. responsible - (adj.) accountable for the care or welfare of another

5. suffered - (v) felt pain or distress

6. official - (adj.) of or pertaining to an office or post of authority

7. summary - (n) condensed form; concise

8. collapse - (v) to fall down or inward suddenly

9. volunteer - (v) to offer one’s services; give of one’s own free will

10. illegible - (adj.) not readable or decipherable

Monday, February 12, 2007

Whirligig V - VI

We read half of chapter three today and copied spelling words.

Reminder: 10 extra credit points for spelling definitions done by Wednesday. Also, all Whirligig voacabulary must be in notebooks with definitions by the end of the story. I strongly advise doing this as the words are given.

I will be out again tomorrow for assessment scoring. Students will finish chapter three, complete appropriate questions in packet and finish a question sheet on the chapter.

Thursday, February 08, 2007

Whirligig IV

Classes read most or all of chapter 2 today. Tomorrow, classes will take the spelling test, finish reading chapter two, work on the "maine" questions in the Whirligig packet and begin working on Chapter 3 vocabulary.

I will be scoring the ELA assessments so will not be in class tomorrow or next Tuesday.

Extra credit assignment! Inspired by the very amusing book, How Angel Peterson Got His Name by Gary Paulsen, students are encouraged to choose an event: fun, adventurous, silly and dangerous (something a 13 year old boy may typically regret doing). This may be a real or imagined event. The story must include all the elements of a short story (setting, characters, problem, climax, conclusion) and dialogue written according to the rules (new speaker, new paragraph and descriptive speaker tags).

Deadline is Friday the 16th.


Whirligig vocabulary list for chapter 3 is:

speculated
eclipsed
turmoil
plumb
confiscated
wince
contested
detrimental
restitution
mediator
exuberantly
ethereal
atone
retribution
penance
mirage
scrutinized
labyrinth
pristine
toil
mete
deliberate
mesmerized


I'm posting next weeks spelling list now:

1. illiterate - (adj.) unable to read or write

2. afford - (v) to have the financial means for

3. difficult - (adj.) hard to do or achieve

4. responsible - (adj.) accountable for the care or welfare of another

5. suffered - (v) felt pain or distress

6. official - (adj.) of or pertaining to an office or post of authority

7. summary - (n) condensed form; concise

8. collapse - (v) to fall down or inward suddenly

9. volunteer - (v) to offer one’s services; give of one’s own free will

10. illegible - (adj.) not readable or decipherable

Wednesday, February 07, 2007

Whirligig II & III

Yesterday and today we read chapter one in Whirligig. Packets were distributed and will be worked on as we read the story. Also, vocabulary for chapter one was given on Monday, and students should have used a dictionary in class to write the definitions down, however my substitute didn't quite make sure this got done. I've told all students these definitions, and the packets, will be checked for a grade when the book is finished.

I've also changed the policy for spelling/vocab definitions. Instead of mandating this work, I am continuing to offer the 20 points for having them done my Monday morning, and will now award 10 points if they are done by Wednesday morning.

Friday, February 02, 2007

Spelling Quiz & Whirligig I

Friday:

Took spelling quiz and completed a preliminary exercise in preperation for our next novel.

The spelling/vocab routine is being changed. I am no longer requiring students to write definitions. However, 20 extra credit points will still be awarded anyone who does so by accessing the list on this site and copying the definitions over the weekend. 10 points will be awarded those who complete them Wednesday.

Here's next weeks list and definitions:

applicant (n) – a person who applies, especially for a job

district (n) - a part of a country, city, or county having a particular feature or regarded as a unit for a special purpose

assist (v) - to help; give aid to

extract (v) – to take out by force or effort

contract (n) - a formal agreement between people or groups of countries

compass (n) - a device with a needle that points to magnetic north

concentric (adj) - having the same center

ellipse (n) - a regular oval that can be divided into four identical pieces

protractor
(n) - an instrument for measuring angles

excerpt (n) - an extract from a book or film or piece of music, etc.


For Monday:
Whirligig

Chapter 1

whirligig
annotated
reconnoitered
caustic
shaman
turret(ed)
discreetly
perennial
commence
sullen
adept
leper

Note: I will not be in class on Monday.

Thursday, February 01, 2007

Pay It Forward- Final Activity II

Finished up eulogy presentations today. Spelling test tomorrow.

Wednesday, January 31, 2007

Pay It Forward- Final Activity

Haven't been posting regularly this week...

Students are presenting eulogies to the class based on the movie viewed last week, This will represent the first major grade of the third marking period.

This weeks spelling list is as follows (spelling lists will represent math terms in preperation for the math assessment):

1. absolute value (n) – the distance between a given number and zero, written as /n/

2. additive inverse (n) – the opposite of a given number (the sum of a number and this is zero)

3. associative property (n) – changing the grouping of numbers does not change the sum or product in an addition or multiplication problem

4. commutative property (n) - changing the order of numbers does not change the sum or product in an addition or multiplication problem

5. rhombus (n) – a parallelogram with four congruent sides

6. trapezoid (n) – a quadrilateral with exactly one pair of parallel sides

7. variable expression (n) – an expression that consists of numbers, variables, and operations

8. multiplicative inverse (n) – the reciprocal of a number (the product of a number and this is
1)
9. parallelogram (n) – a quadrilateral with both pairs of opposite sides parallel

10. prime factorization (n) – expressing a whole number as a product of prime numbers

Tuesday, January 23, 2007

Pay It Forward II

Continued the movie today. I will be absent tomorrow but classes will continue (hopefully finish) the movie with the subsititute.

Grades close this week. All work owed must be in!

Monday, January 22, 2007

Pay It Forward

Last week classes completed the New York State English/Language Arts Assessment. Preliminary results look very encouraging.

This week classes are viewing the movie Pay It Forward. Students are taking notes in preparation for a writing assignment on the movie, which will take at least 3 class periods to view.

The movie is both a reward for the hard work done in preparing for the state assessment, and effort in its completion, and also as an introduction to the following unit in which justice will be a central theme.

No spelling this week.

Wednesday, January 17, 2007

State Assessment I

Classes took parts one and two of the state assessment. Part three will be taken tomorrow.

Note: I was out yesterday, so last weeks spelling test will be this Friday.

Thursday, January 11, 2007

Reading-Writing Assessment Practice II

Students completed the planning page and started writing the essay which will be finished for homeowrk if not done. Students are strongly encouraged to read their writing silently to themselves and make as many corrections as they can.

Study for spelling/vocab test!

Wednesday, January 10, 2007

Reading-Writing Assessment Practice

Students completed reading the two passages of part 3 of the practice test and are to finish the constructed responses for homework.

Study spelling/vocab!

Tuesday, January 09, 2007

Listening Activity - Assessment Practice II

Students listened to the passage one more time (for the benefit of those absent yesterday and to freshen memories) and we worked on the constructed responses together.

Then we worked the planning page for the essay, selecting the notes to use and bulleting the most important items that will complete the essay directions.

Students are to write the essay for homework.

Note: The other language arts teachers and i discussed the advisability of having the students 'dress up' for the state assessment next week. People walk a bit taller and feel good about themselves when dressed formally. Indeed, the boy's basketball team has to wear a dress shirt and tie to school on the day of games.

We are considering asking students to voluntarily do this. More tomorrow.

Listening Activity - Assessment Practice II

Students listened to the passage one more time (for the benefit of those absent yesterday and to freshen memories) and we worked on the constructed responses together.

Then we worked the planning page for the essay, selecting the notes to use and bulleting the most important items that will complete the essay directions.

Students are to write the essay for homework.

Note: The other language arts teachers and i discussed the advisability of having the students 'dress up' for the state assessment next week. People walk a bit taller and feel good about themselves when dressed formally. Indeed, the boy's basketball team has to wear a dress shirt and tie to school on the day of games.

We are considering asking students to voluntarily do this. More tomorrow.

Monday, January 08, 2007

Listening Activity - Assessment Practice

Students copied this week's spelling/vocab list.

Classes began a listneing activity in preperation for next week's state assessment. Note taking strategies were reviewed. Passage was read twice: once for main ideas, second time for details. Constructed responses were started and will be finished tomorrow. The essay will also be started tomorrow and finished for homework.

HW: Spelling/vocab definitions

Friday, January 05, 2007

Benchmark IV

Went over the benchmark exam today with special emphasis on reading strategies necessary for particular questions. Questions that posed particular difficulty were discussed in detail.

A Look Ahead:

Next week we will be taking parts 2 and 3 of the benchmark: the listening portion and extended response. Each require an essay.

Next weeks spelling/vocab list:

they’re
there
their
experience
obstacle
beautiful
persecution
difficult
immigration
definite

Thursday, January 04, 2007

A Christmas Carol III

Wrote A Christmas Carol essay today. The directions are as follows:
A Christmas Carol is the story of the transformation of Ebenezer Scrooge. Certain events in the story are important in this character’s change. In a well written essay, describe the transformation. In your essay, be sure to:

• Contrast Scrooge’s character with that of the other characters in the story.
• Discuss the importance of each spirit: past, present and future.
• How is Scrooge changed? What is the theme of the story? Explain.
• Include specific details from the story in your essay.
Essays not finished in class must be finished for homework.

Tomorrow we will go over the benchmark exam.

Wednesday, January 03, 2007

Benchmark III

Took the final benchmark in preperation for the state assessment. The test was given from 8:30 to 9:20, part of 1st and all of 2nd period. The rest of the time students did journal work. They'll all work on the essay tomorrow and go over the benchmark results on Friday.

No homework this evening.

Tuesday, January 02, 2007

A Christmas Carol II

Hope everyone's holiday break was joyful!

We finished up the movie today, and will write an essay in class tomorrow and Thursday for 2nd period. (Any student who missed any part of the movie should obtain one of its many versions and view it at home.)

Tomorrow is also our last benchmark exam before the state assessment. Please encourage a positive attitude. All students have worked hard preparing for the exams, and all we wish is for them to do their best.

No spelling this week.