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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