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

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.)

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.

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

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)

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.

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.

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

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.

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