Week of 12/16-12/20
Monday:
In preparation for January's research paper unit, we are going to watch many short video clips dealing with technological advances. Check out the following two videos and note the pros and cons for Google Glass.Google Glass advert, The Fiction of the Science. Then, read the article Glassy Eyed and determine the author's stance on Google Glass.
We will discuss hooks today for our "Flowers for Algernon" persuasive essay Essay prompts. Hooks should grab your readers' attention and keep their eyes and focus on your writing. Take a gander at the following document for different types of exciting hook ideas: Creative hooks
Remember to avoid using pronouns (I, you, me, my your, we, our) in your essay. These are a distraction for your reader. There are some cases, however, where I is acceptable, such as in using a personal anecdote.
Now, I'm seeing a lot of questions being used as hooks. This is okay, but you must make sure the question is relevant and really connects with your topic. Does it boost the impact of your argument or does it come across as cliche or pointless? Challenge yourself to fix this!
Homework:
Your reading response letter for your dystopian novel is due on Thursday, 12/19. I've supplied you with the rubric, template, and questions, so I want to see some good work. We've had several weeks to work on this, so make sure you have a peer or family member read your work and sign off on your paper by this Wednesday. This will ensure that you've had a chance to seek feedback for your work before you turn it in. I'll be at lunch on Monday and Tuesday to help out with any specific questions you have about your letter.
Tuesday:
Today we will review the organization of our essay to make sure our writing makes sense. We will also go over the writing rubric and address any questions about expectations. Rubric
We will review the requirements for the thesis statement. Your thesis statement will simply state your opinion and give your two main reasons of focus for your paper. For example: Motivation is more important than intelligence because reason #1 and reason #2. We will use evidence from our lives, from the world, and from "Flowers for Algernon" to develop our argument. As we go on in the school year, we will develop more complex thesis statements.
We will also discuss transitional phrases for you to use between paragraphs and reasons: transitions. You must also work on coming up with a good topic sentence at the beginning of each paragraph to inform the reader what the paragraph will be about.
Homework:
Work on reading response letter. Get a peer or family member to read it and give you feedback. They should initial the paper.
Wednesday:
First, I will check that you have had a peer or family member review your Reading Response Letter draft.
We have computers today and tomorrow, so we must maximize our time! We will have a brief mini-lesson on conclusions and clincher statements to leave our readers food for thought. Once you have completed your template, I will give you the go-ahead to start typing your essay either on a Word form or Google Doc.
Homework:
Complete final draft of Reading Response Letter. This is due at the beginning of class on Thursday!
Thursday:
Turn in Reading Response Letter. Work on typing your "Flowers for Algernon" persuasive essay. Our aim is to finish the essay by the end of class today.
Homework:
Put the finishing touches on your Flowers for Algernon Essay and print out a copy to turn in on Friday.
Friday:
By now you might be a wee bit tired of writing. We'll rejuvenate your desire to create by playing some fun MadLibs which will help us memorize those pesky parts of speech. Being able to easily identify and use different parts of speech will come in handy when we start diagramming sentences when you get back in 2014. Feel free to bring your independent reading book today as well!
Homework:
Look for an interesting book or magazine over the winter break. Then, READ IT AND ENJOY!
*Please remember to check your homes and lockers for any of my dystopian fiction books or class library books. It is important that these are returned to me.
Monday, December 16, 2013
Sunday, December 1, 2013
Monday, 12/2
Classwork:
- Read for seven minutes.
- Discuss Reading Response Letter (in response to dystopian fiction) that is due on 12/19. Hand out rubrics.
- Review grades from Prepositional Phrase pre-assessment. Those who have mastered the skill (80%+ grade on pre-assessment) will continue reading Flowers for Algernon. Those who scored below 80 will take part in a brief, interactive Powerpoint review in order to answer the following questions: —What is a preposition? What is a prepositional phrase? How do I find the object of the preposition? Why are we doing this? We are reviewing preposition and prepositional phrases because the pre-assessment data shows that the majority of students are unable to define and identify prepositions. Prepositional phrases make our writing more sophisticated, so it is imperative to be able to use them properly.
- Continue reading Flowers for Algernon. Try to read through page 140, either individually or with a partner. On page 141, answer one Personal Response question, one Recall question, #9, and #1 in the Foreshadowing section. AIG: Replace any one of these with a five-sentence diary entry from the point-of-view of any character other than Charlie. In the voice of the character, describe your feelings and thoughts about Charlie's current situation.
Optional additional preposition practice:
Thursday, November 21, 2013
Thursday, 11/21
Thursday, 11/21
Today, we will begin with a brief pre-assessment/knowledge check of text structures. We will then start reading Flowers for Algernon. Before we read, we will explore multiple intelligences in our small groups. We will target out strongest sense of intelligence and explore how it will help us work within our groups during this unit. We will use context clues to determine vocabulary. Finally, we will determine the text structure present in Flowers for Algernon.
1) Read dystopian novel for seven minutes. If you are finished, read your Independent Reading novel.
2) In small groups, review the multiple intelligence slideshow here: Multiple Intelligence.
3) Split up the work and complete your "Oh, the Possibilities" graphic organizers.
4) Discuss your intelligence strengths and limitations.
5) Whole class reading of FFA (p. 115-123)
6) Review FFA vocabulary sheets, Part I and II. Fill in the boxes as we read.
Homework: Finish ortho, psycho, and pyro Cornell Notes. They are due tomorrow. If you are having trouble, come get a graphic organizer from me.
Today, we will begin with a brief pre-assessment/knowledge check of text structures. We will then start reading Flowers for Algernon. Before we read, we will explore multiple intelligences in our small groups. We will target out strongest sense of intelligence and explore how it will help us work within our groups during this unit. We will use context clues to determine vocabulary. Finally, we will determine the text structure present in Flowers for Algernon.
1) Read dystopian novel for seven minutes. If you are finished, read your Independent Reading novel.
2) In small groups, review the multiple intelligence slideshow here: Multiple Intelligence.
3) Split up the work and complete your "Oh, the Possibilities" graphic organizers.
4) Discuss your intelligence strengths and limitations.
5) Whole class reading of FFA (p. 115-123)
6) Review FFA vocabulary sheets, Part I and II. Fill in the boxes as we read.
Homework: Finish ortho, psycho, and pyro Cornell Notes. They are due tomorrow. If you are having trouble, come get a graphic organizer from me.
Wednesday, November 20, 2013
Wednesday, 11/20
Wednesday, 11/20
Today we will do some front-loading activities for our upcoming class reading of an excerpt from Flowers for Algernon.
First we will look at an example of a Rorschach test. We will review inkblot images and discuss our initial responses to the images. We will brainstorm in small groups about what our interpretations of the images might say about us.
We will watch the following video:Computer Chips in Your Brain and respond in our writer's notebooks. What is your initial reaction to the technology described in the video. Think about how it might affect people on moral, spiritual, physical, social, and emotional levels.
We will have a small fishbowl discussion regarding our opinions.
Homework: Work on vocab Cornell notes for ortho, psycho, and pyro. These are due Friday.
Today we will do some front-loading activities for our upcoming class reading of an excerpt from Flowers for Algernon.
First we will look at an example of a Rorschach test. We will review inkblot images and discuss our initial responses to the images. We will brainstorm in small groups about what our interpretations of the images might say about us.
We will watch the following video:Computer Chips in Your Brain and respond in our writer's notebooks. What is your initial reaction to the technology described in the video. Think about how it might affect people on moral, spiritual, physical, social, and emotional levels.
We will have a small fishbowl discussion regarding our opinions.
Homework: Work on vocab Cornell notes for ortho, psycho, and pyro. These are due Friday.
Tuesday, November 19, 2013
Tuesday, 11/19 - Do This
1. Read your lit circle novel for ten minutes.
2. Click here and take prepositional phrase pre-assessment.
3. Read one of the Popular Science articles below and complete the news report questions (see below):
Monkeys Control Two Virtual Arms With Just Their Thoughts
Electric Brain Stimulation Helps Rats With Spinal Cord Injuries Walk
Vitamin B2 Can Be Used to 3D Print Medical Implants
New, Incurable Botulin Strain Has Top-Secret DNA
If You Can Smell This You May Not Have Alzheimer's
Lasers 3D Print a Home For Bacteria
Is it Possible to Control Our Dreams?
FDA Has Approved the First Artificial Pancreas
Turn A Heart On and Off With the Flick of a Switch
AIG: Scientists Recreate the Sense of Touch With Direct-To-Brain Electric Signals
AIG: Scientists Plant False Short-Term Memories Directly in Rodent Brains
Ms. Pickens/Collins: Measure your heart rate using headphones
Once you've read the whole article, answer the following News Report questions in the Reader Response section of your notebook. Make sure you use commas correctly in your responses!
1. Summarize the main ideas of the report - Include enough information to explain the report in full detail.
2. Why is the report significant to the world? Think globally!
3. In complete sentences, state two interesting facts about the report.
4. What is your overall opinion about the topic of the report? Is the scientific discovery helpful or harmful for humans?
4. Click on one of the links below and practice your comma skills!
Comma skills test
AIG: Comma skills test
Challenge: Comma splices and fused sentences assessment
5. Work on Cornell Notes for ortho, psycho, and pyro
6. Start reading response letter or continue reading lit circle novel.
Homework:
Complete News Report (if not finished in class). Due Wednesday, 11/20
Work on Vocabulary Cornell notes for: ortho, psycho, pyro (Due Friday, 11/22)
Work on Reading Response Letter for dystopian fiction novel (Due Friday, 12/13)
Grammar home practice:
Comma skills test
AIG: Comma skills test
Challenge: Comma splices and fused sentences assessment
Sunday, November 17, 2013
Week of 11/18 - 11/22
Monday, 11/18
Read your dystopian fiction novel for 10 minutes. Notice the author's use of commas. Are commas used frequently in the writing?
Grammar of the day
Comma notes
Activity: Place commas, if needed, in the sentences below:
Pay attention to the video as it reveals the answers: Comma rules video
Introduce Obstacles and Opportunities Unit
Essential Question: What is the role of science in improving life?
Think, Pair, Share: In what ways has science improved life? Think socially, politically, medically, psychologically, and cosmetically. Think and record a brief response. Pair with your neighbor. Share with the group.
-Read one of the Popular Science articles below and complete the news report questions (see below):
Monkeys Control Two Virtual Arms With Just Their Thoughts
Electric Brain Stimulation Helps Rats With Spinal Cord Injuries Walk
Vitamin B2 Can Be Used to 3D Print Medical Implants
New, Incurable Botulin Strain Has Top-Secret DNA
If You Can Smell This You May Not Have Alzheimer's
Lasers 3D Print a Home For Bacteria
Is it Possible to Control Our Dreams?
FDA Has Approved the First Artificial Pancreas
Turn A Heart On and Off With the Flick of a Switch
AIG: Scientists Recreate the Sense of Touch With Direct-To-Brain Electric Signals
AIG: Scientists Plant False Short-Term Memories Directly in Rodent Brains
Ms. Pickens/Collins: Measure your heart rate using headphones
Once you've read the whole article, answer the following News Report questions in the Reader Response section of your notebook. Make sure you use commas correctly in your responses!
If time permits, we will begin reading the excerpt of Flowers for Algernon in our literature book.
Homework:
Complete News Report (if not finished in class). Due Wednesday, 11/20
Work on Vocabulary Cornell notes for: ortho, psycho, pyro (Due Friday, 11/22)
Work on Reading Response Letter for dystopian fiction novel (Due Friday, 12/13)
Grammar home practice:
Comma skills test
AIG: Comma skills test
Challenge: Comma splices and fused sentences assessment
Read your dystopian fiction novel for 10 minutes. Notice the author's use of commas. Are commas used frequently in the writing?
Grammar of the day
Comma notes
Activity: Place commas, if needed, in the sentences below:
1) We chopped sliced and cooked the vegetables.
2) We were prepared to play and to win.
3) While driving he glanced at the rearview mirror to check behind him.
4) He warned however that the test could be difficult.
5) The child although small is strong and healthy.
6) The car a Mercedes sped along the highway.
7) The cookies baked to a crisp and sprinkled with sugar tasted good.
8) They went to get pizza but came back with ice cream.
9) They went to get pizza but the store was closed.
10) When the bell rang the students all rushed to their classrooms.
11) On December 19 2000 there was a huge fire in our town.
12) The boy was born in December 2010.
13) My aunt lives in Redwood City California.
14) Will you John take this woman to be your lawfully wedded wife?
15) They were a couple of lonely troubled misfits.
16) Percy grew up to be a rugged handsome man.Pay attention to the video as it reveals the answers: Comma rules video
Introduce Obstacles and Opportunities Unit
Essential Question: What is the role of science in improving life?
Think, Pair, Share: In what ways has science improved life? Think socially, politically, medically, psychologically, and cosmetically. Think and record a brief response. Pair with your neighbor. Share with the group.
-Read one of the Popular Science articles below and complete the news report questions (see below):
Monkeys Control Two Virtual Arms With Just Their Thoughts
Electric Brain Stimulation Helps Rats With Spinal Cord Injuries Walk
Vitamin B2 Can Be Used to 3D Print Medical Implants
New, Incurable Botulin Strain Has Top-Secret DNA
If You Can Smell This You May Not Have Alzheimer's
Lasers 3D Print a Home For Bacteria
Is it Possible to Control Our Dreams?
FDA Has Approved the First Artificial Pancreas
Turn A Heart On and Off With the Flick of a Switch
AIG: Scientists Recreate the Sense of Touch With Direct-To-Brain Electric Signals
AIG: Scientists Plant False Short-Term Memories Directly in Rodent Brains
Ms. Pickens/Collins: Measure your heart rate using headphones
Once you've read the whole article, answer the following News Report questions in the Reader Response section of your notebook. Make sure you use commas correctly in your responses!
1. Summarize the main ideas of the report - Include enough information to explain the report in full detail.
2. Why is the report significant to the world? Think globally!
3. In complete sentences, state two interesting facts about the report.
4. What is your overall opinion about the topic of the report? Is the scientific discovery helpful or harmful for humans?
If time permits, we will begin reading the excerpt of Flowers for Algernon in our literature book.
Homework:
Complete News Report (if not finished in class). Due Wednesday, 11/20
Work on Vocabulary Cornell notes for: ortho, psycho, pyro (Due Friday, 11/22)
Work on Reading Response Letter for dystopian fiction novel (Due Friday, 12/13)
Grammar home practice:
Comma skills test
AIG: Comma skills test
Challenge: Comma splices and fused sentences assessment
Wednesday, November 13, 2013
Week of 11/12 - 11/15
Volunteer opportunities for parents are listed at the bottom of this post. Parents, check it out!
Tuesday, 11/12 - Friday, 11/15
Good news! The only homework you have this week is to read for 30 minutes each night. It is important to choose something that you are interested in reading. You can read a novel, magazine, newspaper article, or whatever else that floats your boat. If you don't like what you are reading, then abandon it and move on! I can't make you love reading, but I can help you find texts that will engage you. Let me know if you need some help picking out your independent reading material.
As for the week...
Tuesday
We will begin presenting our Utopia projects. Students in the audience will evaluate their peers' presentations by completing evaluation sheets and developing open-ended critical thinking questions for each group. Groups will respond to their peers' questions later in the week.
Hint: Turn your direct compliments or criticism into questions. For example, if someone's video had terrible sound quality, ask them why they chose not to include voice-overs or background music.
Wednesday
I will have a substitute on Wednesday. In class you will respond to a brief journal prompt about writing, complete a grammar assessment, and continue reading your lit circle novel. Please take the grammar assessment seriously. I am using it to determine the specific grammar skills you need to refine during the upcoming unit. We will get back to the project presentations tomorrow.
Thursday
We will continue our project presentations. Students will complete evaluation sheets and create critical thinking questions for each group.
Friday
We will have the final presentations. After the last presentation, project groups will review their peer feedback and answer the critical thinking questions posed by their classmates. Students will then rate the performance of each member of their group.
Flash Forward:
Next week we will start our Obstacles and Opportunities unit. Get ready to read! We will read an abbreviated version of Flowers for Algernon in class. If you would like to read the whole novel instead of the excerpt in our literature book, just let me know! We will pair this text with nonfiction texts about science and its role in improving human life. Please bring any interesting scientific articles or news articles that you come across.
This unit will have a heavy emphasis on grammar and writing skills. I know grammar is a bit complicated and frustrating, but hang in there. Practice makes perfect!
*Parents, I'd love if some of you could come in to talk to the kids about how scientific discoveries have revolutionized your career fields or how scientific discoveries have improved your lives. If you don't feel comfortable presenting in front of the class, we could have you FaceTime with the class or just write a passage for the kids to read. Please send me an email at jgrinnell@chccs.k12.nc.us if you are interested in participating.
Also, we are going to start writing our research paper in mid-December. If you would like to volunteer to help coach kids with their writing, please let me know your availability. If you are a grammar king or queen and want to give a brief presentation on anything related to grammar, you are also welcome!
Tuesday, 11/12 - Friday, 11/15
Good news! The only homework you have this week is to read for 30 minutes each night. It is important to choose something that you are interested in reading. You can read a novel, magazine, newspaper article, or whatever else that floats your boat. If you don't like what you are reading, then abandon it and move on! I can't make you love reading, but I can help you find texts that will engage you. Let me know if you need some help picking out your independent reading material.
As for the week...
Tuesday
We will begin presenting our Utopia projects. Students in the audience will evaluate their peers' presentations by completing evaluation sheets and developing open-ended critical thinking questions for each group. Groups will respond to their peers' questions later in the week.
Hint: Turn your direct compliments or criticism into questions. For example, if someone's video had terrible sound quality, ask them why they chose not to include voice-overs or background music.
Wednesday
I will have a substitute on Wednesday. In class you will respond to a brief journal prompt about writing, complete a grammar assessment, and continue reading your lit circle novel. Please take the grammar assessment seriously. I am using it to determine the specific grammar skills you need to refine during the upcoming unit. We will get back to the project presentations tomorrow.
Thursday
We will continue our project presentations. Students will complete evaluation sheets and create critical thinking questions for each group.
Friday
We will have the final presentations. After the last presentation, project groups will review their peer feedback and answer the critical thinking questions posed by their classmates. Students will then rate the performance of each member of their group.
Flash Forward:
Next week we will start our Obstacles and Opportunities unit. Get ready to read! We will read an abbreviated version of Flowers for Algernon in class. If you would like to read the whole novel instead of the excerpt in our literature book, just let me know! We will pair this text with nonfiction texts about science and its role in improving human life. Please bring any interesting scientific articles or news articles that you come across.
This unit will have a heavy emphasis on grammar and writing skills. I know grammar is a bit complicated and frustrating, but hang in there. Practice makes perfect!
*Parents, I'd love if some of you could come in to talk to the kids about how scientific discoveries have revolutionized your career fields or how scientific discoveries have improved your lives. If you don't feel comfortable presenting in front of the class, we could have you FaceTime with the class or just write a passage for the kids to read. Please send me an email at jgrinnell@chccs.k12.nc.us if you are interested in participating.
Also, we are going to start writing our research paper in mid-December. If you would like to volunteer to help coach kids with their writing, please let me know your availability. If you are a grammar king or queen and want to give a brief presentation on anything related to grammar, you are also welcome!
Monday, November 4, 2013
Week of 11/4 - 11/8
We have a short week! Here is a glimpse of what we are doing in class.
Monday:
New Contest Opportunity. Submissions due by 11/14:Writing contest
Tuesday:
Monday:
- Read dystopian fiction novel for 10 minutes.
- Distribute and discuss Words To Live By Assignment, due Friday, 11/8: Words to Live By or AIG Words to Live By
- Discuss different types of persuasive techniques used in marketing and advertising. Talk with our group about persuasive techniques we will use for our utopia presentation
- Refer to Part 2 of your Utopia project packet to review what information must be presented in our group presentations.
- Plan presentation (storyboard, draft drawing, blueprints, etc.)
- Plan what materials you will need to bring, how much time to spend on each section, etc.
- Being working on presentation
New Contest Opportunity. Submissions due by 11/14:Writing contest
Tuesday:
- No school
Wednesday:
- Turn in vocabulary Cornell notes. Fill out No Homework sheet if you did not bring your homework. Place it in the No Homework binder.
- Delegate responsibility for project presentation. Create a plan for the day.
- Use the iTouches with iMovie to record any scripts. Mr Bales is here to help you with technology questions.
- At the end of class, gather with your group members to figure out what still needs to be done.
Homework:
Work on Words to Live By. (See above for link.) It is due Friday. Chunk the assignment so it's easier to complete.
Finish hydro, helio, hypno, magni, and mono Cornell Notes if you didn't turn them in today. Late submissions can receive a max score of 80%.
Thursday:
Thursday:
- Finish filming presentations
- Edit films/projects
- Practice your class presentation. Food for thought: Do you have an introduction? Do you have a wrap-up/summarizing activity at the end? Is it engaging? Will the audience participate? Does every member of your group speak during your presentation?
- Mr. Bales will be here to help you with technology questions and filming.
- By the end of the class, your project should be completed and your presentation should be planned.
Homework: Work on Words to Live By. It is due Friday.
Friday:
- Submit your Words to Live By assignment to the class crate on top of the bookshelf.
- Read dystopian fiction novel for 10 minutes.
- Small group discussion about Gandhi's quote: "Happiness is when what you think, what you say, and what you do are in harmony."
- Rehearse presentations and put finishing touches on project
- Grammar pre-assessment - Google form (if time permits)
Friday, November 1, 2013
IMPORTANT UTOPIA PROJECT INFORMATION
Hello all! Steps 5-10 of your Utopia project are due today. By now you should have submitted them to me as paper documents, Google folders, or through email. I'm going to check them for completion this weekend.
I hope you have been talking to your group members about the format for your Utopia project presentation. Per the instruction sheet, the presentation must inform your audience about the important parts of your society as well as persuade them to want to come live at your utopia. Look at Part 2 of the Utopia Project Sheet if you are still uncertain of my expectations for the presentation. All members of the group must be active participants. You will start presenting these projects by next Friday (at the latest). I have high expectations for your presentations. Today we discussed the importance of challenging yourselves and pushing yourselves to the limit when it comes to creating unique presentations. For this project, I encourage you to take some risks by trying presentation methods that are out of your comfort zone. Find ways to incorporate your individual talents in the creation of the projects. Find ways to wow your audience by engaging them and showing them things they've never dreamed possible. I want to encourage you to stray away from the "safe" presentations you've always done well. Think outside of the box and come up with something unique and exciting. You may even discover that you have a hidden talent!
I understand that not having presentation requirements completely spelled out may make some of you uncomfortable and frustrated. This is intentional. By limiting the restrictions and guidelines set on the presentations, I am opening the door for you to come up with your own unique ideas. The discomfort that you feel might actually lead you to push your own limits and think outside of the box. This sort of open-ended critical thinking is what you will need in order to succeed in the work place and as a productive member of society. Please remember, though, that I have provided some presentation options on your project sheet. I've also provided you with a rubric that tells you what I'm looking for when I grade your projects. If you have questions or concerns after reading the information, then come to me and ask me specific, well-formed questions so I can help guide you. I am not going to tell you if things are right or wrong, but I will ask you questions to guide you towards your own realizations. There is also an updated calendar on the project link Utopia Project Sheet that will help you plan how you will dedicate your work time in class.
I've seen a lot of diligent, hard-working groups who are embracing the project and are coming up with exciting, innovative ideas. Members of these groups have become fueled by the fire of creative freedom and high expectations. Thank you! On the other hand, I've noticed groups that are unproductive, confused, bickering, and complaining. Rather than fight, complain, feel sorry for yourself, or sit around like lumps, you must come together to find each other's strengths. Incorporate everyone's ideas and talents to make presentations that will blow our minds! You have the tools you need to succeed; the most important tools, however, are your brains. You are the masters of your own destiny here. Make it happen!
I hope you have been talking to your group members about the format for your Utopia project presentation. Per the instruction sheet, the presentation must inform your audience about the important parts of your society as well as persuade them to want to come live at your utopia. Look at Part 2 of the Utopia Project Sheet if you are still uncertain of my expectations for the presentation. All members of the group must be active participants. You will start presenting these projects by next Friday (at the latest). I have high expectations for your presentations. Today we discussed the importance of challenging yourselves and pushing yourselves to the limit when it comes to creating unique presentations. For this project, I encourage you to take some risks by trying presentation methods that are out of your comfort zone. Find ways to incorporate your individual talents in the creation of the projects. Find ways to wow your audience by engaging them and showing them things they've never dreamed possible. I want to encourage you to stray away from the "safe" presentations you've always done well. Think outside of the box and come up with something unique and exciting. You may even discover that you have a hidden talent!
I understand that not having presentation requirements completely spelled out may make some of you uncomfortable and frustrated. This is intentional. By limiting the restrictions and guidelines set on the presentations, I am opening the door for you to come up with your own unique ideas. The discomfort that you feel might actually lead you to push your own limits and think outside of the box. This sort of open-ended critical thinking is what you will need in order to succeed in the work place and as a productive member of society. Please remember, though, that I have provided some presentation options on your project sheet. I've also provided you with a rubric that tells you what I'm looking for when I grade your projects. If you have questions or concerns after reading the information, then come to me and ask me specific, well-formed questions so I can help guide you. I am not going to tell you if things are right or wrong, but I will ask you questions to guide you towards your own realizations. There is also an updated calendar on the project link Utopia Project Sheet that will help you plan how you will dedicate your work time in class.
I've seen a lot of diligent, hard-working groups who are embracing the project and are coming up with exciting, innovative ideas. Members of these groups have become fueled by the fire of creative freedom and high expectations. Thank you! On the other hand, I've noticed groups that are unproductive, confused, bickering, and complaining. Rather than fight, complain, feel sorry for yourself, or sit around like lumps, you must come together to find each other's strengths. Incorporate everyone's ideas and talents to make presentations that will blow our minds! You have the tools you need to succeed; the most important tools, however, are your brains. You are the masters of your own destiny here. Make it happen!
Monday, October 21, 2013
Monday, 10/21 - 10/25
Monday
Classwork:
Read lit circle novel for 10 minutes.
Finish Edmodo post and respond to at least two classmates' posts
Review the Utopian Project Guidelines and Expectations Document and Rubric: Utopia
Work with your groups on Steps 5, 6, 7, and 10 of the project process
Homework:
Work on final draft of writing territories task. Due Friday, 10/25
IF YOU HAVE NOT COMPLETED YOUR INFOGRAPHIC, MAKE SURE YOU FINISH AND SUBMIT IT BY FRIDAY!
Tuesday
Classwork:
Meet in Connect 2 School Lab.
Read lit circle novel for 10 minutes.
Work with your groups on Steps 5, 6, and 7 of your project process
Homework: Word on final draft of writing territories task. Due Friday, 10/25
Wednesday
Classwork:
Discovery Ed video clip - Constitution
Work with your groups on Step 8 of your project process.
Conduct Constitutional Convention and answer all questions regarding convention rules. Begin creating constitution.
Homework: Work on final draft of writing territories task. Due Friday, 10/25
Thursday
Classwork:
Quarter 1 Common Assessment has been pushed out to early November so we will work on our utopia projects today. (Make change to project packet calendar.)
Read lit circle novel for 15 minutes.
Work on Step 8 of Utopia project. Make sure to answer all questions when creating your constitution. Use this resource to view the Constitution of the United States: Constitution. Try to come up with a Preamble for your Constitution.
Homework:
Finish writing territories task. You must either send it to me electronically before class starts or hand it to me at the beginning of class. If you do not print it out prior to class, it will be considered late.
Friday
Classwork:
Final draft of writing territories task due.
Read lit circle novel for 15 minutes.
Work on Steps 8 and 9 on your utopia project. Make sure to read the United States' Bill of Rights before you begin your work: Bill of Rights
Homework:
Get a head start on your vocabulary Cornell Notes for prefixes: hello, hydro, hypno, magni, mono. these are due Monday, 11/4.
Tuesday, October 15, 2013
This week
Friday, 10/18
Get a computer and log in to Msgrinnell.blogspot.com.
Sign into your Edmodo account. On your lit circle novel page you will see a prompt for a Lit Circle Reading Comprehension #1 quiz. Follow the directions and respond to the prompt. You may use your novel and your Thinkmark to answer the question. IF YOU DON'T HAVE AN ACCOUNT SET UP YET, LET ME KNOW!
When you have completed your quiz response, go to your small group Edmodo page (your name should be listed in the group title). Read the prompt and write a post with your response. You must read and reply to at least two other prompts by class time on Tuesday, 10/22.
When you are finished, work on your biome sheet. This will add three point extra credit to a major previous assignment.
biome worksheet
4. http://www.earthrangers.com/wildwire/our-faves/types-of-biomes-2/
Thursday, 10/17
Explore testing
Wednesday, 10/16
Get a computer and your lit circle novel.
Log in to ms.grinnell.blogspot.com.
Go to absolute power quote analysis
and type in a response. Make sure to type in your name so you get daily participation credit.
FYI: a synonym for absolute is total.
Read your lit circle novel for 7 minutes.
Complete the Who Rules? Mind Map (on handout). come up with as many types of governments and leaders as you can. Remember to use your Greek/Latin roots:
archy, theo, mono, auto, an, etc.
Read the Who Rules? article individually, and complete the associated activities on the handout. You may work with people in your group to complete the activities. Write the activity answers on the back of the mind map half-sheet.
Discuss with your group the type of government that would be most fitting for your society. Use evidence from the text and real-world evidence to justify your answer.
Individually, you the ACE writing method to answer the question below. You can use a Google Doc or Microsoft Word document. You may also choose to handwrite your answer. If you do not finish this in class, it will be homework. I need a completed copy emailed, shared, or submitted to me at the beginning of class tomorrow. Do not wait until class to email or Google share it with me; it will be considered late.
Describe the type of government that would be ideal for your utopian society. Use at least two examples from today's article or movie clip. Also include a real-world example.
ACE
A = Answer the question (make sure to restate the question in your response)
C = Cite evidence (According to "Who Rules" an article published by iCivics.....)
E = Explain the significance of your evidence and elaborate
*You will be graded on quality of response, evidence, and conventions of writing.
Here is a template in case you need some structure: ACE template
Tuesday, 10/15
Sit with your Utopia groups.
Log on to www.edmodo.com.
Enter your group code for the dystopian novel you are reading.
Lord of the Flies - n9m9nt
The City of Ember - 2bgzze
The House of Scorpion - piik47
Life as We Knew It - ggcnxg
The World Without Us - 4w6qsw
The Giver - q6piip
The Hunger Games - nw9kap
Rash - 7k7n3k
The Last Book in the Universe - q4dsgw
Fahrenheit 451 graphic novel - ztubmh
The Hobbit - td2im5
Ender’s Game - cswij3
Seedfolk - bqivqm
Among the Hidden - j3cj7y
Complete the biome sheet with your Utopia group:
biome worksheet
4. http://www.earthrangers.com/wildwire/our-faves/types-of-biomes-2/
Thursday, October 10, 2013
Gearing up for Utopia
Step One: What is a Utopia?Use the following website to research the concept of “utopia.” Research thoroughly and write down the most important points about the concept. As a group, come up with your own definition of utopia. Tell what utopia means to your group. Write the definition at the bottom of your research sheet.
http://www.reference.com/browse/utopia
Step Two: Research UtopiasVisit three sites of perceived “utopias” that exist today. Pick two that your group likes and, using a Venn-Diagram, compare and contrast two of the utopias. Write 5-8 facts about each community and their “utopian visions.” Remember you are looking for main ideas relating to their vision of society.Later you will be writing a one-page essay detailing your comparisons.
The Acorn Community- www.acorncommunity.org
The Farm in Tennesee- www.thefarm.org (Go to Frequently Asked Questions)
Twin Oaks Community- www.twinoaks.org
Victory City- www.victorycities.com
East Wind Community- www.eastwind.org
Sandhill Farm Community- www.sandhillfarm.org
Emma Goldman Finishing School- http://egfs.org
Dancing Rabbit Village- www.dancingrabbit.org
Step Three: Choose a Type of GovernmentSince your land is not owned or under the rule of a nation, you must decide on the type of government under which you wish to live. View the following websites in order to research the major forms of government: Dictatorship, Oligarchy, Direct Democracy, and Representative Democracy.
http://www.buzzle.com/articles/different-types-of-governments.html
After you have examined the information on each form of government, your group must decide the form of government that you wish to have. You may mix various aspects of different forms of government and create something new. Later you will be writing a one page description of your government/
http://www.reference.com/browse/utopia
Step Two: Research UtopiasVisit three sites of perceived “utopias” that exist today. Pick two that your group likes and, using a Venn-Diagram, compare and contrast two of the utopias. Write 5-8 facts about each community and their “utopian visions.” Remember you are looking for main ideas relating to their vision of society.Later you will be writing a one-page essay detailing your comparisons.
The Acorn Community- www.acorncommunity.org
The Farm in Tennesee- www.thefarm.org (Go to Frequently Asked Questions)
Twin Oaks Community- www.twinoaks.org
Victory City- www.victorycities.com
East Wind Community- www.eastwind.org
Sandhill Farm Community- www.sandhillfarm.org
Emma Goldman Finishing School- http://egfs.org
Dancing Rabbit Village- www.dancingrabbit.org
Step Three: Choose a Type of GovernmentSince your land is not owned or under the rule of a nation, you must decide on the type of government under which you wish to live. View the following websites in order to research the major forms of government: Dictatorship, Oligarchy, Direct Democracy, and Representative Democracy.
http://www.buzzle.com/articles/different-types-of-governments.html
After you have examined the information on each form of government, your group must decide the form of government that you wish to have. You may mix various aspects of different forms of government and create something new. Later you will be writing a one page description of your government/
Monday, October 7, 2013
Monday, 10/7
Classwork:
1. Free-write for two minutes to the following prompt: What do humans need to be happy?
2. Answer true or false for each question. Then, provide your reasoning for your opinion of each statement.
a. Having a lot of material things always leads to more happiness.
b. Happiness is genetic. You can't change your level of happiness any more than you can change how tall you are.
c. Happiness is the result of good events that happen to people.
3. Answer based on your own experiences and your observations of the world:
Is our own happiness something we can control or is it out of our hands.
4. Discuss: What ways to people find happiness? Have you noticed any cultural practices?
5. Watch and practice: Laughter yoga
Tuesday, 10/8
Classwork:
1. Word choice activity: In a given amount of time (2 minutes max) come up with as many synonyms for 'happy' as you can. Compare your answer to your teammates' answers and compile one big list. Do the same thing for the antonyms. Boys vs girls challenge
2. View first 16 minutes of Happy, the documentary. Look back at the opinion statements from Monday (see #2 above), and determine if the movie changed your opinion. I would strongly recommend you watch the rest of this movie if you have Netflix. There are some segments further in the movie that show sad things and are a bit difficult to watch, so you should ask your parents before viewing.
Homework: Read 30 minutes from independent reading novel/
Wednesday, 10/9
Classwork:
1. Active/passive voice practice and direct/indirect object practice. Complete both sides of the worksheet. Read the directions and talk to your peers. Ask Ms. Grinnell when you need clarification. These are part of the curriculum so please be sure you can identify them when asked. If absent, look in the blue binder for the worksheet. For extra grammar practice, try the quizzes on this site: Softschools quizzes
Here is a good site that addresses many common grammar errors: Grammar
2. Review all books for dystopian society lit circles. Rate your interest for each book on a scale of 1-10.
Scale: 1=Blah, 5=Hmmm (maybe), 6=Yes!!!
I will try to put you in a lit circle for your choice with the highest rating.
Thursday, 10/10
Classwork:
1. Grammar practice with verbals.
2. Discuss utopia project and receive instructions and group assignments.
3. Receive group assignments for lit circles. Decide with your group your reading schedule. How many pages a day will you read through if you have 20 minutes to read each day in class?
Homework: Read independent reading novel for 30 minutes.
Friday, 10/11
Classwork:
1. Begin reading lit circle books.
2. Review template for utopia project and begin brainstorming with your project group.
3. Review your grammar worksheets for a brief mini-assessment Monday morning on active/passive voice, direct/indirect objects, and verbals.
Homework: Review grammar worksheets. Read for 30 minutes. Brainstorm ideas for utopia project.
Classwork:
1. Free-write for two minutes to the following prompt: What do humans need to be happy?
2. Answer true or false for each question. Then, provide your reasoning for your opinion of each statement.
a. Having a lot of material things always leads to more happiness.
b. Happiness is genetic. You can't change your level of happiness any more than you can change how tall you are.
c. Happiness is the result of good events that happen to people.
3. Answer based on your own experiences and your observations of the world:
Is our own happiness something we can control or is it out of our hands.
4. Discuss: What ways to people find happiness? Have you noticed any cultural practices?
5. Watch and practice: Laughter yoga
Tuesday, 10/8
Classwork:
1. Word choice activity: In a given amount of time (2 minutes max) come up with as many synonyms for 'happy' as you can. Compare your answer to your teammates' answers and compile one big list. Do the same thing for the antonyms. Boys vs girls challenge
2. View first 16 minutes of Happy, the documentary. Look back at the opinion statements from Monday (see #2 above), and determine if the movie changed your opinion. I would strongly recommend you watch the rest of this movie if you have Netflix. There are some segments further in the movie that show sad things and are a bit difficult to watch, so you should ask your parents before viewing.
Homework: Read 30 minutes from independent reading novel/
Wednesday, 10/9
Classwork:
1. Active/passive voice practice and direct/indirect object practice. Complete both sides of the worksheet. Read the directions and talk to your peers. Ask Ms. Grinnell when you need clarification. These are part of the curriculum so please be sure you can identify them when asked. If absent, look in the blue binder for the worksheet. For extra grammar practice, try the quizzes on this site: Softschools quizzes
Here is a good site that addresses many common grammar errors: Grammar
2. Review all books for dystopian society lit circles. Rate your interest for each book on a scale of 1-10.
Scale: 1=Blah, 5=Hmmm (maybe), 6=Yes!!!
I will try to put you in a lit circle for your choice with the highest rating.
Thursday, 10/10
Classwork:
1. Grammar practice with verbals.
2. Discuss utopia project and receive instructions and group assignments.
3. Receive group assignments for lit circles. Decide with your group your reading schedule. How many pages a day will you read through if you have 20 minutes to read each day in class?
Homework: Read independent reading novel for 30 minutes.
Friday, 10/11
Classwork:
1. Begin reading lit circle books.
2. Review template for utopia project and begin brainstorming with your project group.
3. Review your grammar worksheets for a brief mini-assessment Monday morning on active/passive voice, direct/indirect objects, and verbals.
Homework: Review grammar worksheets. Read for 30 minutes. Brainstorm ideas for utopia project.
Friday, October 4, 2013
Incorporating Quotes:
quotes video part 1
quotes video
Integrating Quotes Gracefully: handout for binder
"The Moth and The Star": fable
Accountability questions for video and fable: Do you get it?
quotes video part 1
quotes video
Integrating Quotes Gracefully: handout for binder
"The Moth and The Star": fable
Accountability questions for video and fable: Do you get it?
Monday, September 30, 2013
Update: Based on my observations from the reader response letters I have decided to designate Thursday and Friday for review of writing concise sentences, introducing quotes, and eliminating wordiness.
We will use activities from this awesome website during our review: Grammar.
Monday, 9/30 - Friday, 10/4
Monday
Classwork: Today is the final day to work on your infographics. Go to Easel.ly or Piktochart.com to put the final touches on your work!
Homework: Read for 30 minutes. Complete any work on infographic if you have access to internet.
Tuesday
Classwork: Today we will present our infographics to the class! This will be done as a gallery crawl. Make sure you know what you're talking about when your peers stop by to chat about your infographic!
Homework: Read for 30 minutes.
Wednesday
Classwork: Work on editing writing territories task edits. Peer edit.
Homework: Read for 30 minutes.
Thursday
Classwork: Work on final draft of writing territories task.
Homework: Read for 30 minutes.
Friday
Classwork: Reading conferences
Homework: Begin next four vocab words Cornell style
We will use activities from this awesome website during our review: Grammar.
Monday, 9/30 - Friday, 10/4
Monday
Classwork: Today is the final day to work on your infographics. Go to Easel.ly or Piktochart.com to put the final touches on your work!
Homework: Read for 30 minutes. Complete any work on infographic if you have access to internet.
Tuesday
Classwork: Today we will present our infographics to the class! This will be done as a gallery crawl. Make sure you know what you're talking about when your peers stop by to chat about your infographic!
Homework: Read for 30 minutes.
Wednesday
Classwork: Work on editing writing territories task edits. Peer edit.
Homework: Read for 30 minutes.
Thursday
Classwork: Work on final draft of writing territories task.
Homework: Read for 30 minutes.
Friday
Classwork: Reading conferences
Homework: Begin next four vocab words Cornell style
Thursday, September 26, 2013
Cougar Connect Survey
Student Council Announcement:
Are you or someone you know in homeroom interested in developing your leadership skills? Do you have a desire to improve your school and communities? If so, consider nominate yourself or a peer in homeroom for Culbreth Student Council!
Students who run for student council must meet the following criteria:
1. Attendance: Students can only miss two meetings a semester, even with an excused absence.
2. Behaivor: Students must maintain positive behavior at all times. Students must not have had any days of ISS or OSS during the school year. Students can have no more than one office referral per school year.
3. Scholarship: Students must maintain a C average or above in all classes. Students elected to student council will be required to provide a copy of their progress reports and report cards.
School Improvement Questions:
1. What is already great about CMS?
2. How could we improve CMS?
Nominate for student council and answer the School Improvement Classes at Student survey.
If you don't want to type your real name, create a pseudonym for Question #1.
Are you or someone you know in homeroom interested in developing your leadership skills? Do you have a desire to improve your school and communities? If so, consider nominate yourself or a peer in homeroom for Culbreth Student Council!
Students who run for student council must meet the following criteria:
1. Attendance: Students can only miss two meetings a semester, even with an excused absence.
2. Behaivor: Students must maintain positive behavior at all times. Students must not have had any days of ISS or OSS during the school year. Students can have no more than one office referral per school year.
3. Scholarship: Students must maintain a C average or above in all classes. Students elected to student council will be required to provide a copy of their progress reports and report cards.
School Improvement Questions:
1. What is already great about CMS?
2. How could we improve CMS?
Nominate for student council and answer the School Improvement Classes at Student survey.
If you don't want to type your real name, create a pseudonym for Question #1.
Monday, September 23, 2013
Classwork and homework for week of 9/23-9/27
*UPDATE TO THE UPDATE: Both easel.ly and piktochart are up and running. Woohoo!
*UPDATE: Due to all the problems with the easel.ly website during first period, please create your infographics on www.piktochart.com. If you've already started creating the infographic on the easel.ly site, we will try to see if there is a workaround to the issue tomorrow. First period students, I'm sorry you had to go through the frustration of the technology issues. Everything should be better with this other site.
Monday, 9/23
Classwork:
Today we will analyze the different parts of infographics and discuss what place they have in education.
With a partner, go to Infographics examples on your iTouch or smartphone. Explore the page thoroughly.
Read the Tech and Science articleTech and Science article. Determine the author's stance on info graphs and decide whether or not you agree with the author.
Explore this site and register for a free account:
www.piktochart.com
With a partner, answer the following questions on a sheet of looseleaf paper.
1)What is the article mainly about? Provide an objective summary.
2) Describe how the text features enhance infographics.
3) What is your opinion of the article and infographics you've viewed today?
4) Create a T-chart of pros and cons for using infographics in schools to convey information to students
Individually, respond to the following question:
ACE question: Explain the advantages and disadvantages of the use of infographics for learning.
Answer the question
Cite evidence from the text
Explain how the evidence supports your text and elaborate
Pay close attention to the infographics today, because this week we will create our own infographics for literary elements and literary devices. Throughout the year, we will create grammar infographics in order to clarify our understanding of grammar rules.
Homework: Read for 30 minutes. Review your writing territories task revisions.
Tuesday, 9/24:
Classwork:
Register for a free account at www.piktochart.com
Literary element scavenger hunt. Work collaboratively with your partner to create an infographic to explain your assigned literary element.
an example of Ms. Grinnell's conflict infographic - still under construction :)
Literary Elements Infographic Assignment and Rubric
Homework:
Read for 30 minutes. Work on your vocabulary Cornell Notes.
Wednesday, 9/25:
Classwork: We will work on our infographics in class.
Homework: Read for 30 minutes. Work on vocabulary Cornell Notes.
Thursday, 9/26:
Classwork: We will complete our infographics in class and will rehearse our presentations with our partners. Use the Flip cams to record your presentation. Review the video and take notes on your presentation strengths and weaknesses.
Homework: Read for 30 minutes. Finish vocabulary Cornell Notes.
Friday, 9/27:
Classwork: We will present our infographics in small groups. We will rate our peers' presentations and infographics. Any remaining time will be spent on revising our Writing Territories Tasks.
Homework: Read for 30 minutes. Review the Writing Territories Task rubric specific to your type of writing choice.
*UPDATE: Due to all the problems with the easel.ly website during first period, please create your infographics on www.piktochart.com. If you've already started creating the infographic on the easel.ly site, we will try to see if there is a workaround to the issue tomorrow. First period students, I'm sorry you had to go through the frustration of the technology issues. Everything should be better with this other site.
Monday, 9/23
Classwork:
Today we will analyze the different parts of infographics and discuss what place they have in education.
With a partner, go to Infographics examples on your iTouch or smartphone. Explore the page thoroughly.
Read the Tech and Science articleTech and Science article. Determine the author's stance on info graphs and decide whether or not you agree with the author.
Explore this site and register for a free account:
www.piktochart.com
With a partner, answer the following questions on a sheet of looseleaf paper.
1)What is the article mainly about? Provide an objective summary.
2) Describe how the text features enhance infographics.
3) What is your opinion of the article and infographics you've viewed today?
4) Create a T-chart of pros and cons for using infographics in schools to convey information to students
Individually, respond to the following question:
ACE question: Explain the advantages and disadvantages of the use of infographics for learning.
Answer the question
Cite evidence from the text
Explain how the evidence supports your text and elaborate
Pay close attention to the infographics today, because this week we will create our own infographics for literary elements and literary devices. Throughout the year, we will create grammar infographics in order to clarify our understanding of grammar rules.
Homework: Read for 30 minutes. Review your writing territories task revisions.
Tuesday, 9/24:
Classwork:
Register for a free account at www.piktochart.com
Literary element scavenger hunt. Work collaboratively with your partner to create an infographic to explain your assigned literary element.
an example of Ms. Grinnell's conflict infographic - still under construction :)
Literary Elements Infographic Assignment and Rubric
Homework:
Read for 30 minutes. Work on your vocabulary Cornell Notes.
Wednesday, 9/25:
Classwork: We will work on our infographics in class.
Homework: Read for 30 minutes. Work on vocabulary Cornell Notes.
Thursday, 9/26:
Classwork: We will complete our infographics in class and will rehearse our presentations with our partners. Use the Flip cams to record your presentation. Review the video and take notes on your presentation strengths and weaknesses.
Homework: Read for 30 minutes. Finish vocabulary Cornell Notes.
Friday, 9/27:
Classwork: We will present our infographics in small groups. We will rate our peers' presentations and infographics. Any remaining time will be spent on revising our Writing Territories Tasks.
Homework: Read for 30 minutes. Review the Writing Territories Task rubric specific to your type of writing choice.
Monday, September 16, 2013
Week of 9/16 - 9/20
Monday, 9/16
Classwork: We will make connections between 'The Treasure of Lemon Brown" and national homeless issues. We will read "Giving and Getting" and begin the comprehension packet including a poll, comprehension questions, writing prompt, and math connection question. There are three versions of the article. If you do not feel challenged by the article you receive, proceed to the stretch article.
Homework: Work on Dear Ms. Grinnell letter. Read for 30 minutes.
Tuesday, 9/17
Classwork: We will complete our "Giving and Getting" comprehension packet and choose from literary analysis activities to extend our understanding of literary elements.
Homework: Work on Dear Ms. Grinnell letter. Read for 30 minutes. Begin vocabulary Cornell Notes for demo, derm, dyna, and agri.
Wednesday, 9/18
Classwork: MAPS testing is today. Classwork will consist of working on our literary analysis extension activities.
Homework: Work on Dear Ms. Grinnell letter. Read for 30 minutes. Work on vocabulary Cornell Notes.
Thursday:
Classwork: Complete literary analysis activity.
Homework: Finish Dear Ms. Grinnell letter. Read for 30 minutes. Work on vocabulary Cornell Notes.
Friday, 9/20
Classwork: Writing workshop: We will review Ms. Grinnell's proofreading marks on our writing territories task. We will make revisions to our work and learn about publishing options.
Homework: Read for 30 minutes. Work on vocabulary Cornell Notes.
Classwork: We will make connections between 'The Treasure of Lemon Brown" and national homeless issues. We will read "Giving and Getting" and begin the comprehension packet including a poll, comprehension questions, writing prompt, and math connection question. There are three versions of the article. If you do not feel challenged by the article you receive, proceed to the stretch article.
Homework: Work on Dear Ms. Grinnell letter. Read for 30 minutes.
Tuesday, 9/17
Classwork: We will complete our "Giving and Getting" comprehension packet and choose from literary analysis activities to extend our understanding of literary elements.
Homework: Work on Dear Ms. Grinnell letter. Read for 30 minutes. Begin vocabulary Cornell Notes for demo, derm, dyna, and agri.
Wednesday, 9/18
Classwork: MAPS testing is today. Classwork will consist of working on our literary analysis extension activities.
Homework: Work on Dear Ms. Grinnell letter. Read for 30 minutes. Work on vocabulary Cornell Notes.
Thursday:
Classwork: Complete literary analysis activity.
Homework: Finish Dear Ms. Grinnell letter. Read for 30 minutes. Work on vocabulary Cornell Notes.
Friday, 9/20
Classwork: Writing workshop: We will review Ms. Grinnell's proofreading marks on our writing territories task. We will make revisions to our work and learn about publishing options.
Homework: Read for 30 minutes. Work on vocabulary Cornell Notes.
Friday, September 13, 2013
Friday 9/13
Happy Friday the 13th! I collected your notebooks today to grade your vocabulary assignments. I also picked up the blues essay questions. I'll return these on Monday. You will receive your writing territories tasks back on Monday, with proofreading marks and suggestions. Included will also be a rubric for your specific category of writing. A final draft of the writing will be due on Thursday, 9/26.
Homework for the weekend: Read for 30 minutes. Consider which reading response questions you will answer for your reading response letter which is due next Friday.
If you did not finish "The Treasure of Lemon Brown" or if you had trouble following along in class, read it here: The Treasure of Lemon Brown. Determine a theme based on evidence presented in the text.
Have a great weekend!
Happy Friday the 13th! I collected your notebooks today to grade your vocabulary assignments. I also picked up the blues essay questions. I'll return these on Monday. You will receive your writing territories tasks back on Monday, with proofreading marks and suggestions. Included will also be a rubric for your specific category of writing. A final draft of the writing will be due on Thursday, 9/26.
Homework for the weekend: Read for 30 minutes. Consider which reading response questions you will answer for your reading response letter which is due next Friday.
If you did not finish "The Treasure of Lemon Brown" or if you had trouble following along in class, read it here: The Treasure of Lemon Brown. Determine a theme based on evidence presented in the text.
Have a great weekend!
Monday, September 9, 2013
Week of 9/9 - 9/13
Monday 9/9
Class Objective: Determine a theme of a text by analyzing factors such as characterization, setting, plot, and dialogue. What is the theme? How do I determine the theme?
1) Take theme pre-assessment: Pre-assessment
2) Watch theme video and take Cornell notes: How to find theme
3) Exit ticket: 1) What is one new piece of information you took away from this video?
2) What is the difference between subject and theme?
Extra support: Guided notes for theme video
Homework: Read your independent reading novel for 30 minutes. Work on vocab Cornell Notes for astro, bio, cardio, chromo.
Tuesday 9/10
Class Objective: Analyze in detail the structure of paragraphs in a text, in particular lead and closing sentences. Identify text structures and justify why the author included them.
1) Watch part of the B.B. King video. Think of three adjectives that describes the music: lyrics, tempo,
mood, purpose, etc. "The Thrill is Gone"
mood, purpose, etc.
2) Scan the article The Therapeutic Role of the Blues Singer and Considerations for the Clinical Applications of the Blues Form. Answer all questions on the accountability sheet: Accountability sheet. (Periods 1-3, we will get to the accountability sheet on Wednesday.)
(Don't panic when you see this article! We are learning how to scan and skim professional articles for the information that we need.)
3) Based on what you've learned about the blues, what role do you think a blues player might take on
in a fictional story? Think beyond the music. What purpose would he or she serve in relation to the
protagonist's conflicts?
Homework: Read your independent reading novel for 30 minutes. Work on vocab Cornell Notes for astro, bio, cardio, and chrome.
Just for fun, you can watch the "Babysitting Blues" scene from Adventures in Babysitting on YouTube.
(Adventures in Babysitting. Dir. Chris Columbus. Perf. Elisabeth Shue. Touchstone, 1987. Film.
Wednesday:
Class Objective: To determine a central theme in a work of fiction while using details in the text as well as background experience knowledge from outside sources.
1) Complete Accountability sheet and turn in to Ms. Grinnell
2) Discuss parameters of Dear Ms. Grinnell letter assignment and review rubric.
3) Begin reading "The Treasure of Lemon Brown" as a class and fill out graphic organizer to determine theme through analysis of characters' actions, sequence of events, and other elements of the story.
Homework: Read 30 minutes. Work on vocab Cornell Notes (due Friday). Work on Dear Ms. Grinnell letter (due Friday, 9/20).
Monday 9/9
Class Objective: Determine a theme of a text by analyzing factors such as characterization, setting, plot, and dialogue. What is the theme? How do I determine the theme?
1) Take theme pre-assessment: Pre-assessment
2) Watch theme video and take Cornell notes: How to find theme
3) Exit ticket: 1) What is one new piece of information you took away from this video?
2) What is the difference between subject and theme?
Extra support: Guided notes for theme video
Homework: Read your independent reading novel for 30 minutes. Work on vocab Cornell Notes for astro, bio, cardio, chromo.
Tuesday 9/10
Class Objective: Analyze in detail the structure of paragraphs in a text, in particular lead and closing sentences. Identify text structures and justify why the author included them.
1) Watch part of the B.B. King video. Think of three adjectives that describes the music: lyrics, tempo,
mood, purpose, etc. "The Thrill is Gone"
mood, purpose, etc.
2) Scan the article The Therapeutic Role of the Blues Singer and Considerations for the Clinical Applications of the Blues Form. Answer all questions on the accountability sheet: Accountability sheet. (Periods 1-3, we will get to the accountability sheet on Wednesday.)
(Don't panic when you see this article! We are learning how to scan and skim professional articles for the information that we need.)
3) Based on what you've learned about the blues, what role do you think a blues player might take on
in a fictional story? Think beyond the music. What purpose would he or she serve in relation to the
protagonist's conflicts?
Homework: Read your independent reading novel for 30 minutes. Work on vocab Cornell Notes for astro, bio, cardio, and chrome.
Just for fun, you can watch the "Babysitting Blues" scene from Adventures in Babysitting on YouTube.
(Adventures in Babysitting. Dir. Chris Columbus. Perf. Elisabeth Shue. Touchstone, 1987. Film.
Wednesday:
Class Objective: To determine a central theme in a work of fiction while using details in the text as well as background experience knowledge from outside sources.
1) Complete Accountability sheet and turn in to Ms. Grinnell
2) Discuss parameters of Dear Ms. Grinnell letter assignment and review rubric.
3) Begin reading "The Treasure of Lemon Brown" as a class and fill out graphic organizer to determine theme through analysis of characters' actions, sequence of events, and other elements of the story.
Homework: Read 30 minutes. Work on vocab Cornell Notes (due Friday). Work on Dear Ms. Grinnell letter (due Friday, 9/20).
Thursday, September 5, 2013
9/5/13
Hi students! I hope you have had a great week so far! We will start reviewing possible book project options tomorrow, so it is extremely important that you finish an independent reading book by the end of next week. Make sure you read every night for 30 minutes!
Thursday 9/5:
Classwork: Review prefixes: astro, bio, cardio, and chrome. Review vocabulary Cornell Note expectations. Look over proofreading symbols and discuss the ones we are unfamiliar with. Discuss author Nancie Atwell's "Having a Writing Conference with Yourself" questions.
(If absent, pick up a proofreading checklist and Atwell's questions from me as soon as possible.)
Homework: Read independent reading book for 30 minutes. Review proofreading symbols and usage examples. Make note of any you do not understand. Begin applying the proofreading symbols to your writing territories draft. Remember to proofread and edit with blue or red pen!
Friday 9/6:
Classwork: LIBRARY DAY! Search the library for a just right book or just cozy up on a bean bag chair and read your current IR book. Search and select your next independent reading book. Ms. Grinnell will meet individually with students for brief writing conferences. (If absent, pick up a book project options list from me as soon as possible. Also, schedule a writing conference with me as soon as possible.)
Homework: Read independent reading book for 30 minutes. Use proofreading symbols to edit your writing territories draft. Edited work including all drafts will be due Monday, 9/16. If your work is not totally complete, it is okay. Just prove to me that you have edited your draft and have used proofreading symbols properly.
Important dates:
Monday, 9/9: Writing territories editing drafts are due.
Friday, 9/13: Cornell Notes for prefixes astro, bio, cardio, and chrome are due. You will turn in your notebook to Ms. Grinnell. Also, your first reading response letter to Ms. Grinnell will be due. Directions will be delivered on Monday.
Hi students! I hope you have had a great week so far! We will start reviewing possible book project options tomorrow, so it is extremely important that you finish an independent reading book by the end of next week. Make sure you read every night for 30 minutes!
Thursday 9/5:
Classwork: Review prefixes: astro, bio, cardio, and chrome. Review vocabulary Cornell Note expectations. Look over proofreading symbols and discuss the ones we are unfamiliar with. Discuss author Nancie Atwell's "Having a Writing Conference with Yourself" questions.
(If absent, pick up a proofreading checklist and Atwell's questions from me as soon as possible.)
Homework: Read independent reading book for 30 minutes. Review proofreading symbols and usage examples. Make note of any you do not understand. Begin applying the proofreading symbols to your writing territories draft. Remember to proofread and edit with blue or red pen!
Friday 9/6:
Classwork: LIBRARY DAY! Search the library for a just right book or just cozy up on a bean bag chair and read your current IR book. Search and select your next independent reading book. Ms. Grinnell will meet individually with students for brief writing conferences. (If absent, pick up a book project options list from me as soon as possible. Also, schedule a writing conference with me as soon as possible.)
Homework: Read independent reading book for 30 minutes. Use proofreading symbols to edit your writing territories draft. Edited work including all drafts will be due Monday, 9/16. If your work is not totally complete, it is okay. Just prove to me that you have edited your draft and have used proofreading symbols properly.
Important dates:
Monday, 9/9: Writing territories editing drafts are due.
Friday, 9/13: Cornell Notes for prefixes astro, bio, cardio, and chrome are due. You will turn in your notebook to Ms. Grinnell. Also, your first reading response letter to Ms. Grinnell will be due. Directions will be delivered on Monday.
Wednesday, August 28, 2013
Reading Territories Categories
Reading Territories
Favorite Books/Authors
Favorite Book/Authors for Children
Favorite Poems/Poets
Favorite Songwriters/Songs
Guilty Pleasure (such as MAD magazine or celebrity gossip mags)
Favorite Authors/Books for Adolescents/Teenagers
Favorite Magazines
Favorite Newspapers
Favorite Essayists and Columnists
Favorite Plays/Playwrights
Favorite Rereads
Professional Reading
Correspondence/Letters
Writing-in-Process
Daily Life
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