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.
Monday, September 16, 2013
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
Monday, August 26, 2013
Monday, 8/26/13
Hello eighth graders! It is great to be back! I have high expectations for you this year and I know you will bring your best self to class every day. After reading several current educational resources this summer, I came to the realization that student choice is a motivating factor in reading and writing instruction. Therefore, this year you will have many opportunities to pick your own reading material and choose writing tasks that interest you while also aligning with our curriculum. Get ready to write!
Monday
In class: We will review, model, and practice classroom procedures.
Homework: Write one page describing a paint chip color that best describes your personality. Remember to use an adjective within the name of the color, such as Fiery Red, Perky Pink, or Scorching Scarlet. Make sure to name your paint chip color, describe why you connect with the color, and give a real-life example as to why the color is the perfect representation for you. Write this in black pen and skip lines in order to leave room for editing and revision. I will use this as a baseline assessment to gauge what writing skills you have acquired and what you might need work with.
Tuesday
In class: We will discuss popular genres and writing territories. We will identify the territories that we feel most comfortable with and those that we need to explore more. We will watch an interview with author Jack Gantos and analyze the development of his fresh writing style.
Homework: Review and discuss the class syllabus with your parent(s) or guardian. Make sure you both sign the syllabus and place it in your language arts sheet protector. Read your independent reading novel for 30 minutes. Complete your writing territories list.
Wednesday
In class: We will identify the reading territories that we are comfortable with and those that we need to explore more. We will organize our TOC, Reading Record, Writing Record, Writing Territories, and Reading Territories.
Homework: Work on filling in your reading territories list. Read for 30 minutes. Make sure to bring your book to class everyday!
Thursday
In class: Today we will complete reading interest surveys and choose our first writing tasks from our writing territories. These will help me make book suggestions and will also serve as a data source. Please fill them out as honestly as you can. If you need copies, you can find links under the Class Resources section on the right side of this blog.
Homework: Choose a writing task from your writing territories list. Plan to work at least one hour total on this task between now and Tuesday. Read for 30 minutes. Make sure you bring your book to class!
Friday
In class: Today we will have our first writing workshop. Come prepared with a writing task from your writing territories in mind so we can begin the planning step of our writing process. I will also introduce a few upcoming national writing contest deadlines. Check the Contests tab for the websites.
Homework: Continue to work on your first writing task. You must put in at least an hour of work outside of class between this Thursday and next Tuesday. Also, read your independent novel for at least 30 minutes each day of the weekend. Finally, to all of you scholars, have a fabulous long weekend and I'll see you soon!
Hello eighth graders! It is great to be back! I have high expectations for you this year and I know you will bring your best self to class every day. After reading several current educational resources this summer, I came to the realization that student choice is a motivating factor in reading and writing instruction. Therefore, this year you will have many opportunities to pick your own reading material and choose writing tasks that interest you while also aligning with our curriculum. Get ready to write!
Monday
In class: We will review, model, and practice classroom procedures.
Homework: Write one page describing a paint chip color that best describes your personality. Remember to use an adjective within the name of the color, such as Fiery Red, Perky Pink, or Scorching Scarlet. Make sure to name your paint chip color, describe why you connect with the color, and give a real-life example as to why the color is the perfect representation for you. Write this in black pen and skip lines in order to leave room for editing and revision. I will use this as a baseline assessment to gauge what writing skills you have acquired and what you might need work with.
Tuesday
In class: We will discuss popular genres and writing territories. We will identify the territories that we feel most comfortable with and those that we need to explore more. We will watch an interview with author Jack Gantos and analyze the development of his fresh writing style.
Homework: Review and discuss the class syllabus with your parent(s) or guardian. Make sure you both sign the syllabus and place it in your language arts sheet protector. Read your independent reading novel for 30 minutes. Complete your writing territories list.
Wednesday
In class: We will identify the reading territories that we are comfortable with and those that we need to explore more. We will organize our TOC, Reading Record, Writing Record, Writing Territories, and Reading Territories.
Homework: Work on filling in your reading territories list. Read for 30 minutes. Make sure to bring your book to class everyday!
Thursday
In class: Today we will complete reading interest surveys and choose our first writing tasks from our writing territories. These will help me make book suggestions and will also serve as a data source. Please fill them out as honestly as you can. If you need copies, you can find links under the Class Resources section on the right side of this blog.
Homework: Choose a writing task from your writing territories list. Plan to work at least one hour total on this task between now and Tuesday. Read for 30 minutes. Make sure you bring your book to class!
Friday
In class: Today we will have our first writing workshop. Come prepared with a writing task from your writing territories in mind so we can begin the planning step of our writing process. I will also introduce a few upcoming national writing contest deadlines. Check the Contests tab for the websites.
Homework: Continue to work on your first writing task. You must put in at least an hour of work outside of class between this Thursday and next Tuesday. Also, read your independent novel for at least 30 minutes each day of the weekend. Finally, to all of you scholars, have a fabulous long weekend and I'll see you soon!
Ms. Grinnell's writing territories example list
Ms. Grinnell’s writing territories
Topics: What things could I write about?
- Vicious black and white cats in my life, past and present: Phoebus, Hannibal, Vic, and Jedi
- The heartache and helplessness felt to see a family member suffer through ovarian cancer
- China and the Great Wall
- Snorkeling in Belize
- Teaching at San Pedro Roman Catholic School
- Competitive relationship with brother
- How role of family changes through the stages of life
- Turning 30
- Mortgage industry, constant changing of regulations
- My loathing of clothes shopping
- Excessive gift-giving
- Death of a friend, but lightheartedness at funeral (soundtrack of his life)
- Jane Austen
- “You’re so cool.”
- The Awakening
- WWE Monday Night Raw - the distraction of spot calling
- My trip to WWE Smackdown Labor Day weekend
- Changing careers and being the oldest person in my teaching classes
- Friends who are married with children
- Fitting in and not fitting in during childhood
- Wonderful teachers
- Gifted Writers Program interviews
- Couch forts
- 80s music
- Unfortunate behavior of young celebrity role models
- Jeremy Shockey
- Spiderman: Turn Off the Dark on Broadway
- Christmas Eve and Christmas Day in NYC
- Skeet shooting club with Dad
- Scary movies
- Trips to Grammy’s house
- Summer with Grammy
- First airplane ride alone
- How I teach and why
- What I read and Why
- Profanity and mature content in today’s entertainment
- Dad’s reaction to the movie Silence of the Lambs
- Firing a shotgun and riding a 4-Wheeler with Andy in Pennsylvania
- Where I was on 9/11
- Dreams of my teeth falling out
- Clutter
- Grammy’s wake and comparison of hands
- “I’d like a ham sandwich please.” “What a polite little boy.” (bow haircut)
- flips off backyard playset
- playing She-ra at the top of the slide “For the honor of Gray
- movies with Dad
- Red Sonja
- “It would break my heart if…” talk from Dad
- Student TV script
- Proposal for student judiciary panel
- Mom's fresh start: beach house, Otis, Radar, running
Genres: What are some categories of writing that I would like to try?
- Memoir
- Book review
- Travel review
- Science fiction short story
- Literary criticism (specifically about The Awakening and societal pressures for women)
- Letter to WWE executives Vince McMahon, Stephanie McMahon, and Triple H about the distraction and audience disillusionment of spot-calling in the ring
- Get Well Soon cards to Seamus and John Cena
- Letters to the editor in local newspapers about the achievement gap
- Screenplay
- Sympathy note
- Research article about the effects (positive and negative) of oil-drilling in Belize
- Journal entries with maps like Gantos does
- Documents for my students about writing and reading
- Children’s book with illustrations for niece
- Lists of all sorts
- Lesson plans
- Student reading and writing evaluations and conference notes
- Allegory with message about NC public education
- Letter to NC legislators about budget cuts
- Letters to my students about their reading
- Poetry
- Gifts of writing
- Letters to friends
- Thank-you notes
- Fan letters
- Reactions to readings and other academic and artistic experiences
- Resume
- Grant proposals for classroom supplies
- Post-graduate college degree application and essay
- Expose regarding the mortgage crisis and sub-prime lending practices
- Letter to the president
- Emails/notes to parents about student behavior and student successes
- Mystery novel
Audiences: Who am I writing for/to?
- Myself
- My family
- My students
- Teaching mentors
- Adolescents
- Fellow teachers
- My elected representatives
- Foundation officers
- Readers of newspapers, travel magazines, and movie reviews
- Celebrities and role models
- College boards
- Children
- Editors and publishing companies
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