https://selectsurvey.uncw.edu/SelectSurveyNET//TakeSurvey.aspx?SurveyID=m2KI954MM

New website thanks to Paige and Lyle

Here is a link to my new website: https://sites.google.com/a/chccs.k12.nc.us/msgrinnell/home
This link has been updated on Culbreth's website.

1/15/16

Infographic Rubric: Infographic Rubric

Interview Rubric: Interview Rubric

Purdue Wise Owl Lesson on Paraphrasing

Infographic on Paraphrasing

Monkey Does not Own Rights to Selfies

Sample Paraphrased Paragraph

Instructional videos about infographics:

How to make an InfoGraphic in 5 Steps

Infographic Video

1/14/16

Infographic assignment

 Infographic checklist

Example of an awesome graphic organizer for career Dream job graphic organizer

Week of 11/11-11/15

Read for 6 minutes and then write a summary of your reading today.

When, you are finished, review the following information about Infographics:

This week we will be working on creating Infographics about chosen careers.

Please review the sample Infographics and summarize their content in writing. Also, write down what is effective/ineffective about each of them.

Chef

Instructional Coordinator

Then, start planning what your Infographic will look like.

Resources for Pictograph:

Pictograph Agenda

Pictochart - Handout

Infographic Checklist

https://docs.google.com/document/d/1UZf1JdKXRPkTWLL53-UNAgevgjfAJzVNYy7nRQRnDFI/edit?usp=sharing

Monday, January 4th

Happy New Year! Welcome back! Now, let's get to work.

Warm-up: Winter Reading Assignment Feedback on Padlet. Find the appropriate link and password for your class period. (I've written the passwords on the board.) Once you've accessed the Padlet and entered the appropriate password, please read and respond to the prompt.

Period 1: http://padlet.com/jgrinnell/grinnell1

Period 2: http://padlet.com/jgrinnell/grinnell2

Period 3: http://padlet.com/jgrinnell/grinnell3

Period 6: http://padlet.com/jgrinnell/grinnell6

Period 7: http://padlet.com/jgrinnell/grinnell7

When you finish writing your response, read at least two of your peers' responses. Have you read any of the books your peers have reviewed?

Grammar: Make sure you complete your grammar packet by the end of the week. I will check for completed packets on Friday, January 8th.

Career Project: Before leaving for Winter Break, you took a career assessment in Career Cruising. Today, you will use your assessment results to narrow your career choices for our Follow Your Dreams Career Project. You will record information about your career choices in a graphic organizer that has been assigned through Google Classroom. The completed graphic organizer will be due by the end of class on Tuesday, January 5th.

Once you've accessed your assessment results in Career Cruising, you will need some more outside resources to help with your career research. Please use these links to help you find more information about your career choices.

Career Research Resources

• https://www1.cfnc.org/Plan/For_A_Career/Learn_About_Yourself/Career_Cluster_Survey/Career_Cluster_Survey.aspx
• http://www.bls.gov/k12/content/students/careers/career-exploration.htm
• http://www.careeronestop.org/StudentsandCareerAdvisors/IdentifyYourInterests.aspx
• http://www.educationplanner.org/students/career-planning/find-careers/index.shtml
• http://www.quintcareers.com/intvres.html
• https://www2.careercruising.com/main

Homework: Work on your grammar packet. Read for 25 minutes. Respond to the following prompt in your language arts notebook:

Consider either the protagonist or antagonist of your current independent reading book. Based on the character's physical, social, and emotional characteristics, and also his/her individual skills and talents, what would be a job best suited for the character? Use specific evidence from the text to support your answer.  Write in paragraph form using complete sentences, proper grammar, and correct spelling. 

Week of 12/14-12/18

Monday:
"A Time in Your Life that Changed You"
Due: Dec 14

Instructions:
For this assignment, use the draft of your narrative essay that you worked on during Nathan Kotecki's residency last week. On day 1, you started with a 5-sentence narrative describing a time in your life that changed you. Your sentences corresponded to the 5 elements of plot: exposition, rising action, climax, falling action, and resolution. On day 2, you looked into your "descriptive toolbox" (adjectives, adverbs, specific nouns, phrases, similes, metaphors, and details) to make your writing more engaging to the reader. On day 3, you took a more critical look at your writing to analyze setting ("Show, don't tell") , emotions ("How did you feel about this event?", and resolution ("How did you change as a result of this event?).

Your assignment today is to create your final draft of your narrative and type it in a Google document. The narrative should be in MLA format with the proper heading on the left side of your paper. Your font should be Times New Roman, 12-point, with doubled spaced lines. Each new paragraph should be indented one tab. Do not add extra spacing between paragraphs. Give your narrative a meaningful title and center it on the line following your heading.

Read the attached rubric to see how you will be graded. Use the "Personal Narrative Essay" template in Google Classroom assignment to type and turn in your narrative. Use your class time wisely. Your essay is due by the end of class. 

Narrative Writing Rubric

If you finish your essay before the end of class, you may start working on your reading logs: Reading Log Prompts. You need to complete four reading log responses. They are due at the beginning of class on Friday. You can submit them on paper or virtually through Google Classroom. If you submit them online, make sure you have turned them in before class on Friday.

Homework: Begin reading log.

Tuesday: EOG practice and test-taking skill review
EOG Practice Test
Homework: Reading log

Wednesday: Introduction to grammar unit and grammar group goals.

Homework: Reading log

Thursday: Reflection on academic performance (strengths/struggles) so far this year. SMART Goal setting, binder purge, and portfolio development. 

Homework: Complete reading log.

Friday: Reading log is due at the beginning of class. Mrs. McGee, our 8th grade counselor, will introduce you to Career Cruising, an interactive career guide. You will explore the site and determine optimum career choices to suit your skills and personality. The information you come across will help you with your upcoming career project.

December 7th - 11tth

Warm-ups and Class instructions
Monday:
-Silent reading with response
-Personality test: http://www.humanmetrics.com/cgi-win/jtypes2.asp
-Read results and record new vocabulary
-Turn and talk with reflection

Homework: Read for 25 minutes. Reading response on warm-up sheet: Describe the most interesting, controversial, or resonant idea you found in your reading today. Include parenthetical citations and an explanation as to why you chose this passage.

Tuesday:
View your personality type on this website: http://www.16personalities.com/personality-types.
Complete the graphic organizer with specifics about your personality type.

Homework: Choose one of the following assignments:

• Write an ACES paragraph answering the prompt: Do you agree or disagree with your personality characterization?  Why? Use specific evidence from one (or both) of the websites. Give specific examples of your own behavior to prove your point.
• basic template for ACES if you need it: https://docs.google.com/document/d/1WH4A5qsshMA2k0G7tBW5UpMj2iDkTti6IsBOA3wvdr4/edit

OR

• Complete the IVFT summary graphic organizer to write an objective summary about one of the personality type articles.

Week of 11/30-12/4

This week, we are writing our Forensic Anthropology essay. Check your Google Classroom for the essay prompt, graphic organizer, and rubric. Type your essay after the graphic organizer on the project sheet.

Make sure your essay is in MLA format: header, double-spaced, Times New Roman 10 or 12 point font, parenthetical citations, Works Cited page.

Here is a document with the ACES format: ACES format -- What goes in each paragraph?
Make sure to use this to help you structure your essay!

You must use parenthetical citations to give credit to your sources in the text of your paper. For the citations, please just put the author's name and the page number you found the evidence on: (Steinberg 7). If you are using either of Angela Libal's works, you will need to include an abbreviated version of the title to differentiate between the two texts: (Libal, "Identifying" 38). If you reference the author in the sentence, you can just use the page number in the parenthetical citation (unless you are using one of Libal's text--then, you must give the abbreviated title before the page number).

Here are the warm-ups in case you weren't here:
Monday: Choose a reading goal for our daily silent reading. Explain why you chose this goal. Examples of possible goals
○  Increase reading grade level.
○  Learn new words
○  Increase reading stamina - read for longer time periods without interruption
○  Improve comprehension of reading○  Improve recognition of figurative
    language 

Tuesday: Write your reaction to what you read today. Did anything exciting occur? Is your story dull? Did a character do something obnoxious or suprising?

Write at least 5 sentences with specific details from the text. Use parenthetical citations when citing evidence. Ex: (Rowling 5).

Wednesday: Briefly (1 sentence) describe something thoughtful you have done for another person. Then, reflect on the protagonist in your book. Would/he or she ever show the same type of kindness to someone? Why or why not? Use textual evidence from the book. Make sure to include parenthetical citations. Ex: (Grinnell 14-15) or Grinnell writes, "Blah, blah, blah, and so on and so forth" (44-45).

Thursday, 11/19

Our Forensic Anthropology unit brought up several interesting points about race. Let's explore that a bit today. We will review the following links and have a class discussion. Go through that following links and jot down some notes that are interesting or important.
http://www.pbs.org/race/001_WhatIsRace/001_00-home.htm

Do this activity: diversity 

Tuesday, 11/17

1. Work on “Playing with Perceptions” assignment in Google Classroom. This is due Friday at 11:59 pm.
2. Periods 1-3: Vocabulary due Wednesday. Periods 6-7: Vocabulary due Thursday.
   
   

*If you haven’t turned in your Central Idea chart for “Identifying the Victim”, please do this ASAP!

*Periods 1 & 2, if you would like to resubmit your Air Conditioning Essay after making revisions, please do. The redo is optional.

*Periods 3, 6, & 7, as you receive your Air Conditioning Essays back, please read my comments and look over the scored rubric. If you want to make revisions and resubmit, you may. This redo is optional.

"Eleven" VoiceThread

7th period, post your VoiceThread link below!

11/9-11/13

Monday

1. Students should read the entire text "Identifying the Victim" through once, circling new words as they are reading.

2. After reading,  students should complete the Line #’s column and the Context Clues column of the vocabulary sheet: "Identifying the Victim" vocabulary chart. Vocabulary chart must be completed by the end of class on Friday.

    3) After they complete the vocabulary sheet, they should read the entire text a second time and annotate as follows:

• Circle names, dates, places, statistics, and new vocabulary words
• Underline anything that can help them figure out central idea (recurring images, supporting details, significant moments, text features, author’s purpose)
• Write in the margins any questions or confusions they may have, clarifications, connections to the other texts, or other responses to what they are reading.

Tuesday

When they are done with annotating, they should draw an annotations chart that looks like this in their Reader/Writer Notebook:

Line #’s	Central Idea	Paraphrase of Supporting ideas	Explanation of how supporting ideas relate to the central idea
1-23
24-81
82-122
123-152
153-170
171-187

Central Idea of entire article:


Students will work with their table partners to complete this chart. The chart is due by Friday at the beginning of class.

Begin homework: 

1. Watch 2 out of the 5 TED talks in the segment "Playing with Perceptions":
http://www.npr.org/programs/ted-radio-hour/358360814/playing-with-perceptions?showDate=2015-10-30
(#1 and #4 are Ms. Grinnell's favorites, but you should choose the ones that "speak" to you.)

2. Use the knowledge gained from each of the TED talks to complete the assignment on your Google Classroom. Completed assignment is due by Friday 11/20 at 11:59 pm.
"Playing With Perceptions" Google Classroom Assignment: https://docs.google.com/document/d/1rvI5AFxCcjidAi4vNzrE_aIoC5fnmcZtbUL-mfpAh7g/edit?usp=sharing

Wednesday
Veteran's Day Holiday
Homework: Work on "Playing With Perceptions" assignment. Work on annotations chart.

Thursday
Field Trip
Homework: Work on "Playing With Perceptions" assignment. Work on annotations chart.

Friday
Complete annotation chart and vocabulary chart. Turn in by the end of class. For those who are finished, we will have a jigsaw activity and class discussion regarding the following questions:
1) Which aspect of identifying a biological profile does Libal see as most exact? How do you know?
2) Which does Libal see as least exact? How do you know?
3) What is a central idea for the entire text and how can you support it?
4) Which writing methods does Libal use in this text to convey complex ideas and information? How do these methods work?
5) Which methods do you find most effective given her purpose and audience?

Week of 11/2 - 11/6

Monday
Essential Question:
How can figurative language contribute to the meaning of a text?
Learning Targets: 

• I will discuss the definitions of various types of figurative language with my group.
• I will construct a chart of examples of figurative language that I am already familiar with.
• I will identify figurative language in "Dead Men Talking" and analyze the impact of its use in the text. 
• I will demonstrate understanding by completing a figurative language graphic organizer and responding to a Quickwrite prompt.

Class materials:

Content powerpoint

Figurative language graphic organizer

Here is the article to use when completing the graphic organizer: "Dead Men Talking: Solving Crime Through Science"

Homework:

Read your independent reading book for 30 minutes. Parents and guardians, please check to make sure your child is reading a piece of classic literature. If they do not have a book, please help them acquire one as soon as possible. Students are still coming to class without their books and I have noticed that many are not consistently reading their books. This is not acceptable. If your child does not have access to the library, please let me know so I can help him/her acquire a book. Thank you!

Week of 10/19 - 10/23

This week we are completing the Write-Like task for "What is Forensic Anthropology." See Google Classroom for the project sheet, rubric, and example task. Remember, there were things about the example that we thought were ineffective, so make sure you don't just copy what is in the example! This task is due Friday during class.
Example: Write-Like Sample

Homework this week is making up any missed assignments and finalizing any essays from this quarter. Extra credit (see in post below) is due during school on Thursday, 10/22. Do a thorough job on the extra credit, or I will not give you any points.

Good job with Accountable Talk!

Students, I just wanted to thank you for how well you did with our Accountable Talk discussion today. Although it evolved from the original topic of forensic anthropology and identity, and then on to racial climate at Culbreth, I thought what you had to say to each other was very important. Let us reflect on what we heard our classmates say and think about some of the experiences they shared. We can use this information to help us remember to be kind to one another, to stand up for one another, and to gain perspective from our peers. Today, one of your peers stated something along the lines of "In order to promote positive change, we have to start listening to each other." This really resonated with me, as well as many other insights from your bright, young minds. Great work, and I hope that we can come up with some good ideas to help everyone feel welcome, accepted, and capable of excellence at Culbreth!

Here is an interesting audio interview from the UNC Southern Oral History Program regarding an African-American woman's experience with the integration of Chapel Hill Schools in the early 1960s: http://dc.lib.unc.edu/cdm/compoundobject/collection/sohp/id/12761/rec/3

Here is an article of another African-American woman's experience with integration in Chapel Hill: http://wunc.org/post/august-1963-carrie-farrington-remembers-racism-chapel-hill-schools#stream/0.



This week, I will sit with you individually to discuss your grade in my class. We will also work on a multi-paragraph writing assignment during the week. We will not have reading logs for homework next week; instead, your homework will be to complete any missing work or improve previously submitted essays.

Due by Thursday: For 1 point extra credit on any grade from Quarter 1, you may submit a poem, song, or short story that has to do with one the following prompts:

1. Who are you? What are the qualities and characteristics you value most about yourself? Do people see these or would you prefer they don't?

2. What are some of your struggles and how will you overcome them? (any sort of struggle: internal (identity, confidence, skills) or external (how other people or situations impact you)).

or

3. Interview someone local about the integration of schools in Chapel Hill and what it was like for members of the community (traditional interview format).

Forensic anthropology fishbowl discussion question ideas

HERE ARE THE INSTRUCTIONS AND THE LINKS TO THE "WRITTEN IN BONE" ASSIGNMENT:

Written in Bone website

Video

Watch the video and navigate through the site to answer the following questions. Use the page names in parentheses and hints as  starting points to help you find the answers. Answer these questions in your Reader/Writer Notebook.

1. What can forensic anthropologists learn by analyzing bones that we cannot learn from other kinds of historical sources?  (Skeleton Keys)

2. Many of the 17th-century graves unearthed in the Chesapeake reveal clues into how and why someone died. If a grave or coffin was clearly too small for the individual who was buried within, what might that reveal about the circumstances under which they had died?

Hint

What differences would you expect to find between the burials and bones of two men of the same age, one the wealthy governor of Jamestown and the other an indentured servant?

3. Forensic anthropologists closely examine the DNA evidence from bones and other artifacts to learn more about how people lived in the 17th century. What are the various methods and tools forensic anthropologists use to examine and collect information from bones?  (Video)

4. What does this exhibition reveal about the lives of Africans in the 17th-century Chesapeake? What are some of the ways forensic anthropologists determine the ancestry of the people whose bones they discover?

Hint

5. Life in the 17th-century Chesapeake was extremely difficult and mortality rates were very high. What are some of the insights we can draw about the challenges they faced from examining their bones?  (Unearthing the 17th Century Chesapeake: The First Colonists, The First Fatalities, Harsh Realities, and Struggling to Survive)

6. How would a forensic anthropologist determine whether a skeleton was buried 400 years ago or four years ago?

Bone Biography: A “bone biography” tells the story of a person from the past by analyzing their bones and burial. It includes information about who they were, how they lived, and possibly reveals how they died.

Create a bone biography of one of the individuals explored in the exhibition (Forensic Case Files). Details to include, if possible are: Identity (Where was he/she from), Age, Gender, Cause of Death, and Occupation. If you can’t find all the details, they can make hypotheses based on the evidence found from the bones, or based on what they have learned through research or prior knowledge.

Yay! Reading Logs!

Hi class! We are still working on identifying the central idea of the article "What is Forensic Anthropology?" After completing your central idea graphic organizer, you will create a central idea statement for the whole article. In an ACES paragraph, please state your central idea article and defend it by using specific evidence from the text. Make sure you use parenthetical citations.

Writing resources to help with your ACES:
 https://www.gallaudet.edu/tip/english-center/writing/quoting-and-praphrases.html
 http://writingcenter.unc.edu/handouts/evidence/
http://www.indiana.edu/~wts/pamphlets/using_evidence.pdf
http://www.smart-words.org/linking-words/transition-words.html


Your completed reading logs are due on Monday, 10/12 at the beginning of class. Put your best effort into completing the tasks. Go beyond the obvious. For example, look for indirect characterization rather than direct characterization.

If you are having any issues with the reading logs or with central idea, it is your responsibility to come to me for help. Please do not wait until the last minute to do your work or to voice your concerns.