Greetings!
I hope you had a great Monday. The day flew! We had busy classes today, and I so appreciated your enthusiasm about our novels!
P. 1,4: Reviewed chpt 4 of The Mailbox by writing main ideas on white boards for each page, then we put those together to make a 3 sentence chapter summary. We also wrote about the way the main characters have changed. We will begin to look at guiding questions tomorrow and learn how to correctly cite evidence. Boy...Gabe can really keep a secret. I don't know if many of us could do what he is doing!
H/W: Read chpt 5, recording main ideas on each page. There is a quiz on Wed. on chpts. 1-4. Start rereading your main ideas and summary page to help prepare for the quiz. We will go over essential vocab. tomorrow.
P. 2,5,6: We reviewed chpt. 3 of RC and discussed what kind of character we think Rob has. Some of us like him, others disagree, and some think he can't make a solid decision! We went over the timeline response question #3 and learned how to correctly cite evidence. Some classes, but not all, began their literature webs to help focus on main idea of an excerpt. We will continue that tomorrow.
H/W for P. 2,6: Read chpt. 4. We will answer the timeline question in class. Quiz on RC chpts. 1-3 Wed.
H/W for p. 5: Pick up where we left off in reading chpt. 4. Set a timer, and read for 25 minutes, then STOP! it is ok, we will get you caught up in class. We will do timeline question together. Quiz on chpt. 1-3 Wed.
See you tomorrow!
Friday, September 27, 2013
Woo hoo Friday!
All students took the Predictive A Acuity assessment today. This assessment predicts the student performance on ISTEP. After looking through data from last year, it was determined that the accuracy of the Acuity Predictive was about 85%, so it was determined it is a worthwhile bench-marker for teachers as well as students. There will be a predictive assessment each grading period. After testing, students were able to read their assignments due on Monday.
Homework is the same as yesterday's assignment, so please view that.
Thank you for your hard work this week. I know that reading at night after a long day at school is difficult, but it is the most important thing you can do. Daily reading is a must for success. You are all a success!
Have a great weekend! Enjoy our beautiful weather!
All students took the Predictive A Acuity assessment today. This assessment predicts the student performance on ISTEP. After looking through data from last year, it was determined that the accuracy of the Acuity Predictive was about 85%, so it was determined it is a worthwhile bench-marker for teachers as well as students. There will be a predictive assessment each grading period. After testing, students were able to read their assignments due on Monday.
Homework is the same as yesterday's assignment, so please view that.
Thank you for your hard work this week. I know that reading at night after a long day at school is difficult, but it is the most important thing you can do. Daily reading is a must for success. You are all a success!
Have a great weekend! Enjoy our beautiful weather!
Thursday, September 26, 2013
Hello!
P. 1,4: Our skills today were summarizing and characterization with The Mailbox. Students experienced that when they write the main idea of each page, it is simple to write a chapter summary. We discussed the negative effects of the "real world" is having on Gabe, and how he is searching for escapes.
H/W: Acuity predictive assessment tomorrow, so chpt. 4 of The Mailbox due Monday. Keep writing summary bullets at the bottom of each page.
P. 5: We discussed chapter summary of RC chpt. 2, and then created titles for the chapters. We will go on to use the titles as chapter summaries. I also modeled the template for the vocab web students will be using with the word "vicissitudes." Also, we looked at a map of RC's travels.
H/W: Acuity predictive assessment tomorrow, so read RC chpt. 3 for Monday. Write summary sentences on each page and interact with that text!
P. 2,6: We brainstormed ideas about what makes a classic novel, and then applied those attributes to today's literature. Are students reading the classic novels of the future? Hmmm... We reviewed chpt. 2 and discussed the "scoundrel" side we are starting to see of RC. I also modeled the template for the vocab web students will be using with the word "vicissitudes." Also, we looked at a map of RC's travels.
H/W: Read RC chpt. 3 and answer guiding question for Monday.
Have a good evening!
P. 1,4: Our skills today were summarizing and characterization with The Mailbox. Students experienced that when they write the main idea of each page, it is simple to write a chapter summary. We discussed the negative effects of the "real world" is having on Gabe, and how he is searching for escapes.
H/W: Acuity predictive assessment tomorrow, so chpt. 4 of The Mailbox due Monday. Keep writing summary bullets at the bottom of each page.
P. 5: We discussed chapter summary of RC chpt. 2, and then created titles for the chapters. We will go on to use the titles as chapter summaries. I also modeled the template for the vocab web students will be using with the word "vicissitudes." Also, we looked at a map of RC's travels.
H/W: Acuity predictive assessment tomorrow, so read RC chpt. 3 for Monday. Write summary sentences on each page and interact with that text!
P. 2,6: We brainstormed ideas about what makes a classic novel, and then applied those attributes to today's literature. Are students reading the classic novels of the future? Hmmm... We reviewed chpt. 2 and discussed the "scoundrel" side we are starting to see of RC. I also modeled the template for the vocab web students will be using with the word "vicissitudes." Also, we looked at a map of RC's travels.
H/W: Read RC chpt. 3 and answer guiding question for Monday.
Have a good evening!
Wednesday, September 25, 2013
Hello there!
Great discussions today with our novel studies! It was fun!
P. 1,4: We started with answering a few quick questions about The Mailbox reading so I could check for understanding. Students group-shared their main idea summaries, and then we shared as a whole group. I feel like we are on a pretty good track of separating main idea from details. We began chpt. 3 and noted important ideas. WHAT?? A missing body?? Is someone playing a trick on Gabe??
H/W: Read chpt. 3, and write main idea summaries at the bottom of each page. Keep going strong with this; it will get easier!
P. 2,5,6: Today classes shared their DeFoe discoveries as groups, and then as a class. We debated the answers to guiding question #1; there were different opinions on both levels, so it was interesting to hear the support. We then read RC as a class so phrasing and interacting with the text could be modeled.
H/W: Finish chpt 2 of RC, and answer guiding question 2. Use the same paper you used with question #1. In question #2 it asks does RC "pay it forward." This term means that when someone does something kind for you, you "pay it forward" by doing something kind for someone else. Ok?
Awesome! See you tomorrow!
Great discussions today with our novel studies! It was fun!
P. 1,4: We started with answering a few quick questions about The Mailbox reading so I could check for understanding. Students group-shared their main idea summaries, and then we shared as a whole group. I feel like we are on a pretty good track of separating main idea from details. We began chpt. 3 and noted important ideas. WHAT?? A missing body?? Is someone playing a trick on Gabe??
H/W: Read chpt. 3, and write main idea summaries at the bottom of each page. Keep going strong with this; it will get easier!
P. 2,5,6: Today classes shared their DeFoe discoveries as groups, and then as a class. We debated the answers to guiding question #1; there were different opinions on both levels, so it was interesting to hear the support. We then read RC as a class so phrasing and interacting with the text could be modeled.
H/W: Finish chpt 2 of RC, and answer guiding question 2. Use the same paper you used with question #1. In question #2 it asks does RC "pay it forward." This term means that when someone does something kind for you, you "pay it forward" by doing something kind for someone else. Ok?
Awesome! See you tomorrow!
Tuesday, September 24, 2013
Greetings!
You will start to see my posts grouped by periods now because of the split in curriculum, so look for your class!
P. 1,4: Students partner-shared their favorite Jump-Out sentences, and then they were collected. We have been working on this assignment since Sept. 4, so there was plenty of time to complete it. Moving on to our novel study, I modeled how I would like students to interact with The Mailbox by annotating in the margins and recording the main idea of the page in the bottom margin...yes, of each page. This is a scaffolding technique to hep them summarize. We already are worried about poor Gabe...all alone! :(
H/W: Read chpt. 2 of The Mailbox. Annotate in the margins and write the main idea at the bottom of each page.
P. 2, 5,6: We began class by sharing Jump - Out sentences and then sharing our DeFoe observations. There was a general agreement that his writing style is completely foreign to what we know! We created Concept Maps related to Power, and then students were able to generate four generalizations related to the concept of Power. This will be transferring into Power of the Mind. Great ideas and group work today!
H/W: 1) Complete DeFoe research. Links are on this blog page under "Web Links." You may write your answers on the paper. 2) Respond to Timeline question#1. Please do this on lined paper with an MLA heading. You may type, but be aware that some questions will be answered in class, so you won't be typing those.
Phew! See you tomorrow!
You will start to see my posts grouped by periods now because of the split in curriculum, so look for your class!
P. 1,4: Students partner-shared their favorite Jump-Out sentences, and then they were collected. We have been working on this assignment since Sept. 4, so there was plenty of time to complete it. Moving on to our novel study, I modeled how I would like students to interact with The Mailbox by annotating in the margins and recording the main idea of the page in the bottom margin...yes, of each page. This is a scaffolding technique to hep them summarize. We already are worried about poor Gabe...all alone! :(
H/W: Read chpt. 2 of The Mailbox. Annotate in the margins and write the main idea at the bottom of each page.
P. 2, 5,6: We began class by sharing Jump - Out sentences and then sharing our DeFoe observations. There was a general agreement that his writing style is completely foreign to what we know! We created Concept Maps related to Power, and then students were able to generate four generalizations related to the concept of Power. This will be transferring into Power of the Mind. Great ideas and group work today!
H/W: 1) Complete DeFoe research. Links are on this blog page under "Web Links." You may write your answers on the paper. 2) Respond to Timeline question#1. Please do this on lined paper with an MLA heading. You may type, but be aware that some questions will be answered in class, so you won't be typing those.
Phew! See you tomorrow!
Monday, September 23, 2013
Marvelous Monday!
Today we reviewed the Make a Difference test.While results were overall satisfactory, I stressed to students that they need to focus on explaining their answers; I should not have to make an inference to figure out your response. Short blurbs and one-word answers are not acceptable, so from now on show me what you know! I do know, however, that students have learned many strategies to use to become empowered upstanders, which was the goal. Awesome.
This same expectation applies to reading responses. A short blurb is not going to earn you the grade you want. Please work on going back to the book/story and pulling details that support your answer. This takes practice, and you won't believe how much you improve in this area! Remember: always go back to the story.
Unless you made arrangements with me, all poems should have been passed in today. Can't wait to grab a tissue and read your apologies! Sniff sniff!
NOVELS! Yay! I finally handed out novels for all classes! I am so excited to dig into our great books!
PICTURE DAY for girls tomorrow and boys Wed.
H/W:
P. 1,4: Read chpt 1 of The Mailbox. You may write in the books, so interact with the text by summarizing and responding to events with your personal feelings. Jump-out sentences due tomorrow. Be prepared to discuss the chapter.
P. 2,5,6: Read chpt 1 of Robinson Crusoe and list observations you notice about the writing style of Daniel DeFoe. You should have quite a few! Jump -out sentences due tomorrow.
See you tomorrow!
Today we reviewed the Make a Difference test.While results were overall satisfactory, I stressed to students that they need to focus on explaining their answers; I should not have to make an inference to figure out your response. Short blurbs and one-word answers are not acceptable, so from now on show me what you know! I do know, however, that students have learned many strategies to use to become empowered upstanders, which was the goal. Awesome.
This same expectation applies to reading responses. A short blurb is not going to earn you the grade you want. Please work on going back to the book/story and pulling details that support your answer. This takes practice, and you won't believe how much you improve in this area! Remember: always go back to the story.
Unless you made arrangements with me, all poems should have been passed in today. Can't wait to grab a tissue and read your apologies! Sniff sniff!
NOVELS! Yay! I finally handed out novels for all classes! I am so excited to dig into our great books!
PICTURE DAY for girls tomorrow and boys Wed.
H/W:
P. 1,4: Read chpt 1 of The Mailbox. You may write in the books, so interact with the text by summarizing and responding to events with your personal feelings. Jump-out sentences due tomorrow. Be prepared to discuss the chapter.
P. 2,5,6: Read chpt 1 of Robinson Crusoe and list observations you notice about the writing style of Daniel DeFoe. You should have quite a few! Jump -out sentences due tomorrow.
See you tomorrow!
Friday, September 20, 2013
It's Friday! :)
Today all classes took a reading assessment that determines their reading "lexile." A lexile score helps students find the right book for their reading level. It is a good reference point to use when choosing a point, but keep in mind that if you have a high lexile, the book suggested for you may not have appropriate content. In other words, lexile is just a small piece of who you are as a reader. You can look up suggested book on lexile.com ; just enter your lexile number, choose your genre(s) of interest, and a list will be generated for you! Cool!
If you were absent today, please go to http://scholastic:55880/slms/StudentAccess and take the lexile assessment. Username and Password are both your ID number, so you are entering your ID number for both. Please bring me your score.
After the assessment, we worked on the final draft of poems. Monday is the last day to pass those in.
Thanks so much again for your stellar attitudes this week! Fantastic!
H/W: Do you need to work on you final draft of your poem? Did you do a self edit and peer edit?
Have a great weekend!
Today all classes took a reading assessment that determines their reading "lexile." A lexile score helps students find the right book for their reading level. It is a good reference point to use when choosing a point, but keep in mind that if you have a high lexile, the book suggested for you may not have appropriate content. In other words, lexile is just a small piece of who you are as a reader. You can look up suggested book on lexile.com ; just enter your lexile number, choose your genre(s) of interest, and a list will be generated for you! Cool!
If you were absent today, please go to http://scholastic:55880/slms/StudentAccess and take the lexile assessment. Username and Password are both your ID number, so you are entering your ID number for both. Please bring me your score.
After the assessment, we worked on the final draft of poems. Monday is the last day to pass those in.
Thanks so much again for your stellar attitudes this week! Fantastic!
H/W: Do you need to work on you final draft of your poem? Did you do a self edit and peer edit?
Have a great weekend!
Thursday, September 19, 2013
Hello~
SO GOOD to be back! I was so happy to stamp those Archer Cards many times for the exemplary behavior you displayed to our guest teacher. You showed her respect on every level...for what more could I ask? What an incredible pleasure it is to be your teacher this year. Thank you!
Today all classes went to the IMC for genre book talk on "mystery." Ms. Burnette's book talks generate such high interest in reading, and I see the light bulbs turning on in your heads with books you want to check out. After that I reviewed expectations for the reading questions for periods 1,4. In p. 2,5,6 students graded their pre-assessment for the Power of the Mind unit.
P. 1 and 4: Turn in your responses for "All Summer in a Day" on p. 51 questions 1-5. Don't forget to include the responses to "Infer" which were scattered throughout the story.
P. 2,5,6: Final drafts of your Poem of Apology can be turned in tomorrow. If you need another peer edit, hold off on the final draft until you get another edit tomorrow.
Spell Bowl: First quiz tomorrow on pgs. 1-4 of the Word List. We will meet at 8 am!
See ya!
SO GOOD to be back! I was so happy to stamp those Archer Cards many times for the exemplary behavior you displayed to our guest teacher. You showed her respect on every level...for what more could I ask? What an incredible pleasure it is to be your teacher this year. Thank you!
Today all classes went to the IMC for genre book talk on "mystery." Ms. Burnette's book talks generate such high interest in reading, and I see the light bulbs turning on in your heads with books you want to check out. After that I reviewed expectations for the reading questions for periods 1,4. In p. 2,5,6 students graded their pre-assessment for the Power of the Mind unit.
P. 1 and 4: Turn in your responses for "All Summer in a Day" on p. 51 questions 1-5. Don't forget to include the responses to "Infer" which were scattered throughout the story.
P. 2,5,6: Final drafts of your Poem of Apology can be turned in tomorrow. If you need another peer edit, hold off on the final draft until you get another edit tomorrow.
Spell Bowl: First quiz tomorrow on pgs. 1-4 of the Word List. We will meet at 8 am!
See ya!
Monday, September 16, 2013
Hello!
I hope you had a great start to the week, and I am sure that Mrs. Wenger, my guest teacher, had a wonderful day with all my classes.
Today you were to write the final draft of your Poem of Apology. If you don't feel ready for this, please hold off. I will be happy to meet with you and take a look at your writing on Thursday. I would rather have you wait than to turn in a paper you feel "iffy" about. Remember, the more peer edits, the better...ask several peers to edit your writing. Your paper should be full of green, and keep in mind this is a narrative, it tells a story, so setting, character traits, conflict, and resolution should paint word pictures in the readers' mind!
P 1,4: Tomorrow you will read a very cool science-fiction story about a girl who lives in unusual circumstances. You won't believe what happens to her!
P. 2,5,6: You will all be taking a pre-test for the Power of the Mind unit. I like for you to compare your answers by taking it after the unit because it's amazing to see how much students' critical thinking skills develop.
Everyone bring your indepepndent reading book! Are you on the waiting list for Wild Boy ? I finished it! Loved it! I will return it so you can check it out.
Have a good evening!
I hope you had a great start to the week, and I am sure that Mrs. Wenger, my guest teacher, had a wonderful day with all my classes.
Today you were to write the final draft of your Poem of Apology. If you don't feel ready for this, please hold off. I will be happy to meet with you and take a look at your writing on Thursday. I would rather have you wait than to turn in a paper you feel "iffy" about. Remember, the more peer edits, the better...ask several peers to edit your writing. Your paper should be full of green, and keep in mind this is a narrative, it tells a story, so setting, character traits, conflict, and resolution should paint word pictures in the readers' mind!
P 1,4: Tomorrow you will read a very cool science-fiction story about a girl who lives in unusual circumstances. You won't believe what happens to her!
P. 2,5,6: You will all be taking a pre-test for the Power of the Mind unit. I like for you to compare your answers by taking it after the unit because it's amazing to see how much students' critical thinking skills develop.
Everyone bring your indepepndent reading book! Are you on the waiting list for Wild Boy ? I finished it! Loved it! I will return it so you can check it out.
Have a good evening!
Friday, September 13, 2013
Wonderful Friday!
Today was a writing day, and students did a self and peer-edit activity by color coding requirements for their "Poem of Apology." The poems are beautiful, and they have made so much progress. They will be ready for final drafts next week.
Students, remember that you will have guest teachers next week. Please think about everything we talked about today. Show our guest teachers what a four-star, blue ribbon, #1 middle school looks like. I know you will be welcoming and respectful, and I can't wait for my guest teacher to see how lucky I am...every day. I will miss you!
H/W: 1)Do you need to fine-tune your poem? Go for it. 2) Bring a book for Monday Read 3) Bring a book to complete Jump-Out sentence page.
See you Thursday!
Today was a writing day, and students did a self and peer-edit activity by color coding requirements for their "Poem of Apology." The poems are beautiful, and they have made so much progress. They will be ready for final drafts next week.
Students, remember that you will have guest teachers next week. Please think about everything we talked about today. Show our guest teachers what a four-star, blue ribbon, #1 middle school looks like. I know you will be welcoming and respectful, and I can't wait for my guest teacher to see how lucky I am...every day. I will miss you!
H/W: 1)Do you need to fine-tune your poem? Go for it. 2) Bring a book for Monday Read 3) Bring a book to complete Jump-Out sentence page.
See you Thursday!
Thursday, September 12, 2013
Hello!
Today all classes took the final assessment for Make a Difference, the 6th grade anti-bullying unit. My goal was to have student learn strategies that will help them become upstanders for others and for themselves. They now have a tool box of ideas to reach into when they see or experience bullying...and I hope they will rarely have to use it.
We went to the IMC to return and check out books.
Tomorrow is "Hat Day," and it is for a good cause! Wear a hat and bring a dollar to help find a cure for cancer.
Competitive spellers wanted! An informational meeting will be held tomorrow morning at 8:30 am in my room, #217, for Spell Bowl information. My DMS team is a four-time national championship team, so I need another fantastic team this year!!
H/W: If you feel you didn't get far enough in your narrative "Apology" poem, please work on that at home for tomorrow. We will be doing peer edits tomorrow. Remember to follow the order of the prewrite.
See you on Friday! Yay!
Today all classes took the final assessment for Make a Difference, the 6th grade anti-bullying unit. My goal was to have student learn strategies that will help them become upstanders for others and for themselves. They now have a tool box of ideas to reach into when they see or experience bullying...and I hope they will rarely have to use it.
We went to the IMC to return and check out books.
Tomorrow is "Hat Day," and it is for a good cause! Wear a hat and bring a dollar to help find a cure for cancer.
Competitive spellers wanted! An informational meeting will be held tomorrow morning at 8:30 am in my room, #217, for Spell Bowl information. My DMS team is a four-time national championship team, so I need another fantastic team this year!!
H/W: If you feel you didn't get far enough in your narrative "Apology" poem, please work on that at home for tomorrow. We will be doing peer edits tomorrow. Remember to follow the order of the prewrite.
See you on Friday! Yay!
Wednesday, September 11, 2013
Hello!
Thank you, students, for putting up with my sniffles and froggy voice. Still waiting for this cold to subside!
Today we reviewed the concept of "symbols" and looked at examples of vocab. symbols from some of my classes. Think of your own unique symbol for a word from our Make a Difference vocab list. You might need that tomorrow! We also took our prewrites and wrote the rough draft for our Poem of Apology. Thanks so much to the students who were willing to share their heartfelt writing. Remember that figurative language brings the reader into your words. If you feel like you are behind in your poem, do some writing at home.
H/W: Make a Difference quiz tomorrow. Look under "links" on the right side of this page, and click on the Study Guide and three videos to review. Also study your vocab and know what each of those words would look like in a bullying situation.
Also, don't forget your IMC book tomorrow!
See you tomorrow!
Thank you, students, for putting up with my sniffles and froggy voice. Still waiting for this cold to subside!
Today we reviewed the concept of "symbols" and looked at examples of vocab. symbols from some of my classes. Think of your own unique symbol for a word from our Make a Difference vocab list. You might need that tomorrow! We also took our prewrites and wrote the rough draft for our Poem of Apology. Thanks so much to the students who were willing to share their heartfelt writing. Remember that figurative language brings the reader into your words. If you feel like you are behind in your poem, do some writing at home.
H/W: Make a Difference quiz tomorrow. Look under "links" on the right side of this page, and click on the Study Guide and three videos to review. Also study your vocab and know what each of those words would look like in a bullying situation.
Also, don't forget your IMC book tomorrow!
See you tomorrow!
Tuesday, September 10, 2013
Temperature's Rising Tuesday!
Whew! What a warm day today! We tried our best to keep it cool.
Today we spent most of class reviewing for the assessment Thursday. Please see the link on the right to the study guide, and remember to study your vocabulary. Think of situations where you would see the vocab words in action, so you need to be able to apply them to specific situations. I also introduced students to symbols, and we looked at symbols some classes had made for the vocab words. Remember, they should be unique.
Tomorrow we will begin our narrative poems. Make sure you bring your prewrite!
H/W: Make a Difference assessment on Thursday. See study guide under "Links," review your notes and article, and review vocab. page.
Periods 2,5,6 : If you didn't finish your symbol, please bring it tomorrow.
Bring you book to return to IMC on Thurs.
See you tomorrow!
Whew! What a warm day today! We tried our best to keep it cool.
Today we spent most of class reviewing for the assessment Thursday. Please see the link on the right to the study guide, and remember to study your vocabulary. Think of situations where you would see the vocab words in action, so you need to be able to apply them to specific situations. I also introduced students to symbols, and we looked at symbols some classes had made for the vocab words. Remember, they should be unique.
Tomorrow we will begin our narrative poems. Make sure you bring your prewrite!
H/W: Make a Difference assessment on Thursday. See study guide under "Links," review your notes and article, and review vocab. page.
Periods 2,5,6 : If you didn't finish your symbol, please bring it tomorrow.
Bring you book to return to IMC on Thurs.
See you tomorrow!
Monday, September 9, 2013
Monday, Monday...
I hope you enjoyed this warm weekend! I watched my daughter run in the Chicago half-marathon and wondered how she was doing it in the heavy humidity Sunday morning...lots of water!
We began our day with wonderful "Monday Read." Students were buried and books and pulling out Jump-Out phrases. I was so happy to see them thinking about that!
In periods 1, 4 we played Make a Difference Pictionary with our power vocabulary words (10 of them) from the unit. After that we worked on the prewrite for the Poem of Apology. I am so glad you all had a good idea of who you wanted to write an apology to!
In periods 2, 5, 6 we analyzed Emily Dickinson's "Poem 458" as an example of symbolism. We will extend this to creating symbols for the Make a Difference vocabulary tomorrow. After that we worked on the prewrite for the Poem of Apology, and students will start to think about symbolism they can use in their poems.
H/W: Everyone should come in tomorrow with their Narrative Poem of Apology completed. All classes will have a Make a Difference quiz on Thursday, so begin with studying the vocabulary, listing Upstander strategies we have discussed, read, and seen in videos. Lastly, read and annotate your article. On the quiz you will be asked to write about the Upstander strategies used in the article. I will provide a study guide for this tomorrow.
Have a great evening!
I hope you enjoyed this warm weekend! I watched my daughter run in the Chicago half-marathon and wondered how she was doing it in the heavy humidity Sunday morning...lots of water!
We began our day with wonderful "Monday Read." Students were buried and books and pulling out Jump-Out phrases. I was so happy to see them thinking about that!
In periods 1, 4 we played Make a Difference Pictionary with our power vocabulary words (10 of them) from the unit. After that we worked on the prewrite for the Poem of Apology. I am so glad you all had a good idea of who you wanted to write an apology to!
In periods 2, 5, 6 we analyzed Emily Dickinson's "Poem 458" as an example of symbolism. We will extend this to creating symbols for the Make a Difference vocabulary tomorrow. After that we worked on the prewrite for the Poem of Apology, and students will start to think about symbolism they can use in their poems.
H/W: Everyone should come in tomorrow with their Narrative Poem of Apology completed. All classes will have a Make a Difference quiz on Thursday, so begin with studying the vocabulary, listing Upstander strategies we have discussed, read, and seen in videos. Lastly, read and annotate your article. On the quiz you will be asked to write about the Upstander strategies used in the article. I will provide a study guide for this tomorrow.
Have a great evening!
Friday, September 6, 2013
Wonderful Friday!
So much I want you to learn...so little time! I appreciate everything you have shared about becoming an upstander; our discussions and class work have been fantastic. I felt as though I needed at least two hours with every class today! We began annotating our articles by choosing the powerful vocabulary related to upstanders, and we also shared our reflections from the video yesterday. We will be weaving the fictional video and non- fiction article together. We also watched "Brave" by Sara Bareilles and pulled out the vocab and concepts related to our theme. This all tied together with the Dateline segment on strategies to use to become an upstander.It surprised us how a silent gesture, such a inching closer to the victim, can curb the power of the aggressor.
I explained to all classes that next week students will be writing narrative poems that we are naming "Poems of Apology." The idea is based on the book This is Just to Say by Joyce Sidman. So...
H/W: Come in Monday with an idea of whom you would send a poem of apology. This can be anyone: a friend, relative, or a stranger. Even though you are still a young person, I want you to think of someone who you feel deserves an apology from you for something you said, did, or thought. Please choose an event or situation that tugs at your heart. I will be sharing examples from past students with you!
Enjoy the weekend!
So much I want you to learn...so little time! I appreciate everything you have shared about becoming an upstander; our discussions and class work have been fantastic. I felt as though I needed at least two hours with every class today! We began annotating our articles by choosing the powerful vocabulary related to upstanders, and we also shared our reflections from the video yesterday. We will be weaving the fictional video and non- fiction article together. We also watched "Brave" by Sara Bareilles and pulled out the vocab and concepts related to our theme. This all tied together with the Dateline segment on strategies to use to become an upstander.It surprised us how a silent gesture, such a inching closer to the victim, can curb the power of the aggressor.
I explained to all classes that next week students will be writing narrative poems that we are naming "Poems of Apology." The idea is based on the book This is Just to Say by Joyce Sidman. So...
H/W: Come in Monday with an idea of whom you would send a poem of apology. This can be anyone: a friend, relative, or a stranger. Even though you are still a young person, I want you to think of someone who you feel deserves an apology from you for something you said, did, or thought. Please choose an event or situation that tugs at your heart. I will be sharing examples from past students with you!
Enjoy the weekend!
Thursday, September 5, 2013
Greetings!
We are really getting into the "meat" of what makes an upstander, and more importantly, the specific strategies students (and adults) can use to be upstanders. We watched an informative video from Dateline about upstander strategies. I added the link to my Menu if you would like to watch it again. Students reviewed their Make a Difference vocab and will apply those terms to the video. We ended class with a "power writing" response to the video.
Keep gathering those jump-out sentences! You should have two jump-out sentenced analyzed on your paper by tomorrow. I will be checking those.
H/W: Bring in an article that somehow involves an upstander in a bullying situation. You may even connect with an action someone could have taken to become an upstander. Late articles will be for a reduced grade.
Complete your second jump-out sentence analysis for tomorrow.
Thank you! See you on Friday!
We are really getting into the "meat" of what makes an upstander, and more importantly, the specific strategies students (and adults) can use to be upstanders. We watched an informative video from Dateline about upstander strategies. I added the link to my Menu if you would like to watch it again. Students reviewed their Make a Difference vocab and will apply those terms to the video. We ended class with a "power writing" response to the video.
Keep gathering those jump-out sentences! You should have two jump-out sentenced analyzed on your paper by tomorrow. I will be checking those.
H/W: Bring in an article that somehow involves an upstander in a bullying situation. You may even connect with an action someone could have taken to become an upstander. Late articles will be for a reduced grade.
Complete your second jump-out sentence analysis for tomorrow.
Thank you! See you on Friday!
Wednesday, September 4, 2013
Hello!
We began classes today with analyzing text from students' independent reading books. This will transition into analyzing non-fiction, but it is always a little less of a learning curve to begin with fiction. A reminder that when an assignment is given outside of school, and it is not followed through, it is going to affect your ability to complete class work; they always are dependent upon each other. I am loving some of the sentences you are analyzing and the connections you are making with the author's craft! Powerful!
To compare a variety of media, we annotated song lyrics about becoming an upstander and then watched the song video. I attached it to my links if you would like to see it again. A huge shout- out to Abhinav and Allie in period 6 who recognized the escalating stages of Marisa becoming an upstander. Great insight! We'll continue tomorrow with a song by Sara Bareilles and compare it to Emily Dickinson.
H/W: Due Friday - an article from the internet or a magazine about an upstander or someone who intervenes in a case of bullying. If the article is long, highlight the most important part that relates to being an upstander.
See you tomorrow!
We began classes today with analyzing text from students' independent reading books. This will transition into analyzing non-fiction, but it is always a little less of a learning curve to begin with fiction. A reminder that when an assignment is given outside of school, and it is not followed through, it is going to affect your ability to complete class work; they always are dependent upon each other. I am loving some of the sentences you are analyzing and the connections you are making with the author's craft! Powerful!
To compare a variety of media, we annotated song lyrics about becoming an upstander and then watched the song video. I attached it to my links if you would like to see it again. A huge shout- out to Abhinav and Allie in period 6 who recognized the escalating stages of Marisa becoming an upstander. Great insight! We'll continue tomorrow with a song by Sara Bareilles and compare it to Emily Dickinson.
H/W: Due Friday - an article from the internet or a magazine about an upstander or someone who intervenes in a case of bullying. If the article is long, highlight the most important part that relates to being an upstander.
See you tomorrow!
Tuesday, September 3, 2013
Sept. 3 - Tuesday
Welcome back! What a beautiful long weekend!
Today all classes worked in groups and "jigsawed" the rest of their articles related to our Make a Difference unit. Students did well annotating the parts of the article that related to transitioning from a bystander to an upstander, and then they shared taught their group's synthesis with the class. Skills of many levels taking place here! :)
We also shared examples of "jump-out" sentences from our independent reading and why certain sentences jump out at us. I found great examples over the weekend that I shared.
Fund- raising magazine packets went home today. Don't forget to return the Subscription Network booklet for your yard of gum tomorrow!! Omg!
H/W: Bring in your independent reading book tomorrow with two marked jump-out sentences.
See you tomorrow1
Welcome back! What a beautiful long weekend!
Today all classes worked in groups and "jigsawed" the rest of their articles related to our Make a Difference unit. Students did well annotating the parts of the article that related to transitioning from a bystander to an upstander, and then they shared taught their group's synthesis with the class. Skills of many levels taking place here! :)
We also shared examples of "jump-out" sentences from our independent reading and why certain sentences jump out at us. I found great examples over the weekend that I shared.
Fund- raising magazine packets went home today. Don't forget to return the Subscription Network booklet for your yard of gum tomorrow!! Omg!
H/W: Bring in your independent reading book tomorrow with two marked jump-out sentences.
See you tomorrow1
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