Thank you for a wonderful, exciting year! Please remember to read, read, read, and yes...write also, during the summer.

If you are wondering how to find a book within your lexile range, this website may help:

http://ya.huntleylibrary.org/lexiles

Go to the site, and click on your range. If you forget your lexile, just email me! I have access to it.

Have a safe, healthy, happy summer :)

Our final Friday for the year!

Today all classes did their post-on demand writing for the year. On Monday, they will compare it to a similar prompt they did in Oct., and they will reflect upon their progress. I want to commend all students for having such a positive attitude about this assignment so close to the end of the year. I think students have acquired an "I got this" feeling about writing, and it shows! Excellent!

Enjoy your weekend!

We're gettin' there!

Please come in tomorrow with your three pieces of evidence, and the sources from which you found them, to write your post-on demand writing. This will be completed in one class period, and it is meant to reflect your very best writing. This writing should pull in as many strategies as possible from you learning this year.

On Monday, you will use this writing to compare to a similar piece you wrote in Oct. You will be amazed!

Thank you for working hard on your sentence type assessment today! :)

See you tomorrow!

Things to remember:

• Locker clean out is tomorrow! Bring some extra plastic bags to take your extra items home.
• Did you forget your books for text book check in today? Bring them tomorrow!

H/W:

• Sentence types quiz tomorrow! Study your practice sheets and do the practice quizzes (links on my previous blog post). You can also google additional online quizzes by searching "Simple, Compound, Complex Sentence Practice."
• Periods 1, 5: Know how to identify and explain simple, compound and compound sentences
• Periods 2, 3, 6: Know how to identify and explain simple, compound, complex and compound/complex sentences

See you tomorrow!

Here are links to online assessments for simple, compound, complex, and compound/complex sentences. These will give you more practice!

http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/sentence_types_quiz.htm

http://highered.mheducation.com/sites/0073511994/student_view0/brush_up/part_i-grammar2/grammar_exercise_04.html

http://www.proprofs.com/quiz-school/quizshow.php?title=sentence-structure-simple-compound-complex-compoundcomplex-sentences&q=1

I hope everyone enjoyed the warm, wonderful long weekend!

A few notes:

• Text book check- in is tomorrow! Bring all your textbooks you have at home back to school. This includes the blue Elements of Literature book! 
• Locker clean-out is Thursday after lunch. You may want to bring a plastic bag (or two) to carry your extra things home.

Today we reviewed compound, complex (and compound/complex in some classes) sentences. If you need the practice sheet handed out today for homework, please go to Canvas, then modules, then "Compound and Complex Sentence Practice" under Sentence Types practice. All the practice sheets we have been working with are your study guides for the quiz Thursday. I will also post links to some online quizzes for practice later this evening. We also continued with suspense stories. These are incredible! Your stamina as writers has grown so much!

H/W:

• Bring textbooks for textbook check-in tomorrow.
• Sentence types practice sheet due tomorrow. 
• Sentence types quiz on Thursday. The sentence types you need to know are: simple, compound, complex, compound/complex.

See you tomorrow!

Happy Friday!

We had a fabulous trip to Amish Acres yesterday! The play was wonderful, and I doubt if many students were able to eat dinner last night; after that delicious carb load, all I could think about was a nap! Students, thank you for your excellent, polite behavior.

Today, we practiced more with complex sentences. There will be a quiz next Thurs. Students continued to share their suspenseful stories. It is so much fun to hear their fluency and elaboration...wow!

Enjoy your weekend! We will try to finish stories on Tuesday.

   Mystery Story Share Day!


What a fun day sharing creative mystery stories written by students! It sure is fun to go to "the dark side" occasionally. The suspense dramas are well organized and full of mystery elements. If you didn't get a chance to share today, your turn will be on Friday.

Remember that Amish Acres is tomorrow! It is such a fun day. No electronics allowed. You may only bring a book for the bus ride. No money is necessary; the gift shop will be closed. Please check the bus list in the 6th grade hallway so you know your bus # and teacher. Think about the expectations we discussed today...

If you are in choir, you will have rehearsal with choir from 9:05-10:00. You will get directly on the bus, so know your bus # before you go to choir.

See you tomorrow!

Happy Tuesday!

Today I was at a language arts meeting, so there was a guest teacher. My plan was for Ms. Snyder (IMC) to read a few short suspense stories to classes and have discussions on the elements of suspense. She will also include discussion of plot line and students will apply them to the stories. This will hopefully lead students into their suspense writing and get them ready for tomorrow.

H/W:
Suspense stories are due tomorrow. You don't necessarily need to have a final draft; your story just has to be ready to read aloud to a small group.

Tomorrow, I will also review guidelines and expectations for our Amish Acres trip on Thursday.

See you tomorrow!

Hello!

If you were absent last Friday, please watch The Monsters are Due on Maple Street video. Find it under links. Be careful...it is easy to be on the wrong video.

Today I introduced complex sentence structure for students to use in their writing. There will be a quiz on this next week. We reviewed the elements of suspense we saw in the videos on Friday, and then students annotated their stories to make sure they had some of these in their mystery writing.

Remember - you will be sharing your story with a group of students on Wed. I am not necessarily collecting a final draft, but make sure your story is legible so your narration flows smoothly.

Have a good evening!

Happy Friday!

Period1: Thank you for all your donations to the Center for the Homeless! Wow! 

To add ideas to our suspense writing, we watched The Monsters are Due on Maple Street, from the Twighlight Zone series, by Rod Serling,  It was a blast! If you were absent, you can find it on Hulu.

As a whole group we discussed "mob mentality" and examples of it that we see in recent news. I also gave background information about the social statement Serling we relaying about the civil rights movement in 1960 as well as the paranoia about the spread of communism.

H/W: I would like to have suspense stories finished for class on Tuesday, so please work on it this weekend if necessary.

Have a wonderful weekend!

Tomorrow is the last day for clothing, shoes, and books donations for Center for the Homeless! Please be generous and clean out your closets and book shelves.

Today students went to the Book Fair! Buy one get one free! If you didn't have money today, the book fair will be open until May 22. You can stop between classes or before/after school.

After that, we reviewed writing tips and guidelines for suspense. Please make sure you get one of these papers if your were absent. Students had time to work on their stories today.

Tomorrow we will read more suspense, The Monsters are Due on Maple Street by Rod Serling. This is another great example of a well -written mystery. If you are going to be absent, please find a link to the story under Links and read it.

H/W: Write for 20 minutes

See you tomorrow!

Hello!

Period 1: Remember donations for Center for the Homeless! Clothes, books, coats, shoes....let's all do our part.

Today all classes took the SRI/Lexile test for the third time this year. I am a proud teacher! Students were able to realize how much their hard work has helped them grow this year. Thank you for your focus and attention!

H/W:

We will go to the Book Fair tomorrow. It is buy one, get one free!! Bring money if you are planning on buying anything. The Book Fair goes until May 22, so there is plenty of time for purchases.

Set your timer and work on your suspense story for 20 minutes this evening.

See you tomorrow!

Hello!

I will send emails to parents of students who have not yet submitted permission slips/money for the Amish Acres field trip. This was due Monday.

Today, Ms. Snyder, our wonderful librarian, gave a presentation to all 6th grade classes about new books in the IMC, summer hours for the IMC, and showed book trailers for new literature. With any time left, students continued to work on their fiction suspense stories. Please keep in mind that suspense does not mean your story has to be about violence and murder; it can have a light-hearted tone or can be a story about an intriguing mystery. Even with horror elements, a story does not have to be violent.
Make sure you are consulting your chart!

H/W:
Set your timer for 20 minutes, and continue writing your suspense story. Keep adding to your chart!
Period 1: Please bring in your donations for Center for the Homeless for NJHS! This includes clothes and shoes. Let's make a difference! I will sign those Archer cards for donations!

Monday!

Now that ISTEP is over, I am back on track with my blog. Students, thanks so much for your focus and attention during two challenging weeks of testing. The days were long; I could see that on your faces. But, you dug your heels into the floor (research proves it stimulates the brain!) and did your best - because you are the best.

Today was the last day for Amish Acres filed trip collection. If you still owe me a permission slip, waiver, and money, please bring those three items in tomorrow.

In class we discussed a plan for our "scary story" writing. The chart we used to decipher between the elements of suspense writing is on Canvas: go to Modules, find "Suspense Writing," and then click on Elements of Suspense Chart.

We noticed the Great Poe successfully mixed these elements to create edge- of -your- seat stories. We also reviewed the elements of suspense shown in the Tell Tale Heart video and the Prezi on suspense writing. Both of these can be watched under "Links."

H/W:

• Please remember to donate to the Center for the Homeless drive. Bring clothes, coats, shoes, or books tomorrow to give to NJHS. Such a worthy cause!
• You know who you are if you need to bring Amish Acres permission slip...
• Looking at today's chart, decide the category for your story. It is ok if you have already started it! Make a chart of four categories for your chosen suspense genre, and fill in the chart so you have a plan for your story. So, if you choose "Mystery," you will write what the crises is that already occurred, then write who was responsible for it,...etc. Bring this tomorrow! It will be graded.

Have a great evening!

For Monday and Tuesday:

ISTEP Day!

Thank you for your hard work:  periods 1, 2, and 3 on Monday and periods 4, 5, and 6 on Tuesday.

****Please remember your Amish Acres permission slips and money. It is due May 11. ****

Periods 1, 2, and 3: Get to bed early tonight and eat a well-balanced breakfast tomorrow!

See you in Lab B :)

Finally Friday!

It was a challenging week for students with the change to block scheduling and ISTEP. They did a fantastic job of staying focused and keeping noise down in classrooms and hallways. But...it's not over...

Istep for language arts is next week. We will return to a block schedule next week with periods 1, 2, 3 on Monday, and periods 2, 3, and 4 on Tuesday. The same schedule will be for Wed. and Thurs.

Today students submitted their research book to Canvas. Writing stamina has grown!! If Canvas could not completely upload your paper, I will be grading it on Google docs. Make sure it is in your LA turn-in folder.

H/W:

Get a good night's sleep and eat a healthy breakfast every day next week! You want to feel enegized as you show everything you know on your LA ISTEP!

Amish Acres permission slips due May 11. Remember, there are two slips to pass in with your money. Thank you!

Enjoy the nice weather this weekend!

Wednesday and Thursday:

Reminder: On field trip permission slips, both the permission slip AND the waiver need to be filled out and returned. The medical slip is only if the student takes medicine during the day or would need medicine on stand-by. So, each student returns two green slips and money. Thank you!

After silent reading, all classes learned about writing an introduction for their research book and its chapters. This is a fine art, but students are getting so used to this type of writing, it was easy! The put all their chapters together with their partners so the book is ready for turn-in on Friday. They highlighted the following from their most factual, outstanding, well-written chapter:

Research tag and Evidence: light yellow
Thought Prompt and Explanation: light green
Data (within the text): light purple

H/W:

Field trip money due May 11
Be ready to submit research book on Friday

Enjoy your evening!

***Did you like today's video? Look under links to watch it again!

Monday and Tuesday:

If you need to find your SRI/Lexile scores for the social studies and science honors application , please go HAC, click on grades, then test scores. We have taken the SRI test twice this year.

Today we had block schedule...just like the old days! It felt good! We began with silent reading and students looked for strong examples of writing using a dash, parentheses, and a colon. Students have been learning to use these in their research writing.

After that, students did a gallery walk to read classmates' research papers and document the informational features they used well and/or need to add to their writing. They were little research detectives and offered some useful suggestions and positive comments. Then, they took their feedback and spent time revising their papers.

For the last chunk of class, I reviewed the data I pulled together from their last acuity test, and we looked at problem questions specific to their class. It is so imperative that students use CLOSE READING when answering the ISTEP questions. Don't assume you know the question! That was the biggest lesson I learned  in middle school!

H/W:
-Research papers will be due Thurs./ Friday
-Field trip money and permission slips due May 11
- Rest up for ISTEP this week and next week!
- If you received an orange packet from me, remember that you bring a lunch tomorrow and meet me in my room for a make-up quiz.

Thank you!

Happy Friday!

Today all students received a permission slip and information about the Amish Acres field trip on May 21. Please read the information carefully. The permission slip, waiver form, medical form (on other side of waiver) are due May 21. This trip is always a fun day for students and staff! We have enough staff to cover the trip, and I will ask for volunteers if we need parent coverage. Thank you!

Our ISTEP block scheduling begins next week. Next week is in math, and students will be testing with their math class. Monday students will have periods 1, 2, and 3 only. Tuesday will be periods 4, 5, and 6. Each class will be about two hours long. Lunch times will vary between 12:00 and 12:30.
Students, remember your reading books!

Today we covered the purpose of using parentheses, dashes, colon and commas in writing. Students learned the difference that these simple punctuation marks can make for a reader. Some bring strength to the meaning of words, others don't. If you were absent you can get notes from a classmate when you return. Most classes had time to get onto their research papers and revise with creative punctuation!

H/W:

• I am looking for the research books to be finalized by the next Thursday or Friday. I am so excited to see the fantastic books you have been writing!
• Amish Acres permission slip, waiver, and money ($18.50) due Monday, May 11.
• If you received an orange packet from me, return the paper with a parent signature and bring your lunch on Tues.

Have a great weekend! Rest up for ISTEP on Monday!

Hello!

Today is a meeting day for me, so students have a guest teacher.

All classes went to the IMC, and Ms. Snyder gave a book talk about the features of Informational Books. Then they went on a scavenger hunt to find specific features in nonfiction books. After returning to the classroom, students added features they had learned about in the IMC to their research books. This assignment will be graded.

Field Trip: On May 21, 6th graders will be going to Amish Acres to see a musical and enjoy a yummy lunch! Please keep this date in mind when scheduling appointments.

H/W: Please have the rough draft of you remaining book chapters completed for tomorrow. We will be adding to these.

Thank you! Have a nice day!

Tuesday...

Today we reviewed and discussed the quiz as a class. I explained that the writing format of the Research quiz was exactly how they should be constructing their informational books. After that, students worked on a plan for the remaining chpaters of their books.

I want to remind everyone to go to the Module on Canvas that lists strategies for your book: Informational/Research strategies. Also remember that it should take several pieces of evidence and examples to support a fact in your paper - one piece doesn't do it!

H/W: Have the rough draft of the remaining chapters ready for Thursday.

Thank you for a good day - even if the projector light did expode!

Happy Monday!

Today all classes took a differentiated assessment for Informational Research Writing. This covered the skills and techniques used in research writing which the students are using to author their informational book. There was a bit of time left for them to look at their research books after the assessment. We will grade part of the quiz together in class tomorrow, and the other part I will grade tonight.

H/W:

With your partner, plan how you can get the basic rough draft writing of your remaining chapters finished by Thursday. Please know that you will be going back to these chapters often to add skills and techniques you will learn this week and next week. But, in order to do that, you need to have some rough draft writing already completed.

Thank you for working hard today!

Happy Friday,

I was not able to be at school today, but here is an summary of the plans I left for our guest teacher.

Students completed a study guide for the Research Writing Quiz on Monday. If you were absent, the study guide can be found on Canvas under Modules/Information Research Resources/Study Guide for Research Quiz. The first version is for periods 1 and 5, and the second version is for periods 2, 3, 6. You will need to print out the guide to complete it. Students did a pencil and paper version, so on the printed version I numbered each underlined area; it has a total of 20 answers. You will need to add these. Here is what you need to know for the quiz:

• All classes will have a quiz on MONDAY (this is a change from the original day, Friday). The quiz will cover the strategies used in research writing. Know the strategies listed below and:
• Know when and why they are used in research writing. 
• Know where they would be placed in paragraphs.
• Know which paragraph they would be used in.
• Strategies:
• definition
• claim
• supporting bullets (parallel points)
• topic sentence
• evidence transitions (For example, the researcher states...)
• evidence and its punctuation
• thought prompts 
• explanation
• concluding sentence
• restatement of claim and bullets
• worldly statement/quote/thought for the reader
• data/dates/statistics

Also, partners worked on their informational books. You should be moving on to the next chapter and have a clear idea of what should be included in those. I LOVED conferring with all of you on Thursday and seeing your amazing books!

Have a beautiful weekend!

Quick update:

Look on yesterday's post for the list of words you are responsible for on the Research Strategies quiz on Monday. You will be doing a study guide in class tomorrow.

GREAT work on your informational books! I got to confer with (just about) every student today. Keep adding those informational images and charts! And, after today's lesson, I should start seeing transition words. Look on Canvas under Modules for the Recommended Research Transition List- it is the last document under Information/Research Resources.

You and your partner should be starting chpt. 3 for Monday. Thank you, everyone!

Wednesday!

Thank you for your attention and focus with the ISTEP Practice today. I am very grateful we have the opportunity to practice; it is a valuable use of our time! If you were absent, you will be making it up at the end of the week.

• All classes will have a quiz on MONDAY (this is a change from the original day, Friday). The quiz will cover the strategies used in research writing. Know the strategies listed below and:
• Know when and why they are used in research writing. 
• Know where they would be placed in paragraphs.
• Know which paragraph they would be used in.
• Strategies:
• definition
• claim
• supporting bullets (parallel points)
• topic sentence
• evidence transitions (For example, the researcher states...)
• evidence and its punctuation
• thought prompts 
• explanation
• concluding sentence
• restatement of claim and bullets
• worldly statement/quote/thought for the reader
• data/dates/statistics

H/W: Be ready to show the strategies you added to chpts. 1 and 2 in your research. These are the strategies we learned in class on Tues. I will be checking those for a grade tomorrow. Please highlight them or use a brightly- colored font show they are easy for me to check. For the list of strategies, go to Canvas, click on my class, Modules, Information/Research Resources, then under that click on Information/Research Strategies.

See you tomorrow!

Hello!

Today all classes looked at an informational text (text only, no images) and analyzed for strategies the author did and did not use. This was done initially as whole class and then divided into partnerships. students shared their finding, and I created a list from the common findings of the class. After that, students compared the complete text with images to see examples of what they could use in their research chapter books. I really like what students are noticing! They even noticed the paradox of setting changes in two paragraphs!

To view the list of research strategies, go to Canvas modules and look under Informational Research Resources. Then click on "Informational/Research Strategies" and you will see the entire list.

To view the Malala article used today (with images), copy and paste this link into google:
http://www.whsd.k12.pa.us/userfiles/1560/Classes/7992/Malala%20Class%20Handouts.pdf

H/W:

Look at your two completed chapters for your research book. Use some of the strategies from the list to enhance your written chapters. You probably have many items from the list, but add the strategies that would make your chapter more interesting. Be prepared to show your changes on Thursday because tomorrow is ISTEP practice in the computer lab.

Thank you for a great day of learning!

Welcome Back!

I hope all parents and students had a relaxing spring break! Students did a good job today of trying to get back in the swing of things; I understand that  "rusty" feeling of transitioning to a regular schedule!

Our plans changed this morning, so students did not have the ISTEP practice test as scheduled. It looks like we will do this on Wed. Instead, students reviewed their Teen Activism papers that I graded over break. They reviewed my feedback and made a list of Research Writing Goals. After that, they revised some parts of their paper, and then they made sure those writing goals are being incorporated into their Teen Activist Informational Book. They met with their partners to plan strategies for finishing their next book chapter.

H/W: Finish chapter 2 for class tomorrow. I will check for two written chapters during class. Our plan is take a good look at those chapters and make a list of the options you can incorporate to make the chapters more informational.
**Remember: Don't waste you readers' time! Every picture, image, caption, graph, chart, and quote should be placed to enhance the readers' knowledge. Have a specific purpose for everything you add that is not text. Then it will be awesome.

See you tomorrow!    

Happy April!

Today all students took Acuity #3. I explained their scores should show growth throughout the year. Acuity is another benchmark we use to determine a student's class placement for the following year. Students will also have tomorrow to complete their acuity assessment.

For the informational book, you should be making progress. Everyone should have one chapter finished and revised. This should include images and hyperlinks. Remember, evidence and data is essential! If you can't find data for a particular chapter, then make sure you are using research facts. A fact is not a fact unless you can find it documented in three reliable places.

H/W: Keep working and communication with your partners. You have all been doing a great job with that! I will be checking for completed chapters.

See you tomorrow!

Hello!

Tomorrow all students will take Acuity #3 for Language Arts. You will have two days to complete the Acuity assessment. We will be meeting in Lab B, so head straight there for class!

Today I taught a minilesson about subtitiles for each chapter. For each chapter, create a list of what the topics will be within the chapter. Every informational book has subtitles, and they help to keep the writer focused. We also discussed creativity and consistency with chapter titles, but that can come later. I checked the chapter titles, subtitles, and notes for each group. This was taken for a grade. I am so happy with the progress you are all making!

H/W: This is set by partners. You and your partner should have set the work for tonight to help you move forward in your writing next time you meet.

Thank you for your hard work today!

Welcome back! Happy Monday!

In all classes, students continued with researching and writing for their informational books. Just a reminder that this project is more of a writing unit than a research unit, so you should be finishing up with note-taking for your book. Now you and your partner should be delving into your writing.

Today we reviewed what was necessary for effective informational chapters: data, evidence, explanation of evidence, and visual charts or link. Many of you have started including hyperlinks. I am impressed by what I see as I confer with students! Keep going...you're looking like researchers!

H/W: You and your partner should have set your homework assignment for tonight. Make sure you are asking someone to read your writing aloud. A student suggested to copy and paste your text into google translate, and then the program will read to you. Great idea. Thank you, Abby!

See you tomorrow! You should be ready to start on your second chapter.

Happy Friday!

What a wonderful day with students working in pairs and looking very academic! The research unit is going so well, and I am impressed with the maturity and focus with the task. This will lead to an informational book that all students will share with one another. The skill taught today was organization of topics and different styles of writing for your book.

Because this project is so independent, it doesn't make sense for me to assign homework. This task is left up to the student groups. Every student today was given a "homework tracker" in which their partner will make sure they are accountable for their work. I will collect the randomly to see where groups are in their research. The homework will count as a grade. Students are learning a great deal about a topic in Teen Activism!

H/W: I have set Monday, March 30, at the end of class, as the goal for finishing your first chapter. Talk, email, google chat or skype with your partner about how to accomplish that.

Enjoy the weekend!

What a great day of research!

Students have officially started their research units, and I like what I see! They are in partnerships within a larger group. Each group has a common topic. The goal is that each student writes an Informational book by April 22nd. Partnerships are in the planning stages; they are planning the chapters of their book according to their Trails of Research. Partners can decide if they want to share writing specific chapters (they will end up with the same book) or they may share articles/resources, but then write their own individual books.

The goal today was discussing reliable/unreliable websites and sources, and we also took a look at the additional resources I posted under Modules on Canvas. Pairs solidified their Trails of Research, and then they organized the research each partner would do.

H/W:
This is going to look different. Each partnership is going to decide what their homework should be to prepare for the next day. If you were absent, you need to get in touch with your partner; many students have set up shared documents. I would plan on about 3 days per chapter.

Tomorrow I will a checklist so I can track your progress. This will include the homework you have assigned for your partnership. There will be a spot for you to check if your partner did their job. I will be checking these in class, and at times I will collect them.

Thank you for an exciting day!

Hello!

Today classes submitted papers research papers to Canvas. If you were absent, please submit under "Teen Activist Research #1" on Canvas.

All classes are currently in the Teen Activist Research Unit, and they are at various points in starting their research. Students were put into "coalition groups" today and also paired with a research partner. They began to explore how to decipher between reliable and unreliable sites. Research will be done mostly online, and I am hoping to do the online research mostly at school.

With that being said, students were reminded that their history on school computers can be tracked. Also, remember that histories at school cannot be erased. Don't let being caught happen to you; you don't have time to lose computer privileges.

H/W:
P. 1:  Come in tomorrow with your Trail of Research. We practiced this in class. Here is a reminder for the format:

               1. Write your first chosen topic (that you wrote on the index card)
               2. Write the activist
               3. Answer: What is the most important idea to teach about this activist? What was their
                            activist platform?
               4. How did they expose the problem? How did he/she make the public aware of the
                             problem?
               5. How did the public respond? How was the problem solved?

P. 5:

• Look at the "Text Set" on Canvas (under Modules) and review what you think my be valid and invalid resources. Make a t-chart and name the sites that are unreliable, and those that are reliable. Just do this for your chosen topic.
• Make a Trail of Research for your chosen topic. Be ready to share it with your partner.

P. 2, 3, 6:

• Look at the "Text Set" on Canvas (under Modules) and review what you think my be valid and invalid resources. Make a t-chart and name the sites that are unreliable, and those that are reliable. Just do this for your chosen topic.
• Research valid websites for your chosen topic. Look at your Trail of Research, and try to find valid articles, text, videos that would support those subtopics. You and your partner may want to make a shared folder. Think about the chapters you want to include in your book.

Remember Hat Day on Friday! It is for a great cause!

Thank you!

Hello everyone!

Today all students became editors for their peers, and students had a final peer edit of their Teen Activist essay. It is ok if you only had time for one edit. Look at the goals and the areas that were not highlighted to revise your paper.

After that, most classes met as a whole group and we discussed the upcoming Trail of Research for student Informational Books. Now that you have a topic of interest, students will decide in small groups their possible Trails of Research. You want the chapters to be focused, to flow, and to be of high interest. Getting to that point is a process!

• H/W: 
• Revise your paper according to your editor's suggestions. If you want you may turn it in to Canvas, and if not we will do it in class. Please make sure you also have it in your LA turn-in folder.
• Periods 2, 3, and 6: Create a Trail of Research for your topic in your composition book. The format is this: 

               1. Write your first chosen topic (that you wrote on the index card)
               2. Write the activist
               3. Answer: What is the most important idea to teach about this activist? What was their
                            activist platform?
               4. How did they expose the problem? How did he/she make the public aware of the
                             problem?
               5. How did the public respond? How was the problem solved?

Thank you! See you tomorrow!

           

Snowy Monday!  :(

Welcome back!

Today students chose their top two choices for their activist topic, and then they typed their teen activist papers. We will put these on Canvas tomorrow. I would like everyone to view the Peer Edit paper on Canvas in Modules (found under Informational/Research Essay) for when you finish your typing. Do you have all these requirements?

H/W: Finish typing and be ready for a peer edit tomorrow. You will be an editor (and have an editor) for two classmates.

Have a good evening!

Happy Friday!

Thank you for being focused and working hard on a Friday! Also, thanks to those of you who who completed your missing work from yesterday. I appreciate that you realized it was important.

Today students added specific content to their Teen Activist essays. they are double and triple checking that their evidence and examples support their claim - strongly support their claim. Because this paper has so many different parts, we all felt it was time to get it typed and organized! After typing, some students went to the IMC.

If you need to review the structure of the paper, please look on Canvas in Modules, under the heading of Information/ Research paper. I have the outline posted that we used in class. You also have this in your composition book.

H/W:

• Many of you said you needed to spend more time fine-tuning and revising your paper. That is great! This is a process! Set your timer for 25 minutes, and spend that amount of time revising. Doing writing in short chunks of time will keep your ideas fresh. 

Enjoy your weekend!

Hello!

Students, please remember that for the rest of your school life you will have events that conflict with homework. You and your parents need to discuss strategies to put in place when this happens. Many students get up earlier in the morning when they couldn't complete work the previous evening; my own kids used to do this. I was very clear in class, and on my blog, about the homework last night. I would accept even the slightest attempt to do your homework, but my heart is sinking at how many zeroes I had to give today (at the end of the grading period). It's not ok.

Today we analyzed a flash draft of a teen activism essay, and then students stated what strategies they saw in the essay. After that, they highlighted where they had used that strategy in their essay, or perhaps they needed to add it. In some classes several (or more than several) couldn't participate because they were busy trying to do what should have been finished for homework. They also added their conclusion.

H/W: Spend 20 minutes adding evidence prompts ( the paper you taped in your composition book) and thought prompts to your essay. What else needs to be improved? Evidence in quotations? Evidence in each paragraph? Does your evidence STRONGLY support your claim? Come in tomorrow with four well- developed revised paragraphs.

Thanks!

Feels good to be back!

Yesterday on my blog I summarized what has been covered by guest teachers the past two days. Today we took a step back and carefully reviewed assignments and what students should have accomplished by now. I cleared up questions and any misunderstandings. My guest teachers did a great job! I did not want to disrupt the flow of writing, so I let them carry on with my plans.

Please see yesterday's blog for detailed instructions. Everything you need can be found on Canvas under Announcements (those are the instructions) and Modules (that's where you'll find the link to articles and video resources).

H/W:
Come in tomorrow with your Teen Activist essay started. You should have your box and bullets outline, and then you first and second body paragraphs completed. Today we discussed the structure of this writing:

Introduction:

• Begin by defining teen activism (you can find that in the first two articles on the resource list)
• Make your claim
• summarize parallel (bullet) points

Each body paragraph:

• Topic sentence (which is actually a bullet point)
• Begin next sentence with "For example..." - this leads you to evidence (from a resource)
• Explain the evidence with a thought prompt ( This shows...; This make me think...; The important idea is...) Explain how the evidence supports the claim
• Restate topic sentence

Remember, research includes data, numbers, dates, quotes, facts..  use these!

Thank you, and see you tomorrow!

Hello!

I have been gone for two days, so I would like to get those of you who were absent caught up on what has been done in class. For those of you who have been present, this will let you know that you are on the right page. We have had lang arts planning meetings, and I am still so excited about this research unit!

The instructions for class these past two days in on Canvas. Please go to my class, and then click on Announcements. Look under Monday, March 16: Informational/Research Unit. Read the instructions and click on the link for further instructions. The Resources for articles and videos is under Modules on Canvas.

In a nutshell, you are making a claim about teen activists. This claim should be formed by reading several articles, especially the first two bullets, and making a claim about a characteristic of a teenage activist. Under your claim, write several bullets that give more specifics about that characteristic.
Find many examples of evidence (quotes, details) that support your claim.  You need to make sure this claim is true for several different activists. You need to be thinking: If I am going to teach about teenage activists, what BIG IDEAS should I teach?

This is going to turn into about a 4 paragraph paper.

• The intro is introducing your claim. Lead up to it by making some statements about teen activism...what have you read and seen.
• In each body paragraph, focus on different activists (one for each paragraph). Use evidence, quotes and details to PROVE YOUR CLAIM. Remember, do two paragraphs for your body.
• Conclusion: Look back in your composition book. What should a conclusion include?

I hope this helps. Tomorrow will be a day to share and get caught up. I can't wait to hear and see your writing!

Thank you! See you tomorrow!

Hello!

Just wanted to quickly let all my classes know that the writing you did today is not homework. If you did not finish it, you will be able to work on it tomorrow. I hope all went well! Thank you!

See you soon!

Happy Friday!

Today classes reviewed the teen activist quick write that was done yesterday. at tables, students read the writing of their partners and wrote teen activist attributes on an index card. These were taped into their composition books. I really enjoyed seeing and hearing student' ideas about what makes a teen activist.

P. 2, 3, 6 also started to analyze "I Have a Dream" as an additional resource for their activism unit.

H/W: As the end of the grading period approaches, please check HAC and make sure I have entered your grades correctly. For those of you who have passed in late work, please make sure I entered it in HAC.

Enjoy the weekend!

Hello All!

Today all classes took the Confusing Words Assessment on Canvas. Students were allowed to use notes. Many adults don't know how to use some of these word pairs (good/well, fewer/less), but now, as a 6th grader, you do!

Thanks to Carson Perkins for sharing a very revealing video about electronic waste. The video shows the global tragedy e-waste has created. Look under "Links."

After the quiz we focused on the "Big Idea" of Teen Activism. Students are gathering information from different sources and different topics and pulling all the pieces together to fit under one idea. We started a "quick write," but will finish at home. Here is the format with sentence starters:

Three paragraphs:

1) What sticks in my mind about ___________ (activist) is_________...and continue.
     Write about the activist and use thought prompts to keep your thoughts flowing:

• The important idea is...
• This makes me think...
• The message I learn is...
• This shows...

2) Now I am thinking of_______________ (second activist)
     Like above, write what you have learned about the activist, and use thought prompts

3) So my idea and vision of teen activism is_________________. You should write a few sentences here. This is the Big Idea.

Set your timer! You should be able to do this in about 10 minutes.

Thank you for a great day!

Happy hard-to-see-this morning Wednesday!


Fundraiser Update:
Tomorrow Mrs. Bortone and I will be counting the final donation amount for Water for Sudan, and we are anxious to get it sent off to the Iron Giraffe foundation! We are excited about the possibility that DMS could be a part of such an important project, and the study of teen activism is raising the stakes even higher! what a great feeling to do something for someone else...just because we could.

Today:
Students learned how to use Informational Strategies when researching, and they also learned Thought Prompts to connect themselves to text. I checked the homework from last night, and they continued researching from the Starter Text list I handed out in class.

I am a little worried...
about the number of students who have been emailing me asking for links, websites, and information they need to complete homework because they left the information at school. This is also true for homework instructions. The idea of spending my evening repeating what I have said all day, and posted on my blog, is not how I should spend my time at home. I like communication with students so much when it is for the right reasons. Time to become a responsible middle schooler...and many of you are.

H/W:

• Make 3 more organizational charts, including dates, quotes, and thought prompts. Your charts should be longer than your previous charts.
• See yesterday's blog post for the 3 parts to the organizational chart. One chart per article, text, or website.
• Confusing Words quiz tomorrow. You must have your NoRedInk assignment and quiz completed to take the quiz. You may use your notes. Bring your notes to class, please...that is your responsibility.

Have a wonderful evening!

Hi everyone!

Today all classes worked on Confusing Words (if it was necessary) and continued their research for our "Teen Activist" unit. Every student should have a green sheet with resources from which to take notes. The assignment is:

• From the green sheet, find an article, a text, and a website - these should be from three different categories
• Using the organization chart, take notes - paying attention to dates and finding a meaningful quote
• You should only write what you feel is important to teach others.
• You should have several (5, 6) bullets for each category

Here are the categories from the organizational chart:

• What happened to ______  (victim)
• What______ (activist) is fighting for
• What makes ______ (activist) special

H/W:

• Please come to class with your three completed research organization charts. This is a graded assignment.
• Noredink Confusing Words assignment and quiz due Thurs. You will have a quiz in class on the confusing words Thursday.

Thank you!

Hello!

Tomorrow is our last collection day for Water for Sudan! Thank you for all your support.

Today all classes started a Teen Activist Unit. I was very inspired by the motivation of my Water for Sudan class- their desire to help for "the greater good" was intense, so now all students will learn to be activists for worthy causes!

Students started by looking at a poster of MLK, Jr. and listing what the characteristics of an activist are based on prior knowledge about him. Then, they watched two (in some classes three) short videos about teen activists Malala Yousafzai and Alex Lin. The three videos can be viewed under "Links."
Students practiced writing notes at a fast pace during the videos, just like a journalist.

H/W: All classes

Due Wed.: From the green sheet titled "Student Packet: Text Set, " choose three subjects of teen activism. Choose three different types of media, for example, an article, a text, a video. Look each one up online (it is easier to type in the heading) and write notes about activism from each one. So, you are doing a total of three.

Due Thurs.: You will have a quiz on the Confusing Words groups. You have practiced an assignment and quiz on noredink.com, and now you will take a quiz on Canvas in class on Thurs. Make sure you use your notes on noredink!

See you tomorrow! Thank you for a great learning day!

Yay! It's Friday!

P. 1,5: Students worked on Confusing Words (ISTEP prep for April) on NoRedInk in class. This lesson is difficult and I wanted students to have the support of being in class. We wrote notes about the word pairs first, and then students worked independently on the assignment and quiz. I know most didn't finish, and it's ok. We will finish Monday.

H/W: Period 1- hold off on doing NoRedInk this weekend. We will finish in class on Monday.

P. 2,3,6: We continued with Robert Frost poem analysis. The overarching question is how the structure of the text enhances its meaning. This is a level 4 DOK and a tough question to answer! Students responses were derived by completing a web analysis, and this helped guide students to answer the question.

Last day for Water for Sudan fundraiser will be next Tuesday! Any donation amount is very much appreciated. Thank you! My previous blog post has a link to the website.

Enjoy your weekend!

Hello!

Students will be collecting for Water for Sudan until next Tues. We very much appreciate all your support, and we are inching closer to our goal. Here is a link to the Water for Sudan/Iron Giraffe website if you would like more information: http://www.waterforsouthsudan.org/   You can also receive a tax receipt for you donation, if requested. This has been a tremendous experience for our students!

Today my classes met in the LGI for a change of scenery. :)  Because read time had been cancelled for ISTEP, students brought books and enjoyed silent reading. After that, P. 1 and 5 focused on "confusing words" activities, and P. 2,3, and 6 started the literature webs for The Road Not Taken.

Thanks to all students for doing the right thing during read time. It felt good!

No h/w tonight! See you tomorrow.

 Day #2 of testing is over! Yay!

Even though LA and math tests are over, students will still be taking ISTEP for science tomorrow. This will be taken in their science classroom. Students, you did an amazing job on ISTEP today! I saw everyone working hard, rereading text, and using every minute of their time. I am so proud of you and I know the results will reflect your time and effort!

For all classes, today was an extension of yesterday...

P. 1: We continued with Long Walk to Water read aloud with the short time that we had.

P. 2, 6: Students wrote about an important decision they have made based upon "The Road Not Taken." I shared information about the author that I learned from visiting his New Hampshire farm, and students also finished analysis of the poem.

P. 5: Students started NoRedInk with confusing words. We did the assignment as a class.

No homework because of ISTEP.

Thank you for a great day!

Testing Tuesday!

I was very impressed with the focus and attention students gave to today's ISTEP. Students used all the allotted time and worked hard. Everyone was well prepared with the necessary supplies and looked well rested. Do the same for tomorrow! Great job today!

P. 2,3,6: We plunged into the William and Mary  Persuasion unit today...finally! The overarching theme is "change," so we began with analysis of Robert Frost poetry related to the same topic. I shared with students that when I lived in New Hampshire, I lived in the town neighboring the Robert Frost Farm. I loved visiting (many times) and looking at the scenery and surroundings that inspired him. I have interesting information to share!

P. 1, 5: Period 1 was mostly testing. In P.5 students reviewed their compare/contrast essays and revised one paragraph - their most needy paragraph. After that, they started a new noredink assignment on confusing words.

No homework...rest up for ISTEP tomorrow!

Thank you!

Welcome Back!

IMPORTANT: ISTEP begins tomorrow!

• Tues. and Wed. will be math and language arts, and Thurs. will be science. 
• Students will test in their period 1 class for Tues. and Wed., but Thurs. they will test in their science class. 
• Please remember NO CELL PHONES! These have to be turned off and kept in student lockers. 
• The only items you need to bring to testing are two number 2 pencils and a calculator. Many of you have already done this. 
• Rest up, eat a healthy breakfast, and be ready to show what you know!

Today classes did a variety of ITEP practice and review lessons. There is a noredink assignment and quiz for Confusing Words ISTEP review. These are the words I feel could be easy spelling errors for you on ISTEP. Some students started this.

See you tomorrow!

Happy Friday!

After a much too long absence, students went to the IMC today. Since One Book One School is over, it is time for new books! Students also did a Text Feature Scavenger Hunt to review informational features of texts for ISTEP review.

For ISTEP, please remember to bring to your p.1 class Monday:

• calculator
• two #2 pencils

ISTEP testing will be Tues., Wed., Thurs. of next week. Please remember to:

• eat a healthy, protein-filled breakfast
• get a good night's sleep
• turn off cell phones and keep them in your locker or at home. You run the risk of an invalidated test if you have a cell phone. Even the teachers have to turn their phones into the office or leave them at home! Don't risk it!

Have a wonderful weekend! You worked very hard this week. Thanks.

Hello!

This week I have ticket sales for wrestling, bus duty, and checking in ISTEP booklets after school, so my blog entries are brief!

Students are working so very hard with ISTEP practice. I know they feel confident and ready. It's like when you practice for a play...you finally NEED that audience. ISTEP will be on Tues. and Wed. for LA and Math and Science is Thurs.

A few ISTEP reminders for Monday- bring to period 1:

• Bring two #2 pencils
• calculator
• Get a restful sleep the previous night (and weekend)
• Eat healthy breakfasts with protein

TOMORROW IS $5.00 FRIDAY for WATER for SUDAN!

H/W: Elearning Day #4 due tomorrow! I will not chase after you if you are late on your elearning; it is up to you to tell me how to solve the problem of having a zero. I am so fortunate I have very few students who make this choice. 

Thanks! See you tomorrow! Bring your Archer Cards. :)

Hello!

We continued with ISTEP practice today, using the practice booklet from the state. This is a great opportunity because ISTEP is going to not only look different, but the expectations and skill focus has also changed. I have a whole list of changes that I will share with students later this week.

$5.00 Friday!! Please try to bring $5.00 to donate to Water for Sudan this Friday! If you don't have $5.00, any amount of money will be appreciated!

H/W:
Elearning Day 3 due Thurs.
Elearning Day 4 due Friday

Thank you!

Welcome back!

I hope you enjoyed your unexpected time off! I know you had elearning, and thanks to all of you who have passed it in. It is nice to finish it so you don't have to worry about it this week! Your elearning is looking more polished and professional...thank you!

Elearning Due Dates: Day #3 due this Thurs., Feb. 26

                                      Day #4 due this Fri., Feb. 27

A note of thanks to all of you, students and parents, who have donated to the Iron Giraffe: Water for Sudan fundraiser. Even though it was developed by my period 3 class, I am so thankful to all of you outside (and inside) the class who have donated. It is very heartwarming to see students donate birthday money, Christmas money, allowance, and know that the only thing they will get in return is helping those in need. Thank you, and let the fundraising continue!

All classes continued with ISTEP writing and reading reponse practice today. The practice materials we used can be found on the Indiana DOE website. Tomorrow we will move into the official practice books from the state.

Stay focused and work hard this week! It is an important week which leads us up to ISTEP!

See you tomorrow!

Hello!

Friday, Feb. 20, is elearning day 4! I would love it if you did the assignment on google drive and then shared it with me by email. It would allow me to get a head start on grading the assignments right away. Please make sure you share with me by email!

Stay warm, everyone! Did you hear the state shortened the ISTEP test?  I am relieved for you!

I will see you on Monday. Miss you guys!

Snowy Wednesday!

*** If there is a snow day tomorrow, please do eLearning day #3. I spoke to all  my classes today about getting the work done on the snow day; it is too hard for students to try to mange eLearning for for all their classes when they have school and homework.

All classes: We continued with ISTEP practice today. Students were given a reading response with depth of knowledge questions that were at the highest levels, and I believe this is what they can expect to see on the new test. But, it is the type of writing we have been doing this year, and they need to take a deep breath and say, "I got this." Students also practiced timed pre-writes. If they can complete a prewite in less than 12 minutes, all their hard work is done.

Period 3 Fundraiser "Water for Sudan" started today! We had a beautifully executed video and presentation on WDMS. Students have started collecting money at lunch. We are off to a FANTASTIC start! What a great learning experience...and they only thing they will get in return is the overwhelming feeling of what it is to truly "give." Perfect.

Have a cozy evening!

Tuesday - hope you are staying warm!

Progress Reports should be coming home today! Please take a moment to check your child's progress. I had many students with late/missing assignments. When I made them aware of their current grade, the assignments magically appeared :) These were not graded in time for progress reports, but they are on HAC, so ask your child to pull up HAC to view their current grade.

P. 1, 5 Today we continued with Prompt Attack! Now that students can create their prewrite outline in 10 seconds, we are using practice prompts to fill in the prewrite in less than 10 minutes. I tell students this is their lifeline to a successful writing prompt!

H/W: Finish the PREWRITE ONLY for the "Lottery" prompt. Here is the scenario:

The evening news just ended. Your hands are shaking. You heard the numbers, and you have douvble and triple checked. You have the winning lottery ticket! You have just won a million dollars! How do you feel? What will you do with all the money? How will this change your life and your plans for the future?

Remember: borrow words for intro and conclusion!

P. 3: Students wrapped up their plans for the fundraiser Water for South Sudan. They will be appearing on WDMS, giving speeches in classrooms in all graders, and speaking in the cafeteria. This is so exciting, and it is also very heartwarming to see students give their own money. So sweet.

H/W: Remember to tell adults that checks for South Sudan should be made out to DMS.

P. 2,6: Students continued today with Socratic Seminar: Part II. I could tell students felt more relaxed, but they were still professional. Thank you for inviting those to speak who had difficulty allowing their voices to be heard on Friday. I love this opportunity for students to freely discuss and analyze.

H/W: Read!

Thank you so much!

Woo hoo! Friday!

Ok..let's get serious. Almost all of you are dedicated students who care about your learning...fantastic! For some others, your hearts are going to drop when you see your Progress Report. It is your responsibility to look at HAC and see what you need to do to feel successful. For almost all of you who have low grades, it is because you did not do the quizzes on noredink.com. So, what can you do? Isn't a late grade better than a zero? Your call. Why do I care more than you do?
If you do decide to complete your noredink, please email me once are done. It is your job to follow through with me. 

P. 1, 3, 5: Today we learned, practiced and drilled Prompt Attack! for ISTEP writing. I spend quite a bit of time on this because it helps students to feel confident and know exactly how to get started. We also watched a video about Brandon Sanderson, author of Steelheart, who will be visiting our school Feb. 25! Students wrote questions to ask him.

P. 2,6: Socratic Seminar was amazing!! Deep discussions and thoughtful questions. And, what a kind group of individuals. I really enjoyed watching you monitir to make sure all were included. Obviously, we will have to carry this over to Tues. Bring all your Socratic materials on Tues.!

Have a super weekend! Thank you for a fun week!

It was a Thoughtful Thursday kind of day...

Students today did quite a bit of reflection and analysis; all classes were involved in analytic or reflective activities:

P. 1,5: Students took a good look at their final drafts before posting them to Canvas. They checked for common theme between two texts and transitions that cue the reader to the development of the theme in their stories. This takes some careful reflection! After that, as a class, we analyzed the low scoring areas of their Acuity #2 assessment. These are aligned to ISTEP, so it is worthwhile to do this activity.

H/W: Check HAC before progress reports go out tomorrow. Do you have a zero? What are you going to do about that?

P. 3: What a busy and exciting class! I don't think students realize that what there doing for the Water for Sudan project is problem based learning! They split into groups and made videos for WDMS with Mrs. Saoud, wrote scripts for WDMS, made posters for advertising (with pathos!), and cut out water drops for students to sign and hang when they donate money. They will go on WDMS Tues. and officially start the fundraising! Please remember checks are to be made out to DMS.

H/W: Compare/Contrast due tomorrow. We will post it to Canvas together.

P. 2, 6: After posting compare/contrast to Canvas, we reviewed specific universal guidelines for Socratic Seminar to prepare for tomorrow. After that, students focused on finishing their research. Some students visited the IMC. I am very excited for tomorrow!

H/W: Socratic tomorrow! Your notes and research are your ticket to participate!

Thank you for a wonderful day!

Wednesday!

What a great start to today! Students (thank you Wyatt and Marley!) from period 3 spoke to parents and student at the 4.0 Breakfast about their class effort to raise money for Water for Sudan - Iron Giraffe project. With just that small gesture, they we able to raise over $400.00!! And, this is just the beginning! We are so excited about moving forward with this project.

I reviewed eLearning expectations with all classes. Presentation and pride in work counts..

P. 1,5: This was the last day for Compare and Contrast writing. Students worked hard peer editing and getting their final drafts wrapped up!
H/W: Final draft of Compare and Contrast should be in you turn-in folder for class tomorrow.

P. 2,6: We reviewed the guideline for Socratic Seminar on Friday. I handed out the evaluation criteria and rubric, and then students researched their chosen essential question. My job is to guide and support, but it is not to feed you information or tell you if a response is "good enough." The idea is for you to struggle a bit and decide what is necessary information. When you struggle, you learn. Dig in and figure out how best to approach the question. It is up to you!
H/W: Final draft of Compare and Contrast should be in you turn-in folder for class tomorrow.
          Socratic Seminar Friday! Fill in your "notes" page for admission!

P. 3 Students made posters and stated putting pictures and video clips together for Water for Sudan. They are getting ready to go on WDMS and visit classrooms next week.
H/W: Final draft of Compare and Contrast should be in you turn-in folder for class Friday.
          ** Donations from friends and relatives for Water for Sudan will be accepted and appreciated!

Thank you!

Hello!

Today was more compare and contrast typing and peer editing of the final draft. In most classes, we began ISTEP practice by reviewing the commonly missed questions on the Acuity assessment. We will continue to go through the assessment and complete the ISTEP practice activities from the IDOE website.

**Period 3: Today students volunteered to speak at the 4.0 breakfast tomorrow about our upcoming fundraiser for Water for Sudan. Students also volunteered to hold buckets for donations as parents exit the cafeteria. The next step is to work on the WDMS news stories for the fundraiser.

H/W:

For all classes:

•  The Compare and Contrast typed final draft is due on Thurs. Please make sure it is in your Turn In Folder on google drive. We will post it to Canvas together on Thurs.
• NoRedInk redo for Tricky Nouns and Indefinite Nouns is due tomorrow.

P. 2, 6:

• Start your research for Socratic Seminar, which will be on Friday. Remember, the note page n on the back of the instruction sheet is your ticket to participate.

Have a good evening!

Happy Monday!

In all classes today, students did peer editing and revisions for their compare and contrast papers. After that, they typed their final drafts. With the exemplars and prewrite, students should have great final products! We used an unusual type of format, but I believe it is one that covers all the bases for compare and contrast. Students have many types of writing possibilities to keep in their heads for ISTEP!

Period 3: I will update you tomorrow on my meeting with Mrs. Harper about the fundraiser. An idea she had was for someone to talk to parents and students at the 4.0 Breakfast this Wednesday! We could give a short "speech" and pass the "well" to collect money. Students will also be asked to be on WDMS and go to classroom to collect money.

Period 2, 6: We reviewed the guidelines of Socratic Seminar for RC. This will be fun! You will be participating in Socratic this Friday.

Homework:

ALL CLASSES: NoRedInk redos are due Wednesday!

P. 1,5: You will start typing your final draft tomorrow. Make sure your written rough draft has been peer revised and edited before you start typing, so please finish your written rough draft tonight.

P. 3: You will have about 20-25 minutes of class time to finish your final compare/contrast tomorrow. We will be working on the fundraiser and making public service announcements.

P. 2,6: You will have about 20-25 minutes of class time to finish your final compare/contrast tomorrow. If you can't finish it in that amount of time, you may need to work on it tonight.

See you tomorrow! Thank you!

Friday!!  :)

We had a great day of learning and thinking today. Students did a peer edit and revision with specific guidelines for compare/contrast writing. Some started to type their final drafts. As of now, I want this writing to be done in class, so please don't type at home. I want to be able to confer with you as you type.

Period 3 only: Students in this class are creating a fundraising effort to raise money for water wells to be drilled in Sudan. This is based upon the class book we read, Long Walk to Water. Students are raising money for "Water for South Sudan," a nonprofit organization developed by the main character in the book. As soon as our fundraiser is approved, we will get the fundraising off the ground! Very exciting to see the students' passion.

Several of you emailed me about glitches with noredink. I am not sure what is going on with that; I take the quizzes many times before assigning it, and I did not run into a problem at all with these quizzes. Because of this, I have created assignment and quiz for Tricky Nouns and Indefinite pronouns. A student today mentioned how much better he understood the "rules" when he put them in his own words, and that is exactly what note-taking should be! Thank you for that strategy suggestion, Logan!

H/W: Read carefully!

P. 5: Come to class Monday with paragraphs 1 and 2 of your rough draft completed.

ELearning due Monday- no late work will be accepted. It will not take long to do, and a zero hurts (you and me).

NoRedInk:

• Tricky Nouns Assignment and Quiz should have been completed in class yesterday.
• Indefinite Pronouns Assignment and Quiz due Monday.
• Redos for Tricky Nouns and Indefinite Pronouns Assignment and Quiz due Wed.

Have a nice weekend!

Hello!

I had a guest teacher today for an language arts meeting, and it sounds like all went well. Thank you for your respectful behavior!

Today students worked on two assignments on NoRedInk.com. The first is Tricky Nouns - assignment and quiz. This was to be finished in class. The second was Indefinite Pronouns - assignment and quiz. When students finished, they looked in their compare/contrast writing.

H/W:
Same as yesterday for all classes, but I am adding:

"Tricky Nouns" and "Indefinite Pronouns" NoRedInk assignments and quizzes due Monday for all classes.

See you tomorrow!

Quick blog today!

We reviewed the Summary assessment today and continued with compare and contrast writing, with the focus being on how to construct a conclusion.

Elearning due Monday...no late work accepted! No kidding!

H/W:

Elearning due Monday...no late work accepted! No kidding! Completer sentences for full credit, please.

P. 1, 5: Finish the prewrite for your compare and contrast paper. Remember to use the exemplar text to guide you. This is due Friday.

P. 2, 3, 6: Wrtie the rough draft for your compare/contrast. This should be done in your composition book. This is due Friday.

Thank you!

I'ts Already Tuesday!


Students' brains were jump started today with a quick white board activity assessing their knowledge of figurative language. After that, the focus was on the pre-write for their compare and contrast writing. This isn't a simple writing piece comparing two novels; it's comparing the way a common theme is developed in two pieces of literature. So, the focus is more on the author style rather than the stories. An exemplar text was annotated and analyzed for reference.

Homework:

eLearning is due on Monday! Remember this: complete sentences and all parts of the questions have to be answered for full credit. The assignment should be written on lined paper or typed (please print to pass in). No work after Monday will be accepted. No kidding.

P. 1, 5: Finish Paragraph 1 of compare/contrast prewrite
P. 2, 6: Finish Paragraphs 1, 2, 3 of prewrite
P. 3: Finish Paragraphs 1, 2, 3 prewrite

Thank you for your attention and participation today!

Snow Day today (Monday, Feb. 2)...that means it is eLearning Day 2!

• Go to the PHM website to access the assignment. Today's assignment is a nonfiction piece about Abraham Lincoln, and I think it is interesting; it makes me wish I could meet him. 
• Answer the assigned questions, being very careful to answer EACH PART of the question.
• All responses should be on lined paper or typed. If you type, please print it.
•  Responses should be in complete sentences. 
• Ignore all the standards that are listed- those are listed for the state. You do not respond to those.

The assignment will be due next Monday, and if that changes I will let you know. No late assignments will be accepted. Seriously.

Try to find time to enjoy the snow! It is beautiful!

Go Patriots! My hometown team!



The One Book One School kickoff started today!! Introducing Steelheart! Read and enjoy! This is not required reading, but as I always say, it is more fun to be involved than not.

All classes today analyzed and annotated a compare and contrast exemplar for format. After this, students created their Venn diagrams for finding a common theme between two anchor texts. We will go from there to a prewrite, and then they will begin writing their compare/contrast 4 paragraph papers. I also gave reading time so that students could start to feel invested in Steelheart.

H/W: Read you OBOS novel! Steelheart!

P. 3: Venn Diagram for LWTW and your novel choice due Monday.
P. 2,6: RC guiding questions due Monday. Don't forget to use evidence when indicated.

Have a wonderful weekend! Have fun in the Super Bowl fury!

Hello!

Today I quickly reviewed the eLearning assignment to point out a few areas that most students overlooked. After that, we worked on common theme between two texts, and we found this is going to be a bit challenging for compare and contrast! Come to class ready to think!

H/W:
Period 2,6

• RC Guiding questions and chapter titles Monday
• Come in with an idea of a book in which you can compare/contrast themes with RC.

See you tomorrow!

Hello!

Today all classes began compare/contrast writing. Students need to have writing stamina for the upcoming ISTEP! We made a chart of the writing genres we have done this year so that they can compartmentalize the types of graphic organizers and requirements for each type of writing.

P. 3: Students started their proposal letter for Mrs. Harper for the Iron Giraffe fundraiser (base on LWTW).

P. 2,6: Students met in groups to brainstorm the last chapters of RC, and then we shared as a class.
H/W: Guiding questions and chapter titles due next Monday.

See you tomorrow! Get ready for One Book One School! :)

Hello there!

**Parents: Your student has their report card! They were distributed yesterday.

All students took a summary writing today. The assessment tests their writing and reading skills for summarizing passages. This tool most of the class period.

I know you have your summaries from Monday - that assignment was the ticket to your test. Please hold on to them and we will take a look at them together in class tomorrow.

H/W: Periods 2, 6:

Finish RC. We will do the guiding questions in class tomorrow.

GET READY FOR "ONE BOOK ONE SCHOOL" COMING LATER THIS WEEK!! YOU'RE GOING TO LOVE IT!


See you tomorrow!

Happy Monday!

Report Cards went home today!

Today all classes experimented with another way to write summaries. We analyzed a summary about a short story, and then annotated the article to find the who, what, when, where, how, why. Then, students took another look at their nonfiction articles (or video for periods 2 and 6) and rewrote their summaries. This is a bit different than the controlling idea and 3 supporting ideas graphic organizer, but it gives students a choice as to which organizer works best for them.

H/W: Tomorrow there will be a Summary Assessment. This will consist of short passages in which you will choose the best summary statement. You will also be given a short nonfiction passage for which you will write a summary. To study, you will want to reread your practice paragraphs, review prewrites, study the green rule paper for summaries, and read a few paragraphs of a book your reading and write a summary!\

See you tomorrow!

Hello!

P. 1,5:

Today the class was divided according to novel. Each group finalized their summary writing while the other group watched a movie clip (20 minutes) of the film based on their novel. They will be using this information to reflect upon the difference of the experience between watching the movie and reading the book (as opposed to the superficial difference). Both movies were found on putlocker.com. You can go on and search for the movie. Once you get to the movie, just click on it - you don't have to join.

No h/w

P. 3:

Students finished their Wordle based upon LWTW. After that some students needed to finish their summaries, while others were put into groups to start brainstorming about our fundraiser for Water for Sudan. We will be diving into this problem-based learning project next week.

***Those of you who emailed me your Wordle or Word It Out: the link never showed up in my email. We will have to figure this out. If you can do it at home, please do that and print it out.

P. 2,6:

Islands were passed in after a gallery walk! They look great! Students also worked on summary writing and controlling idea - rough draft. we also discussed the last few chapters of RC and focused on the shift of power and control. Who really is controlling whom?

H/W:

Read chpt 13 ( you may finish the book if you have time)

Thank you!!

Good evening!

All classes except Period 3:

Today the ficus was summary writing and deciphering between summarizing and retelling. There were some great classroom discussions about this topic! Students practiced a summary template and then went to the hard part - pulling out main ideas from a lengthy article or video. A key to this is to focus on the "controlling idea," which helps to keep the writer focused. It's a challenge!

Period 3:

Well, we started using Wordle to create an idea board for vocab and characterization words from LWTW, but we ended up using Word It Out. I loved seeing the story come alive with just isolated vocabulary and single descriptive words to tell a story!

H/W:
Periods 3:

Finish your Wordle or Word It Out pages(s). Remember, if you want to print in color, print at home. Please bring it in tomorrow.

Periods 2, 6:

Island Map due tomorrow. Remember, 25-30 items in total. Read RC chpt 12...some shocking things happening on the Island of Despair!

See you tomorrow!