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!
Monday, March 30, 2015
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.
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.
Friday, March 27, 2015
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 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!
Thursday, March 26, 2015
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!
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!
Wednesday, March 25, 2015
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:
P. 2, 3, 6:
Remember Hat Day on Friday! It is for a great cause!
Thank you!
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!
Tuesday, March 24, 2015
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!
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!
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!
Monday, March 23, 2015
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!
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!
Friday, March 20, 2015
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:
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!
Thursday, March 19, 2015
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!
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!
Wednesday, March 18, 2015
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:
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!
Tuesday, March 17, 2015
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.
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!
Monday, March 16, 2015
Friday, March 13, 2015
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!
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!
Thursday, March 12, 2015
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:
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!
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...
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!
Wednesday, March 11, 2015
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:
Have a wonderful evening!
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!
Tuesday, March 10, 2015
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:
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!
Monday, March 9, 2015
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!
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!
Friday, March 6, 2015
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!
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!
Thursday, March 5, 2015
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.
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.
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.
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.
Wednesday, March 4, 2015
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!
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!
Tuesday, March 3, 2015
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!
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!
Monday, March 2, 2015
Welcome Back!
IMPORTANT: ISTEP begins tomorrow!
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!
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