| MONDAY, August 27--Sorry, we didn't do any startling or brilliant
learning activities--just read through the Disclosure Statement, found
homework buddies, got to know each other a bit. The fun starts next time!
HOMEWORK: Bring in a free reading book of your choice. Signed disclosure
statements are due by the end of this week.
This looks like an energetic, bright, and cooperative group. Thanks,
parents, for doing such a good job with your kids.
TUESDAY, August 28 (B DAY) I checked to see who brought a free reading
book. I assigned seats and collected disclosure statements. We discussed
how to use their new planners most effectively. I passed out Reading Records
and explained how to fill them out. The first hour of reading and a completed
Reading Record is due Wednesday, September 5th. We reviewed the Internet
Agreement and I told them some plagiarism stories.
HOMEWORK: Disclosure and Internet Agreement are due Thursday. Reading Record
is due Wednesday, September 5th. Supplies are also due September 5.
WEDNESDAY, August 29 (A Day) See yesterday. We followed the same outline.
HOMEWORK: Disclosure and Internet Agreement are due Friday. Reading Record
is due Thursday, September 6. Supplies are also due September 6.
THURSDAY, August 30 (B Day) I collected the rest of the disclosure
statements and the internet agreements. We had a planner competition looking
for anything that applied to English in their new planners. I explained where
everything in the room is, then let groups work together to discuss and write
down rules for me, since all week they have been given rules for them. We
discussed some of these, which were very insightful.
HOMEWORK: Supplies and Reading Records are due Wednesday, September 5th.
FRIDAY, August 31st (A Day) I collected the rest of the disclosure
statements and the internet agreements. We had a planner competition looking
for anything that would help them in English in their new planners. I
explained where everything in the room is (I call it a "virtual" tour).
HOMEWORK: Supplies and Reading Records are due Thursday, September 6th. Don't
forget to get a parent signature on the reading records.
WEDNESDAY, September 5 (B Day): I checked supplies (worth 40 points!)
while we had free reading. We turned in our reading records after
proofreading them for capital letter, punctuation, spelling, and parent
signature. We laughed about advice first graders gave to new kindergarteners
and I opened up the graffiti board for advice for surviving either seventh or
eighth grade. We discussed creative endeavors and where creative people go
for ideas. The fifth section of their binders will be where they will keep
all their writing ideas. The first step is to find three items (flat!) that
remind you of a unforgettable memory or something you like or are good at.
These need to be mounted on card stock.
HOMEWORK: Read for Reading Record due Tuesday, September 11. Find three
items (as described above).
THURSDAY, September 6 (A Day): I checked everyone's supplies (worth 4
points) and planners while we had free reading. Students handed in their
first reading records after proofreading them for capital letters and
punctuation. We finished with a group activity where I let students
brainstorm rules that I should follow in order for them to learn better. We
shared both the serious ones and the silly ones, and they had terrific ideas
to help me be a better teacher. We finished up (in first and second) by
sharing some advice first graders gave to new kindergarteners. Our graffiti
board will be advice from eighth graders to 7th (or 8th) graders on how to
survive junior high.
HOMEWORK: New reading record is due Wednesday, September 12. School pictures
will be taken Monday, Sept. 10. Look your best!
FRIDAY, September 7 (B Day): I gave them a bit of time to practice for
their names test next Thursday, then reviewed information about the "three
favorite items" they are to bring next Tuesday. A couple of students shared
some examples. We then had a planner check and free reading. We talked about
fluency writing (don't stop, just let your thoughts "flow" on to the page)
and wrote out first journal entry: "What's on your mind? School, family,
friends, fun, worries, weekend plans, food, etc.) We will share some of these
on Tuesday.
HOMEWORK: Reading REcord and "three items" are due Tuesday.
MONDAY, September 10 (A Day): I gave them a bit of time to practice for
their names test next Friday (a test on all the names of the students in the
class). We discussed creative endeavors and where creative people go
for ideas. The fifth section of their binders will be where they will keep
all their writing ideas. The first step is to find three items (flat!) that
remind you of a unforgettable memory or something you like or are good at.
These need to be mounted on card stock. We brainstormed lots of great ideas!
These are due on Friday, September 14th. We talked about fluency writing
(don't stop, just let your thoughts "flow" on to the page) and wrote our
first journal entry: "What's on your mind? School, family,
friends, fun, worries, weekend plans, food, etc.) We will share some of these
on Wednesday or Friday.
HOMEWORK: Reading Record due Wednesday. Three "items" for your writing
section are due Friday.
TUESDAY, September 11 (B Day): We postponed the deadline for the Reading
Record until Thursday because of some confusion. I let them practice for the
names test which is Thursday. We wrote another journal entry: "What are your
memories and thoughts about September 11? Do you think we should stop talking
about it so much? Is it time to move on?" After several people shared, I let
them share their three items they brought for their fifth section as I
checked them off. We labeled our binder dividers and started a list
of "Literary Terms" with the word "genre," listing several examples. We
finished with some time to read and write about "Freak, the Mighty."
HOMEWORK: If you haven't already finished your Reading REcord, finish it for
Thursday. If you haven't shown me your three items, show me on Thursday.
WEDNESDAY, September 12 (A Day): I had an excellent substitute today so
I could attend a yearbook workshop with my journalism students. She was
highly impressed with my students! We began by turning in reading records and
practicing for the "names" test on Friday. We wrote journal entry # 2: What
are your memories of or feelings about September 11th? Should we stop talking
about it so much and just "move on?" The students took a diagnostic spelling
test on 50 words commonly misspelled by eighth graders. They then worked on
a couple of worksheets (easy, then hard) on "Confused Words."
HOMEWORK: If you have not finished your crossword puzzle of "Confused Words,"
finish up that for Friday. Also, your three "items" for your fifth section
are due Friday. I missed you!
THURSDAY, September 13 (B Day): We started with our "names" test--some
people were a bit too lazy to learn everyone's name! We handed in Reading
Records. I read more of "Freak," and then we wrote about it. I explained
how important "visualizing" is in either reading or listening to a story. I
let them draw sketches of what they were able to visualize while I was
reading. We discussed how vizualization can help you understand science or
history better. We finished up with a game trying to unscramble letters to
spell the names of ten different genres of literature.
HOMEWORK: Reading Record is due Monday. Students can replace 20 words with a
sketch of something they were able to visualize in their reading.
Friday, September 14 (A Day): Today was interrupted by the Hello Day
Assembly, so each period was a bit different. 1A: I checked their "three
items," gave them the names test and then we went to the assembly. 2A: I
checked their "three items," gave them the names test, but we didn't have
time to correct it before lunch. 3A: I checked their "three items," gave them
the names test, then shared our journals.
HOMEWORK: Read for the Reading Record due Tuesday.
MONDAY, September 17 (B Day): We proofread and turned in Reading
Records. We worked on our literary terms worksheet in groups, writing
definitions, examples and three adjectives to describe each genre. I gave an
in-class spelling assessment on fairly basic words.
HOMEWORK: Finish the "Literary Terms" worksheet.
TUESDAY, September 18 (A Day): We proofread and turned in Reading
Records, then worked on literary vocabulary, starting with "genre." I
finished with reading aloud the first chapter of "Freak, the Mighty" and the
students wrote about it.
HOMEWORK: Read for the Reading REcord due next MOnday.
WEDNESDAY, September 19 (B Day): We started by immediately correcting
the Literary Terms worksheet on genres. It is worth 70 points, so be sure you
do it. We wrote journal #3: Describe your absolutely perfect day. (It has to
happen in Utah and cannot cost more than $100.) I assigned students to think
of three genres they could write about EACH of the three items they brought
for their fifth section. I was able to read part of a chapter in "Freak," but
we didn't have time to write about it.
THURSDAY, September 20 (A Day): We started with free reading
and a planner check. I can see that a majority of students are using their
planners very effectively, which explains why there are so many A's. We wrote
journal #3--"Describe your absolutely perfect day." (It has to be in Utah and
it can't cost more than $100.) We had fun sharing a few of these. I read
more of "Freak" and introduced our first reading strategy, visualizing--
turning on the camera in your mind. We'll finish the genre worksheet next
week.
HOMEWORK: Read for the Reading Record due Monday. Please bring a calculator
to class on Monday.
FRIDAY, September 21 (B Day): Thank you, all you parents who came to
parent-teacher conferences. It was wonderful to meet you! We started by
sharing some of our ideas with each other from our genre assignment. These
were handed in. I checked planners (for the last two weeks) while the
students read. They worked on a worksheet of confused words in class. I
wanted to see what they could do without taking it home. We finished with a
few pages of "Freak."
HOMEWORK: Reading Record is due Tuesday. Please bring a calculator to class
on Tuesday.
MONDAY, September 24 (A Day): We collected Reading Records and then
took the delightful math portion of the Iowa Test of Basic Skills. We had
time to work in groups to define the 10 genres on their Literary Terms
vocabulary sheet.
HOMEWORK: List three examples of EACH genre (that's a total of 30). You may
write ONE movie (but no more) in each box. A movie or book may be used more
than once. Have fun with this--share ideas with friends and/or family.
TUESDAY, September 25 (B Day): We collected Reading Records and then
took the math portion of the Iowa Test of Basic Skills. We had just enough
time to finish our worksheet on Confused Words and then read part of "Freak."
We talked about making text-to-self connections with the story.
HOMEWORK: None, except to read.
WEDNESDAY, September 26 (A Day): I gave students a couple of minutes to
share and exchange ideas for their Literary Terms worksheets; then we
corrected them and handed them in. We then pulled out our papers with the
three items we brought from home. We brainstormed all the ways (genres
again) you could write about one item, using examples from the students'
items. Their assignment is to write down three genres they could write about
each item. They need to write a sentence with an explanation of the genre.
For example, if you write a fantasy, what would that fantasy be about? They
should have a total of NINE writing ideas. Only ONE of them needs to be a
non-fiction piece of writing. Genres can be used again for different items.
I handed back Reading Records, spelling assessments and worksheets on
confused words. The students started a spelling log of the words they
missed. They will be tested individually on their own words later.
HOMEWORK: Reading Record due Monday. (You can sketch instead of write if you
want to.) Nine genre ideas are due.
THURSDAY, September 27 (B Day): We corrected our "Confused Words"
worksheet. I handed back Reading Records, spelling assessments and
worksheets on confused words. The students started a spelling log of the
words they missed on any of these assignments. They will be tested
individually on their own words later. We had time to read a chapter
of "Freak" and write about it.
HOMEWORK: Reading REcord due Monday, October 1. Students may write down text-
to-self connections. Five "connections" are equal to 60 words.
MONDAY, October 1 (A Day): We started by writing down some problems for
the advice column in the first student newspaper. We handed in reading
records and then checked the page of nine genres assigned last time. We
shared some of the writing ideas, which were very imaginative! We worked on
our Parts of Speech worksheet (with definitions and examples), then finished
up with a chapter of Freak.
HOMEWORK: Read for next Tuesday, Oct. 9th. Those in Period 3A can make
connections (text to self) on their reading records. Five connections are
equal to 60 words. Or they can just write a 60-word summary.
TUESDAY, October 2 (B Day): We proofread and turned in our reading
records, then changed seats. We read a chapter of "Freak," then worked as
groups on making "text to text" connections. "Texts" include books, movies,
TV shows, plays, poems, songs, newspaper articles, etc. We started on a
worksheet about Parts of Speech, but did not finish. It is NOT homework.
HOMEWORK: Read for next Monday, Oct. 8th. Students can make text to text
connections instead of writing 60 words. Six connections are worth 60 points.
WEDNESDAY, October 3 (A Day): I had a substitute today because I had an
emergency regarding my mom's surgery. The sub gave the Iowa Test in Social
Studies. He also had the students read a story in the literature books and
work on a worksheet. These were collected at the end of class and WERE NOT
homework. For the most part, the kids were great for him! Thank you.
HOMEWORK: Reading Record due Tuesday.
THURSDAY, October 4 (B Day): We took the Social Studies section of the
Iowa tests. We had some time for a little "Freak" and then tackled a right-
brained, creative project--naming the fifth section (writing) of our binders.
Students went outside to brainstorm symbols that have something in common
with writing/creativity. We shared their favorites in class. They are
supposed to make a list of SEVEN ways their favorite symbol is like
writing/creativity.
HOMEWORK: Reading Records are due Monday.
FRIDAY, October 5 (A Day): We started with a planner check and free
reading. We had time for a little "Freak" (no time for writing today) and then
tackled a right-brained, creative project--naming the fifth section (writing)
of our binders. Students went outside to brainstorm symbols, which we will
share on Tuesday.
HOMEWORK: Reading Record is due Tuesday.
MONDAY, October 8 (B Day): We handed in Reading Records, then corrected
our list of similarities (from Friday's brainstorming activity) and shared a
few good ideas. We then worked on listing differences between our symbol and
writing (at least four). We turned our ideas into a short essay and discussed
how to write a good introduction, a paragraph explaining similarities, a
paragraph explaining differences and an good conclusion.
HOMEWORK: The introduction and second paragraph (at least four similarities)
is due Wednesday.
TUESDAY, October 9 (A Day): We handed in Reading Records, then continued
our brainstorming activity about our symbols for writing/creativity. Everyone
had to make a final decision, then write seven similarities and four
differences. I assigned a short essay which is only four paragraphs long. It
must begin with an introduction (what else? which must be at least three
sentences long. It must start with an "attention getter" and conclude with
the main idea of the essay. Second paragraph needs a topic sentence and four
or more similarities. Third paragraph needs a topic sentence and four or more
differences. (You must use at least one transition word or phrase in the
topic sentence of paragraph three.) The conclusion (at least three sentences)
must restate the main idea USING DIFFERENT WORDS! You can also use the
conclusion to ask a question or challenge your reader. You can talk to your
reader in a variety of ways.
HOMEWORK: A1 and A2 need to complete the entire essay. 3A didn't quite
finish and only need to write the first two paragraphs. Have fun with this.
It combines right and left brain thinking.
The next reading record is due Monday, October 15th.
WEDNESDAY, October 10th (B Day): We had a great time exchanging our
first two paragraphs of our essays. We brainstormed way to improve
our "attention-getters," made sure the main idea was clearly expressed in the
first paragraph, and looked for a topic sentence in the second paragraph. We
went outside to write our third and fourth paragraphs. We had time to read a
chapter of "Freak" and talk about (and write down) "text to world"
connections.
HOMEWORK: Finish your essay if you didn't finish in class. Reading Record is
due Tuesday, October 16th. You make any kind of connections with your own
book. Each connection is worth ten points.
THURSDAY, October 11 (A Day): I gave preparation points to everyone who
had their essays ready. We marked the attention getters, thesis statements
(main idea), topic sentences, transition words, repeated thesis in conclusion
and extra ideas in conclusion. In first and second, we had time to trade
papers and talk about ways to improve their writing. In third period, we
finished writing the essays, but didn't talk about revision.
HOMEWORK: Period 1 and 2: Make improvements to your essay.
Period 3: Finish paragraphs three and four.
EVERYONE: Reading Record is due Monday. Have some fun--make
connections!
FRIDAY, October 12 (B Day): I gave preparation points to those who had their
third and fourth paragraphs written. We highlighted important parts of our
essays, then exchanged them with others to read. We talked about a few ways
to make them better.
HOMEWORK: Reading Record due Tuesday. Make three improvements in each
paragraph of your essay. That's a total of twelve.
MONDAY, October 15 (A Day): We collected reading records and added
missed words to our Spelling Logs. We did a lot of work on our essays, more
in some classes that others. In first period, we made sure that we made at
least THREE improvements/revisions to each paragraph for a total of twelve.
We reviewed the definitions of nouns, verbs (action and state of being),
adjectives, and pronouns and circled three examples in our essays. We even
had time to review some of the six traits of good writing and write about
which trait we thought was strongest in our essays. We handed them in with
the comparison/contrast worksheets. In second period, we got as far as
locating the parts of speech, handing them in before we talked about Six
Traits. In third period, we finished them up, exchanged papers, and worked
in class to improve/revise three things in each paragraph. Those who did not
finish it, need to finish at home and have it ready to hand in first thing on
Wednesday.
HOMEWORK: None for those who handed in their completed essays. For all
others, essays must be handed in on Wednesday.
TUESDAY, October 16 (B Day): We turned in reading records. We then
worked on our essays. We put stars by each change we made (three in each
paragraph),then shared them with our groups. We reviewed parts of speech
(nouns, pronouns, verbs, and adjectives) and found them in our writing. We
briefly went over some of the Six Traits of good writing. Each student wrote
25 words about which trait they thought was the most important, or best, or
easiest to do in their essay. THEN WE HANDED THEM IN! We finished with a few
pages of "Freak."
HOMEWORK: If you haven't finished your essays, you better do it. Last day
for any make-up work is MONDAY, OCTOBER 22. No exceptions.
WEDNESDAY, October 17 (A Day): I had a sub again today for another
conference about journalism and education. I don't usually have so many
substitutes, so I apologize for that. They finished reading and writing about
the wonderful memoir about the Iditerod, then wrote a journal entry: "If you
could have three wishes (for you or someone else), what would they be? Why?
What difference would they make in your life? No wishing for unlimited
wishes." Then the students worked on capitalization rules and exercises in
their writing books. They were very cooperative and worked hard!
HOMEWORK: All late and make-up work is due Tuesday, October 23. No
exceptions. Reading Records are due Tuesday. Make some connections!
THURSDAY, October 18 (B Day): I did a quick planner check of the last
two weeks while students added words to their spelling logs. We read FREAK
for a few minutes and added "archetype" to our Literary Terms after we
discussed. We worked on the reading strategy of making predictions and
everyone wrote three predictions about what we thought was coming in the
story.
We wrote in our journal: "If you could have three wishes (for you or someone
else), what would they be? Why? What difference would they make in your
life? No wishing for unlimited wishes."
HOMEWORK: All late and make-up work is due Monday, October 22. The last
reading record of the term is also due that day. Make some connections or
predictions. Each prediction written in a complete sentence is worth 20
points.
FRIDAY, October 19 (A Day): While I checked planners, I let students finish
their worksheet on the Iditerod memoir. Journals and binders are going tob e
collected on Tuesday, so I showed them everything they should have in there
and helped them organize. We read a chapter of FREAK and talked about
making "text to text" connections.
HOMEWORK: All late and make-up work is due Tuesday, October 23. The last
reading record of the term is due Tuesday. Make some "text to self" or "text
to text" connections if you want to. It's kind of fun!
MONDAY, October 22 (B Day): We handed in reading records. We started
reading a play filled with suspense, "The Monkey's Paw." Half the period was
spent in the computer lab learning about future careers.
HOMEWORK: Write one page (250 words)about one of the following:
a. Retell a scary story you have heard before. Add whatever you can
to make it as suspenseful as possible.
b. Write a short story (or the beginning of one) based on your
predictions about what your think will happen in the play.
c. Make up your own scary story or base one on one of the three items
you have in your writing section.
d. Write about something scary and suspenseful that happened to you.
Use hints and sound effects and scary words! Have fun with this. It is due
Wednesday.
TUESDAY, October 23 (A Day): We handed in reading records, binders,
and journals. We started reading aloud a suspenseful Halloween play. The
second half of the period was spent in the computer lab working on career
research.
HOMEWORK: Write one page (250 words)about one of the following:
a. Retell a scary story you have heard before. Add whatever you can
to make it as suspenseful as possible.
b. Write a short story (or the beginning of one) based on your
predictions about what your think will happen in the play.
c. Make up your own scary story or base one on one of the three items
you have in your writing section.
d. Write about something scary and suspenseful that happened to you.
Use hints and sound effects and scary words! Have fun with this. It is due
Thursday.
WEDNESDAY, October 24 (B Day): We finished reading "The Monkey's Paw,"
discussing several interesting questions about it, especially the ending. We
had just enough time for people to share their scary stories with each other.
Several shared theirs with the whole class.
HOMEWORK: The only people who have homework are those who did not hand in
their stories today. Those stories need to come in on Halloween. Relish,
enjoy, embrace, adore your break! See you next week.
THURSDAY, October 25 (A Day): We read a play called "The Monkey's Paw,"
discussing and writing about several interesting questions about it. We
had just enough time for people to share their scary stories in their groups.
Several shared theirs with the whole class.
HOMEWORK: The only people who have homework are those who did not hand in
their stories today. Those stories need to come in on Halloween. Relish,
enjoy, embrace, adore your break! See you next week.
TERM TWO
WEDNESDAY, October 31 (B Day): We read some of FREAK, concentrating on
a reading strategy called "Determining What is Important." We then read Edgar
Allan Poe's "The Tell-Tale Heart," writing down notes about the external
action (action you can see), internal action (what is going on inside the
character's heart and head), and spooky words Poe used.
HOMEWORK: Reading Record is due November 6th. Everyone must still write
sixty words for each hour, BUT they must write down what the most important
thing is in the part they just read and WHY.
THURSDAY, November 1 (A Day): We read a fabulous Edgar Allan Poe
story, "The Tell-tale Heart," writing down notes about the external
action (action you can see), internal action (what is going on inside the
character's heart and head), and spooky words Poe used. What a masterpiece!
In first and third period, we worked on making "text to world" connections in
our reading of FREAK, the MIGHTY. In second, we shared a few more ghost
stories. We're not quite ready to let Halloween go yet!
HOMEWORK: Reading Record is due WEDNESDAY, November 7th.
FRIDAY, November 2 (B Day): We read FREAK and worked on determining what
is important and why. We added "narrator, first-person point of view, and
third-person point of view" to our Literary Terms list. We used our what's
important strategy on "The Tell-tale Heart," then finished up by writing down
all the spooky, creepy words Poe used and favorite sentences.
HOMEWORK: Reading Record is due Tuesday, Nov. 6th, Election Day. Students
MUST write about what is important in their reading and WHY.
MONDAY, November 5 (A Day): We checked out literature books today so
students could have one to keep at home. We reviewed out journal entries
about three wishes. I asked them to choose on of their three wishes that
could backfire (or not be granted in the way they expected). How could there
be bad consequences? How could you word the wish so the bad consequences
wouldn't happen? We read several pages in FREAK, learning about "archetypes"
in first and third period. We finished discussing the external and internal
action at the end of "The Tell-tale Heart."
HOMEWORK: Reading Record is due Wednesday.
TUESDAY, November 6 (B Day): We turned in reading records, sharing some
examples from people's reading records about what was important in their books
and why. We wrote a fabulous journal, "Describe what guilt/fear makes you
feel like physically?" They really went into detail (a la Edgar Allan Poe)
and wrote like REAL writers. We then read about Poe and what events in his
life might have made him write "dark" stories. We finished by looking over
the questions on p. 209.
HOMEWORK: Choose one question between 2 and 7 to answer with a complete
paragraph. Include a good topic sentence, a concluding sentence, and five
sentences between. Support your answer with details from the story.
Due Thursday. Reading Record is due next Monday. All books, unless approved by
me, must be taken from lists of award-winning young adult books or from lists
of books for the college bound. Check the web at www.ala.org/yalsa/booklists.
WEDNESDAY, November 7 (A Day): We turned in Reading Records, then read
some of FREAK THE MIGHTY, focusing on making predictions and determining what
is important and why. We had fun racing to find "spooky, creepy" words in
Poe's story as well as favorite sentences. In first period, we had time to
add four words to our literary terms: suspense, foreshadow, first person
narrator, and third person narrator. In second period, we talked about what
an "archetype" is and cited examples from dreams. (This refers back to FREAK.)
HOMEWORK: Reading Records are due next Tuesday, November 13th. All books,
unless approved by me, must be taken from lists of award-winning young adult
books or from lists of books for the college bound. Check the web at
www.ala.org/yalsa/booklists.
THURSDAY, November 8 (B Day): We broke up into groups according to which
question students chose to write about. We reviewed the difference between a
topic sentence and a supporting detail; then each group presented their ideas
to the class. We finished up with an old black and white film made of "The
Tell-tale Heart."
HOMEWORK: Reading Record is due Monday, November 12th.
FRIDAY, November 9 (A Day): We had a planner check, then a journal entry
in first period, "Describe in detail how guilt/fear makes you feel physically
as well as mentally." Then we watched an old black and white movie of "The
Tell-tale Heart." In second and third, we only had time for the planner check
and the movie.
HOMEWORK: Reading Record is due Tuesday, November 13th. Don't forget the new
rules for choosing books.
MONDAY, November 12 (B Day). We started with a planner check for ten
points, turned in Reading Records, wrote letters to a sick friend while I
read FREAK aloud. We focused on a new reading strategy--Empathy. I handed
back their suspensful stories and asked them to add at least 11 words from
their list of spooky words from Poe's writing.
HOMEWORK: Just read.
TUESDAY, November 13 (A Day): We handed in Reading Records, then
discussed some of the differences between the Poe story and the movie we
watched last week. We wrote journal entry #5: "Describe in detail what
guilt/fear makes you respond both mentally and physically." Their writing was
terrific. I read FREAK and we worked on WHAT'S IMPORTANT and EMPATHY as
reading strategies. In first and third period, students were assigned one
question on page 209. See below.
HOMEWORK: Choose one question on page 209 (#2-7)to answer in a well-developed
paragraph. Be sure to include a clear topic sentence, a clear concluding
sentence and five sentences in between (giving supporting details from the
story.) The substitute will collect this on Thursday.
Reading Records are due Monday, November 19th. Second and third periods,
EVERYONE must write down what was important in their reading and WHY. First
period, everyone except those who have already done it need to write down
what's important and why.
WEDNESDAY, November 14 (B Day): I was attending an English teachers'
convention in New York City, but this is what the substitute did: First, 20
minutes of free reading time. They then read a wonderful memoir by Gary
Paulsen and filled out a worksheet.
HOMEWORK: Read for next Tuesday' Reading Record. You may choose any strategy
you want to use in your writing.
THURSDAY, November 15 (A Day): I was at a convention, but here is what
we did: First, 20 minutes of free reading. Then they finished some
capitalization exercises in the writing book. The exercises were:
Exercise 1 on p. 710, Exercise 2 on p. 712, Exercise 3 on 715, ONLY the even
numbers of Review A, B, and C on page 717-719. There was a puzzle they could
work on after they finished the exercises.
HOMEWORK: Read for Monday's Reading Record. If you haven't written down what
is important and why, do that this week.
FRIDAY, November 16 (B Day): Still gone but back soon! If students
didn’t finish their worksheet about Wednesday’s story, they should have
finished that.Then they were to pick up writing books and take the diagnostic
test on capital letters on page 707. They then studied rules for capital
letters and completed the follow exercises: Exercise 1 on p. 710, Exercise 2
on p. 712, Exercise 3 on p. 715, Only the even numbers of Review A, B, and C
on page 717-719. Anyone who finished everything could work on a puzzle for
extra credit.
HOMEWORK: Read for Tuesday.
MONDAY, November 19 (A Day): We turned in Reading Records, read some of
FREAK, then wrote in our journals, turning pet peeves into hidden blessings.
We tied this into Thanksgiving. Periods One and Three had time to create
their lists of 25 spelling words for a test next week.
HOMEWORK: No homework over the long break unless you have missing work.
TUESDAY, November 20 (B Day): We turned in Reading Records, read some of
FREAK, then wrote in our journals, turning pet peeves into hidden blessings.
We tied this into Thanksgiving.
HOMEWORK: No homework over the long break unless you have missing work.
MONDAY, November 26 (A Day): I announced a picture book Christmas drive
for at risk pre-schoolers. We then reviewed for Wednesday's spelling test
(second period's test is on Friday). We read FREAK (in first and third)
focusing on the reading strategy of asking questions as we go. We finished
off with free reading time.
HOMEWORK: Bring pillows! Bring picture books! Study your spelling words!
Read!
TUESDAY, November 27 (B Day): I announced a picture book Christmas drive
for pre-schoolers. We worked on collecting 25 spelling words to be tested on,
including every word misspelled on homework since the beginning of the year.
I read FREAK as focused on asking questions about the story. We finished with
free reading time.
HOMEWORK: Bring pillows? Bring picture books! Bring a book for free reading
on Thursday. Read for your Reading Record due next Monday.
WEDNESDAY, November 28 (A Day): We started right out on spelling--first
and third period took spelling tests; second period reviewed their test on
Friday. I read from FREAK, working on comprehension strategies. In first
period, I handed back "scary" stories and assigned students to add at least
ten words or phrases from Edgar Allen Poe to their stories, type the final
copy (highlighting added words), and hand it in Thursday, December 6.
HOMEWORK: Reading Record Due Tuesday, December 4th. Those who haven't done
so, MUST write about what is important in their books and why.
Period 1A: Typed story is due December 6th.
Period 2A: Spelling test is Friday!
THURSDAY, November 29 (B Day): We started with a spelling test, then
wrote Journal #7: If you could create a new holiday, what would it be? What
would we celebrate or remember? What date would we celebrate it, what would
our new traditions be, and what would we eat?" I read from FREAK and then we
had free reading time.
HOMEWORK: Read for the Reading Record due Monday. If you haven't already
done so, please remember to write down what is important and why. Also, the
typed scary story with the new words is due Monday.
FRIDAY, November 30 (A Day): First period wrote journal entry #7 (see
above) had a planner check, and listened to a chapter of Freak. Period 2 had
a spelling test and time to read quite a bit in FREAK and talk about it.
Period 3 had a planner check and lots of FREAK.
HOMEWORK: Read for the Record due Tuesday. If you haven't already done so,
please rmemeber to write down what is important and why.
HOMEWORK: Reading Record is due Tuesday. If you haven't already done so,
please remember to write down what is important and why.
MONDAY, December 3 (B Day): We handed in our scary stories, then our
reading records. We reviewed how the skill of determining what is important
and why can be transferred to different situations (jobs, etc.) and practiced
writing questions from other classes that may require that skill. Then we
handed in reading records. We finally corrected our capitalization exercises,
then had free reading.
HOMEWORK: Just read for next week!
TUESDAY, December 4 (A Day): Period 1 handed in their typed stories with
the word changes. We discussed real life situations and other school classes
where you have to explain what is important and support it with reasons. We
finally corrected our Capitalization exercises and then had free reading.
Period 2 wrote journal entry #7: "If you could create a new holiday, what
would it be? What would we celebrate or remember? What date would we
celebrate it, what would our new traditions be, and what would we eat?" They
got their scary stories back to add ten "spooky" words Edgar Allan Poe uses
so masterfully. Period 3 shared journal entries, then followed Period's
outline.
HOMEWORK: Period One: Just read for next week! Periods 2 and 3: Type your
story, highlighting your added words. Extra credit if it is handed in
Thursday, but due on Monday, December 10.
WEDNESDAY, December 5 (B Day): .We started with a grammar exercise about
the correct uses of I and me, writing down the rules for our binders. We
started the "I and Me" club. (Ask your student about how you become a
member.) We read some FREAK and then read for a while. Everyone has found a
book they enjoy reading.
HOMEWORK: Spelling test Friday. Reading Record due Tuesday. They may write
about their outside book any way they want to EXCEPT drawing pictures
THURSDAY, December 6 (A Day): Anyone who wanted extra credit for handing
in typed stories today will receive extra credit. We started with a grammar
exercise about the correct uses of I and me, writing down the rules for our
binders. We started the "I and Me" club. (Ask your student about how you
become a member.) We read some FREAK and then had free reading for a while.
Everyone has found a book they enjoy reading.
HOMEWORK: Reading Record due Monday. Students may write about their outside
reading books any way they want to EXCEPT drawing pictures.
FRIDAY, December 7 (B Day): We started with time to take a spelling
test, then tested each other on our own words and corrected the test.
HOMEWORK: Reading Record due Tuesday.
MONDAY, December 10 (A Day): We turned in Reading Records and any scary
stories that weren't handed in last week. We defined and discussed the words:
INFER, IMPLY, AND INFERENCE and when we use them. It was fun to discover the
ancient roots of these words. I assigned a short "word collection" to be
ready for Wednesday. This should be fun! Then free reading.
HOMEWORK: First side of vocabulary list should be filled out with words you
think are cool! Due Wednesday.
TUESDAY, December 11 (B Day): We followed almost exactly yesterday's
outline.
HOMEWORK: First side of vocabulary list should be filled out with words you
think are cool! Due Thursday.
WEDNESDAY, December 12 (A Day): We shared out self-chosen "cool"
vocabulary words, borrowed three from other people, talked about how language
spreads and grows, and learned more about how to find the root of a word.
There was time for free reading, too.
HOMEWORK: There is only homework for those who didn't fill out the first side
of the vocabulary worksheet yet. This must be finished for Friday.
THURSDAY, December 13(B Day): We followed yesterday's outline.
HOMEWORK: Reading Record is due Monday. If you haven't filled out the front
side of your vocabulary sheet, do that for Monday.
FRIDAY, December 14 (A Day): We reviewed inference and how to make them,
sharing examples. We had fun looking at "Magic Eye" puzzles and relating them
to inference. We applied making inferences to FREAK.
HOMEWORK: Read, shiver, laugh, shop, sip hot chocolate, hug each other.
MONDAY, December 17 (B Day): We turned in reading records, reviewed how
to make an inference and then practiced on FREAK. Inferring involves
combining evidence, facts, or information with what you already know about
life, people, certain situations, or yourself. We went over the next
vocabulary assignment.
HOMEWORK: Add six more "cool" words on the second side of the vocabulary
sheet. No dictionary surfing--these words have to be actually used in a
book, movie, TV show, conversation, etc. For the context of each word, I
need a SENTENCE that the words are used in. Due WEDNESDAY. Readathon and word
games on Wednesday. Bring food for youself or to share!
TUESDAY, December 18 (A Day): We turned in reading records and had a
planner check while students worked on the next part of their vocabulary
worksheet which is due on Thursday. We read over Freak's Dictionary (from the
book)and then shared some of our funny, made-up "freakanitions." I think we
are all as smart as Freak! We finished with some of FREAK, making inferences
and backing them up with evidence from the story.
HOMEWORK: Add six more "cool" words on the second side of the vocabulary
sheet. No dictionary surfing--these words have to be actually used in a
book, movie, TV show, conversation, etc. For the context of each word, I
need a SENTENCE that the words are used in. Due Thursday.
Readathon on Thursday--bring food for yourself or to share.
WEDNESDAY, December 19 (B Day): We turned in Vocabulary Worksheets,
played around with some magic eye puzzles, read some FREAK aloud, and had our
readathon. Special thanks to Lindsay Townsend--she was the only one who
brought food to share.
HOMEWORK: Are you kidding? Catch up on anything missing or get ahead in
reading. Be nice to everybody.
THURSDAY, December 20 (A Day): We turned in Vocabulary Worksheets, read
some FREAK aloud, played a word game, and had our readathon while we munched.
Special thanks to all who brought food to share.
HOMEWORK: Are you kidding? Catch up on anything missing or get ahead in
reading. Be nice to everybody.
WEDNESDAY, January 2 (B Day): We started with a journal entry: "Write
five headlines you would like to see across the front page of the newspaper
in 2008." (Think of sports, politics, science, celebrities, natural events--
the world, nation, state, city, school, etc.) Then we used those headlines to
review adjectives and move on to adverbs. We finished up with some of FREAK.
HOMEWORK: Read for next week. In your outside reading, use at least TWO of
the reading strategies we have learned.
THURSDAY, January 3 (A Day): We followed yesterday's outline.
HOMEWORK: Read for next week. In your outside reading, use at least TWO of
the reading strategies we have learned.
FRIDAY, January 4 (B Day): We reviewed the definition of prepositions,
then started some creative sentence writing.
HOMEWORK: Reading Record due Tuesday. Use at least two reading strategies we
have learned.
MONDAY, January 7 (A Day): We finished FREAK and discussed the ending.
We discussed some brain research and how it relates to reading as well as the
meaning and importance of METACOGNITION. We had just enough time to have free
reading.
HOMEWORK: Reading Record is due Wednesday. Use at least TWO reading
strategies we have learned.
TUESDAY, January 8 (B Day): After talking about metacognition and how
our brains can monitor how we are thinking, we finished FREAK and discussed
the ending. We had just enough time for free reading.
HOMEWORK: None if you are caught up. ALL LATE OR MAKE-UP WORK IS DUE MONDAY,
JANUARY 14TH. I WILL ALSO BE COLLECTING BINDERS AND JOURNALS THAT DAY.
WEDNESDAY, January 9 (A Day): We tried some of our reading strategies on
short science articles like you would see on an SAT or CRT test, then
answered questions and corrected them. It caused us to do some good thinking.
We started watching the movie of FREAK.
HOMEWORK: None if you are caught up. ALL LATE OR MAKE-UP WORK IS DUE TUESDAY,
JANUARY 15TH. I WILL ALSO BE COLLECTING BINDERS AND JOURNALS THAT DAY.
THURSDAY, January 10 (B Day): We had lots of fun with sentences. They
had to take a noun, two adjectives, one prepositional phrase, two adverbs,
and a verb and create four different kinds of sentences. By the time we were
finished, they sounded like REAL writers instead of eighth graders. Then we
watched the first part of FREAK.
HOMEWORK: I finally handed back MOST of the essays (from long ago last term,
sorry) to be typed up for Monday. If students want to improve their scores,
they can make revisions and bring their final copy with their rough draft to
class. Those who did not get theirs back will have them delivered to them
tomorrow, so they can type them. ALL LATE OR MAKE-UP WORK OR EXTRA CREDIT
READING IS DUE MONDAY, JANUARY 14TH. I WILL ALSO BE COLLECTING BINDERS AND
JOURNALS THAT DAY.
FRIDAY, January 11 (A Day): We organized our binders to hand them in next
week and watched FREAK.
HOMEWORK: I handed MOST of the corrected essays (from last term) for them to
be typed up. Due Tuesday. If students want to bring their scores up, they
need to make improvements on their typed draft. DO NOT THROW YOUR ROUGH
DRAFTS AWAY! Bring them with your typed copies on Tuesday. Use 12 point
font, double spaced. If you did not get your essay back, I will have it for
you next week and will give you extra time.
MONDAY, January 14 (B Day): We organized and handed in our binders and
journals. We turned in typed essays. Those who just got them back today have
until Wednesday to type them. We watched more of the movie.
HOMEWORK: None.
TUESDAY, January 15 (A Day): We handed in binders and journals as well
as typed essays. We watched more of FREAK.
HOMEWORK: None, unless you still need to type your essay.
WEDNESDAY, January 16 (B Day): We finished FREAK and had a discussion
about symbolism in the book and movie. The kids' ideas were very thoughtful.
HOMEWORK: None.
THURSDAY, January 17 (A Day): We finished up the movie and had a
discussion about symbolism. The students' ideas were so impressive.
We had time to make a bookmark listing reading strategies as well as a few
things we learned about writing during the first semester. Only first period
had time for a fun writing activity using different parts of speech.
HOMEWORK: Do something to celebrate Martin Luther King.
THIRD TERM:
TUESDAY, January 22 (B Day): Sadly, I have lost some students and,
happily, gained some new ones. I went over a bit of info for the new ones.
We started an in-class essay, so I can see a writing sample. We will finish
it next class.
HOMEWORK: By Monday, new students need to bring a one-inch binder, five
dividers, and a spiral notebook to be kept in class. They also need to
complete the front page of the vocabulary worksheet,where they find five
words they think are really cool!
EVERYONE needs a free reading book Thursday.
WEDNESDAY, January 23 (A Day): Sadly, I have lost some students and,
happily, gained new ones. I went over a bit of information for the new ones.
We started an in-class essay, so I can see a writing sample. We will finish
it next class.
HOMEWORK: By Tuesday, new students need to bring a one-inch binder, five
dividers, and a spiral notebook to be kept in class as well as a free reading
book. They also need to complete the front apge of the vocabulary worksheet,
where they find five words they think are really cool!
EVERYONE--bring a free reading book next Tuesday.
THURSDAY, January 24 (B Day): We started with free reading and a planner
check. I explained three options for extra credit--a book poster (no larger
than 11" x 14"), a quote about reading from someone famous (written clearly
on a 8.5 x 11" paper), or a strip of paper with a 15 word sentence expressing
a great reason to read. We discussed our upcoming vocabulary plan (Teach-a-
word-a-day) beginning next week. We talked about choosing an audience to
write our essays for and began writing! We ended with free reading time.
HOMEWORK: New students, if you did not hand in your vocabulary worksheet
today, have it for me on Monday. Bring a free reading book Monday. Look for
a word to teach the class (one that you don't already know) because you have
to choose a word on Monday.
FRIDAY, January 25 (A Day): See schedule and homework for yesterday.
MONDAY, January 28 (B Day): We finished up our essays and turned them in,
then selected our vocabulary words to teach the class, then had free reading.
HOMEWORK: Write down your chosen vocabulary word, its part of speech, and a
definition IN YOUR OWN WORDS.
TUESDAY, January 29 (A Day): We followed yesterday's schedule.
HOMEWORK: See yesterday.
WEDNESDAY, January 30 (B Day): We started with a journal entry, a repeat
of the one we started with in September: "What is on your mind? Think about
friends, family, weather, worries, decisions, classes, lunch, big events in
the state or country, pets, weekend, romance, movies, books, food, money,
sports." We used our journal writing to discuss the difference
between "general" and "specific" writing. A few students shared their
journals, then we continued on our vocabulary assignment and finished up with
our magazine activity.
HOMEWORK: Finish your vocabulary worksheet: word, part of speech, definition
in your own words, three places you would hear this word, a 15-word
(specific) sentence using the word, AND a bright and colorful visual
representation of your word. Also, cut out 25 phrases you like from magazines
THURSDAY, January 31 (A Day): See above. We didn't write the journal in
4th period--we finished up our essays.
HOMEWORK: See above. Due Monday.
FRIDAY, February 1 (B Day): We had some free reading while I checked
planners and preparation, then worked on our magazine project.
HOMEWORK: None.
MONDAY, February 4 (A Day): We worked on our vocabulary word assignment,
checked to see that everyone had 25 word strips, and explained the new
reading record. Period 4 wrote journal entry #1: "What's on your mind?"
HOMEWORK: Period 1--Start reading. One hour of reading due next Tuesday,
February 12th.
Period 4--Finish inside of vocabulary worksheet (except for squares) and draw
your visual clue for your word.
TUESDAY, February 5 (B Day): I explained a ten new ways to write about
what your are reading for you outside reading. We worked on our portfolio
covers and had free reading.
HOMEWORK: First reading record is due Monday, February 11th. Read 60
minutes, write 60 words about it, using whatever form you choose. Don't
forget to have a parent sign it. If you didn't finish yet, finish creating
your "message" for your portfolio cover and have it ready to glue down on
Thursday.
Period Three: Talk to your parents for a few minutes about the election and
write 25 words or so about what you talked about.
WEDNESDAY, February 6 (A Day): We talked about the ways to write about
their outside reading for their Reading Record. Most people finished up
their "messages" for their folders and had some free reading time.
HOMEWORK: Finish your message at home and have it ready to show me at the
beginning of class. Start reading for your Reading Record due Tuesday, Feb.
12.
THURSDAY, February 7 (B Day): We added information to our vocabulary
word papers: root languages, meaning of root, and three related words (that
share a root, a suffix, or prefix). I checked everyon's portfolio "messages,"
shared books we will be using for Book "Talk-about" Groups starting next
week. Everyone signed up for a book they want to read in class. We actually
enjoyed some free reading time.
HOMEWORK: Read one hour for Monday; write about the book in whatever way you
choose!
FRIDAY, February 8 (A Day): Today we were in a bit of a rush. I
checked everyone's messages, added a category to their Reading Record (Is
there a person, place, or thing that is a symbol of an important idea in your
book? Wha is it and what do you think it might stand for?). We selected books
for our Book Talkabout Groups next week, and added roots and meanings to our
vocabulary papers. WHEW!
HOMEWORK: Read one hour for Tuesday; write about the book in whatever way you
choose!
MONDAY, February 11 (B Day): We turned in Reading Records, then wrote
journal entry #2: "I couldn't stop _________ing." They could put in any verb
they wanted to. They had to take one general statement and make it more
specific. Then we worked on finding a great opening sentence somewhere later
in their writing. They no longer can whine about not knowing how to start
their writing. Just start writing and find your perfect opening sentence
later. It works every time. We shared journals, started on phonetic spelling
(only in third period), then had free reading.
HOMEWORK: None
TUESDAY, February 12 (A Day): We followed yesterday's outline, except we
are a bit behind still in Period 4A.
HOMEWORK: None.
WEDNESDAY, February 13 (B Day): We wrote valentines for each other,
practicing using specific rather than general praise. Being able to express
appreciation in writing is a LIFE SKILL that pays rich dividends! We worked
on phonetic spelling in 1A, then began reading our Group Books.
HOMEWORK: None, unless you want to start reading for next week.
THURSDAY, February 14 (A Day): We followed yesterday's outline, except
because of all the interruptions, we didn't cover everything in 4A. I
postponed next week's reading records.
HOMEWORK: None. Just enjoy the weekend, read for joy and fun.
FRIDAY, February 15 (B Day): We started teaching vocabulary words.
They will be going up on the wall next week. We met with our Reading Circle
groups, then read quietly so everyone can get to one eighth of their books.
HOMEWORK: None. Just enjoy the three-day weekend; read for enjoyment. I
posponed the reading record for next week.
TUESDAY, February 19 (A Day): We started with a planner check of those
who have still not turned in a reading record. We hurried through phonetic
spelling (introducing the "schwa"), then organized our Reading Groups. We
read, noting characters, setting, the situation or challenge. We were able
to meet in our groups for just few minutes to exchange ideas.
HOMEWORK: Period 1A: Read one-eighth of your pages. Period 4A: None.
WEDNESDAY, February 20 (B Day): We had a planner check, taught a
vocabulary word, worked in our Talkabout Groups, started a punctuation paper,
and had free reading. In third period, many people were gone, so we had
reading time and taught a vocabulary word.
HOMEWORK: Reading Record due Tuesday, Feb. 26. You need to read another 60
minutes and write about it in a different way than you did last time.
THURSDAY, February 21 (A Day): We worked on Vocabulary, talked about
returned reading records, and read for our reading groups. We met in groups
to finish discussing the characters, setting, and conflicts in our books.
HOMEWORK: Read at least 1/8 of your book for Monday.
FRIDAY, February 22 (B Day): We learned a vocabulary word, a
punctuation mark (the one used for interrogative statements), and started a
double entry journal. Everyone chose one important passage in the first
1/8th of the book and wrote down why they chose it. We met in groups to
share them, and then set about reading to the first 1/4 of the book for
Tuesday.
HOMEWORK: Reading Record due Tuesday. The time you spend on your "talkabout"
book (book group) can count on your free reading.
MONDAY, February 25 (A Day): We learned some more awesome vocabulary,
a puncatuation mark (the one used for interrogative statements), and started
a double entry journal, then shared them. Period One got to read aloud to
each other a few page, recorded one thought they had while reading. Both
periods had time to read so they can have 1/4 of the book read by Wednesday.
HOMEWORK: Reading Record due. Be sure you read to your goal in your group
book first! The time you spend can count on your Reading Record for Wednesday.
TUESDAY, February 26 (B Day): We turned in reading records after sharing
a few of them. We learned a few words, cleaned out our binders, learned how
to use one punctuation mark, then broke into our reading groups for some
reading and discussion.
HOMEWORK: Read the next 8th of your book. You should have 3/8 read by
Thursday. Be prepared for a quiz.
WEDNESDAY, February 27 (A Day): We turned in reading records after
sharing a few. We worked on writing questions about the first fourth of the
book, one "on the page" question (which the author tells you right out) and
one "have to think" question (often a "why" question). We spent half of our
class in the library trying out the "MY ACCESS" writing program.
HOMEWORK: Reading Record due Monday, March 3rd. Use your time to read your
assigned book first, then read your own. READ THE FIRST HALF OF YOUR BOOK,
PLEASE.
THURSDAY, February 28 (B Day): We started working with the "MY ACCESS"
computer writing program, beginning a persuasive essay about "banning books."
HOMEWORK: Read the first 5/8 of your book for Monday.
Reading Record is due Tuesday. Use your time to read your assigned book
first, then read your own.
MONDAY, March 3 (A Day): We turned in reading records. In fourth
period, we got in groups and quizzed each other on the questions we wrote
about the books. In first period, we learned about how to use a colon. BOTH
classes added four words to our literary terms: protagonist, antagonist,
dynamic character, and static character.
HOMEWORK: Choose a character from your assigned book who is a dynamic
character. In a well-organized paragraph, describe how he/she has changed and
why. For extra credit, write the same kind of paragraph about a real person
or yourself. Due on Wednesday.
TUESDAY, March 4 (B Day): We turned in reading records. We got in groups
and answered questions about our books so far. Third period still had to
write two questions, one about something the author tells you right "on the
page," and one where you "have to think." After grading each other's
responses to the questions, we added four words to our literary terms:
protagonist, antagonist, dynamic character, and static character.
HOMEWORK: Choose a character from your assigned book who is a dynamic
character. In a well-organized paragraph, describe how he/she has changed and
why. For extra credit, write the same kind of paragraph about a real person
or yourself. Due on Thursday.
WEDNESDAY, March 5 (A Day): I checked planners and paragraphs (for
preparation points), then we worked on vocabulary and punctuation. We wrote
journal entry #3: "I used to _____________, but now I _____________________
because_____________." Some delightful ones were shared aloud. Then we got
into our groups to share paragraphs and decide who had been the most
effective in their writing and WHY.
HOMEWORK: Group books needs to be finished by TUESDAY for a quiz and project.
Please count the time toward your reading record--all you need is a parent
signature, NO WRITING! If you want credit for more than two hours, please DO
write about your reading. Those who are finished with the book, read a book
of your choice, but all you need is a parent's signature that you read. All
this is due Tuesday
THURSDAY, March 6 (B Day): checked planners and paragraphs (for
preparation points); then we worked on vocabulary. We wrote journal entry
#3: "I used to _____________, but now I _____________________
because_____________." Some delightful ones were shared aloud. I collected
their paragraphs so they can share them next time and gave them time to read.
HOMEWORK: Group books needs to be finished by next WEDNESDAY for a quiz and
project. Please count the time toward your reading record--all you need is a
parent signature, NO WRITING! If you want credit for more than two hours,
please DO write about your reading. Those who are finished with the book,
read a book of your choice, but all you need is a parent's signature that you
read. All this is due WEDNESDAY, March 12.
FRIDAY, March 7 (A Day): We had discussions about "complications" in
their group books. First period had reading time; fourth period had their
celebration for contributing so much to our famine fund-raiser.
HOMEWORK: Group books needs to be finished by TUESDAY for a quiz and project.
Please count the time toward your reading record--all you need is a parent
signature, NO WRITING! If you want credit for more than two hours, please DO
write about your reading. Those who are finished with the book, read a book
of your choice, but all you need is a parent's signature that you DID read.
All this is due Tuesday.
MONDAY, March 10 (B Day): We had lots of people missing for the musical
today. After a little vocabulary work, we watched a movie of "The Outsiders."
HOMEWORK: Group books needs to be finished by next WEDNESDAY for a quiz and
project. Please count the time toward your reading record--all you need is a
parent signature, NO WRITING! If you want credit for more than two hours,
please DO write about your reading. Those who are finished with the book,
read a book of your choice, but all you need is a parent's signature that you
read. All this is due WEDNESDAY, March 12.
TUESDAY, March 11 (A Day): 1A: We turned in Reading Records. We had time
for vocabulary, then a reading quiz on the whole book they finished. Because
this class stays focused and is usually ahead, I let them watch "The
Outsiders" movie. We will follow it up with a discussion. 4A: We had LOTS of
people gone for the musical. We turned in Reading Records, cleaned out our
binders, worked on vocabulary, took a quiz on the book they just finished and
had time to read.
HOMEWORK: Those who have not finished their books, MUST finish by Thursday or
face penalties tht are so stiff that I haven't even thought of them yet!
WEDNESDAY, March 12 (B Day): We turned in Reading Records, watched the
rest of the movie, had a rousing discussion about violence in the media,
took a quiz on the "group" books, then got together to share their paragraphs
about dynamic characters. Each person chose the person in their group who
had written the most excellent paragrah. In B day, we exchanged paragraphs
about dynamic characters, talked about "complications" in books, and
celebrated our contributions to the famine project.
HOMEWORK: Finish your "Complications/Maze of Life" worksheet. Those who have
not finished their books, MUST finish by Thursday or face penalties that are
so stiff that I haven't even thought of them yet!
THURSDAY, March 13 (A Day): In first period, we finished "The Outsiders"
and had a discussion about the popularity of the novel and violence in the
media. In fourth period, we had group discussion about complications in our
novel and why authors include so many in their books. In both classes, each
student chose a character from our books and wrote about him/her. The
worksheet is due Monday.
HOMEWORK: A new reading record is due Monday, this time requiring writing.
FRIDAY, March 14 (B Day): We started with a new vocabulary word, then
discussed complications in our novels and how the characters dealt with them.
We finished with each student choosing a character from their books to fill
out a worksheet about.
HOMEWORK: The front page of the green worksheet and a reading record (this
time requiring writing) is due Tuesday, March 18th.
MONDAY, March 17 (A Day): We kept pretty busy today--turned in a Reading
Record, filled out a Spelling Log for a test next week, worked on vocabulary
and punctuation (exclamation point!), finished the green worksheet about our
chosen character from our group novel, and had free reading.
HOMEWORK: Bring a copy of ALL the lyrics from a favorite song. You can just
print it off the internet if you can find the lyrics there. Preparation
points for this on Wednesday.
TUESDAY, March 18 (B Day): We followed yesterday's outline.
HOMEWORK: ZIP, ZERO, NONE! (That is, unless you have missing work. I will be
here EVERY DAY NEXT WEEK to help you get caught up!)
WEDNESDAY, March 19 (A Day): I gave preparation points for having song
lyrics in class, we reviewed the apostrophe, then worked on a Readers'
Theater about our books. One magnificent group presented theres already to a
round of applause. We had some free reading time at the end.
HOMEWORK: ZIP, ZERO, NONE! (That is, unless you have missing work. The last
day you can turn in late or extra credit work is WEDNESDAY, March 26th. I
will be here EVERY DAY NEXT WEEK to help you get caught up!)
TUESDAY, March 25 (B Day): We learned a new vocabulary word, reviewed
the correct use of apostrophes, then worked on a Readers' Theater
presentation based on our group novels. A couple of groups were ready to
present and did very well!
HOMEWORK: Bring a printed version of a lyrics of favorite song. You will
receive preparation points for having it ready at the beginning of class.
WEDNESDAY, March 26 (A Day): We learned two new vocabulary words, had a
few minutes to rehearse Readers' Theater presentations, listened to one. We
wrote a journal entry about our song lyrics. "Why did you choose this song?
What do you like about it? What, when, who, where does it bring back a
memory of? How does it make you feel?" We talked about what music does and
what it has in common with poetry. We finished with choosing a favorite line
from the song and creating an "association chain" of words and phrases.
THURSDAY, March 27 (B Day): We followed the same outline as yesterday,
except I gave preparation points to those who had their lyrics ready on time.
HOMEWORK: End of term--no homework!
FOURTH TERM
MONDAY, March 30 (A Day): We started with a "chain" poem based on a
line from their song. Poetry is seeing like a kid again! I shared several
poems about kids and how they see the world.
HOMEWORK: Write an 8-line poem (it DOESN'T have to rhyme!) about ONE of the
following:
a. a situation when you were a kid when you were mixed up about
something or thought something was real or just didn't get it
b. a machine that a kid might think was a living creature
c. a combination of a living creature and a man-made gadget (like
an "umbrellaphant."
d. a made-up word (like jabberwocky) Tell some kind of a story using
your own original words mixed in with real ones. DUE WEDNESDAY!
TUESDAY, April 1 (B Day): We followed yesterday's schedule.
HOMEWORK: See above. Due Thursday. Just have fun with this being a little
kid again.
WEDNESDAY, April 2 (A Day): I did a quick check of planners, free
reading books, and poems. We had one Readers' Theater presentation and then
shared some of our "kid poems." They were creative and hilarious! We then
discussed my belief that poets "play around with words, see like a little kid
again, and wonder about stuff!" We shared questions we used to have and still
have, silly ones and serious ones. I shared some lighthearted question poems,
Bob Dylan's "Blowin' in the Wind," and a young man's poem filled with
questions about war.
HOMEWORK: Write an 8-line poem (rhyming ONLY if you want) with at least one
question in it. It can be fun or serious, you choose. Due Friday. New
reading record is due Tuesday, April 8th.
THURSDAY, April 3 (B Day): We followed yesterday's outline.
HOMEWORK: See above. Poem is due MOnday. New Reading Record is due WEDNESDAY.
FRIDAY, April 4 (A Day): We started with a journal entry, "What makes
me happy. . . ." after talking about some of the "big" things (like freedom
and family) and some of the little things (like bubblegum and a friend's
laugh). Poets and songwriters love to "celebrate big and little things!" I
posted eight poems around the room celebrating all kinds of things. Students
began visiting the "stations" and writing down what the poems reminded of
them in their own lives.
HOMEWORK: Reading Record due Tuesday. We're in that routine again!
MONDAY, April 7 (B Day): I collected Reading Records, then followed
Friday's routine. Some kids enjoyed it and some hated it. Oh well.
HOMEWORK: Reading Record is due Wednesday. No writing homework unless they
are behind in writing your poems.
TUESDAY, April 8 (A Day): HOMEWORK: Celeb
WEDNESDAY, April 9 (B Day): We followed yesterday's routine.
THURSDAY, April 10 (A Day):
FRIDAY, April 11 (B Day):
MONDAY, April 14 (A Day): We woke up our brains with photographs of
both stunning nature scenes or fascinating creatures. We then worked on
strengthening our writing with stronger adjectives and verbs. We took our
celebration poems and added sounds, textures, and colors to our poems. then
traded and shared them. The second half of the class was focused on the
word "if" and what it does in our language and imaginations. I shared fun
childlike "if" poems and more serious ones.
HOMEWORK: Somehow everyone convinced me that I hadn't reminded them of
Reading Records last week, so......they are due Wednesday. Also due: Write
an "if, what if, if only, or if I had known" poem. It needs
to be at least 12 lines and can be fun or serious.
TUESDAY, April 15 (B Day): See yesterday.
HOMEWORK: Write an "if, what if, if only, or if I had known" poem. It needs
to be at least 12 lines and can be fun or serious.
WEDNESDAY, April 16 (A Day): We had a bit of free reading, a planner
and preparation check, and another Readers' Theater. Our brain wake-up was
based on our "If" poems. We helped each other add more interesting adjectives
and powerful verbs to our poems. We shared them and saw much improvement.
This day was all about exploring possibilities and playing around with words.
HOMEWORK: None except to read for next week.
THURSDAY, April 17 (B Day): We followed yesterday's outline.
HOMEWORK: None except to read for next week's Reading Record.
FRIDAY, April 18 (A Day): We woke our brains up by asking "way out"
questions. We then read quite a few poems written about different apects of
nature: how we are too busy sometimes to even notice nature, interesting
creatures, opposites in nature, people who "make us look" at cool things,
beautiful places we love to be. This was just to get "inspiration." There is
not writing assignment over the weekend.
HOMEWORK: Reading Record due TUESDAY.
MONDAY, April 21 (B Day): We followed Friday's routine.
HOMEWORK: NONE!
TUESDAY, April 22 (A Day): We had some poetry writing time outside for
Earth Day! We reviewed fragments, complete sentences, and abbreviations
(different uses of periods). We also took a pre-test on kids' knowledge of
prefixes and suffixes, the reviewed a list to study for a test on Thursday.
HOMEWORK: Study for the suffix and prefix test on Thursday.
WEDNESDAY, April 23 (B Day): We followed yesterday's outline.
HOMEWORK: Study for the suffix and prefix test on Thursday.
THURSDAY, April 24 (A Day): After some study time, we had the test on
suffixes and prefixes. Then we read an article about the Holocaust,
reviewing reading strategies that will be helpful on the CRT.
HOMEWORK: Reading Record due Monday. CRTs start Monday, so get to bed early
on Sunday night!
FRIDAY, April 25 (B Day): We took our test on suffixes and prefixes and
had a little time in 1st period and not time in 3rd period to start the
Holocaust article.
HOMEWORK: Reading Record due Tuesday.
MONDAY, April 28 (A Day): CRTs were postponed because of a glitch.
Instead, we reveiwed some comma rules and worked with the Holocaust article
reviewing reading, vocabulary and questioning strategies for the CRT.
HOMEWORK: Interview someone at least 21 years old, asking the following
quetions:
1. Can you tell me ten facts you know about the Holocaust?
2. How old do you think a person should be when he/she learns about it in
school? Why?
3. Do you think it could happen again? Why or why not?
4. What do you think causes a group of people to feel so superior to another
group of people that they want to destroy them? Where does it start?
Then ask the person you are interviewing to give you THEIR definitions of the
following words: stereotype, scapegoat, descrimination, brainwash, and
genocide. Then look up those words in a dictionary and write down the
definitions. DO NOT WRITE THIS INTO AN ESSAY--I just want the research
information.
DUE FRIDAY, MAY 2nd.
TUESDAY, April 29 (B Day): We followed yesterday's outline.
HOMEWORK: Holocaust interview. See yesterday's homework for details.
DUE MONDAY, May 5th.
WEDNESDAY, April 30 (A Day): We had a planner check and then started
CRTs, finishing the first of three sections.
HOMEWORK: Don't forget that your Holocaust interview is due Friday.
THURSDAY, May 1 (B Day): We had a planner check and then started on
the CRTs.
HOMEWORK: Don't forget that your Holocaust interview is due Monday. We also
have a Reading Record due.
FRIDAY, May 2 (A Day): We worked on the CRT tests until going to the
election assembly in first period. In fourth period, we just took tests!
HOMEWORK: Reading Record is due Tuesday.
MONDAY, May 5 (B Day): We finished the CRT tests today. We handed in
Holocaust interviews and reading records. I checked planners for parent
signatures on the absence policy.
HOMEWORK: Students are required to do one of four assignments, depending on
what letter their last name starts with:
1. You may NOT make a telephone call NOR text anyone today NOR email NOR use
the computer for "social" purposes NOR play video games on any computer or
other kind of machine.
2. You may NOT eat any sweet treat NOR listen to your iPOD NOR leave your
bedroom after 9 p.m. except to use the "facilities."
3. You may NOT sleep in your own bed tonight NOR anyone else's. Find a couch
or floor. You may NOT go outside your house after 6 p.m. unless it is
something required by a team or by your parents.
4. You may NOT watch TV NOR a movie unless it is required for a class. You
may NOT go to a public place such as a park, a restaurant, a movie theater, a
store, or school playground unless it is absolutely required by a coach or
parent.
A parent signature is required as proof that the student followed directions.
DUE Wednesday.
TUESDAY, May 6 (A Day): We followed yesterday's outline. Please check
out the homework assignment.
HOMEWORK: See yesterday. This is due with a parent signature on Thursday.
WEDNESDAY, May 7 (B Day): I checked signatures from parents verifying
that students had actually gone without the things I told them to. We wrote
in our journals, answering the following questions and discussing them: How
did you feel when I first handed out the assignment? Did you think it was
fair? How was your life different with your restrictions? What isn't fair in
our world today? Write about an experience when you stood up for someone who
wasn't being treated fairly?" We had enlightening and intelligent
discussions, with many thoughtful comments.
HOMEWORK: No homework except reading. Extra credit if you read about or
research the Holocaust. You may also get credit for watching any movie about
World War II that you haven't already seen. It is due TUESDAY.
THURSDAY, May 8 (A Day): See yesterday's activities.
HOMEWORK: See yesterday's assignment. Reading REcord is due Monday.
FRIDAY, May 9 (B Day): We made sure everyone had 35 spelling words to be
tested on next week. We watched part of a documentary about Anne Frank and
her family in first period. In third period, we just checked our spelling
lists and went to the WOW assembly.
HOMEWORK: Reading Record due Tuesday. (You may read about the WW II or the
Holocaust for extra credit OR watch a WW II movie you haven't seen before.)
MONDAY, May 12 (A Day): We turned in Reading Records and then made sure
everyone had their 35 spelling words for the test Wednesday. We watched part
of a documentary film about Anne Frank, then assigned parts for our reading
of the play on Wednesday.
HOMEWORK: Spelling test on Wednesday!
TUESDAY, May 13 (B Day): First period had a spelling test. Period 3 will
have their test on Thursday. We assigned parts and began reading the play.
HOMEWORK: Just read.
WEDNESDAY, May 14 (A Day): We had some study time, then took and
corrected a spelling test. We read more of the play.
HOMEWORK: None.
THURSDAY, May 15 (B Day): We had a spelling test in third period. Both
periods read the play and watched part of a documentary film about ordinary
people who became heroes during the Holocaust.
HOMEWORK: Reading Record due MOnday.
FRIDAY, May 16: We read more of the play and watched part of a
documentary film about Holocaust heroes.
HOMEWORK: Reading Record due Tuesday.
MONDAY, May 19: We turned in reading records and watched a movie of the
play we read last week.
HOMEWORK: Bring back your literature book you checked out last fall.
(Transfer students don't have one.) Type the poetry I handed back to you,
following the instructions on the handout.
TUESDAY, May 20 (A Day): We followed yesterday's outline.
HOMEWORK: See yesterday. This is due THURSDAY.
WEDNESDAY, May 21 (B Day): We organized our poetry, watched the end of
the Anne Frank movie followed by a short discussion.
HOMEWORK: Bring your textbook if you didn't. Bring your poetry if you didn't
bring it today.
THURSDAY, May 22 (A Day): See yesterday.
HOMEWORK: If you didn't bring your typed poetry or your textbook, please
bring them next Tuesday. Cherish your freedom over the holiday weekend.
FRIDAY, May 23 (B Day): We discussed the causes of the Holocaust, then
talked about ways to fight against the darkness in the world.
HOMEWORK: Do something kind for a stranger. Have your parents verify it with
a note. Due next Friday.
HOMEWORK: Do something kind for a stranger--due next Friday. Have parents
sign a note verifying it. Cherish your freedom over the holiday weekend.
TUESDAY, May 27 (A Day): We followed last Friday's outline.
HOMEWORK: Do something kind for a stranger--due next Monday. Have parents
sign a note verifying it.
WEDNESDAY, May 28 (B Day): We shared a few ideas for helping strangers
(assignment due Friday), shared our poetry collections, then punctuated our
portfolio covers so I can laminate them.
HOMEWORK: Help a stranger by Friday and get a signed note by your parents.
It doesn't have to be anything demanding--keep it simple.
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