August 22-26
Monday: We discussed information contained in the Wasatch student planners and disclosure statement for English 7. There is a student/parent signature form attached to the disclosure that needs to signed and turned in by Friday. Students must also have a single subject notebook, (from this point forward referred to as a "daily action log") by Friday. Working in groups of 3-5, students did an inroduction/team building activity where they wrote five interesting things about themselves and shared within their small groups. By the end of the week each student should be able to orally introduce a minimum of 3 classmates.
Tuesday: I collected signed disclosures from those that had them ready--due date is Friday. An internet disclosure form should also be turned in by Friday (these were sent as part of the registration packet--I do have extras if needed).
Students were given 25 minutes to complete a textbook preview independently (Elements of Literature).
Wednesday: Since yesterday was mostly quiet, independent work, today we started with a game. Students were divided into teams of 4-5 and they played the oral language game "What kind of..." I am still focusing on building a classroom community and giving them opportunities to get to know one another in smaller groups. After the game we brainstormed some ideas for the "I Am" poems. Students had 20 minutes to begin drafting their poems.
Thursday: We went through procedures for rearranging the desks for the various activities we will do this year. We then did a group lesson on balanced thoughts/parallelism. After reading and discussing a two page article, students looked over their "I Am" poems to check for balanced thoughts/parallelism. "I Am" poems are due tomorrow. Following the group lesson, students independently completed a literary terms assessment. Tomorrow every student will need to have their daily action log as we will be setting up clock partners for the entire semester. Tomorrow is also the due date for signed disclosure statements and internet use agreements.
Friday: I collected all assignments due today (disclosure forms, internet agreements, and "I Am" poems). Gradebook is completely up to date and reflects all work turned in this week. We reviewed the answers to the textbook preview which was done on Tuesday. I also introduced the students to Cornell notes and they set up the first page in their daily action logs with all of computer use information they will need for the term. Clock partners was postponed until next week.
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August 29-Sep 2
Monday: Today Mrs. Bennett presented a media center orientation for our class. In addition to learning the policies for requesting/checking out books, she demonstrated how to access my webpage and gradebook. All students now have user names and passwords set up.
Tuesday: All students participated in "DRSL Tuesday" during their 1st period classes--today's focus was organization and use of the student planner. 5 points were given to all students that had their Wasatch planners with them in English class today. Students were given their computer numbers for the computer lab 207 and step by step instructions for use of the MYACCESS writing program. After they wrote the step by step instructions in their action logs (including user name and password information which is different from their regular log in info), I showed them via computer projection exactly what those steps would look like visually. On Sep 12 students will be taking a timed writing assessment and need to know the correct log in steps and password info.. We then went down to the computer lab and students typed a final, corrected copy of their "I Am" poems. Tomorrow is school picture day and students need to bring their picture envelopes with them to English class. We will also be illustrating the "I Am" poems tomorrow, so students are encouraged to bring their own set of colored pencils or markers.
Wednesday: Students set up the third page of their daily action logs with a grade level chart for lexile reading scores. This will help make sense of the SRI lexile numbers that your child will be given at the completion of the reading testing next week. In addition to the lexile number, they will be given a print out of recommended book titles based on their reading level and preferred genre. Students had about 20 minutes to illustrate their "I Am" poems while I conducted 1:1 conferences with students who enrolled late, have been absent, or are still missing work. The final "I Am" poems are due this Friday, September 2. The last portion of our class time was taken up by school pictures.
Thursday: Students wrote 11 vocabulary words in their daily action logs, along with "kid friendly" definitions. The vocabulary words are: tentative, immensely, cowered, valiant, setting, plot, climax, resolution, protagonist, antagonist, and theme. As explained in my disclosure, vocabulary tests are given every other week on Wednesdays. We also set up clock partners for the term.
Friday: Students did a 5 minute "quick write" at the start of the period, summarizing what was covered yesterday. They were to describe key features, spellling patterns, words within a word, prefixes/suffixes, word associations and examples that will help them in studying for the vocabulary test. Students then got with their 12 o'clock partner to complete three tasks: 1) Each student had to read their summary to their partner 2) Students then exchanged notebooks and checked one another's written work 3) Using the textbook glossary and literary terms resource section, students added any necessary detail to their exisiting definitions.
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September 5-9
Monday: NO SCHOOL
Tuesday: Students began with a 4 square vocabulary review activity in their daily action logs. In box 1, they had to describe a time they felt immensely proud. In box 2, they were to draw an elephant that cowered before a mouse. In box 3 they listed 3 people that are valiant. In box 4, they named a favorite protagonist. They were then given an opportunity to share with table groups. "Story Mountain" graphic organizers were passed out and will be completed as students spend the next 2 days reading "Rikki Tikki Tavi." These need to be taped/glued in the daily action logs. After a brief overview of the author (Rudyard Kipling) and skimming the text for setting/characters/plot clues, the first two pages were completed as a read aloud.
Wednesday: We did a group review of the information already gathered for the "Story Mountain graphic organizer." There was then time for guided reading/filling in graphic organizers. During the last ten minutes students continued on silently reading "Rikki-Tikki-Tavi." Tomorrow we will be meeting in the media center for SRI testing.
Thursday: Students had as much time as they needed to complete their SRI testing. Fast finishers were allowed to browse/read books and magazines in the media center. Reports with lexile scores and suggested reading titles were printed out and will be sent home tomorrow after I've had a chance to review individual results. These reports can guide students in selecting their independent reading book for the semester. Students must have an independent reading book with them next Wednesday.
Friday: Checked student Daily Action Logs for "Story Mountain" Graphic Organizer glued or taped into Daily Action Logs. Students were given the period to finish reading "Rikki-tikki-tavi" and complete the "Story Mountain," filling it out through the falling action, to be checked in class next week. We will also complete the three bottom boxes next week. Students who did not finish reading were given a copy of the text to complete over the weekend. A comprehension quiz will be given to ensure that students did the reading.
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September 12-16
Monday: Students who did not receive their SRI printouts last Friday were given them today. These need to be glued/taped behind the SRI lexile reading scores grid (see page 5 of the daily action logs). We spent the entire period in the computer lab doing a timed writing access "Family and Friendship." All 7th grade students in Granite District take this benchmark test at the beginning of the year and one more timed writing at the end of the year to measure writing progress district wide. The writing is based on a 6 point scale, but I only weighted it as 5 points in gradebook so you could see where your child is without unduly affecting midterm grades. For most 7th graders this is their first experience with a timed writing assignment.
Tuesday: Every student was given a green parent letter which needs to be glued/taped into their daily action log and signed by a parent tonight. The homework is for each student to review every daily action log entry they have so far with their parents, discuss, make any necessary corrections together, then get a parent signature. There is also a spot where the independent reading book needs to be listed (see "Book Project Idea List" on the webpage for more details on the book project). Tomorrow these parent signature pages and an independent reading book are required materials worth 5 points each.
Our class time was spent discussing the story "Rikki Tikki Tavi" and completing the "story mountain" graphic organizer. The last ten minutes were given for partner review (clock partners) of the vocabulary words which students will be tested on tomorrow.
Wednesday: Students filled in upcoming due dates/events in their planners: tomorrow p.m. assembly; Sep 21 indep. reading book and parent signature; Sep 28 indep. reading book, parent signature, and vocab. test #2. We used the rest of the period for the vocabulary test and independent reading. Students were given credit for having their Wasatch planners, parent signatures in the daily action log, independent reading books, and "story mountain" graphic organizers.
Thursday: Direct instruction and note-taking on phonetic symbols/spellings. Students were then presented with 11 new vocabulary words spelled out phonetically. We decoded them as a group. Students then worked individually to skim the footnotes in the Elements of Literature textbook (pp. 40-76) for each of the 11 words. The words are: hordes, menace, assent, edible, derisive, fathom, transfixed, receding, intelligible, converging, and idiosyncrasy. They wrote the traditional spelling on the left column and the definition on the right column, with three spaces between each word.
Friday: We talked about text connections and started building background/activating schema for our next story "Three Skeleton Key." In the daily action log the topic was "text connections." Down the left side were the key vocabulary: text to self, text to text, text to world, and key. For each of the first three students wrote a definition. For the word "key," they illustrated what idea(s) popped in their mind when I first said "key." We then did a share out and I illustrated a few examples, a key for a door, a key to a map, key ideas, an answer key, a piano key, a keyboard key, and most importantly, a key which is an island, as that is the meaning represented by the title "Three Skeleton Key." I went through the basic setting for the story and related my own text to self connections to model the "think aloud" process good readers automatically employ and have students start thinking about their own text connections.
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Sep 19- 23
Monday: Students were introduced to the term exposition. In their action logs they defined this as "detailed explanation" and they broke it down further into the terms who, what, when, where, and why (or background information). They filled out this information as we began listening to the audio CD of the story "Three Skeleton Key." As we listened, the CD was stopped at various points to consider the author's use of foreshadowing which students also wrote in their notes. Finally, they were asked to make predictions about what would ensue in the story. Would the rats find their way into the lighthouse? would the lighthouse keepers survive? etc.
Tuesday: Students dictated their letters to parents. These should be reviewed and signed tonight. Independent reading books are also required for tomorrow. We completed the story "Three Skeleton Key" and discussed if the story could possibly be true. I then shared information about the real Rat Island in Alaska and the lengths to which the Alaskan government went to eradicate the problematic rat infestation there (since 1780!). We then created our own lighthouse diagram and listed the major events of the story. This was turned in and students will complete it in class on Thursday.
Wednesday: Parent signature pages and independent reading books were checked off. We then spent 30 minutes doing vocabulary review and adding to the daily action log entries from 9/15. The prompts for this vocabulary review were as follows: what other kinds of hordes would you not want to see? What could you do in order to fathom a difficult text? Name your favorite edible plant. Name something else that you could consider receding. Write a derisive sentence about rats. Write about a time that you were transfixed by something on television. Write a sentence that is not intelligible. What is something that would gain your assent? Describe an idiosyncrasy of someone you know. Write something that you consider a menace to society. Draw a picture of rats converging on a piece of cheese. Students had the last 15 minutes for independent reading and 1:1 conferences.
Thursday: Students were given time to complete their lighthouse diagram/plotline. They were then given class time to write a summary of "Three Skeleton Key" including sentence capitalization, main characters, six major events, the climax, and the resolution. These assignments became homework for those who did not finish during class. They are due Tuesday the 27th. The last few minutes were spent reviewing vocabulary spelling. The quiz is next Wednesday.
Friday: NO SCHOOL
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September 26-30
Monday: We discussed descriptive writing and sensory details today. With clock partners, students skimmed "Three Skeleton Key" to find descriptive words or phrases that bring this story to life. They wrote what they found on a new page of their action logs. They then shared some of their findings with the class. Next, students got the chance to create their own horror story setting. On a new page in their action logs, they created a horror setting using sensory details. The prompts are: My story takes place...; I can see...; I can hear...; I can smell...; The weather is like...; The time of day is...; and then any other detail that they wanted to include. We finished class time with a brief introduction to our next story, "The Monsters Are Due on Maple Street."
Tuesday: Today we dictated our weekly letter to parents. These should come home tonight and be returned with parent signatures tomorrow. Students turned in their lighhouse story diagrams and "Three Skeleton Key" summaries. We also began the story "The Monsters Are Due on Maple Street." Students read along to a CD dramatization and answered questions on a worksheet. We will return to the worksheet tomorrow and Thursday and some periods will conclude the story on Thursday as well. Our second vocabulary quiz is tomorrow, so parents please encourage and assist students in their study. In addition, please remind them to bring their parent-approved independent reading book.
Wednesday: We began with a short review of "The Monsters Are Due on Maple Street." Students had a chance to complete the first four questions on the worksheet. Students then took the vocabulary quiz and the remainder of the period was dedicated to independent reading.
Thursday: We finished listening to "The Monsters Are Due on Maple Street," and students had some class time to complete the worksheet due tomorrow. Students then began a new vocabulary list that includes commonly confused words: you're/your and there/their/they're. They wrote down definitions and had a chance to practice filling in the correct words in sentences written on the board. We will fill in the second half of the new vocabulary list tomorrow.
Friday: Today we were able to enrich our vocabulary by getting into groups of 3-5 and preparing a short skit to present our next batch of vocabulary terms. The terms are goaded, imminent, confrontation, perturbed, and alleviate. In addition to acting out the terms, most classes were able to write these down in their action logs to prepare for the quiz on October 12th. We will add to and review these again next week along with those words given yesterday.
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October 3-7
Monday: Students were given a checklist for a new narrative writing homework assignment, the first draft of which is due on October 11. This scoring checklist must be glued/taped into the daily action log by tomorrow for 3 easy points. Students have their choice of three different writing prompts, all of which were reviewed in class today: "Girl and a Bear," ""A Fantastic Day," or "Scary Story." Any/all of the editor tools may be used and students get unlimited revisions until October 11. On that date they will need to bring a printed copy of their completed story. Tomorrow I will do a brief tutorial on some of the MyAccess editing tools so that students are comfortable using them as they work on this homework assignment. All of the log in information needed to complete this assignment is found on the first page of the daily action log. Students have the opportunity to earn up to 10 points of extra credit if they choose to complete a second writing assignment (selected from the same prompts). If internet access at home is a problem, students have access to computers in the school media center 15 minutes before and after school every day. They can also come to after school tutoring on Friday from 12:30-1:15.
Tuesday: We began the class with our parent letter dictation and checking off homework (narrative writing checklist glued/taped in action log). We then spent 15 minutes reviewing vocabulary for next week's test. With the commonly confused words, we looked at words within the word to help remember meanings (there=here= location/place; their=heir=ownership or possession). Students copied definitions and sentences using the words in context for 5 of their vocabulary words from p.146 (Elements of Literature). After the vocabulary review, I gave some tips, tools, and tricks for using the MyAccess Program. We headed to the computer lab where students had 20 minutes to continue working on their narrative essays.
Wednesday: We spent the first part of class reviewing the vocabulary. Students created their own vocab quizzes in which they created sentences and left out the appropriate terms. They then exchanged with a partner and attempted one anothers' quizzes. The vocabulary quiz will be next Wednesday, the 12th. The remainder of the period was dedicated to independent reading.
Thursday: Whole class reading and writing instruction. Students read a short story called "Coyote Places the Stars," identifying details the author used to describe the main character. Then, in their action logs, students wrote a description of one or more of the characters from their MyAccess projects. We also discussed conflict and students created a story map for their stories in their action logs. Students should use these notes to inform their writing as they work on the MyAccess project.
Friday: Students were given a point breakdown checklist for the first draft of the MyAccess essay due Tuesday, October 11th. These should be taped into their action logs on the same page that they taped in the previous checklist. This checklist specifies the elements expected from students when they bring the printed copy of their first draft Tuesday. We then read an article, "Here Be Dragons," and created a Venn diagram in which students determined similarities/differences between dragons of Eastern and Western cultures. This was a preview of "The Smallest Dragonboy," which we will begin reading on Monday.
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October 10-14
Monday: We took a few minutes to discuss the homework. Students need to bring a printed copy of their MyAccess stories tomorrow. They will be participating in a peer editing review and students without a printed copy will lose participation points. Tonight is also the last night that they can work on the essay in order to get points for homework. Students then read "The Smallest Dragonboy" independently and completed a comprehension handout. Please be aware that Friday, October 14 will be the last day that any late work for this term will be accepted. After school English tutoring is available today and Thursday since school wide Friday tutoring was canceled for this week.
Tuesday: Class began today with the parent letter dictation. Students should have a parent sign the letter and bring it to class tomorrow for five points. Students then had an opportunity to participate in a peer editing review with their MyAccess first draft narrative essays. Students exchanged papers and read each others' work with an emphasis on character description, conflict, and climax. They were also given space to state something about the essay that they really liked, and something that they felt could use some more attention. Essays will be returned tomorrow and students will have the following week to work on revisions before turning the final draft in on Tuesday, the 18th. Tomorrow is another vocabulary quiz and students will also have a chance to complete the story "The Smallest Dragonboy." Students should also bring their independent reading book.
Wednesday: Today students were given a brief tutorial on the MyAccess organization tools. The final draft is due Tuesday, October 18th. Next, students took the vocabulary quiz for the terms from September 29th. The remainder of the period was dedicated to completing "The Smallest Dragonboy" and independent reading. Tomorrow I will stay for one more English tutoring session prior to the deadline for late work being accepted for first term (Oct 14). There is no school wide tutoring this Friday.
Thursday: Students took down some additional information about the MyAccess final draft due on October, 18th. Students will receive up to five points for working on the essay as homework, up to ten points for revisions (using My Tutor and peer review comments), and up to five points for spelling, capitalization, and punctuation. We then created our new list of vocabulary words for the test on October 26th (allot, a lot, its, it's, separate, capable, bilingual, forethought, likewise, conversely). We ended the period by returning to "The Smallest Dragonboy" and creating a compare/contrast chart for the main characters.
Friday: Due to a special assembly for students and in-service training for teachers, only 7th period met today. We reviewed elements of plot and read a short story called "The Dinner Party." Students had to identify the climax. Students had a few minutes at the end of class to work on a word puzzle called "Fallen Phrase." This was for recreation and is not homework. Homework over the weekend is to work on the MyAccess final draft. Students need to bring a printed copy with them on Tuesday.
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October 17-21
Monday: We discussed the final draft of the MyAccess narrative essay due tomorrow, the 18th. Students should bring the revised printed copy attached to the first draft turned in last week. Points will be given based on having worked on the essay as homework, the depth of revisions made, and spelling, capitalization, and punctuation. Today we worked on understanding and identifying text features. After viewing a PowerPoint presentation and discussion, students created their own text features based on their daily action logs. With a blank sheet of paper folded in fours, students made a title page, a table of contents (five chapters), a glossary (three vocab terms), and an index (four items). On the inside, they made an illustration with a caption. All of the items should correspond to information in the daily action log. If not finished in class, the assignment became homework due Wednesday, October 19th.
Tuesday: We started with our parent letter dictation (except first period). Letters should be signed and returned tomorrow with independent reading books. In addition, the action log text features mini-book should also be complete and attached to action logs. Any students who did not turn in "The Smallest Dragonboy" questions can turn it in tomorrow as well without penalty. Students then turned in the final draft of their essays and spent a little time enjoying the creative efforts of their peers. The remainder of the period was spent in the lab working on an informational web search. What was not completed in class is now homework. This project is due on October 25th.
Wednesday: We checked off the parent signature letter and reading books. Before independent reading, we discussed commas in a series. They made a new page of notes "Commas in a series" in their daily action logs. A series includes three items (ex. The test subjects were math, reading, and language.). Do not use commas if the series uses "and" (ex. The test subjects were math and reading and language.). We also discussed commas used with appositives (Mars, one of the closest planets, can be seen without a telescope.), and commas with dates (A letter dated November 26, 1888, was found in the old house.) As groups, students then had a chance to come up to the board and punctuate example sentences with giant magnetized commas. During independent reading time, I checked off the "Action log text features mini-book." The "Informational Web Search" is due Tuesday, the 25th.
Thursday: NO SCHOOL
Friday: NO SCHOOL
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October 24-28
Monday: We are beginning a new writing project, a five paragraph essay. Today we reviewed the "Character Analysis Outline" that was passed out in class. This should be taped into the daily action log tonight. After modeling the character analysis using "Rikki-tikki-tavi," students chose a character from "The Smallest Dragonboy" or "Three Skeleton Key" to begin an independent character analysis. Looking through the texts again, students determined the three character traits or qualities that they would like to prove in their essays. By the end of the class period students turned in an exit ticket with their thesis statement. It should look something like, "Rikki is adventurous, brave, and curious" but with characters from the other stories and using student-selected character traits. They also began completing their own outline based on the outline passed out in class. We will work more on the outline and the first draft tomorrow in class. Also, tomorrow the "Informational Web Search" is due.
Tuesday: Today we began with the usual parent letter dictation. It should be signed and returned tomorrow with an independent reading book. We continued our work on the five paragraph essay that we started yesterday. Today we began filling in our outline using the thesis that we created yesterday. This work is being done in the action logs. As we complete the outline, we will begin writing the first draft of the essay and then we will type them up in class beginning Thursday and finishing on Monday. Tomorrow is our vocabulary quiz, so students should review the lists tonight including how to use commas in a series.
Wednesday: After checking parent signatures, we did more guided practice for the 5 pargraph essay. Students looked at the requirements for the introductory paragraph, then given an example on the overhead, they had to orally identify where and how those requirements were met. Next, we went through and highlighted all of the transition and compare/contrast words (first, next, until, however, likewise, etc.). We talked a lot about using mostly your own words in an essay, with just a few carefully chosen quotes (quotation marks and page reference must always be included) Students then had 7 minutes to write the introductory paragraph to their own 5 paragraph essay (character analysis of a main character from either "Three Skeleton Key" or "The Smallest Dragonboy."). The vocabulary test followed and finally, there were just about 10 minutes at the end for independent reading and 1:1 conferences.
Thursday: We began today with a new list of vocabulary words that come from some upcoming stories. The words are: modify, components, access, emphasis, prospect, intently, unrequited, vainly, detain, and parched. Students copied the words and brief definitions in their action logs. Then we continued our work on the Character Analysis essay. Students needed to have an introduction paragraph and a sentence for the second paragraph. In addition, they needed to complete their outline by determining the examples from the stories that they will use to prove the character traits. This gave us about 10-15 minutes in the computer lab to begin writing the essay on MyAccess. There will be more lab time on Monday to complete the essay and the final is due Tuesday, Nov. 1st.
Friday: NO SCHOOL
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October 31-Nov 4
Monday: The bulk of the day was spent in the computer lab working on our five paragraph character analysis essays. students needed to complete the introduction paragraph and the second paragraph. We paid close attention to constructing the thesis (including three character traits), and making sure that the second paragraph describes or proves the first of the three traits. We also looked closely for spelling and capitalization errors, and the correct use of quotation marks. With fifteen minutes remaining, students did a peer review of a partner's essay highlighting the elements that we worked on. A copy of the essay was turned in at the end of the period. The final essay due date has been changed to Friday, Nov. 4th.
Tuesday: We began class with our parent letter dictation. It explains the new due date for the five paragraph essay (Friday, Nov. 4th) and introduces the upcoming project studying parts of speech. Next, the essays turned in yesterday were returned to students and they again participated in a peer review activity as it was determined that we needed to slow down and make certain that all students were understanding the concepts. Students filled out a checklist for another student looking for the items that we have been studying (thesis with three traits, character names, story titles, second paragraph discussing the first trait, and two examples to support the traits). This portion of the essay was worth eleven points. We finished the period talking about how to write an effective conclusion paragraph. Conclusions should restate or review the thesis (in different words) and include a finishing sentence (wrapping it up). It should not include personal opinions or recommendations that are off the topic of the essay.
Wednesday: After checking parent signatures and reading books, students took a non-grade bearing test on parts of speech. Following the test, we went over the directions for the parts of speech poster that we will be working on for the next several weeks. Students need to begin thinking about a theme for their posters and start collecting eight color pictures based on the theme. The pictures are due Wednesday, November 16. The instructions for the parts of speech poster must be attached to student action logs tonight to be checked off tomorrow. The final draft of the 5 paragraph essay is due this Friday, the 4th. Students should attach the first draft and bring the final to class that day. We have spent a lot of time working on the essay in class, but it must be completed as homework at this point.
Thursday: We checked action logs for the parts of speech poster instructions taped/glued in for two points. The five paragraph character analysis essay is due tomorrow. The final draft will be worth 13 points in addition to the 11 points possible from the introductory paragraph and second paragraph which were due on Tuesday. Remember that the writing prompt on MyAccess assignments is deactivated after the deadline and then the only way a student may earn partial late credit is by attending after school tutoring. There was time given in class to work on conclusion paragraphs and discuss using the editing tools and spell check to ensure that students earn full points for conventions (spelling, capitalization, punctuation). We then reinforced some of our current vocabulary words by writing sentences down from the story we read today, "Echo and Narcissus." The sentences: Echo was asked to detain Hera so Hera's husband, Zeus, could wander about. Echo tried vainly to attract the man's attention. Unfortunately, Echo's love was unrequited, for Narcissus loved only himself. Narcissus's throat was parched, so he eagerly knelt to drink the cool water. Narcissus gazed intently at his reflection in the pool. Students should understand the meaning of the words and be able to spell them.
Friday: Final drafts of the character analysis essay were turned in today. Essays must be turned in today as the prompt will be unavailable on MyAccess after today. Students who did not turn in their essays must come to after school tutoring to complete them. Ms. Wallace went over the directions and requirements for the book projects, due Dec. 5th. Instruction sheets were passed out today and must be taped into action logs to be checked on Monday. Students earned five points if they had their planners with them today. The remainder of the period was spent playing the game "Apples to Apples" as a reward to students for their hard work. This time was also spent conferencing and following up with individual students.
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November 7-11
Monday: Action logs were checked to see that the booklist project instructions were taped or glued. Then we built upon the other half of our current vocabulary list. In table groups, students created a short story using the words modify, components, access, prospect, emphasis. Each student needed to write at least one sentence with one of the words and then the next student added to it with the next word to create a fun and sometimes bizarre story. A member of each group read the story to the class. The vocabulary test is this Wednesday so students should be studying. We also began our next short story, "User Friendly." Through the week, we will be discussing cause and effect as well as the pros and cons of technology.
Tuesday: Today we dictated our letter to parents. The letter contains information about the parts of speech poster project and the independent book project. For the parts of speech poster, at this point students only need to be choosing a theme and then on November 16th they will bring eight color pictures to class in a ziploc bag. Students do not need to bring poster board or do other work on this assignment outside of class. The book project is due by December 5th, but it is recommended that students complete it early and turn it in before that date.
Students need to return the signed letters tomorrow. Students also need to bring an independent reading book and, of course, be prepared to take the vocabulary test, also tomorrow. The bulk of the period was spent reading and discussing our short story, "User Friendly." We discussed the pros and cons of technology and many students contributed thoughtful commentary. The remainder of the period was spent reviewing the vocabulary terms for tomorrow's test. Students should be ready to spell, define, and use words in sentences.
Wednesday: Students were given points for having appropriate signatures and reading books. We then introduced our parts of speech study with a look at nouns. The students were asked to identify all of the nouns in a paragraph. We then discussed the different forms of nouns (common/proper) and how the same words can sometimes function as nouns and sometimes as verbs or parts of verb phrases: smoke/to smoke. We briefly introduced pronouns (pro- means "in place of" and is not short for proper) and then took the vocabulary test. Following the test, students had about fifteen minutes to read independently.
Thursday: We began today by creating our new list of vocabulary words. The list includes more examples of commonly confused words: to/too/two; board/bored; desert/dessert; brake/break. We added some additional words to reinforce the grade level study of prefixes and suffixes. These words are: impossible; misfortune; beautiful; fearless. Students will take the vocabulary test on Tuesday, November 22nd due to the Thanksgiving holiday. We then continued our study of parts of speech with a look at pronouns. Students wrote notes in their action logs and we went over definitions and examples from the Elements of Writing textbook, pg. 428-429. A paragraph was written on the board and students had to replace nouns with more appropriate pronouns. Next week, we will have lab time to type parts of speech definitions for the poster projects. Students should have a theme for their posters chosen as soon as possible and the eight color pictures are due Wednesday, Nov. 16th.
Friday: We are working through the parts of speech. Today we talked about verbs and adverbs and spent time identifying them in the writing textbook, Elements of Writing. After adding to their notes, students individually identified action verbs in the exercises on page 445, writing the answers in their action logs. We corrected them as a class. We also talked about helping verbs: am, is, are, was, were, be, been, has, have, had. We also added notes on adverbs and went over identifying adverbs in the textbook starting on page 454. As a group we identified adverbs from the exercise on page 456. To finish the period we watched the Schoolhouse Rock videos for verbs and adverbs. Students should have chosen a poster theme by now and should be looking for eight color pictures, due in a ziploc bag on Wednesday, the 16th.
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Nov. 14-18
Monday: We started class with a reminder about the eight color pictures due this Wednesday. Students can turn them in early if they would like. We returned to the parts of speech today with a brief review of the four parts we covered last week--nouns, pronouns, verbs, adverbs--and an overview of the remaining four--adjectives, prepositions, conjunctions, and interjections. Students wrote down all eight of the definitions in their action logs and then we had some time to use the computer lab to type them up for our parts of speech posters. Most students were able to finish typing the definitions during class time. Grammar, spelling, and punctuation count towards the final grade for the posters, so students should have proofread, had a partner proofread, and waited for teacher's okay before printing. For those completing this as homework, find someone to help with the proofreading. Tomorrow we will work more on adjectives and prepositions.
Tuesday: Today we composed another letter to parents/guardians. The letter contains more information about the parts of speech project. Tomorrow the eight color pictures are due and should be contained in a bag or something similar. Yesterday students had the opportunity to type the definitions for the eight parts of speech and those were due today. On Monday we will have additional lab time to type student-constructed sentences to go with their pictures. Today's letter also explains that the midterm grades will be posted by November 30th and this Friday is the last after school tutoring session before midterms due to the Thanksgiving holiday next week. Students needing help with any assignments are strongly encouraged to attend. Letters should be signed and returned tomorrow along with an independent reading book. Again, book projects are due by December 5th.
We continued our parts of speech unit by looking at adjectives and prepositions. We did whole class discussion as well as some independent work. With the remainder of the period we reinforced our vocabulary knowledge with an activity in which students determined the correct usage and spelling of the words to/too/two. The vocabulary test is next Tuesday.
Wednesday: Students turned in their eight color pictures for the parts of speech poster. The final poster is due on November 30th, and we should have class time to put it together before that date. Students were also given points today for parent signatures and reading books. Our instruction covered our last two parts of speech: conjunctions and interjections. Students identified conjunctions and interjections in the writing book and then we watched Schoolhouse Rock : "Conjunction Junction" for reinforcement. The last 15 minutes were dedicated to independent reading and students were called back to turn in their eight pictures.
Thursday: The assembly schedule shortened class periods a bit, but we spent the time reviewing and reinforcing all of the new vocabulary words. Students constructed their own sentences using all of the vocabulary words. Students paired up with a clock partner and shared their sentences, helping each other with editing and adding to their own notes. Some of the periods had enough time to review parts of speech. Every student had three small cards, one for noun, one for pronoun, and one for adjective. With passages on the overhead, every student had to determine the part of speech of various words. The eight color pictures were due yesterday, students who have not turned them in must bring them tomorrow. We will work on our sentences in class and we will type them on Monday.
Friday: Today we reviewed parts of speech and worked on the sentences for the parts of speech poster. Students had a good amount of class time to begin writing their sentences and matching them with the pictures that they selected. The eight sentences should be completed as homework over the weekend for those that did not finish in class. Students who have finished their sentences when class begins on Monday will be able to go into the lab and type them up. Students who have not completed their eight sentences will not be allowed to use the computers but will work on other parts of speech assignments. They will have to type their sentences at home. Students who complete the lab work will be able to begin cutting sentences and pictures and putting together their posters.
Another reminder that the vocabulary test will be on Tuesday next week due to the Thanksgiving holiday. Tuesday will also be independent reading day and students should be hard at work on book projects and should be preparing to present them as soon as possible.
Also, Mr. McCafferty's last day will be December 1st. Any concerns or questions regarding grades and assignments should be addressed by that day. Have a good weekend.
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November 21-25
Monday: Our week is short, so we began today with our letter to parents. The letter contains information about the upcoming projects students are working on: the vocabulary test tomorrow, the sentences for the parts of speech poster due 11/30, and the book project due 12/5. Tomorrow students should bring all of their materials for the parts of speech posters (pictures, definitions, sentences). Following the vocabulary test, we will have some class time to work on the posters. Students are encouraged to bring their own glue sticks and scissors if they would like. Tomorrow's class time will be the last we will have to work on the posters. In addition, parent signatures should come back tomorrow as well as independent reading books. Students were also given a parts of speech review sheet that should be turned in tomorrow as well.
Next, we entered the computer lab so that the students who had completed their sentences could type and print them. When they were finished, they worked on the homework sheet. Some were able to finish and had time to begin cutting their sentences for their posters.
Tuesday: We turned in our homework (parts of speech review), checked signatures, reading books, and took our vocabulary test today. Following the test, those who were prepared were able to begin cutting their pictures, sentences, and definitions, and begin putting their parts of speech posters together. Independent reading was also an option. All students were able to pick out poster sheets and after today the assignment must be completed at home and it is due on November 30th. The book projects are due by December 5th. Happy Thanksgiving!
Wednesday: No School
Thursday: No School
Friday: No School
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November 28 - December 2
Monday: Classes began with a brief review of the parts of speech. One of the test questions last Tuesday proved especially challenging, so we covered it together. Depending on context, nouns can sometimes function as adjectives. In the sentence, "They found a calendar stick," the word calendar--usually a noun--functions as an adjective because it describes the noun "stick."
Next, we introduced a brief study of simile/metaphor and reviewed theme/topic and how they are used in the poem "The Highwayman." Students began taking notes on the terms and for periods 1-3 the notes will be checked tomorrow and should include a description of the theme of the poem. For periods 5 and 7 the notes will be checked for points on Wednesday.
Students should also be aware that they will take another parts of speech assessment on Wednesday.
Tuesday: Our letters home contain important information. First, core mastery testing will take place on Dec. 7 and Dec. 14. The list of specific items being covered was included as part of the disclosure statement at the beginning of the year. If you need another copy, there is also a link on this webpage. Tomorrow, students will bring signatures, reading books, parts of speech posters (if they haven't turned them in) and be prepared to take the parts of speech post-test. Book projects are due by Dec. 5. Mr. McCafferty's last day is Dec. 1, this Thursday, please contact him by then with any questions about recent grades. After the parent letter dictation, we went to the media center for SRI testing. The testing printout will be taped in the daily action logs tomorrow and the lexile chart is already in the action logs (09/09/2011). This testing data helps you see where your child is in relation to grade level norms and how much they are progressing individually.
Wednesday: Today we checked off signatures, books, and turned in parts of speech posters. We also took the parts of speech post-test. We then took the remaining time to talk again about the poem, "The Highwayman." We talked more about simile and metaphor as well as topic and theme. Most periods had time to listen to the poem sung to music. Once again, tomorrow is Mr. McCafferty's last day, and any questions regarding current grades should be resolved. All book projects must be turned in by December 5th.
Thursday: Today we worked on understanding and discussing informational text. In groups, students read an article that talked about the "dark" content of many books that are specifically marketed to young adults. Every student was required to participate in group work and then contribute to the whole class discussion. Because not everyone was able to give comments to the whole group, students also had an opportunity to write additional comments or questions at the end of the period. In all, some thoughtful comments were made and it seemed a valuable experience. This was Mr. McCafferty's last day of instruction and he has had a profoundly meaningful and enlightening time over these few months. Many thanks to students and parents for their kind support.
Remember, book projects are due by December 5th and no late work will be accepted.
Friday: SRI testing reports were returned to students--these need to be taped/glued into the daily action logs by next Wednesday, December 7. I also explained an opportunity for students to earn extra credit by examining the parts of speech posters at the back of the room. Each error in usage, spelling, punctuation, or correctly identifying the part of speech is marked with a penciled "x." Students can earn one point for each error that they explain/correct in writing. These posters will change on a weekly basis, so there are plenty of opportunities to pick up some extra credit for the term. We said goodbye to Mr. McCafferty with completed student surveys and treats.
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December 5-9
Monday: I explained the core mastery benchmark testing for this coming Wednesday and the following Wednesday (Dec. 7 and Dec. 14) in detail. Copies of the core mastery skills were included in the syllabus handed out on the first day of school. They are also available on my webpage under "English 7 disclosure." 6-8 of the book project presentations were presented in each period. All students (regardless of whether or not they presented today) handed in their book projects and we will continue with presentations throughout the week. Students then had about 20 minutes to preview the benchmark testing format and questions.
Tuesday: As usual, we started with our parent letter dictation. We then spent the bulk of the class with student book project presentations. For the last 12 minutes we talked about the importance of intonation as we read, speak, and perform. Students got with their one o'clock partners and did an oral activity with intonation.
Wednesday: I checked off everyone for daily action log parent signatures, independent reading books, and SRI testing reports glued/taped in. We then did a few more oral book project presentations. The last twenty minutes were given for students to complete the core mastery benchmark testing and self correct. Any points of confusion were to be written on the line below the answer so that we can review/discuss troublesome concepts.
Thursday: Students completed an individual profile showing relative strengths and weaknesses for the core mastery benchmarks which will be sent home tomorrow. We did a review using dry erase boards/markers (think, respond, show). Every student who took the benchmark preview test, self scored it in their daily action log, and participated in the review game received a full 25 points for participation. Next Wednesday's benchmark test will be graded solely on academic performance.
Friday: Oral presentation of book projects.
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December 11-16
Monday: Substitute
Tuesday: After doing our parent letter dictation, students were introduced to the author O. Henry (William Sydney Porter) and his stories with twist endings. We started "Hearts and Hands" (Elements of Literature pp. 239-242) with a picture only preview, determining all that we could about the setting and characters just from the pictures. We then did an oral guided reading (Elements of Literature pp. 239-242), stopping along the way to discuss bits of foreshadowing and explain challenging vocabulary. Students then read a one page handout on O. Henry and p. 361 from the Elements of Literature book in order to determine how O. Henry's real life influenced the story we just read and identify 3 possible sources for his pen name. During the last five minutes, students wrote out the phonetic spellings for five new vocabulary words which they will receive on Thursday when we start our next O. Henry story.
Wednesday: Benchmark core mastery test #2. Independent reading. The few remaining students in my larger classes who hadn't presented their book projects last week did so today.
Thursday: We started by reviewing the 5 phonetic spellings given on Tuesday. Beneath the phonetic spelling students wrote the traditional spelling, then to the right they wrote out a definition and an example sentence from their textbook (Elements of Literature pp. 357-360). The 5 new vocabulary words are: habitual, intricate, dismally, egotism, and simultaneously. Afterwards, I posted two sentences for each vocabulary word and students had to determine which sentence most appropriately illustrated the correct meaning of the given vocab word. We then did a picture preview of our next O. Henry story, "After Twenty Years" before listening to the audio tape. To conclude we orally compared the two O. Henry stories.
Friday: We began another read aloud of an O. Henry story: "A Retrieved Reformation."
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December 19-23
Monday: We finished reading "A Retrieved Reformation." After a brief discussion on the classic O. Henry elements found in this story, students were assigned the task of finishing the story. In addition to the time given in class today, students will have the entire period tomorrow to work on this in the computer lab. This is a MyAccess writing prompt, so all saved work can be pulled up from any computer with internet access. Students must attain a holistic score of at least a 4, which is minimum proficiency for 7th grade. I will also be grading based on how well the story follows O. Henry's style and wraps up all of the loose ends. While in the lab, I also went to each student individually and had them pull up gradebook and highlight English 7 assignments so they know exactly where they currently stand. There is only one after school tutoring session remaining between now and final end of term grades, so it is critical that they are carefully monitoring their progress.
Tuesday: After giving the parent letter dictation, we spent the entire period in the lab working on the MyAccess prompt: "A Retrieved Reformation." These are due tomorrow at the beginning of class. Students do not need a printed copy, I will be pulling their work from the internet and comment online.
Wednesday: Students did two 3 minute quick writes: the first on O. Henry's writing style and the second on his personal life. Students were then partnered up, exchanged daily action logs, and shared their quick writes with one another. For the culminating activity, students were given individual copies of O. Henry's most famous story "The Gift of the Magi" to read independently. Upon completion of the story, they did a "one pager." On the front side of an 8 1/2x 11 piece of blank paper, they gave a full page colored illustration of one scene. On the reverse side, they divided their papers into four sections. Section one was for a header --name, class, period, date
Section two was a list of main characters
Section three was complete sentences describing the setting (both time and place)
Section four was a statement of theme/moral of the story beginning "This story reveals to me..."
These one pagers were collected at the door as students left for the day. Happy Holidays to all!!!
Thursday: NO SCHOOL
Friday: NO SCHOOL
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January 2-6
Monday: NO SCHOOL
Tuesday: The MyAccess endings to O. Henry's "A Retrieved Reformation" were so clever and well done, unfortunately, there are still a number of students who have not completed this assignment. This Friday, January 6 is the absolute deadline for any make up work, late work, or extra credit to be handed in. The only thing not scored and recorded in gradebook at this point in time, is the one pager for "The Gift of the Magi." After catching up on news from the holiday break, students completed their parent letter dictation. This will be the last parent letter dictation of the term. We then did a read around of a one page informational text on the federal Witness Protection Program. Students selected parts for a reader's theater titled "You Don't Know Me" which we then began to perform. While following the script, students are to be mentally comparing details that happen in the play with details they read from the informational text. In other words, what parts of the fictional play are based on actual facts.
Wednesday: We finished the reader's theater "You Don't Know Me" and discussed which parts were based on actual facts about the Witness Protection Program. The balance of the period was given for independent reading and 1:1 conferences.
Thursday: We did a class read a loud on Martin Luther King Jr. and then brainstormed a list of causes that people advocate for. Students were then given a copy of Martin Luther King Jr.'s "I Have a Dream" speech which they had 7 minutes to read and highlight...marking powerful words and phrases. A choral reading of the speech followed, with students only joining in on the highlighted sections of the text. I then explained what the French word "patishe" means ( imitating, or in the style of) and showed numerous examples of student pastiches based on Martin Luther King Jr.'s "I Have a Dream" speech. Using an outline provided, students were introduced to the activity they will be doing tomorrow.
Friday: Students worked on their rough draft copies of the pastiche for "I Have a Dream" using the outlines provided in class yesterday. These drafts should be completed by Monday.
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January 9-13
Monday: Today we were in the computer lab and had the entire period to type the final copy of the "I Have a Dream" pastiche. These were printed out and handed in. Fast finishers were allowed to go to UEN interactives or any Wasatch teacher webpage with game links.
Tuesday: Students were given 20 minutes to read "Through My Eyes" while I did 1:1 conferences prior to final grades being posted. We then finished the period with a team vocabulary review game.
Wednesday: Based on yesterday's team vocabulary review, we orally reviewed a few key concepts/definitions. The bulk of the period was given for game day (book project board games which were created and Language Arts games like "Apples to Apples", "Boggle," "Tribond," and "Scrabble."
Thursday: 2 reader's theater scripts related to Martin Luther King Jr. and the Civil Rights Movement: "A Great American" and "Sitting in For Freedom."
Friday: NO SCHOOL
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January 16-20
Monday: NO SCHOOL
Tuesday: New term--there are many returning students, but lots (approx 50!) of new faces too requiring that we review classroom procedures/disclosure statement. All new students will need to hand in a signed copy of the disclosure by this Friday, January 20. ALL students will be required to have a new daily action log for 2nd semester, their Wasatch planners, and an independent reading book. We did a getting to know each other/review of key concepts activity for the bulk of the period.
Wednesday: Any student who would like to participate in the school spelling bee next Thursday, January 26 should pick up a copy of the study words from me or the main office. Each student who participates will earn 10 extra credit points. We began our class today with a brief history lesson on the Mason-Dixon Line to help build background understanding for our story "A Mason Dixon Memory." Students then used the story title, photograph, caption, and quote to tell me everything about the story that they could predict before reading (setting, characters, conflict). We listened to the 15 minute audio tape (Elements of Literature pp. 534-539). I then modeled a vocabulary activity that the students will be completing in table groups. (Each team's overhead must contain the following: names of team members, background knowledge/educated guesses as to meaning, direct quote where word is used in the essay, minimum of 4 synonyms using a thesaurus, paraphrase the original sentence, create a new, complex sentence using the original vocabulary word.)
Thursday: (shortened periods due to assembly schedule). I reviewed the required components of the group vocabulary overheads and gave students 10 minutes to finish them. Every person had to have a part in the oral presentation. Two groups presented to the class today and the others will do theirs tomorrow. The last 15 minutes were used for an independent reading/comprehension skill check. Students read a one page story "The Wooden Chest" and then answered 7 questions relating to setting, story structure, analyzing a character's feelings, etc..
Friday: We finished the group vocabulary presentations. Students started a parts of speech review worksheet (nouns) during the last half of the class. After correctly identifying 20 nouns in a paragraph, they had to use deductive reasoning to complete the un numbered crossword puzzle using those 20 words. I collected these worksheets and they will be completed on Monday. All students are required to have their daily action logs and Wasatch planners with them beginning Monday.
-------------------------------------------------------------------------------------------------------January 23-27
Monday: Students were given participation points for having their Wasatch planners, daily action logs, and entering the information given in class. We first went through the planners and marked the following: Jan 25- parent signature and indep. reading book due; Jan 26- spelling bee; Jan. 27- after school tutoring; Feb 1- parent signature and indep. reading book due; Feb. 2- registration assembly with counselors during 2nd period, Valentine's dance after school, and MyAccess final draft essay due with a minimum 4.0 score on both the holistic and mechanics/conventions ; Feb. 3-last day to turn in any make-up work, late work, or extra credit before midterms are posted; Feb. 8-midterms posted; Feb. 14 and 15- parent teacher conferences 4-7 p.m.; Feb 17- no school; Feb. 20- no school; Feb. 23- spring pictures. Students then put all of their computer information on the first page of their daily action logs. The second page has a print out of two essay options and the scoring criteria. We will begin the essays in class tomorrow and students will then have one week to continue revising as homework. Students select just ONE of the essay options to hand in by Feb. 2. Since tomorrow and Wednesday will be primarily quiet, independent work, students were given the balance of the period to prepare for the spelling bee and CRT testing by playing prefix/suffix dominoes with self selected partners or triads.
Tuesday: After doing our parent letter dictation, students were given their new computer stations for the lab in room 207. These were written down on page one of the daily action log for future reference. We spent the rest of the period in the computer lab working on the essays due February 2. Tomorrow students are responsible for having both their parent letter signed and an independent reading book.
Wednesday: I checked parents signatures and independent reading books while students completed the "nouns, nouns everywhere" worksheet they started on Friday. We then reviewed answers on the overhead and students were instructed to self-correct any mistakes. Using the red pens they they went back and underlined each verb in the paragraph. As I read the paragraph aloud they had to stand and act out each verb since verbs are action words. Orally, we then identified the remaining parts of speech throughout the paragraph. Students had the last 20 minutes for independent reading and I conducted 1:1 conferences.
Thursday: Object lesson (focusing on details, cause/effect): "Blow the Roof Off"/"The Quiet Game" We reviewed question number 1 from the reading comprehension check given last week since it was missed by so many students. The question had to do with how the story was organized (a. listing a series of people and events; b. presenting causes and effects; c. comparing and contrasting major events; d. describing events in the order in which they happened). Students then watched a 30 second video trailer for our next story: "Amigo Brothers." Students listened to the audio tape (Elements of Literature pp. 486-493) in preparation for an open book comprehension check which will be completed in class tomorrow.
Friday: Students were given the outline and scoring rubric for an assignment we will begin Monday ("title down story review"). They then took a 12 question multiple choice (open book) comprehension test on "Amigo Brothers" (Elements of Literature pp. 486-493).
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January 30-Feb 3
Monday: We took a look at one of the most asked about questions from last week's multiple choice open book comprehension check and discussed which sections of our textbook could have helped with the question and also which test taking strategy (process of elimination) would have helped us answer the question correctly. Students then spent 25 minutes quietly working on their title down story reviews from "Amigo Brothers" in their daily action logs. We went to the computer lab for the last 15 minutes of class and students did an activity from the UEN website (7-12 student interactives, Language Arts, Vocabulary- "Suffixes say a lot") which reinforced the prefix/suffix activity we did in class last Monday. A small purple paper giving the instructions for getting to the Language Arts student interactives was passed out and must be glued/taped in the daily action log on the computer usage page by next Tuesday, February 7. Any student who does not have this paper secured in their daily action log by that time will be given an alternate pen/paper review rather than computer use time next week. As a reminder to parents who want to attend the registration assembly, it is this Wednesday during 2nd period (8:50-9:40 a.m.).
Tuesday: We started the period with our parent letter dictation and filling out planners. We then did a quick writing activity for the journalism class. After that, students set up their clock partners for the term. We finished with 15 minutes left for independent work on the "Amigo Brothers" title down assignment which is due on Friday.
Wednesday: (2nd period- registration assembly--parent signatures will be checked tomorrow 2/3/2012). After checking parent signatures and independent reading books students did a vocabulary game with table groups. They then had the rest of the period for independent reading/finishing their title down assignment for "Amigo Brothers" which is due on Friday. The MyAccess courage/inspiration essays are due tomorrow and students must have a minimum holistic and mechanics/conventions score of at least 4.0 in order to receive credit.
Thursday: We did guided practice with parts of speech (nouns,verbs, adjectives, and adverbs). I explained the test corrections from "Amigo Brothers" that students will be responsible for completing tomorrow since I won't be here. We finished up with 10 minutes for an oral language game played in teams "What kind of..."
Friday: Students had the period to work on test corrections from the open book comprehension test last Friday. This was done in the daily action log. Each test correction needs to be written in complete sentences explaining what answer they originally chose and why, as well as what the correct answer is and citing proof from the text. Fast finishers and the students who received perfect scores had numerous options: independent reading, art activity-snowflakes, computer games, etc.. Test corrections will be individually checked during 1:1 conferences.
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February 6, 2012
Monday: I introduced 22 vocabulary words that students have 2 1/2 weeks to learn. The test will be on Wednesday, February 22. To introduce the words, students got with their 5 o'clock partners and were handed a small bag with the 22 vocabulary words typed out. Their first task was to alphabetize the words. They then had to copy each word into their daily action log. The final step was to identify patterns/categories that they saw within this group of words and write both the rule and the example words in their daily action logs. The patterns/categories could be related to spelling, meaning, part of speech, pronunciation, etc. and had to have at least 3 words that fit the rule. We orally reviewed the alphabetical listing to ensure that every student had every word in the correct order. Students orally shared their ideas for patterns and we talked about the importance of patterns/systems of organization when learning/studying new material. The new spelling words are: beam, bunker, concealed, corpse, debris, different, disappear, franticaly, fury, immune, knapsack, looters, lunge, occupation, passage, possessions, reassure, retaliatory, signal, threaten, transported, whistle. We will be going through the definitions in class, as many of these are multi-meaning words and I want students to focus on the meaning as it is used in the novel The Island on Bird Street.
Tuesday: Students were handed back their "title down" assignments for one last proofread and then they had to color code each of the required elements. The next assignment was from the Elements of Writing book p. 795 exercise 1 #1-10 (identifying and correcting sentence fragments). After completion of these two assignments, students went to the computer lab (uen.org--k-12 interactives--language arts). The required game was the one on prefixes. Any student who did not come prepared with their instructions for accessing the uen homepage was given an alternate written assignment due at the end of the period (Elements of Writing pp. 769-771 exercises 4,5, and 6--prefixes and suffixes).
Wednesday: After checking daily action log parent signatures and independent reading books, students had the period to complete the assignments given yesterday and independent reading. I conducted 1:1 conferences during this time, meeting with each student individually to review midterm grades and check test corrections from last Friday. Any unfinished work is now assigned as homework.
Thursday: We did an oral reading of "The Brown Bomber," a short story about Joe Louis. This is our transition story from "Amigo Brothers" to our novel about surviving WWII The Island on Bird Street. I reviewed and modeled "think aloud" strategies using text to text, text to world, and text to self connections as we went through the story. For each of the first four paragraphs we read one paragraph at a time, then stopped and students wrote their own think alouds in their daily action logs. We then read paragraphs 5-9 and they wrote one think aloud for those combined paragraphs. After reading to the end of the story it leaves the students with the question: "Who do you think won this battle?" I then showed the 4 minute video of the actual match. We took the last 10 minutes of class to do more vocabulary definitions.
Friday: We did 2 proofreading warm ups 24 a and b in the daily action logs. The rest of the vocabulary definitions and parts of speech were orally given for students to write in their action logs. At the end of the period students got with their 12 o'clock partners to proofread the vocabulary words/definitions of one another. The vocabulary test will be Wednesday, February 22.
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February 13-17
Monday: The counselors were pulling students individually throughout the period so the first part of our class time was independent practice Elements of Writing pp. 796-797 #1-10 exercise 3 (identifying and correcting run-on sentences). After completing the independent work students were able to work in 2's or 3's doing vocabulary review with the dry erase boards. We wrapped up the period with a self check of Elements of Writing p. 795 exercise 1 which students completed last Tuesday and Wednesday. I will be taking examples directly from these exercises for the test next week. I will also be taking examples from the prefix/suffix dominoes game and computer games students have completed in class.
Tuesday: After doing our parent letter dictation, students worked on creative solutions for some Valentine's riddles. They then worked in self selected partnerships or triads to do the prefix/suffix dominoes. (2nd period attended an a special assembly presented by Mr. Ike Spencer, principal of Westlake Junior High.)
Wednesday: