Friday, May 29, 2015
Turn in your narrative in this order:
1) Rubric loose on top
make sure you filled in your name and title
make sure your adult edit signature is labelled or there is a note indicating where it is)
2) Write a brief self-evaluation using the rubric. Give yourself a grade in a box and write a brief paragraph explaining how you earning that grade based on the criteria from the rubric. Be specific.
3) Peer edit sheet with "Peer Edit Sheet for [Title of Your Story Here]"
4) Final, polished draft of narrative
Summer Reading Assignment for 7th grade
Last call for all missing/late/no name work
next class: sharing of narratives
HW: make a plan and schedule for your summer reading
1) Rubric loose on top
make sure you filled in your name and title
make sure your adult edit signature is labelled or there is a note indicating where it is)
2) Write a brief self-evaluation using the rubric. Give yourself a grade in a box and write a brief paragraph explaining how you earning that grade based on the criteria from the rubric. Be specific.
3) Peer edit sheet with "Peer Edit Sheet for [Title of Your Story Here]"
4) Final, polished draft of narrative
Summer Reading Assignment for 7th grade
Last call for all missing/late/no name work
next class: sharing of narratives
HW: make a plan and schedule for your summer reading
Wednesday, May 27, 2015 (A1 to photo auction at 9:00)
Rubric for Sacred Silent Writing and Participation
SSW: # (in a box)
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Participation: # (in a box) 2nd box: Divide grade by two as this is a 50 point grade
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
Vocab to Know and Love Quizzes
Clause and Sentence Quizzes for those who need retakes
Peer editing and revision
Get four peer edits from people different people
Make an edit sheet and write the type of edit and the name of the editor; have the editor sign and write comments (constructive criticism and specific praise.)
diction
detail
syntax
grammar
SSW: # (in a box)
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Participation: # (in a box) 2nd box: Divide grade by two as this is a 50 point grade
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
Vocab to Know and Love Quizzes
Clause and Sentence Quizzes for those who need retakes
Peer editing and revision
Get four peer edits from people different people
Make an edit sheet and write the type of edit and the name of the editor; have the editor sign and write comments (constructive criticism and specific praise.)
diction
detail
syntax
grammar
Thursday, May 21, 2015
SSW: Challenging Book Revisited Handout
Revision and peer editing of narratives
Get four peer edits from people different peoople(you can do some today and some next class)
Make an edit sheet and write the type of edit and the name of the editor; have the editor sign and write comments (constructive criticism and specific praise.)
diction
detail
syntax
grammar
Sentence clause quizzes for those who did not make an A on the practice quiz last class
Several people still need to turn in Sentence Practice #4
A3: feedback on altered books
Study for vocab to know and love quiz
Silent reading of challenging book
HW: 30 -45 minutes combined:
Study for vocab to know and love quiz on Wednesday, 5-27
revise draft of narrative based on peer editing
get an adult edit by Friday, May 29th
Polished, final draft of narrative due Friday, May 29th
(We will continue to peer edit and revise on Wednesday.)
independent reading and notes on diction, detail, and syntax;
If you weren't ready to take the clause quiz, today, I'm allowing you to study and take the test on Wednesday. Please be ready to earn an A.
Revision and peer editing of narratives
Get four peer edits from people different peoople(you can do some today and some next class)
Make an edit sheet and write the type of edit and the name of the editor; have the editor sign and write comments (constructive criticism and specific praise.)
diction
detail
syntax
grammar
Sentence clause quizzes for those who did not make an A on the practice quiz last class
Several people still need to turn in Sentence Practice #4
A3: feedback on altered books
Study for vocab to know and love quiz
Silent reading of challenging book
HW: 30 -45 minutes combined:
Study for vocab to know and love quiz on Wednesday, 5-27
revise draft of narrative based on peer editing
get an adult edit by Friday, May 29th
Polished, final draft of narrative due Friday, May 29th
(We will continue to peer edit and revise on Wednesday.)
independent reading and notes on diction, detail, and syntax;
If you weren't ready to take the clause quiz, today, I'm allowing you to study and take the test on Wednesday. Please be ready to earn an A.
Tuesday, May 19, 2015
SSW: Awards recommendations. Nominate one student for each of the following categories: outstanding English achievement, most improved, most avid reader, best leader, strongest maker of connections, best study partner, most enthusiastic, most fun, most helpful, best writer, most creative, hardest worker. You may also come up with your own categories. Provide compelling evidence. Use powerful diction, detail, and syntax.
Progress check on narrative. When will you be ready for peer edit? adult edit?
Progress check on sentence and clause understanding
Open mikes for narrative?
be ready by the beginning of next class: 4 peer edits of narrative (collect names, signatures, and comments):
diction
detail
syntax
grammar
Practice quiz
HW:
45 minutes combined:
Study for vocab to know and love quiz on Wednesday, 5-279
optional: clause quiz next class on Thursday, if you already earned an A (18/20) on today's practice quiz; you don't need to take it
independent reading and notes on diction, detail, and syntax;
finished draft of narrative for peer editing due at the beginning of next class
Progress check on narrative. When will you be ready for peer edit? adult edit?
Progress check on sentence and clause understanding
Open mikes for narrative?
be ready by the beginning of next class: 4 peer edits of narrative (collect names, signatures, and comments):
diction
detail
syntax
grammar
Practice quiz
HW:
45 minutes combined:
Study for vocab to know and love quiz on Wednesday, 5-279
optional: clause quiz next class on Thursday, if you already earned an A (18/20) on today's practice quiz; you don't need to take it
independent reading and notes on diction, detail, and syntax;
finished draft of narrative for peer editing due at the beginning of next class
Friday, May 15, 2015
SSW: Revise and/or continue your Diction, Detail, and Syntax Narrative, using your book and the sentences you selected as models. Strive for sentence variety.
Exchange papers and grade "Sentence Practice #4" with key on the document camera;
help each other understand any missed items;
stack quizzes at table and have one person collect and turn in to the bin
Independent or partner study for quiz on clause and sentence types
Silent reading of challenging book
HW: Read for thirty minutes identifying examples of amazing writing.
Study for quiz on sentences and clauses
Exchange papers and grade "Sentence Practice #4" with key on the document camera;
help each other understand any missed items;
stack quizzes at table and have one person collect and turn in to the bin
Independent or partner study for quiz on clause and sentence types
Silent reading of challenging book
HW: Read for thirty minutes identifying examples of amazing writing.
Study for quiz on sentences and clauses
Wednesday, May 13, 2015
SSW: Revise and/or continue your Diction, Detail, and Syntax Narrative, using your book and the sentences you selected as models. Strive for sentence variety.
Return and correct practice sentences #3
Pair share of "Your Challenging Book" and sentence and clause identification
Practice sentences #4
HW: Read for thirty minutes identifying examples of amazing writing.
Finish sentence #4, if you didn't in class
Study for quiz on Tuesday on sentences and clauses
Return and correct practice sentences #3
Pair share of "Your Challenging Book" and sentence and clause identification
Practice sentences #4
HW: Read for thirty minutes identifying examples of amazing writing.
Finish sentence #4, if you didn't in class
Study for quiz on Tuesday on sentences and clauses
Monday, May 11, 2015
A1: Ms. Hart's 8th grade plays
A3: silent reading
SSW: Complete Handout "Your Challenging Book"
Turn in: Sentence Practice #3
HW: Read for thirty minutes identifying examples of amazing writing.
A3: silent reading
SSW: Complete Handout "Your Challenging Book"
Turn in: Sentence Practice #3
HW: Read for thirty minutes identifying examples of amazing writing.
Thursday, May 7, 2015
SSW: Write funny simple, compound, and complex sentences in which each word begins with a consecutive letter of the alphabet. We will use these sentences for a grammar competition in which students identify sentence and clause types, so write a variety of sentence types.
Grammar Competition
Independent reading and/or writing and/or grammar study
HW: Complete sentence practice 3;
Read your challenging book for 20 minutes
make sure you bring your labelled sentences from your book (last night's hw) as we willl do an activity with them next class
Grammar Competition
Independent reading and/or writing and/or grammar study
HW: Complete sentence practice 3;
Read your challenging book for 20 minutes
make sure you bring your labelled sentences from your book (last night's hw) as we willl do an activity with them next class
Tuesday, May 5, 2015
Review of independent and dependent clauses: test your neighbor: feed 'em a clause and make 'em jump or squat
Three types of sentences:
simple: one independent clause
Ex: I like pie.
Kim Jong Un is the best.
Owls are cool.
compound: A compound sentence contains two independent clauses joined by a conjunction. The conjunctions are as follows: for, and, nor, but, or, yet, so (FANBOYS).
Ex.: We went to the park so that we could walk the dog.
We jumped in the pool so we could play with the raft.
We ran a mile and Andy twisted his ankle.
Ian went to Harvard, and then he met Albert Einstein.
I was a brain, now I am a human.
Shrek is love and Shrek is life.
complex:
A complex sentence contains one independent clause and one dependent clause.
EX: I raced down the sidewalk while my dog chased after me.
I ate a sandwich because I ran a mile.
I ran a mile before I ate my sandwich.
The dog ran out into the street as it chased a squirrel.
When Shia Lebeof came, the fox ruled the earth with laser cats.
When I eat potatoes, babies fly.
We chained him to the wall when he was about to become a jazz fusion werewolf
I died, before I ate a car.
My eyebrows fell out as I ate the green cracker
My lettuce jumped off the roller coaster, before I crashed my car.
Handouts on clauses
Complete, grade, and ask questions about practice 1 and practice 2
Silent Reading
HW: Read for 30 minutes: label a few simple, compound, and complex sentences and underline a few independent clause and parenthesize a few dependent clauses
Three types of sentences:
simple: one independent clause
Ex: I like pie.
Kim Jong Un is the best.
Owls are cool.
compound: A compound sentence contains two independent clauses joined by a conjunction. The conjunctions are as follows: for, and, nor, but, or, yet, so (FANBOYS).
Ex.: We went to the park so that we could walk the dog.
We jumped in the pool so we could play with the raft.
We ran a mile and Andy twisted his ankle.
Ian went to Harvard, and then he met Albert Einstein.
I was a brain, now I am a human.
Shrek is love and Shrek is life.
complex:
A complex sentence contains one independent clause and one dependent clause.
EX: I raced down the sidewalk while my dog chased after me.
I ate a sandwich because I ran a mile.
I ran a mile before I ate my sandwich.
The dog ran out into the street as it chased a squirrel.
When Shia Lebeof came, the fox ruled the earth with laser cats.
When I eat potatoes, babies fly.
We chained him to the wall when he was about to become a jazz fusion werewolf
I died, before I ate a car.
My eyebrows fell out as I ate the green cracker
My lettuce jumped off the roller coaster, before I crashed my car.
Handouts on clauses
Complete, grade, and ask questions about practice 1 and practice 2
Silent Reading
HW: Read for 30 minutes: label a few simple, compound, and complex sentences and underline a few independent clause and parenthesize a few dependent clauses
Friday, May 1, 2015
Guiding question: How do an author’s decisions regarding detail, imagery, diction, syntax and tone affect the reader’s experience?
Diction, Detail and Syntax Narrative Rubric
Syntax: the organization of words and phrases into sentences
different languages use different syntactical structures
different authors use different syntactical structures
talent writers vary syntax to match meaning and tone
Defining a Clause. Words and phrases are the parts of language that make up clauses. Clauses are units of grammar that contain at least one predicate (verb) and a subject. A clause, therefore, contains a single verb group. A clause is different than a phrase
from http://grammar.ccc.commnet.edu/grammar/clauses.htm
Definition of a clause: A clause is a group of related words containing a subject and a verb A clause can be usefully distinguished from a phrase, which is a group of related words that does not contain a subject-verb relationship, such as "in the morning" or "running down the street" or "having grown used to this harassment."
Two types of clauses:
Independent Clause
An independent clause is a group of words that contains a subject and verb and expresses a complete thought. An independent clause is a sentence.
A1 examples: A1 amazes me. Fairy tales entertain me. Harry is great. Charlie is great. I like pie. The earth is spinning.
A3 examples: A3 is full of talented writers and funny students. My squirrel is rambunctious and talented. I have no friends. Lunch is so far. Sam was here. Humans are idiotic. The celery perplexes me. Flowers smell amazing. Gilbert smells more amazing.
Independent clauses do not have to be short:
A1 examples: A tall, dark scaly reptile attacks Eli, a talented writer and basketball fan. Ms. Roy won the middle school teacher of the year award last year. The Hackworthies will win battleships in SMIA. I went to the store to buy popcorn. The bright, white cow mooed happily.
A3 examples: The running snail was too slow to get away from the dark, scary squirrel. The bright orange monkey went crazy over a bunch of yellow bananas. The bird was very talented at running into planes. The moose barged into my house.
Dependent Clause
A dependent clause is a group of words that contains a subject and predicate (verb) but does not express a complete thought. A dependent clause cannot be a sentence. Often a dependent clause begins with a conjunction.
Some common dependent markers are: after, although, as, as if, because, before, even if, even though, if, in order to, since, though, unless, until, whatever, when, whenever, whether, and while.
A1 examples: When A1 wrote stories,... Whether you prefer donuts or cake, When the vent blew the air,... Even though I saw a wild goat, After school ended for summer,... Although she liked pie,... While the dragon furiously spat fire,...
A3 examples: When the slippery exercise balls sledded,...While Sam was being awesome,...While the squirrel crossed the rode,...When the rhino fell off its scooter,...When the sociopaths are on their last lives,...If the earth was exploding,...If tigers had no finger nails,...
Clause identification:
On your feet...
Stand tall, arms up, making a capital I for independent clause.
Squat as if you need a chair for a dependent clause.
Silent Reading labeling independent and dependent clauses
Sharing of independent and dependent clauses from challenging novels
SSW: Free writing for your polished piece focusing on diction, detail, and syntax
HW:
For at least 30 minutes, read a challenging book of your choosing
Note where your author makes interesting use of detail (two places) and imagery (a different two places) (be ready to talk about these next week)
Bring book to class every day!
Work on vocab to know and love: Make notes of new vocabulary to know and love list (10 words eventually), gathering new words from the book you’ve chosen
Practice identifying and using dependent and independent clauses
Diction, Detail and Syntax Narrative Rubric
Syntax: the organization of words and phrases into sentences
different languages use different syntactical structures
different authors use different syntactical structures
talent writers vary syntax to match meaning and tone
Defining a Clause. Words and phrases are the parts of language that make up clauses. Clauses are units of grammar that contain at least one predicate (verb) and a subject. A clause, therefore, contains a single verb group. A clause is different than a phrase
from http://grammar.ccc.commnet.edu/grammar/clauses.htm
Definition of a clause: A clause is a group of related words containing a subject and a verb A clause can be usefully distinguished from a phrase, which is a group of related words that does not contain a subject-verb relationship, such as "in the morning" or "running down the street" or "having grown used to this harassment."
Two types of clauses:
Independent Clause
An independent clause is a group of words that contains a subject and verb and expresses a complete thought. An independent clause is a sentence.
A1 examples: A1 amazes me. Fairy tales entertain me. Harry is great. Charlie is great. I like pie. The earth is spinning.
A3 examples: A3 is full of talented writers and funny students. My squirrel is rambunctious and talented. I have no friends. Lunch is so far. Sam was here. Humans are idiotic. The celery perplexes me. Flowers smell amazing. Gilbert smells more amazing.
Independent clauses do not have to be short:
A1 examples: A tall, dark scaly reptile attacks Eli, a talented writer and basketball fan. Ms. Roy won the middle school teacher of the year award last year. The Hackworthies will win battleships in SMIA. I went to the store to buy popcorn. The bright, white cow mooed happily.
A3 examples: The running snail was too slow to get away from the dark, scary squirrel. The bright orange monkey went crazy over a bunch of yellow bananas. The bird was very talented at running into planes. The moose barged into my house.
Dependent Clause
A dependent clause is a group of words that contains a subject and predicate (verb) but does not express a complete thought. A dependent clause cannot be a sentence. Often a dependent clause begins with a conjunction.
Some common dependent markers are: after, although, as, as if, because, before, even if, even though, if, in order to, since, though, unless, until, whatever, when, whenever, whether, and while.
A1 examples: When A1 wrote stories,... Whether you prefer donuts or cake, When the vent blew the air,... Even though I saw a wild goat, After school ended for summer,... Although she liked pie,... While the dragon furiously spat fire,...
A3 examples: When the slippery exercise balls sledded,...While Sam was being awesome,...While the squirrel crossed the rode,...When the rhino fell off its scooter,...When the sociopaths are on their last lives,...If the earth was exploding,...If tigers had no finger nails,...
Clause identification:
On your feet...
Stand tall, arms up, making a capital I for independent clause.
Squat as if you need a chair for a dependent clause.
Silent Reading labeling independent and dependent clauses
Sharing of independent and dependent clauses from challenging novels
SSW: Free writing for your polished piece focusing on diction, detail, and syntax
HW:
For at least 30 minutes, read a challenging book of your choosing
Note where your author makes interesting use of detail (two places) and imagery (a different two places) (be ready to talk about these next week)
Bring book to class every day!
Work on vocab to know and love: Make notes of new vocabulary to know and love list (10 words eventually), gathering new words from the book you’ve chosen
Practice identifying and using dependent and independent clauses
Wednesday, April 29, 2015
Silent Reading of Challenging Book
Looking for skills to emulate
Introduction of free choice prose writing focusing on diction, detail, and syntax
Writing
HW: Read for 30 minutes; take notes/annotations on diction, detail, and syntax examples that you would like to emulate;
come up with a couple of possible ideas for narrative focusing on diction, detail, syntax
straggling NB release forms
Looking for skills to emulate
Introduction of free choice prose writing focusing on diction, detail, and syntax
Writing
HW: Read for 30 minutes; take notes/annotations on diction, detail, and syntax examples that you would like to emulate;
come up with a couple of possible ideas for narrative focusing on diction, detail, syntax
straggling NB release forms
Monday, April 27, 2014
SSW:What challenging book did you select to read? In what ways is it challenging? How will it make you a better reader, writer, and/or person? Why did you select this novel? What do you think other sixth graders might like about the book?
Presentation of your challenging book and why you selected it
Collection of NB release forms
"The Psychology of Trauma" Handout from Dr. Peters
Voice lesson: Detail (Zora Neale Hurston example) (see PowerPoint)
Reading time of challenging book
HW:
return straggling National Board Release forms
For at least 30 minutes, read a challenging book of your choosing (make notes of diction and detail choices of your author)
Start another vocabulary to know and love list (10 words), gathering new words from the book that you’ve chosen
Bring book to class!
Presentation of your challenging book and why you selected it
Collection of NB release forms
"The Psychology of Trauma" Handout from Dr. Peters
Voice lesson: Detail (Zora Neale Hurston example) (see PowerPoint)
Reading time of challenging book
HW:
return straggling National Board Release forms
For at least 30 minutes, read a challenging book of your choosing (make notes of diction and detail choices of your author)
Start another vocabulary to know and love list (10 words), gathering new words from the book that you’ve chosen
Bring book to class!
Thursday, April 23, 2015
Dear Writers, As you know, I'm off campus working on my National Board Recertification. Please be amazing as always for Ms. A.
Congratulations on finishing your STAAR tests and your altered book projects.
A1 leaders: select together
A3 leaders: Sydney and Linda
Skit Set Up
1) Each half table group needs to work together and on separate scraps of paper, each student needs to write
a) a literary device
b) a genre
c) a setting
d) a specific conflict
2) Leaders should collect the above, keeping
3) Form random groups of 3 or 4
4) Each group needs to randomly draw one of each of the four elements
5) Each group needs to develop an entertaining skit which features your group's four elements. Be creative.
6) Rehearse your skit. Use your best acting skills.
7) Perform your skit for the class and teach the class about your literary device.
Any time remaining? Silent reading of challenging novel
HW: Continue reading your challenging novel and bring it to class every day; be prepared to write about your reading
Congratulations on finishing your STAAR tests and your altered book projects.
A1 leaders: select together
A3 leaders: Sydney and Linda
Skit Set Up
1) Each half table group needs to work together and on separate scraps of paper, each student needs to write
a) a literary device
b) a genre
c) a setting
d) a specific conflict
2) Leaders should collect the above, keeping
3) Form random groups of 3 or 4
4) Each group needs to randomly draw one of each of the four elements
5) Each group needs to develop an entertaining skit which features your group's four elements. Be creative.
6) Rehearse your skit. Use your best acting skills.
7) Perform your skit for the class and teach the class about your literary device.
Any time remaining? Silent reading of challenging novel
HW: Continue reading your challenging novel and bring it to class every day; be prepared to write about your reading
No class on Tuesday, April 21 due to STAAR testing
Friday, April 17, 2015
Altered Book Gallery
Presentations of Altered Books for Parents, Teachers, Administrators, etc
Presentations of Altered Books for Parents, Teachers, Administrators, etc
Wednesday, April 15, 2015
Books are due at the end of class today
SSW: Artist’s Statement and Self-Evaluation Rough Draft (checks on rubric plus paragraph or more)
Artist’s statement should explain your interpretive and artistic choices (themes, symbols, motifs, colors, materials, style, organization, etc.)
Before writing the self-evaluation, you should read through the rubric once again, checking off the statements that apply to your altered book. Then, you should write a self-evaluation, giving your altered book a score of one to five. Your self-evaluation should also include a paragraph justifying your self-evaluation score and providing specific evidence of how you earned that score.
Rubric for Sacred Silent Writing and Participation
To maximize work time on your artist's statements and altered books, today you will tell me your grades rather than write a paragraph. Look at the rubric and decide on your two grades before we conference. Also, bring me your altered book for a quick check in.
SSW: # (in a box)
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Participation: # (in a box) 2nd box: Divide grade by two as this is a 50 point grade
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
HW: Adult edit and revision of artist's statement; print before you come to class please
If you still need to finish your altered book, take it home and do so; make sure it is finished and here for our Altered Book Showcase on Friday
remind your parents, friend and neighbors/give them an invitation if you haven't already
parent signature on video release form for my National Board Renewal
SSW: Artist’s Statement and Self-Evaluation Rough Draft (checks on rubric plus paragraph or more)
Artist’s statement should explain your interpretive and artistic choices (themes, symbols, motifs, colors, materials, style, organization, etc.)
Before writing the self-evaluation, you should read through the rubric once again, checking off the statements that apply to your altered book. Then, you should write a self-evaluation, giving your altered book a score of one to five. Your self-evaluation should also include a paragraph justifying your self-evaluation score and providing specific evidence of how you earned that score.
Rubric for Sacred Silent Writing and Participation
To maximize work time on your artist's statements and altered books, today you will tell me your grades rather than write a paragraph. Look at the rubric and decide on your two grades before we conference. Also, bring me your altered book for a quick check in.
SSW: # (in a box)
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Participation: # (in a box) 2nd box: Divide grade by two as this is a 50 point grade
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
HW: Adult edit and revision of artist's statement; print before you come to class please
If you still need to finish your altered book, take it home and do so; make sure it is finished and here for our Altered Book Showcase on Friday
remind your parents, friend and neighbors/give them an invitation if you haven't already
parent signature on video release form for my National Board Renewal
Monday, April 13, 2015
Persuasion and Propaganda Mini-Lesson
Work with your table mates to prepare to teach the class about your assigned propaganda technique.
Techniques:
Use the School Journalism website http://www.schooljournalism.org/recognizing-types-of-propaganda-in-advertising/ to:
(1) learn the definition;
(2) read the examples;
(3) read and discuss the way the technique is used in propaganda and advertising and what discerning readers should think about;
(4) decide on and write down what definition you will teach the class;
(5) come up with original examples that will help the class remember the definition and persuade them to do one of the following:
(a) persuade the legislature to lower the driving age to 11 (or raise it to 21)
(b) persuade the TEXAS education agency to eliminate the STAAR test (or convince students to do well on it)
(c) come up with your own issue
(6) rehearse your presentation: make sure everyone speaks
During the presentations, take notes on the definitions and anything that will help you to remember the techniques. Add your notes to the Literary Devices section of your notebook.
As you go about your daily life, look for examples of these techniques in media and advertising.
Altered Book Workday
Review your altered book and the rubric
make sure that you are hitting the key components of the rubric
especially analysis
keep in mind that you will have only one hour of class today and one hour on Wednesday
and that the last 10 percent of a project often takes longer than one thinks it will
proofread and correct
check: capitalization
punctuation
consistent tense
spelling, especially of proper nouns
citations
exact wording and punctuation of quotes
HW: adult edit with the rubric
finish your altered book so that all you have to do on Wed is make corrections and small, finishing touches during one hour of work time on Wednesday
start on your artist's statement: 1 p typed double spaced explanation of your artistic decisions and the theme of your altered book
Work with your table mates to prepare to teach the class about your assigned propaganda technique.
Techniques:
- Propaganda
- Testimonial
- Glittering Generalities
- Transfer
- Plain Folks
- Bandwagon
- Name Calling
- Card Stacking
Use the School Journalism website http://www.schooljournalism.org/recognizing-types-of-propaganda-in-advertising/ to:
(1) learn the definition;
(2) read the examples;
(3) read and discuss the way the technique is used in propaganda and advertising and what discerning readers should think about;
(4) decide on and write down what definition you will teach the class;
(5) come up with original examples that will help the class remember the definition and persuade them to do one of the following:
(a) persuade the legislature to lower the driving age to 11 (or raise it to 21)
(b) persuade the TEXAS education agency to eliminate the STAAR test (or convince students to do well on it)
(c) come up with your own issue
(6) rehearse your presentation: make sure everyone speaks
During the presentations, take notes on the definitions and anything that will help you to remember the techniques. Add your notes to the Literary Devices section of your notebook.
As you go about your daily life, look for examples of these techniques in media and advertising.
Altered Book Workday
Review your altered book and the rubric
make sure that you are hitting the key components of the rubric
especially analysis
keep in mind that you will have only one hour of class today and one hour on Wednesday
and that the last 10 percent of a project often takes longer than one thinks it will
proofread and correct
check: capitalization
punctuation
consistent tense
spelling, especially of proper nouns
citations
exact wording and punctuation of quotes
HW: adult edit with the rubric
finish your altered book so that all you have to do on Wed is make corrections and small, finishing touches during one hour of work time on Wednesday
start on your artist's statement: 1 p typed double spaced explanation of your artistic decisions and the theme of your altered book
Thursday, April 9, 2015
Altered book project workday 7
Extension granted: NOT Final work day; books NOT due at end of class today
Wednesday will be final work day; expect about an hour to work on Monday and Wednesday
SSW: Plot and The Book Thief
Read handout, “Plot Development Elements,” then answer these questions:
(1) What is definition of resolution?
(2) What is the resolution in The Book Thief?
(3) Is The Book Thief a comedy or a tragedy? Explain.
(4) What is/are the conflicts in The Book Thief?
Altered Book Work Day
HW: work on altered book; by now everything should be planned and you should be almost done typing analysis and making art; leave time for proofreading and editing; remember that the last 10 percent of a project often takes longer than one thinks it will
strive to be done by the end of the day on Monday
leave plenty of time to proofread, edit and revise
invite parents and grandparents to altered book showcase during class on Friday, April 17
we need volunteers to make formal inviatations
Extension granted: NOT Final work day; books NOT due at end of class today
Wednesday will be final work day; expect about an hour to work on Monday and Wednesday
SSW: Plot and The Book Thief
Read handout, “Plot Development Elements,” then answer these questions:
(1) What is definition of resolution?
(2) What is the resolution in The Book Thief?
(3) Is The Book Thief a comedy or a tragedy? Explain.
(4) What is/are the conflicts in The Book Thief?
Altered Book Work Day
HW: work on altered book; by now everything should be planned and you should be almost done typing analysis and making art; leave time for proofreading and editing; remember that the last 10 percent of a project often takes longer than one thinks it will
strive to be done by the end of the day on Monday
leave plenty of time to proofread, edit and revise
invite parents and grandparents to altered book showcase during class on Friday, April 17
we need volunteers to make formal inviatations
Tuesday, April 7, 2015
SSW: Proofreading Activity and Crossword using writing manual
Altered book project work day 6
HW: Finish draft of two more pages (you should be up to twelve pages drafted); type up analysis
Altered book project work day 6
HW: Finish draft of two more pages (you should be up to twelve pages drafted); type up analysis
Friday, April 3, 2015 Holiday
Thursday, April 2, 2015
Debriefing about Holocaust museum
Reflection writing and discussion
Reflection writing and discussion
Tuesday, March 31, 2015 (6th Grade Field Trip to Holocaust Museum)
Friday, March 27, 2015
Prep for museum fieldtrip
Altered book work day 5
HW:
Detailed draft of two more pages of your altered book (you should be up to ten pages drafted)
Altered book work day 5
HW:
Detailed draft of two more pages of your altered book (you should be up to ten pages drafted)
Wednesday, March 25,2015
Guiding question: How can we use both writing and art to express our analysis and interpretation of a text?
Altered book project work day 4
MOY answer check
Annotation check: student choice: I can check today or, if you need to fill in any gaps, next class
Visit Reader’s Gallery of Art for 8th grade English classes
Be a good audience; spread out and talk to the artist's about their art; get inspiration for your altered book project; notice how the artists use symbolism and other artistic devices.
HW:
Detailed draft of two more pages of your altered book (you should be up to eight pages drafted)
STILL bring your copy of The Book Thief EVERY DAY (to reference)
7th period only: check answers that you missed on MOY; learn from your mistakes; bring back any questions
Altered book project work day 4
MOY answer check
Annotation check: student choice: I can check today or, if you need to fill in any gaps, next class
Visit Reader’s Gallery of Art for 8th grade English classes
Be a good audience; spread out and talk to the artist's about their art; get inspiration for your altered book project; notice how the artists use symbolism and other artistic devices.
HW:
Detailed draft of two more pages of your altered book (you should be up to eight pages drafted)
STILL bring your copy of The Book Thief EVERY DAY (to reference)
7th period only: check answers that you missed on MOY; learn from your mistakes; bring back any questions
Monday, March 23,2015
Guiding question: How can we use both writing and art to express our analysis and interpretation of a text?
SSW: Look over your rubric, plan your pages, continue to work on pages
Altered Book Project Workday #3
Conference with Ms. Roy about your entries
Prep your book and make your entries in the book after they've been approved by Ms. Roy
HW:
Detailed draft of two more pages of your altered book (you should be up to six pages drafted)
STILL bring your copy of The Book Thief EVERY DAY (to reference)
SSW: Look over your rubric, plan your pages, continue to work on pages
Altered Book Project Workday #3
Conference with Ms. Roy about your entries
Prep your book and make your entries in the book after they've been approved by Ms. Roy
HW:
Detailed draft of two more pages of your altered book (you should be up to six pages drafted)
STILL bring your copy of The Book Thief EVERY DAY (to reference)
Thursday, March 12,2015
Guiding question: How does an author establish theme?
SSW: Duden Dictionary entry
Read the Epilogue and FINISH The Book Thief TOGETHER
Books and Supplies to class boxes
Nitty Gritty Details of art supplies in classroom
reminder: supplies on front table are shared supplies
treat with care
only take what you need at that moment
take only small amount of paint
start cleaning up ten minutes before class is over
EVERYONE is responsible for cleaning up their area and helping others clean up
all materials should be completely clean and neatly arranged on the front table and ready for the next class
make sure plates and cups for paint and paintbrushes are washed clear and dried
wash and dry all tables where people painted or glued
store your book and supplies neatly, preferably in a plastic ziplock bag with your name on it, on the shelf on the far side of the room
Altered book project prep day
Divide book into sections, prepare some pages so information can be added to them
HW: Spring break: play outside, spend time with your family and friends, read something fun
bring altered book and materials and your copy of The Book Thief
SSW: Duden Dictionary entry
Read the Epilogue and FINISH The Book Thief TOGETHER
Books and Supplies to class boxes
Nitty Gritty Details of art supplies in classroom
reminder: supplies on front table are shared supplies
treat with care
only take what you need at that moment
take only small amount of paint
start cleaning up ten minutes before class is over
EVERYONE is responsible for cleaning up their area and helping others clean up
all materials should be completely clean and neatly arranged on the front table and ready for the next class
make sure plates and cups for paint and paintbrushes are washed clear and dried
wash and dry all tables where people painted or glued
store your book and supplies neatly, preferably in a plastic ziplock bag with your name on it, on the shelf on the far side of the room
Altered book project prep day
Divide book into sections, prepare some pages so information can be added to them
HW: Spring break: play outside, spend time with your family and friends, read something fun
bring altered book and materials and your copy of The Book Thief
Tuesday, March 10,2015
Guiding questions:
How does an author’s use of literary devices impact meaning and elevate their writing?
How can we use both writing and art to show our analysis and interpretation of a text?
SSW: With all the tragedy and fear everyone in Germany was facing, what were some ways the characters chose to distract themselves or activities characters participated in to make their lives feel more normal?Altered book project work day 2
Children’s poetry from Terezin Concentration Camp
Poems from… I never saw another butterfly ...: Children’s Drawings and Poems from Terezin Concentration Camp
Find a poem on your device
http://www.thehypertexts.com/Terez%C3%ADn%20Children%20Holocaust%20Poems.htm
http://www.post-gazette.com/local/south/2009/04/09/Poetry-written-by-young-adults-at-the-Terezin-concentration-camp-circa-1940-42/stories/200904090418
Read your poem to yourself
Stand up and pair up with a student read one of the poems to one another
Rotate and read poems to several other students
Nitty Gritty Details of art supplies in classroom
reminder: supplies on front table are shared supplies
treat with care
only take what you need at that moment
take only small amount of paint
start cleaning up ten minutes before class is over
EVERYONE is responsible for cleaning up their area and helping others clean up
all materials should be completely clean and neatly arranged on the front table and ready for the next class
make sure plates and cups for paint and paintbrushes are washed clear and dried
wash and dry all tables where people painted or glued
store your book and supplies neatly, preferably in a plastic back with your name on it, on the shelf on the far side of the room
Today, sketch out a couple of pages, adding details to your plan from last class, if you haven't already done so
Get feedback from a peer and the teacher before making final pages
Start painting and making your pages
Last ten minutes: clean-up and organize supplies
HW:
Finish reading and annotating Part Ten - “Ilsa Hermann’s Little Black Book,” “The Rib-Cage Planes,” “The End of the World (Part II)” (Zusak 519-539)
We will read the Epilogue and FINISH The Book Thief TOGETHER next class!
STILL bring your copy of The Book Thief EVERY DAY (to reference AND for annotation grade)
Detailed draft of one more page of your altered book (you should be up to four pages drafted)
How does an author’s use of literary devices impact meaning and elevate their writing?
How can we use both writing and art to show our analysis and interpretation of a text?
SSW: With all the tragedy and fear everyone in Germany was facing, what were some ways the characters chose to distract themselves or activities characters participated in to make their lives feel more normal?Altered book project work day 2
Children’s poetry from Terezin Concentration Camp
Poems from… I never saw another butterfly ...: Children’s Drawings and Poems from Terezin Concentration Camp
Find a poem on your device
http://www.thehypertexts.com/Terez%C3%ADn%20Children%20Holocaust%20Poems.htm
http://www.post-gazette.com/local/south/2009/04/09/Poetry-written-by-young-adults-at-the-Terezin-concentration-camp-circa-1940-42/stories/200904090418
Read your poem to yourself
Stand up and pair up with a student read one of the poems to one another
Rotate and read poems to several other students
Nitty Gritty Details of art supplies in classroom
reminder: supplies on front table are shared supplies
treat with care
only take what you need at that moment
take only small amount of paint
start cleaning up ten minutes before class is over
EVERYONE is responsible for cleaning up their area and helping others clean up
all materials should be completely clean and neatly arranged on the front table and ready for the next class
make sure plates and cups for paint and paintbrushes are washed clear and dried
wash and dry all tables where people painted or glued
store your book and supplies neatly, preferably in a plastic back with your name on it, on the shelf on the far side of the room
Today, sketch out a couple of pages, adding details to your plan from last class, if you haven't already done so
Get feedback from a peer and the teacher before making final pages
Start painting and making your pages
Last ten minutes: clean-up and organize supplies
HW:
Finish reading and annotating Part Ten - “Ilsa Hermann’s Little Black Book,” “The Rib-Cage Planes,” “The End of the World (Part II)” (Zusak 519-539)
We will read the Epilogue and FINISH The Book Thief TOGETHER next class!
STILL bring your copy of The Book Thief EVERY DAY (to reference AND for annotation grade)
Detailed draft of one more page of your altered book (you should be up to four pages drafted)
Friday, March 6, 2015
Guiding questions:
How does an author’s use of literary devices impact meaning and elevate their writing?
How can we use both writing and art to show our analysis and interpretation of a text?
SSW: Starting Points
Review rubric and assignment for altered book project.
Start answering the questions from the altered book project description:
What would you like to express about the text?
Why key point from the text would you like to call to other readers’ attention?
What did you learn from the text?
What did you admire most about the text?
What do you want to communicate about your experience of reading and analyzing the text?
What most resonated with you about the text?
Altered book project work day 1: Planning and Getting Started
Review rubric and project overview
Q and A
Due next time: 10 points for book to alter
Altered book planning and construction
Make a plan for 2 pages and conference with me
HW:
Start Part Ten: read and annotate: “The End of the World (Part I),” “The Ninety-Eighth Day,” “The War Maker,” and “Way of the Words,” and “Confessions” (Zusak 495-518)
You should have finished in class your plan for two pages of your altered book. If not, finish for homework
How does an author’s use of literary devices impact meaning and elevate their writing?
How can we use both writing and art to show our analysis and interpretation of a text?
SSW: Starting Points
Review rubric and assignment for altered book project.
Start answering the questions from the altered book project description:
What would you like to express about the text?
Why key point from the text would you like to call to other readers’ attention?
What did you learn from the text?
What did you admire most about the text?
What do you want to communicate about your experience of reading and analyzing the text?
What most resonated with you about the text?
Altered book project work day 1: Planning and Getting Started
Review rubric and project overview
Q and A
Due next time: 10 points for book to alter
Altered book planning and construction
Make a plan for 2 pages and conference with me
HW:
Start Part Ten: read and annotate: “The End of the World (Part I),” “The Ninety-Eighth Day,” “The War Maker,” and “Way of the Words,” and “Confessions” (Zusak 495-518)
You should have finished in class your plan for two pages of your altered book. If not, finish for homework
Wednesday, March 4,2015
SSW: Write about Max and Liesel's friendship. How/why did they become friends? What do they have in common? What are some of their differences? How do they treat each other?
Write about one of your friendships based on same questions as SSW prompt.
A1: finish and present triangles
A3: finish presenting triangles
Pump-Up for the our next amazing project which will be revealed today
Introduce Project X
Handouts: Overview of Assignment and Rubric
Q and A
Brainstorm components students could include in the project
Prior work: SSW, classwork, work from handouts
Materials
Begin planning
HW:
Planning more pages for your altered book: sketch out a few pages in detail to work on next class
Type up and print out any text or images that you want to glue into your altered book
STILL bring your copy of The Book Thief (to reference during project AND for annotation grade)
reminder: Altered book project due ?day, April ?; Open House for altered book project ?sday, April ?; invite your families now, please;
Finish Part Nine – “One Toolbox, One Bleeder, One Bear,” and “Homecoming!” (Zusak 481-493)
start gathering supplies for the altered book project: bring in a book to alter and some artistic materials
Write about one of your friendships based on same questions as SSW prompt.
A1: finish and present triangles
A3: finish presenting triangles
Pump-Up for the our next amazing project which will be revealed today
Introduce Project X
Handouts: Overview of Assignment and Rubric
Q and A
Brainstorm components students could include in the project
Prior work: SSW, classwork, work from handouts
Materials
Begin planning
HW:
Planning more pages for your altered book: sketch out a few pages in detail to work on next class
Type up and print out any text or images that you want to glue into your altered book
STILL bring your copy of The Book Thief (to reference during project AND for annotation grade)
reminder: Altered book project due ?day, April ?; Open House for altered book project ?sday, April ?; invite your families now, please;
Finish Part Nine – “One Toolbox, One Bleeder, One Bear,” and “Homecoming!” (Zusak 481-493)
start gathering supplies for the altered book project: bring in a book to alter and some artistic materials
Monday, March 2,2015
Guiding Question: What factors motivate some people to stand up and help victims and others to remain bystanders?
SSW: Triple triangles
Choose three situations in The Book Thief in which there is a victim and a bystander and/or upstander/rescuer. Describe each (referencing the pages in BT), and explain what roles the characters in each situation have, using the terms from Holocaust Museum Houston’s Triangle (victim / perpetrator / bystander / upstander/rescuer / survivor).
“What Role Do You Choose?” Group Triangles (turn in by class end)
In a group of 2 or 3 at your half of the table, pick one scenario to make a mini poster about and present to the class
“What Role Do You Choose?” Group Triangles
Scenario must be from our most recent reading
Roles in triangle must be people
CHOOSE ONE SITUATION (one with upstander and bystander)
Create one triangle on large paper
situation at top (quotation and page reference)
pair character and role
Answer these questions for each situation in complete sentences:
What qualities did the upstander/rescuer have?
How did s/he become an upstander/rescuer?
Why do you think the bystander chose that role instead of upstander/rescuer?
Present triangle diagrams for a 20 point grade
HW:
Start Part Nine – “The Next Temptation,” “The Cardplayer,” “The Snows of Stalingrad,” “The Ageless Brother,” “The Accident,” and “The Bitter Taste of Questions” (Zusak 457-80)
talk to parents about Readers' Gallery of Art and set a budget if you would like to bid on art for charity
SSW: Triple triangles
Choose three situations in The Book Thief in which there is a victim and a bystander and/or upstander/rescuer. Describe each (referencing the pages in BT), and explain what roles the characters in each situation have, using the terms from Holocaust Museum Houston’s Triangle (victim / perpetrator / bystander / upstander/rescuer / survivor).
“What Role Do You Choose?” Group Triangles (turn in by class end)
In a group of 2 or 3 at your half of the table, pick one scenario to make a mini poster about and present to the class
“What Role Do You Choose?” Group Triangles
Scenario must be from our most recent reading
Roles in triangle must be people
CHOOSE ONE SITUATION (one with upstander and bystander)
Create one triangle on large paper
situation at top (quotation and page reference)
pair character and role
Answer these questions for each situation in complete sentences:
What qualities did the upstander/rescuer have?
How did s/he become an upstander/rescuer?
Why do you think the bystander chose that role instead of upstander/rescuer?
Present triangle diagrams for a 20 point grade
HW:
Start Part Nine – “The Next Temptation,” “The Cardplayer,” “The Snows of Stalingrad,” “The Ageless Brother,” “The Accident,” and “The Bitter Taste of Questions” (Zusak 457-80)
talk to parents about Readers' Gallery of Art and set a budget if you would like to bid on art for charity
Thursday, February 26, 2015
SSW: Write a passage inspired by the Life magazine photos from 1938. You could write about what people are doing to make their lives more normal or you could write about what they did to be an upstander, bystander, or perpetrator. Include vivid details to make the scene come alive for your reader who will NOT have seen the picture. It might be a good idea to include some background information about what was happening in the 1930s. Think about what we've been studying about history related to The Book Thief.
SSW sharing
Finish Mein Kampf alteration
HW: Finish Part Eight – “The Collector,” “The Bread Eaters,” “The Hidden Sketchbook,” and “The Anarchist’s Suit Collection” (Zusak 431-455)
if you didn't finish in class, finish altering your Mein Kampf page
SSW sharing
Finish Mein Kampf alteration
HW: Finish Part Eight – “The Collector,” “The Bread Eaters,” “The Hidden Sketchbook,” and “The Anarchist’s Suit Collection” (Zusak 431-455)
if you didn't finish in class, finish altering your Mein Kampf page
Tuesday, February 24, 2015
New seats for new six weeks
SSW:
Mein Kampf activity
In your SSW, plan at least three different ways that you could alter the page of Mein Kampf into something valuable.
Your alteration of Mein Kampf (DRAFT)
Examples of altered pages (use PP)
Allow students to tear out page from Mein Kampf
Don’t start altering yet!
Read through your page of Adolf Hitler’s Mein Kampf
What does it say? How do you react to what it says?
Discussion
Reading and annotation
HW: Start/Continue Part Eight (depending on class reading) – “Dominoes and Darkness,” “The Thought of Rudy Naked,” “Punishment,” and “The Promise Keeper’s Wife” (Zusak 405-430)
SSW:
Mein Kampf activity
- Reread The Standover Man in The Book Thief (Zusak 224-36)
- Write about the power of obliterating Hitler’s words and replacing with own words (like Max did)
- What words would you write to replace those of Hitler? What words of peace or hope?
- Linda Ellia’s fight against Mein Kampf
- PowerPoint of examples
- http://zswound.blogspot.com/2009/08/erasure-projects-linda-ellias-fight.html
- Writer’s notebook: MK page plans
In your SSW, plan at least three different ways that you could alter the page of Mein Kampf into something valuable.
Your alteration of Mein Kampf (DRAFT)
Examples of altered pages (use PP)
Allow students to tear out page from Mein Kampf
Don’t start altering yet!
Read through your page of Adolf Hitler’s Mein Kampf
What does it say? How do you react to what it says?
Discussion
Reading and annotation
HW: Start/Continue Part Eight (depending on class reading) – “Dominoes and Darkness,” “The Thought of Rudy Naked,” “Punishment,” and “The Promise Keeper’s Wife” (Zusak 405-430)
Friday, February 20, 2015
Guiding Question: Which aspects of your identity are most essential to you? Would you be willing to deny any part of your identity?
Elective presentations
SSW: Write about your idea of utopia. Include as much information and as many details as possible. Think about all the aspects of your lives - school, family, friends, extra-curricular activities, ideal vacations, ideal weather, politics, government, etc., etc.
SSW sharing
Annotation check
Vocab to Know and Love Quiz
Six week grades and official A handshakes
HW:
Finish reading and annotating Part Seven – “The Sound of Sirens,” “The Sky Stealer,” “Frau Holtzapfel’s Offer,” “The Long Walk to Dachau,” “Peace,” and “The Idiot and the Coat Men” (Zusak 371-403)
Parent survey
Elective presentations
SSW: Write about your idea of utopia. Include as much information and as many details as possible. Think about all the aspects of your lives - school, family, friends, extra-curricular activities, ideal vacations, ideal weather, politics, government, etc., etc.
SSW sharing
Annotation check
Vocab to Know and Love Quiz
Six week grades and official A handshakes
HW:
Finish reading and annotating Part Seven – “The Sound of Sirens,” “The Sky Stealer,” “Frau Holtzapfel’s Offer,” “The Long Walk to Dachau,” “Peace,” and “The Idiot and the Coat Men” (Zusak 371-403)
Parent survey
Wednesday, February 18, 2015
How can we use both writing and art to show our analysis and interpretation of a text?
SSW: Writers, last week, you did an outstanding job identifying and analyzing Zusak’s impressive use of literary devices. Now it’s your turn to play with language. Pick a favorite line from last night’s reading. Write a new scene about anything that you like that incorporates that line into your writing and emulates Zusak’s effective use of literary devices. Use your literary devices handout from last week and your literary devices notes to guide you in creating a variety of examples.
If you would like a line to get you started, here are a few good options:
“They looked at her, expectantly” (Zusak 442).
“I miss him,” said the boy, sideways, across the floor” (Zusak 455).
“She found some paper and a pen in the top drawer and wrote Thank you, leaving the note on top” (Zusak 460).
“She moved to speak, but the available words were too many and too fast” (Zusak 462).
Sharing of SSW and labeling of literary devices
SSW and Participation Self-Evaluations
SSW Round Two: Participation and SSW Self-Evaluation
Rubric for Sacred Silent Writing and Participation
SSW: # (in a box)
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Participation: # (in a box) 2nd box: Divide grade by two as this is a 50 point grade
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
Read and annotate
HW: Read and annotate to page p. 351-370, "Part Seven: the completeduden dictionary and thesaurus featuring: Champagne and Accordians,” and “The Trilogy”
SSW: Writers, last week, you did an outstanding job identifying and analyzing Zusak’s impressive use of literary devices. Now it’s your turn to play with language. Pick a favorite line from last night’s reading. Write a new scene about anything that you like that incorporates that line into your writing and emulates Zusak’s effective use of literary devices. Use your literary devices handout from last week and your literary devices notes to guide you in creating a variety of examples.
If you would like a line to get you started, here are a few good options:
“They looked at her, expectantly” (Zusak 442).
“I miss him,” said the boy, sideways, across the floor” (Zusak 455).
“She found some paper and a pen in the top drawer and wrote Thank you, leaving the note on top” (Zusak 460).
“She moved to speak, but the available words were too many and too fast” (Zusak 462).
Sharing of SSW and labeling of literary devices
SSW and Participation Self-Evaluations
SSW Round Two: Participation and SSW Self-Evaluation
Rubric for Sacred Silent Writing and Participation
SSW: # (in a box)
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Participation: # (in a box) 2nd box: Divide grade by two as this is a 50 point grade
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
Read and annotate
HW: Read and annotate to page p. 351-370, "Part Seven: the completeduden dictionary and thesaurus featuring: Champagne and Accordians,” and “The Trilogy”
Friday, February 13, 2015
Guiding questions:
How does an author’s use of literary devices impact meaning and elevate their writing?
SSW: Let's check in with ourselves and one another about our reactions, intellectual and emotional, to our reading. How are you feeling about your reading, understanding, analysis, and appreciation of the book? How are you dealing with the emotionally challenging subjects of death and the Holocaust? What are you gaining as a reader, writer, and human being from reading this book about death and the Holocaust? What are you struggling with?
Discussion of our reactions to the book
Debriefing about last class
Literary devices handout
Reading and annotating
Note: I'll be on the eighth grade field trip on Wednesday, please be amazing for Mr. Bello
HW: no new reading; enjoy your long weekend: play outside and spend time with someone that you care about;
make sure that you are caught up and have read and annotated through p. 350
start gathering materials for Top Secret Project X (if you know what it is, do not reveal the secret)
gather materials for making art (two dimensional); you will also need a hardcover book that your family no longer needs
How does an author’s use of literary devices impact meaning and elevate their writing?
SSW: Let's check in with ourselves and one another about our reactions, intellectual and emotional, to our reading. How are you feeling about your reading, understanding, analysis, and appreciation of the book? How are you dealing with the emotionally challenging subjects of death and the Holocaust? What are you gaining as a reader, writer, and human being from reading this book about death and the Holocaust? What are you struggling with?
Discussion of our reactions to the book
Debriefing about last class
Literary devices handout
Reading and annotating
Note: I'll be on the eighth grade field trip on Wednesday, please be amazing for Mr. Bello
HW: no new reading; enjoy your long weekend: play outside and spend time with someone that you care about;
make sure that you are caught up and have read and annotated through p. 350
start gathering materials for Top Secret Project X (if you know what it is, do not reveal the secret)
gather materials for making art (two dimensional); you will also need a hardcover book that your family no longer needs
Wednesday, February 11, 2015
Guiding Question: What factors motivate some people to stand up and help victims and others to remain bystanders?
SSW: With your tablemates, make a list of the thirteen presents that Liesel gave Max.
Discussion of what the gifts have in common and how the last gift is different.
Then, by yourself, for today's SSW, make a list of thirteen presents that you would give to friend who is very sick, following Liesel’s example of giving found items of little value. Make one of your gifts an abstract gift like Liesel's "slab of grief" (Zusak 322). Explain why you would give each gift.
Sharing of 13 gifts
Martin Niemoller: “First they came for the Socialists …”
Niemoller spoke to many people with words like these:
"First they came for the Socialists, and I did not speak out --
Because I was not a Socialist.
Then they came for the Trade Unionists, and I did not speak out –-
Because I was not a Trade Unionist.
Then they came for the Jews, and I did not speak out –-
Because I was not a Jew.
Then they came for me –-
and there was no one left to speak for me."
Discuss: What message do you think that Niemoller was trying to convey through these words? Share a time in your past when you (or someone you know) didn’t “speak out” for someone else who was in trouble, and what the result was.
Background info on Niemoller: http://en.wikipedia.org/wiki/Martin_Niem%C3%B6ller
Reading aloud, annotation and discussion of "Fresh Air, An Old Nightmare and What to do with a Jewish Corpse"
HW:
Read and annotate 325-350: “Fresh Air, An Old Nightmare, and What to do with a Jewish Corpse”, “Death’s Diary: Cologne”,"The Visitor", "The Schmunzeler", "Death's Diary: The Parisians"
SSW: With your tablemates, make a list of the thirteen presents that Liesel gave Max.
Discussion of what the gifts have in common and how the last gift is different.
Then, by yourself, for today's SSW, make a list of thirteen presents that you would give to friend who is very sick, following Liesel’s example of giving found items of little value. Make one of your gifts an abstract gift like Liesel's "slab of grief" (Zusak 322). Explain why you would give each gift.
Sharing of 13 gifts
Martin Niemoller: “First they came for the Socialists …”
Niemoller spoke to many people with words like these:
"First they came for the Socialists, and I did not speak out --
Because I was not a Socialist.
Then they came for the Trade Unionists, and I did not speak out –-
Because I was not a Trade Unionist.
Then they came for the Jews, and I did not speak out –-
Because I was not a Jew.
Then they came for me –-
and there was no one left to speak for me."
Discuss: What message do you think that Niemoller was trying to convey through these words? Share a time in your past when you (or someone you know) didn’t “speak out” for someone else who was in trouble, and what the result was.
Background info on Niemoller: http://en.wikipedia.org/wiki/Martin_Niem%C3%B6ller
Reading aloud, annotation and discussion of "Fresh Air, An Old Nightmare and What to do with a Jewish Corpse"
HW:
Read and annotate 325-350: “Fresh Air, An Old Nightmare, and What to do with a Jewish Corpse”, “Death’s Diary: Cologne”,"The Visitor", "The Schmunzeler", "Death's Diary: The Parisians"
Monday, February 9, 2015
Peptalk on why to do well on the MOY
Reading MOYS
Silent reading of The Book Thief
study for vocab to know and love quizzes
Annotation checks
Loose ends:
late work / no name papers
InkBlot submissions: submit extra pieces for extra credit
didn't have time for due to benchmarks:
vocab to know and love quizzes
and annotation checks
HW: Read and annotate: "The Floating Book (Part II)", "Death's Diary: 1942", "The Snowman", and "Thirteen Presents" (pp. 300-324); vocab to know and love quizzes rescheduled for next time (A1) and time after that (A3)
Reading MOYS
Silent reading of The Book Thief
study for vocab to know and love quizzes
Annotation checks
Loose ends:
late work / no name papers
InkBlot submissions: submit extra pieces for extra credit
didn't have time for due to benchmarks:
vocab to know and love quizzes
and annotation checks
HW: Read and annotate: "The Floating Book (Part II)", "Death's Diary: 1942", "The Snowman", and "Thirteen Presents" (pp. 300-324); vocab to know and love quizzes rescheduled for next time (A1) and time after that (A3)
Thursday, February 5, 2015
SSW: Perfect Place: What is the perfect place for you? Why? Describe the place in vivid and poetic detail. Channel Zusak or another writer that you admire. Explain in persuasive detail why this place is perfect for you. (20 minutes)
SSW sharing (5-10 minutes)
Group work: Each half table will be assigned a main character and tackle the topic from today's SSW for that character. Use your annotations and character notes, to help you decide on a perfect place for that character. Jot down notes, including quotes to support your arguments for why the place you pick is perfect for that character. Each group will present to the class. Main characters: Hans, Rosa, Liesel, Rudy, Max, and death, Ilsa Hermann, Arthur, Walter, Frau Diller.
Group Work Planning (10-15 minutes)
Presentations (10-15 minutes)
Read aloud, stopping to discuss, "Rudy's Youth" p. 267-271 in The Book Thief
Study with a partner for vocab to know and love quizzes
Any time remaining: read and annotate
HW: read and annotate to page 299
SSW sharing (5-10 minutes)
Group work: Each half table will be assigned a main character and tackle the topic from today's SSW for that character. Use your annotations and character notes, to help you decide on a perfect place for that character. Jot down notes, including quotes to support your arguments for why the place you pick is perfect for that character. Each group will present to the class. Main characters: Hans, Rosa, Liesel, Rudy, Max, and death, Ilsa Hermann, Arthur, Walter, Frau Diller.
Group Work Planning (10-15 minutes)
Presentations (10-15 minutes)
Read aloud, stopping to discuss, "Rudy's Youth" p. 267-271 in The Book Thief
Study with a partner for vocab to know and love quizzes
Any time remaining: read and annotate
HW: read and annotate to page 299
Tuesday, February 3, 2015
Guiding Question: What is the significance of sacrifice in the novel?
Writer’s notebook: Rosa’s changes
How and why has Rosa Hubermann changed? Have your feelings about her changed? Why or why not? Find one quotation that describes Rosa as she is in the beginning of the novel. Find a second quotation that shows she has changed.
Discussion of reading based on student questions and comments
Character handout part II
In-class silent reading/annotating (as time allows)
In-class work on missing assignments
HW:
Start reading and annotating "Part Five" on page 239, "The Floating Book (Part I), "The Gamblers (A Seven-Sided Die)” (Zusak 243-266)
Study for vocab to know and love quiz; extended until Monday
Writer’s notebook: Rosa’s changes
How and why has Rosa Hubermann changed? Have your feelings about her changed? Why or why not? Find one quotation that describes Rosa as she is in the beginning of the novel. Find a second quotation that shows she has changed.
Discussion of reading based on student questions and comments
Character handout part II
In-class silent reading/annotating (as time allows)
In-class work on missing assignments
HW:
Start reading and annotating "Part Five" on page 239, "The Floating Book (Part I), "The Gamblers (A Seven-Sided Die)” (Zusak 243-266)
Study for vocab to know and love quiz; extended until Monday
Friday, January 30, 2015
Guiding Question: How can we reconcile the fact that both good and evil exist?
SSW: Reflect on your word and quote from your sandpaper square. Why is this word important in the Book Thief? What is Zusak's message about this word?
SSW sharing
Theme chant
theme: the author's main message about a key issue or idea; a universal truth; beyond plot;a complete sentence; debatable.
Build on what you wrote in SSW; using the word from your sandpaper square write a theme for The Book Thief; be sure to check that it meets all requirements of our theme chant
Presentation of sandpaper squares and themes
Return assignments to students
Check-in with students who have not turned in work (progress reports went out last class)
Check progress on Vocab to Know and Love; be ready for a quiz on at the end of next week
HW:
Finish Part Four – “The Swapping of Nightmares,” and “Pages from the Basement” (Zusak 207-238) (continue to annotate using triangle terms)
Upcoming next week:
Vocab to KNOW and Love quiz on Thursday, February 5th
SSW: Reflect on your word and quote from your sandpaper square. Why is this word important in the Book Thief? What is Zusak's message about this word?
SSW sharing
Theme chant
theme: the author's main message about a key issue or idea; a universal truth; beyond plot;a complete sentence; debatable.
Build on what you wrote in SSW; using the word from your sandpaper square write a theme for The Book Thief; be sure to check that it meets all requirements of our theme chant
Presentation of sandpaper squares and themes
Return assignments to students
Check-in with students who have not turned in work (progress reports went out last class)
Check progress on Vocab to Know and Love; be ready for a quiz on at the end of next week
HW:
Finish Part Four – “The Swapping of Nightmares,” and “Pages from the Basement” (Zusak 207-238) (continue to annotate using triangle terms)
Upcoming next week:
Vocab to KNOW and Love quiz on Thursday, February 5th
Wednesday, January 28, 2015
SSW: Sandpaper Square Instructions Powerpoint
Sandpaper square planning
Approval
Creation
Next class: presentation
In class reading and annotation: start Part 4 (continue to annotate using triangle terms)
HW:
for next class: continue in Part Four – “The Accordionist,” “A Good Girl,” “The Short History of the Jewish Fist Fighter,” “The Wrath of Rosa,” and “Liesel’s Lecture,” “The Sleeper”(Zusak 171-206) (continue to annotate using triangle terms)
for Monday: Finish vocabulary to KNOW and love from The Book Thief (should have TEN total) and be ready for a quiz
Sandpaper square planning
Approval
Creation
Next class: presentation
In class reading and annotation: start Part 4 (continue to annotate using triangle terms)
HW:
for next class: continue in Part Four – “The Accordionist,” “A Good Girl,” “The Short History of the Jewish Fist Fighter,” “The Wrath of Rosa,” and “Liesel’s Lecture,” “The Sleeper”(Zusak 171-206) (continue to annotate using triangle terms)
for Monday: Finish vocabulary to KNOW and love from The Book Thief (should have TEN total) and be ready for a quiz
Monday, January 26, 2015
Guiding Question: How can we reconcile the fact that both good and evil exist?
SSW: Why would someone burn a book? What power do books have?
Discuss “Introduction to Holocaust” handout
"Nazi Book Burning Video" from the United States Holocaust Memorial Museum:
https://www.youtube.com/watch?v=yHzM1gXaiVo&feature=youtu.be
Characters – turn in homework
In-class silent reading/annotating (as time allows)
HW:
Bring Book Thief EVERY DAY
Finish Part Three – “The Aryan Shopkeeper,” “The Struggler, Continued,” “Tricksters,” and “The Struggler, Concluded” (Zusak 154-170) (continue to annotate using triangle terms)
SSW: Why would someone burn a book? What power do books have?
Discuss “Introduction to Holocaust” handout
"Nazi Book Burning Video" from the United States Holocaust Memorial Museum:
https://www.youtube.com/watch?v=yHzM1gXaiVo&feature=youtu.be
Characters – turn in homework
In-class silent reading/annotating (as time allows)
HW:
Bring Book Thief EVERY DAY
Finish Part Three – “The Aryan Shopkeeper,” “The Struggler, Continued,” “Tricksters,” and “The Struggler, Concluded” (Zusak 154-170) (continue to annotate using triangle terms)
Thursday, January 22, 2015
Guiding question: How can children form opinions that differ from the adults around them?
SSW: Free write: Pick topic, genre, and a writing muscle to work on. Try something new. Have fun.
Fill out InkBlot form, staple to your submission, take off your name, and submit to the box
If you turned in a paper without a name, you have no grade, and need to show it to me (-10 percent for no name)
Share Annotation Responses from Part One (at small table, and then whole class)
Note taking and discussion of "Which role do you choose?" triangle from the Holocaust Museum of Houston
Focus on “Which role do you choose?” triangle in future annotating (add in survivor)
annotate with triangle and key letter
Read and discuss “Nazi Racism” from Tell Them We Remember
In-class work on Characters handout again – front and back (turn in next class) (remember to cite page numbers)
HW:
Bring Book Thief EVERY DAY
Start Part Three - Read/annotate The Book Thief chapters “The Way Home,” “The Mayor’s Library,” “Enter the Struggler,” and “The Attributes of Summer” (Zusak 123-153) (annotate using triangle terms - victim / perpetrator / bystander / upstander/rescuer / survivor)
Finish Characters handout (front and back) (be sure to have page numbers as well)
SSW: Free write: Pick topic, genre, and a writing muscle to work on. Try something new. Have fun.
Fill out InkBlot form, staple to your submission, take off your name, and submit to the box
If you turned in a paper without a name, you have no grade, and need to show it to me (-10 percent for no name)
Share Annotation Responses from Part One (at small table, and then whole class)
Note taking and discussion of "Which role do you choose?" triangle from the Holocaust Museum of Houston
Focus on “Which role do you choose?” triangle in future annotating (add in survivor)
annotate with triangle and key letter
Read and discuss “Nazi Racism” from Tell Them We Remember
In-class work on Characters handout again – front and back (turn in next class) (remember to cite page numbers)
HW:
Bring Book Thief EVERY DAY
Start Part Three - Read/annotate The Book Thief chapters “The Way Home,” “The Mayor’s Library,” “Enter the Struggler,” and “The Attributes of Summer” (Zusak 123-153) (annotate using triangle terms - victim / perpetrator / bystander / upstander/rescuer / survivor)
Finish Characters handout (front and back) (be sure to have page numbers as well)
Tuesday, January 20, 2015
Guiding question: How can both beauty and destruction exist in the world?
SSW: Zusak-like writing
You may write about a topic of your choosing, but the style of your writing must emulate (imitate) Markus Zusak’s style. Think about how Zusak writes, and adopt one or more of his tactics.
SSW II: Zusak-like writing – Part Two
Explain how you emulated Markus Zusak's style and writing techniques from The Book Thief. Be specific.
The Book Thief Annotation Response - Part One (“The Smell of Friendship” / “The Heavyweight Champion of the School-Yard”)
(In-class independent work )
Turn inThe Book Thief Annotation Response (both quotations and detailed annotation responses)
In class reading and annotating: "Hitler's Birthday, 1940", pp. 100-107
HW:
Finish Part Two - Read/annotate The Book Thief chapters “100 Percent Pure German Sweat,” “The Gates of Thievery” and “Book of Fire” (Zusak 108-122)
SSW: Zusak-like writing
You may write about a topic of your choosing, but the style of your writing must emulate (imitate) Markus Zusak’s style. Think about how Zusak writes, and adopt one or more of his tactics.
SSW II: Zusak-like writing – Part Two
Explain how you emulated Markus Zusak's style and writing techniques from The Book Thief. Be specific.
The Book Thief Annotation Response - Part One (“The Smell of Friendship” / “The Heavyweight Champion of the School-Yard”)
(In-class independent work )
Turn inThe Book Thief Annotation Response (both quotations and detailed annotation responses)
In class reading and annotating: "Hitler's Birthday, 1940", pp. 100-107
HW:
Finish Part Two - Read/annotate The Book Thief chapters “100 Percent Pure German Sweat,” “The Gates of Thievery” and “Book of Fire” (Zusak 108-122)
Thursday, January 15, 2015
Guiding question: How can both beauty and destruction exist in the world?
SSW: InkBlot piece: Continue to polish your Inkblot submission
Jesse Owens biography (A1 only)
“Hitler Comes to Power” and “The Nazi Terror Begins” from Tell Them We Remember
Vocab to Know and Love from The Book Thief
Remember to cite the author and page number.
Select vocabulary that will strengthen your writing and speaking. Do NOT use German words.
In-class work on Characters handout again – add information to Sections on back 3-9 (Liesel, Werner, Rosa, Hans, Rudy, Liesel’s real mother, Liesel’s real father) (cite page numbers!)
Discussion of “The Kiss,” “The Jesse Owens Incident” and “The Other Side of Sandpaper”
In class reading and annotating: “The Smell of Friendship,” and “The Heavyweight Champion of the School-Yard” (Zusak 69-80)
HW:
Start Part Two of The Book Thief - Read/annotate The Book Thief chapters “A Girl Made of Darkness,” “The Joy of Cigarettes,” “The Town Walker,” “Dead Letters” and “Hitler’s Birthday, 1940” (Zusak 83-107)
Five words to know and love from The Book Thief; no German words; properly cited
Bring a printed copy of your InkBlot submission without your name on it
SSW: InkBlot piece: Continue to polish your Inkblot submission
Jesse Owens biography (A1 only)
“Hitler Comes to Power” and “The Nazi Terror Begins” from Tell Them We Remember
Vocab to Know and Love from The Book Thief
Remember to cite the author and page number.
Select vocabulary that will strengthen your writing and speaking. Do NOT use German words.
In-class work on Characters handout again – add information to Sections on back 3-9 (Liesel, Werner, Rosa, Hans, Rudy, Liesel’s real mother, Liesel’s real father) (cite page numbers!)
Discussion of “The Kiss,” “The Jesse Owens Incident” and “The Other Side of Sandpaper”
In class reading and annotating: “The Smell of Friendship,” and “The Heavyweight Champion of the School-Yard” (Zusak 69-80)
HW:
Start Part Two of The Book Thief - Read/annotate The Book Thief chapters “A Girl Made of Darkness,” “The Joy of Cigarettes,” “The Town Walker,” “Dead Letters” and “Hitler’s Birthday, 1940” (Zusak 83-107)
Five words to know and love from The Book Thief; no German words; properly cited
Bring a printed copy of your InkBlot submission without your name on it
Tuesday, January 13, 2015
Guiding question: How can both beauty and destruction exist in the world?
SSW: InkBlot piece
Look through your writer’s notebook to find a piece you would like to polish for a submission to InkBlot. Start polishing (on sheet of paper outside writer’s notebook). If you insist, you may also start something new. One option is to transform your writing about a memorable day into a poem.
InkBlot exploration and reading
Characters handout again – add information to Sections 3-6 (Liesel, Werner, Hans, Rosa)
Discuss “Growing Up A Saumensch” and “The Woman with the Iron Fist” (Zusak 30-45)
In-class reading and annotating “The Kiss” (Zusak 46-55)
Presentation from Ms. Carter on hosting a shadow
HW:
Read/annotate The Book Thief chapters “The Jesse Owens Incident,” and “The Other Side of Sandpaper” (Zusak 56-68)
Bring rough draft of InkBlot submission ready to share next class
SSW: InkBlot piece
Look through your writer’s notebook to find a piece you would like to polish for a submission to InkBlot. Start polishing (on sheet of paper outside writer’s notebook). If you insist, you may also start something new. One option is to transform your writing about a memorable day into a poem.
InkBlot exploration and reading
Characters handout again – add information to Sections 3-6 (Liesel, Werner, Hans, Rosa)
Discuss “Growing Up A Saumensch” and “The Woman with the Iron Fist” (Zusak 30-45)
In-class reading and annotating “The Kiss” (Zusak 46-55)
Presentation from Ms. Carter on hosting a shadow
HW:
Read/annotate The Book Thief chapters “The Jesse Owens Incident,” and “The Other Side of Sandpaper” (Zusak 56-68)
Bring rough draft of InkBlot submission ready to share next class
Friday, January 9, 2015
Guiding Question: How can both beauty and destruction exist in the world?
SSW: Reflect back on your annotations. What questions do you have. What insights would you like to share? Cite examples of beauty.
Characters (and a few literary terms) handout (Discuss entry #1 Death as omniscient narrator) (rest of entries will be made as continue reading)
Share annotations for “Arrival on Himmel Street” (Zusak 16-29)
Discuss
Questions about the reading
“After WW I and before WW II” Handout
Read and discuss (15 min.)
Add to vocab to know and love:
armistice
nationalism
reparations
Shadow forms
HW: Read and annotate pages 30 – 45.
Shadow form, if interested and committed
SSW: Reflect back on your annotations. What questions do you have. What insights would you like to share? Cite examples of beauty.
Characters (and a few literary terms) handout (Discuss entry #1 Death as omniscient narrator) (rest of entries will be made as continue reading)
Share annotations for “Arrival on Himmel Street” (Zusak 16-29)
Discuss
Questions about the reading
“After WW I and before WW II” Handout
Read and discuss (15 min.)
Add to vocab to know and love:
armistice
nationalism
reparations
Shadow forms
HW: Read and annotate pages 30 – 45.
Shadow form, if interested and committed
Wednesday, January 7, 2015
Guiding Question: What is the effect of having Death serve as the narrator?
Guest lecture on Japanese culture
SSW: Write a brief summary about the three times Death saw the book thief. (15 min.)
Pass around books in small groups and look at each other’s annotations. Look for annotations that show the effect of having Death serve as the narrator.
Class discussion: Death as narrator (15 min.)
Return “Step Up” paragraphs and discuss
read key points from student essays
Have ideas changed now that you have started reading the book?
Take out “Predictions” handout and share questions in small groups; answer any unanswered questions as a class; COLLECT (10 min.) (hw grade)
Begin “Part One” (page 17)
HW: Read and annotate to page 29 (annotate to understand the plot)
Guest lecture on Japanese culture
SSW: Write a brief summary about the three times Death saw the book thief. (15 min.)
Pass around books in small groups and look at each other’s annotations. Look for annotations that show the effect of having Death serve as the narrator.
Class discussion: Death as narrator (15 min.)
Return “Step Up” paragraphs and discuss
read key points from student essays
Have ideas changed now that you have started reading the book?
Take out “Predictions” handout and share questions in small groups; answer any unanswered questions as a class; COLLECT (10 min.) (hw grade)
Begin “Part One” (page 17)
HW: Read and annotate to page 29 (annotate to understand the plot)
Monday, January 5, 2015
Guiding Question: What are some ways a writer could bring to life an idea?
New Seating Chart
SSW: Choose a significant or memorable day from your life. It may be memorable because it was a sad day or perhaps it was a great day. Create a mind map or web of events, people, feelings and emotions from that day. Remember that you may have felt a range of feelings and emotions on the day, e.g.: nervous, worried, thrilled, scared, hopeful, etc. and that is perfectly normal. Think about the colors you would use to describe these emotions.
Examine book: Parts A and B “Predictions” Handout (20 min.)
NPR Zusak interview: http://www.npr.org/templates/story/story.php?storyId=5318749 (Almost 5 min.)
Sts. should take notes on what they find most interesting about the interview and/or questions they may have.
Sts. should write one paragraph about what they think it means to “step up” to read this book and one paragraph about what they will specifically do in order to “step up” while reading the book. (10 min.) (Daily grade) Collect
Begin reading, annotating and discussing the Prologue in class
HW: Read and annotate to p. 15 in The Book Thief; Please complete the “Predictions” handout.
New Seating Chart
SSW: Choose a significant or memorable day from your life. It may be memorable because it was a sad day or perhaps it was a great day. Create a mind map or web of events, people, feelings and emotions from that day. Remember that you may have felt a range of feelings and emotions on the day, e.g.: nervous, worried, thrilled, scared, hopeful, etc. and that is perfectly normal. Think about the colors you would use to describe these emotions.
Examine book: Parts A and B “Predictions” Handout (20 min.)
NPR Zusak interview: http://www.npr.org/templates/story/story.php?storyId=5318749 (Almost 5 min.)
Sts. should take notes on what they find most interesting about the interview and/or questions they may have.
Sts. should write one paragraph about what they think it means to “step up” to read this book and one paragraph about what they will specifically do in order to “step up” while reading the book. (10 min.) (Daily grade) Collect
Begin reading, annotating and discussing the Prologue in class
HW: Read and annotate to p. 15 in The Book Thief; Please complete the “Predictions” handout.
Wednesday, December 17, 2014
Welcome, writers and guests
Rehearsal: Pair up with a partner, stand up and read your piece aloud. Remember to project and read with feeling to engage your audience. Your reading should be no more than two minutes, so if you need to carefully select excerpts to give us the flavor of both voices and practice how you will explain your cuts.
Open Mike: sharing of two perspectives creative writing and sharing of healthy food
After open mike, turn in Two Perspectives short storyrubric loose on top
stapled, from top to bottom:
final copy
self-evaluation
adult edit
rough drafts, from newest to oldest
Need a few volunteers for KEALING MAGNET SHOWCASE: Thursday, January 15, 5:30 - 7:30p.m. at Kealing MS
HW:
Find a book to read and enjoy over the winter break;
Bring Zusak's The Book Thief and bring to class on Monday, January 5, 2015; let me know if you need a copy;
if you would like to volunteer for showcase, check with your parents and send me an email confirming that you will be able to help
Monday, January 5th will be an A-day
Rehearsal: Pair up with a partner, stand up and read your piece aloud. Remember to project and read with feeling to engage your audience. Your reading should be no more than two minutes, so if you need to carefully select excerpts to give us the flavor of both voices and practice how you will explain your cuts.
Open Mike: sharing of two perspectives creative writing and sharing of healthy food
After open mike, turn in Two Perspectives short storyrubric loose on top
stapled, from top to bottom:
final copy
self-evaluation
adult edit
rough drafts, from newest to oldest
Need a few volunteers for KEALING MAGNET SHOWCASE: Thursday, January 15, 5:30 - 7:30p.m. at Kealing MS
HW:
Find a book to read and enjoy over the winter break;
Bring Zusak's The Book Thief and bring to class on Monday, January 5, 2015; let me know if you need a copy;
if you would like to volunteer for showcase, check with your parents and send me an email confirming that you will be able to help
Monday, January 5th will be an A-day
Monday, December 15, 2014
SSW: Self-Evaluation of two perspectives creative writing using the rubric
In-class work on EVALUATE entry DJ (from any part of text AFTER finish reading book)
Discuss CONNECT and EVALUATE entries in Keoko dialectical journal (DJ)
WORK to turn in:
Keoko dialectical journal (DJ) (all four entries)
Keoko annotations, if not graded last class
Peer review of Two Perspectives typed REVISED draft
Place your name at top of classmate’s revised draft (Reviewer = Sam Student)
Write on classmate’s revised draft:
3 specific compliments tied to rubric
3 specific suggestions for improvement tied to rubric
Time permitting:
“Opponents try to block memorial for Korean kamikaze” article
Folk song “Arirang”
http://search.japantimes.co.jp/print/nn20080510a6.html
YouTube versions of “Arirang”:
Arirang by Jang Sa Ik
http://www.youtube.com/watch?v=U1MDBeCCpX4&feature=player_embedded#
Grandparents singing Arirang
http://www.youtube.com/watch?v=j0VQecW_d5o&feature=player_embedded#
HW: Polish your two perspectives creative writing
Get an adult edit of your two perspectives piece; show the adult the rubric: written comments + signature on the rubric
Be prepared to share your writing at our open mike next class; must print before coming to class
Bring healthy food to share at the open mike
Bring Zusak’s The Book Thief (UNREAD) when we return in January
In-class work on EVALUATE entry DJ (from any part of text AFTER finish reading book)
Discuss CONNECT and EVALUATE entries in Keoko dialectical journal (DJ)
WORK to turn in:
Keoko dialectical journal (DJ) (all four entries)
Keoko annotations, if not graded last class
Peer review of Two Perspectives typed REVISED draft
Place your name at top of classmate’s revised draft (Reviewer = Sam Student)
Write on classmate’s revised draft:
3 specific compliments tied to rubric
3 specific suggestions for improvement tied to rubric
Time permitting:
“Opponents try to block memorial for Korean kamikaze” article
Folk song “Arirang”
http://search.japantimes.co.jp/print/nn20080510a6.html
YouTube versions of “Arirang”:
Arirang by Jang Sa Ik
http://www.youtube.com/watch?v=U1MDBeCCpX4&feature=player_embedded#
Grandparents singing Arirang
http://www.youtube.com/watch?v=j0VQecW_d5o&feature=player_embedded#
HW: Polish your two perspectives creative writing
Get an adult edit of your two perspectives piece; show the adult the rubric: written comments + signature on the rubric
Be prepared to share your writing at our open mike next class; must print before coming to class
Bring healthy food to share at the open mike
Bring Zusak’s The Book Thief (UNREAD) when we return in January
Thursday , December 11, 2014 (short periods because of finals)
SSW Round Two: Take out your Two Perspectives Rubric and your Two Perspectives rough draft. Read your six specific goals for revision that you wrote on your rough draft last class. Revise with those goals in mind!
Finish Connect entries in DJ
Writing time: rough draft of Two Perspectives creative writing
HW:
Finalize entries in Keoko dialectical journal (DJ) (PREDICT, VISUALIZE, CONNECT and EVALUATE entries)
Bring Keoko back to class for an annotation grade
Bring typed, polished, printed draft of two perspectives creative writing (for peer conferences next class) (to be shared at reading/celebration on Wednesday, 12/17)
give parents invitation for Wednesday's celebration
Finish Connect entries in DJ
Writing time: rough draft of Two Perspectives creative writing
HW:
Finalize entries in Keoko dialectical journal (DJ) (PREDICT, VISUALIZE, CONNECT and EVALUATE entries)
Bring Keoko back to class for an annotation grade
Bring typed, polished, printed draft of two perspectives creative writing (for peer conferences next class) (to be shared at reading/celebration on Wednesday, 12/17)
give parents invitation for Wednesday's celebration
Tuesday, December 9, 2014 (long classes today because of finals schedule)
reminder: this week is finals schedule: we will have one extra long classes (2.5 hours plus) which will give us time to do our Socratic Seminars and peer edit our two perspective pieces. We will have one short class (about 45 minutes). Review the finals schedule that you received in advisory.
SSW: Participation and SSW Self-Evaluation
Rubric for Sacred Silent Writing
SSW: # (in a box)
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Participation: # (in a box) 2nd box: Divide grade by two as this is a 50 point grade
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
Socratic Seminar
Take out your Socratic Seminar questions and writing
Rubric
Socratic Seminar Peer Evaluations
Socratic Seminar Self Evaluation
Dialectical Journal
annotated copy of When My Name Was Keoko
Socratic Seminar Peer Evaluation
place a check for each comment and then add the following codes:
t = text
b= brief
s=supportive: "I agree with...", "No, go ahead...", "What do you think..."
p=profound
c=connection to another text or to a historical context or current events
d=debating
a=analytical
i=informative / clarification (but not analytical or profound)
Socratic Seminar self-evaluation
Staple in this order and bring up when called for teacher conference:
self-evaluations: SSW, participation, SS, and annotations
peer evaluation/rubric
questions
annotations
Socratic Seminar self-evaluation
Teacher conferences on
Socratic Seminar
annotations
SSW
participation
Parent invitation to class celebration
SSW Round Two: Take out your Two Perspectives Rubric and your Two Perspectives rough draft. Read through the rubric. Re-read your rough draft. Are you meeting the expectations of a “4”? Write yourself at least six specific goals for revision directly on the draft. Continue to work on the rough draft of your two perspectives piece. By now you should be typing your rough draft. Remember the bullet points under “4” on the Two Perspectives Rubric and the things that are important when writing from more than one perspective!
Review rubric for two perspectives creative writing; Q and A; sharing of goals
Revise at computers
Finishing first draft and peer conferencing of two perspectives creative writing (to be shared at reading/celebration on Wednesday, 12-17)
Finish reading and annotating Keoko
Photos from Korea during WWII (time permitting)
People in photos on tables remind you of Keoko characters?
Abuji, Uncle, Tae-yul, Sun-hee (why so few?), Omoni, Mrs. Ahn
Bring photo to front class, line up, explain why
HW:
Finish reading and annotating Keoko, (if did not finish in class) by Monday
Completed draft of two perspective story for peer editing next class (should have finished in class)
Vocabulary to know and love quizzes on Monday?
Bring Zusak’s The Book Thief when return on Monday, January 5th, an A-day. Let me know now if you need me to get you a copy.
SSW: Participation and SSW Self-Evaluation
Rubric for Sacred Silent Writing
SSW: # (in a box)
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Participation: # (in a box) 2nd box: Divide grade by two as this is a 50 point grade
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
Socratic Seminar
Take out your Socratic Seminar questions and writing
Rubric
Socratic Seminar Peer Evaluations
Socratic Seminar Self Evaluation
Dialectical Journal
annotated copy of When My Name Was Keoko
Socratic Seminar Peer Evaluation
place a check for each comment and then add the following codes:
t = text
b= brief
s=supportive: "I agree with...", "No, go ahead...", "What do you think..."
p=profound
c=connection to another text or to a historical context or current events
d=debating
a=analytical
i=informative / clarification (but not analytical or profound)
Socratic Seminar self-evaluation
Staple in this order and bring up when called for teacher conference:
self-evaluations: SSW, participation, SS, and annotations
peer evaluation/rubric
questions
annotations
Socratic Seminar self-evaluation
Teacher conferences on
Socratic Seminar
annotations
SSW
participation
Parent invitation to class celebration
SSW Round Two: Take out your Two Perspectives Rubric and your Two Perspectives rough draft. Read through the rubric. Re-read your rough draft. Are you meeting the expectations of a “4”? Write yourself at least six specific goals for revision directly on the draft. Continue to work on the rough draft of your two perspectives piece. By now you should be typing your rough draft. Remember the bullet points under “4” on the Two Perspectives Rubric and the things that are important when writing from more than one perspective!
Review rubric for two perspectives creative writing; Q and A; sharing of goals
Revise at computers
Finishing first draft and peer conferencing of two perspectives creative writing (to be shared at reading/celebration on Wednesday, 12-17)
Finish reading and annotating Keoko
Photos from Korea during WWII (time permitting)
People in photos on tables remind you of Keoko characters?
Abuji, Uncle, Tae-yul, Sun-hee (why so few?), Omoni, Mrs. Ahn
Bring photo to front class, line up, explain why
HW:
Finish reading and annotating Keoko, (if did not finish in class) by Monday
Completed draft of two perspective story for peer editing next class (should have finished in class)
Vocabulary to know and love quizzes on Monday?
Bring Zusak’s The Book Thief when return on Monday, January 5th, an A-day. Let me know now if you need me to get you a copy.
Friday, December 5, 2014
Big picture question: How does the incorporation of multiple narrative perspectives impact the reader?
SSW: Review rubric. Make a plan for your writing for two perspectives. Think about how you will meet the criteria of the rubric and how you will emulate Park's use of two perspectives to give the reader a richer experience. Think back to yesterday's discussion about what a writer of two perspectives needs to work on. Once you've made your plan, proceed to creative writing from two perspectives. If I did not approve your topic last class, or if you have changed it, please let me know your topic and two perspectives.
Once you've finished your plan, move to the computers and start or continue typing your rough draft.
Announcement: Need volunteers for magnet showcase, Tuesday, January 6th, 6-8
Need volunteers to make invitation for sharing of two perspective pieces on Wednessday, December 17th
Introduction of Socratic Seminar and question writing
Socratic Seminar Planning
read together (on screen): Socratic Seminars: What's the Difference between Dialogue and Debate
handout Socratic Seminar Questions: When My Name was Keoko
take notes:
Socratic Seminar Peer Evaluation
place a check for each comment and then add the following codes:
t = text
b= brief
s=supportive: "I agree with...", "No, go ahead...", "What do you think..."
p=profound
c=connection to another text or to a historical context or current events
d=debating
a=analytical
i=informative / clarification (but not analytical or profound)
Review and rewrite theme chant o
Share visualization entries from dialectical journals
CONNECT entry on dialectical journal (DJ) (based on Chapters 16-22)
Keoko in-class reading/annotations
HW:
Read/annotate Keoko through Chapter 26 (to p. 141)
Write questions and paragraph answering one question for the Socratic Seminar on Tuesday
no need to work on your two perspectives piece unless you are behind: We'll continue writing rough draft of your Two Perspectives piece in class; be ready to peer conference on Thursday
extra credit: Parent invitation to class celebration
volunteers for magnet showcase, on Thursday, January 15 from 5:30-7:30; get parental permission
Bring Zusak's The Book Thief and bring to class on Monday, January 5, 2015; let me know if you need a copy;
SSW: Review rubric. Make a plan for your writing for two perspectives. Think about how you will meet the criteria of the rubric and how you will emulate Park's use of two perspectives to give the reader a richer experience. Think back to yesterday's discussion about what a writer of two perspectives needs to work on. Once you've made your plan, proceed to creative writing from two perspectives. If I did not approve your topic last class, or if you have changed it, please let me know your topic and two perspectives.
Once you've finished your plan, move to the computers and start or continue typing your rough draft.
Announcement: Need volunteers for magnet showcase, Tuesday, January 6th, 6-8
Need volunteers to make invitation for sharing of two perspective pieces on Wednessday, December 17th
Introduction of Socratic Seminar and question writing
Socratic Seminar Planning
read together (on screen): Socratic Seminars: What's the Difference between Dialogue and Debate
handout Socratic Seminar Questions: When My Name was Keoko
take notes:
Socratic Seminar Peer Evaluation
place a check for each comment and then add the following codes:
t = text
b= brief
s=supportive: "I agree with...", "No, go ahead...", "What do you think..."
p=profound
c=connection to another text or to a historical context or current events
d=debating
a=analytical
i=informative / clarification (but not analytical or profound)
Review and rewrite theme chant o
Share visualization entries from dialectical journals
CONNECT entry on dialectical journal (DJ) (based on Chapters 16-22)
Keoko in-class reading/annotations
HW:
Read/annotate Keoko through Chapter 26 (to p. 141)
Write questions and paragraph answering one question for the Socratic Seminar on Tuesday
no need to work on your two perspectives piece unless you are behind: We'll continue writing rough draft of your Two Perspectives piece in class; be ready to peer conference on Thursday
extra credit: Parent invitation to class celebration
volunteers for magnet showcase, on Thursday, January 15 from 5:30-7:30; get parental permission
Bring Zusak's The Book Thief and bring to class on Monday, January 5, 2015; let me know if you need a copy;
Wednesday, December 3, 2014
Big picture question: How does the incorporation of multiple narrative perspectives impact the reader?
SSW: A3: Rewrite what you wrote the class before Thanksgiving (something that means something to you) from a different perspective.
A1: Describe in vivid detail the meal that you helped prepare for Thanksgiving dinner. Before writing, pick a perspective that will make the writing interesting.
Think back to our discussion on how Park's choice of two narrator's enhance the reader's experience.
Brainstorm the benefits for the reader of two perspectives
What will you need to do as a writer to make the two perspectives meaningful and interesting for your readers?
Rubric and overview of Two Perspectives Writing: creative writing assignment from two perspectives, poetry or prose. We will peer edit and polish this six weeks and share at the end of this six weeks. Parents and administrators will be invited. Let's read rubric and discuss any questions.
brainstorming for story ideas
list things that you care about
pick an interesting person, real or imaginary: jot down their character traits. Create a character with similar traits.
What would be a strange problem to have?
Jot down the name of someone you don't know very well, but who you find interesting. What would happen if you switched places with them?
Teacher conference on story idea for Two Perspectives
small group sharing of annotations which reveal the two narrator's character traits
Is your binder organized?
At your table, study the family chart and map/terms
Define identity and point of view.
In-class work on VISUALIZATION entry on dialectical journal (DJ) (based on Chapters 10-15)
Keoko in-class reading/annotating of Ch. 16
HW:
invite family members to Two Perspectives Reading on Wednesday, December 17th
come up with an idea for your two perspectives story, if you haven't already
read and annotate for identity through Chapter 22 (to page 121) (remember to track your time)
SSW: A3: Rewrite what you wrote the class before Thanksgiving (something that means something to you) from a different perspective.
A1: Describe in vivid detail the meal that you helped prepare for Thanksgiving dinner. Before writing, pick a perspective that will make the writing interesting.
Think back to our discussion on how Park's choice of two narrator's enhance the reader's experience.
Brainstorm the benefits for the reader of two perspectives
What will you need to do as a writer to make the two perspectives meaningful and interesting for your readers?
Rubric and overview of Two Perspectives Writing: creative writing assignment from two perspectives, poetry or prose. We will peer edit and polish this six weeks and share at the end of this six weeks. Parents and administrators will be invited. Let's read rubric and discuss any questions.
brainstorming for story ideas
list things that you care about
pick an interesting person, real or imaginary: jot down their character traits. Create a character with similar traits.
What would be a strange problem to have?
Jot down the name of someone you don't know very well, but who you find interesting. What would happen if you switched places with them?
Teacher conference on story idea for Two Perspectives
small group sharing of annotations which reveal the two narrator's character traits
Is your binder organized?
At your table, study the family chart and map/terms
Define identity and point of view.
In-class work on VISUALIZATION entry on dialectical journal (DJ) (based on Chapters 10-15)
Keoko in-class reading/annotating of Ch. 16
HW:
invite family members to Two Perspectives Reading on Wednesday, December 17th
come up with an idea for your two perspectives story, if you haven't already
read and annotate for identity through Chapter 22 (to page 121) (remember to track your time)
Monday, December 1, 2014
SSW: Describe in vivid detail the meal that you helped prepare for Thanksgiving dinner. Before writing, pick a perspective that will make the writing interesting.
Class discussion Keoko
Sohn Kee-chung biography
http://en.beijing2008.cn/spirit/pastgames/halloffame/s/n214046800.shtml
http://en.wikipedia.org/wiki/Sohn_Kee-chung
Prediction entry of dialectical journal
In class reading/annotating Keoko through Chapter 10 (to page 52 )
HW:
Read/annotate Keoko through Chapter 15 (p 81) (remember to track your time)
Focus on identity of characters in Keoko
Monday, November 24, 2014
SSW: 3 gratitudes + student choice: write about something that matters to you
SSW sharing
Who has When My Name Was Keoko? (10-point grade)
Finish vocab to know and love quizzes
Introduction to When My Name Was Keoko
In-class oral reading, annotation, and discussion: Chapter 1 and 2
In class silent reading through Ch. 6 (p.28)
HW:
Read/annotate Keoko through Chapter 9 (to page 51) by Monday after Thanksgiving,
Annotate with a focus on identity of the characters in Keoko
Continue new vocab to know and love list
Glynn Owens Memorial Homework: Cook something for Thanksgiving dinner. Collaborate with a family member.
SSW sharing
Who has When My Name Was Keoko? (10-point grade)
Finish vocab to know and love quizzes
Introduction to When My Name Was Keoko
In-class oral reading, annotation, and discussion: Chapter 1 and 2
In class silent reading through Ch. 6 (p.28)
HW:
Read/annotate Keoko through Chapter 9 (to page 51) by Monday after Thanksgiving,
Annotate with a focus on identity of the characters in Keoko
Continue new vocab to know and love list
Glynn Owens Memorial Homework: Cook something for Thanksgiving dinner. Collaborate with a family member.
Thursday, November 20, 2014 / English teachers at NCTE (Ms. P______ will sub)
SSW: Write about your name. Write four to five sentences about your name, what it means (if you know), how you got it, and what it means to you. Then, choose a different name to go by during this unit from the list of Korean and Japanese names. Write 2-3 sentences about that name, and why you chose it.
Discussion on names
Open Binder Quiz on Key Concepts of Memoir Unit (50 point grade)
Make a nameplate
Fold the paper in thirds.
On one side, write: your current name, its meaning, and draw a picture
Unfold and refold inside out: on the new outside, write: your new name
written, pass-the-questions discussion over "The Vice Principal"
Step 1: Take out your four written questions about "The Vice Principal". Choose a question that you think would result in a good class “conversation,” and copy it into your journal. Do NOT select the close-ended question. Then, begin the “conversation” on your question, much like you would if we were talking about it during an in-depth class discussion or traditional Socratic Seminar. Write several sentences in response to your question. Refer to the text of "The Vice Principal" and use proper parenthetical citations.
Step 2: Pass your journal clockwise around your table. When you receive a journal from your classmate, write your name on the next line. Then, read the question and the conversation so far. Respond in several sentences.
Step 3: Repeat.
Step 4: Repeat.
Each journal should have at least four entries at the end of the “written conversation.”
If there's additional time, complete an additional round with new questions.
HW: Bring When My Name Was Keoko to class every day; we will start reading together next class
Discussion on names
Open Binder Quiz on Key Concepts of Memoir Unit (50 point grade)
Make a nameplate
Fold the paper in thirds.
On one side, write: your current name, its meaning, and draw a picture
Unfold and refold inside out: on the new outside, write: your new name
written, pass-the-questions discussion over "The Vice Principal"
Step 1: Take out your four written questions about "The Vice Principal". Choose a question that you think would result in a good class “conversation,” and copy it into your journal. Do NOT select the close-ended question. Then, begin the “conversation” on your question, much like you would if we were talking about it during an in-depth class discussion or traditional Socratic Seminar. Write several sentences in response to your question. Refer to the text of "The Vice Principal" and use proper parenthetical citations.
Step 2: Pass your journal clockwise around your table. When you receive a journal from your classmate, write your name on the next line. Then, read the question and the conversation so far. Respond in several sentences.
Step 3: Repeat.
Step 4: Repeat.
Each journal should have at least four entries at the end of the “written conversation.”
If there's additional time, complete an additional round with new questions.
HW: Bring When My Name Was Keoko to class every day; we will start reading together next class
Tuesday, November 18, 2014
SSW: 3 things you are grateful for; review notes on Shawn Achor's TED talk about happiness; How has writing gratitudes and other actions you have taken impacted your happiness and your learning?
Discussion of SSW
Teach types of questions
Handout: pre-writing questions for the Socratic Seminar
Who has When My Name Was Keoko? (10 point grade; write name and Roy and class period on top spine; can leave neatly stacked on green shelf on far side of the room)
Finish class reading of "The Vice Principal"
while reading, write four thoughtful questions on the questions handout
theme: the author's main message about a key issue or idea; a universal truth; beyond plot;a complete sentence; debatable.
if extra time, notebook organization and review of literary terms
independent reading and vocab to know and love
finish individualized quizzes on vocabulary to know and love
next class: teachers will be learning new things at NCTE; be amazing for Ms. P________
HW:
If not already in classroom, bring When My Name Was Keoko to class
Research the meaning and history of your name. Talk to your parents. Find out who named you and why they chose your name. Find out the family and cultural meaning and history of your name.
http://www.behindthename.com/
http://www.whatsinaname.net
Finish pre-seminar questions, if didn't finish in class
Be sure that your binder is organized.
Discussion of SSW
Teach types of questions
Handout: pre-writing questions for the Socratic Seminar
Who has When My Name Was Keoko? (10 point grade; write name and Roy and class period on top spine; can leave neatly stacked on green shelf on far side of the room)
Finish class reading of "The Vice Principal"
while reading, write four thoughtful questions on the questions handout
theme: the author's main message about a key issue or idea; a universal truth; beyond plot;a complete sentence; debatable.
if extra time, notebook organization and review of literary terms
independent reading and vocab to know and love
finish individualized quizzes on vocabulary to know and love
next class: teachers will be learning new things at NCTE; be amazing for Ms. P________
HW:
If not already in classroom, bring When My Name Was Keoko to class
Research the meaning and history of your name. Talk to your parents. Find out who named you and why they chose your name. Find out the family and cultural meaning and history of your name.
http://www.behindthename.com/
http://www.whatsinaname.net
Finish pre-seminar questions, if didn't finish in class
Be sure that your binder is organized.
Friday, November 14, 2014
SSW: 3 gratitudes
Describe what hypocrisy means.
Describe two situations where someone is acting hypocritically.
Discussion of Moradi-Kermani’s metaphors, similes and analysis
Define and/or review terms on back of map (power, hypocrisy, symbol, metaphor/simile, freedom of speech)
Introduction to Socratic Seminars (use Power Point)
Share handout
“The Vice Principal” in-class reading
In table groups, with each person writing, list and discuss metaphors and similes. Use proper parenthetical documentation: "Word by word" (Moradi-Kermani 3).
Add new and challenging words to your new vocab to know and love list
Feedback on "The Power of Words" questions and answers
Many students did not follow instructions and did not write in complete sentences. If your grade is not solid, please redo before next class.Also many students did not write their names on papers.
HW:
start learning your new Vocab to Know and Love list
independent reading
Copy of When My Name Was Keoko by Tuesday, November 18th
Redo Power of Words if below 80%
Describe what hypocrisy means.
Describe two situations where someone is acting hypocritically.
Discussion of Moradi-Kermani’s metaphors, similes and analysis
Define and/or review terms on back of map (power, hypocrisy, symbol, metaphor/simile, freedom of speech)
Introduction to Socratic Seminars (use Power Point)
Share handout
“The Vice Principal” in-class reading
In table groups, with each person writing, list and discuss metaphors and similes. Use proper parenthetical documentation: "Word by word" (Moradi-Kermani 3).
Add new and challenging words to your new vocab to know and love list
Feedback on "The Power of Words" questions and answers
Many students did not follow instructions and did not write in complete sentences. If your grade is not solid, please redo before next class.Also many students did not write their names on papers.
HW:
start learning your new Vocab to Know and Love list
independent reading
Copy of When My Name Was Keoko by Tuesday, November 18th
Redo Power of Words if below 80%
Wednesday, November 12, 2014
Sacred Silent Writing
“Who Renders the Greatest Service to Mankind?” discussion
HW:
Talk to adult about what it means to be a hypocrite
Study Vocab to know and love, if you haven't had your quiz yet or need to take a requiz at office hours
Start new vocab to know and love list
if unsatisfactory, redo "Power of Words"
optional parts of speech practice: Remember Shield from Quest for Parts of Speech online game
http://www.abcya.com/parts_of_speech_quest.htm
Bring copy of When My Name Was Keoko to class (unread) by Tuesday, November 18th
- 3 gratitudes, then free write with vocab to know and love
“Who Renders the Greatest Service to Mankind?” discussion
- Each student writes his/her answer on small card, then find others with same answer
- Create mini-poster persuading class of your group’s arguments for greatest service
- Discuss student essays on “Who Renders the Greatest Service to Mankind?”
- Vote for right answer
- Debriefing
HW:
Talk to adult about what it means to be a hypocrite
Study Vocab to know and love, if you haven't had your quiz yet or need to take a requiz at office hours
Start new vocab to know and love list
if unsatisfactory, redo "Power of Words"
optional parts of speech practice: Remember Shield from Quest for Parts of Speech online game
http://www.abcya.com/parts_of_speech_quest.htm
Bring copy of When My Name Was Keoko to class (unread) by Tuesday, November 18th
Friday, November 7, 2014
Big picture questions:
How can you use the latest research on happiness and the brain to impact your writing and your life?
How can we effectively harness the power of words as writers?
How can we best use our past grammatical mistakes to improve our writing?
Writing time – 3 gratitudes, then Wacky, Spooky, Silly Mad Libs. Incorporate vocab to know and love.
http://www.crucifictiongames.com/playpen_ooze.htm
Before writing, read “La Llorana” – a Mexican folktale
Grade conferences and Official "A" Handshakes
Feedback on minimemoirs
Power of Words – profanity discussion
Introduction of Moradi-Kermani’s short story “The Vice Principal”
Add to literary devices:
Allusion: reference to a famous person, place, or thing; a cultural, literary, musical, historical, religious allusions
Hyperbole: exaggeration for literary effect
HW:
By NEXT class:
“Who Renders the Greatest Service to Mankind?” essay
Vocab to Know and Love: you should know have ten words and should be using them in your writing and conversation and studying them
Copy of When My Name Was Keoko by Tuesday, November 18th
How can you use the latest research on happiness and the brain to impact your writing and your life?
How can we effectively harness the power of words as writers?
How can we best use our past grammatical mistakes to improve our writing?
Writing time – 3 gratitudes, then Wacky, Spooky, Silly Mad Libs. Incorporate vocab to know and love.
http://www.crucifictiongames.com/playpen_ooze.htm
Before writing, read “La Llorana” – a Mexican folktale
Grade conferences and Official "A" Handshakes
Feedback on minimemoirs
Power of Words – profanity discussion
Introduction of Moradi-Kermani’s short story “The Vice Principal”
Add to literary devices:
Allusion: reference to a famous person, place, or thing; a cultural, literary, musical, historical, religious allusions
Hyperbole: exaggeration for literary effect
HW:
By NEXT class:
“Who Renders the Greatest Service to Mankind?” essay
Vocab to Know and Love: you should know have ten words and should be using them in your writing and conversation and studying them
Copy of When My Name Was Keoko by Tuesday, November 18th
Wednesday, November 5, 2014
Big picture question: How do we benefit as readers, writers, and human beings from traveling, reading, and studying outside of our culture?
reminder: Second six weeks ends Friday; please use TEAMS if you aren't already
SSW check for 2nd Six Weeks – self evaluation with rubric
On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for this six weeks
Title your paper Sacred Silent Writing Self-Evaluation
Next to the title, make a box and write the grade that you earned based on the criteria listed below.
Justify your grade in a persuasive paragraph.
Rubric for Sacred Silent Writing
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your
writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Participation self evaluation with rubric
Participation: # (in a box) 2nd box: divide grade by 2 to get a grade out of 50
Write a persuasive paragraph with evidence about why you deserve this grade.
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes;completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
SSW 2: Three new gratitudes. Then, student choice. Weave in your vocab to know and love.
Discussion: Who are the Nacirema?
Power of Words: Four Types of Language
Read and discuss the front of the handout.
add the following definitions to your literary devices
Study vocab to know and love
HW: On separate sheet of notebook paper, answer the seven questions on back of Power of Words, being thoughtful and writing in complete sentences.
Vocab to Know and Love: you should be done collecting ten words by next class; quiz on Wednesday, November 12
reminder: Second six weeks ends Friday; please use TEAMS if you aren't already
SSW check for 2nd Six Weeks – self evaluation with rubric
On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for this six weeks
Title your paper Sacred Silent Writing Self-Evaluation
Next to the title, make a box and write the grade that you earned based on the criteria listed below.
Justify your grade in a persuasive paragraph.
Rubric for Sacred Silent Writing
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your
writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Participation self evaluation with rubric
Participation: # (in a box) 2nd box: divide grade by 2 to get a grade out of 50
Write a persuasive paragraph with evidence about why you deserve this grade.
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes;completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
SSW 2: Three new gratitudes. Then, student choice. Weave in your vocab to know and love.
Discussion: Who are the Nacirema?
Power of Words: Four Types of Language
Read and discuss the front of the handout.
add the following definitions to your literary devices
- Folktale: Short narrative handed down through oral tradition. Changes as different people tell it.
- Fable: Brief tale told to convey a moral. Characters are frequently animals.
- Both: culturally based, perhaps magical.
Study vocab to know and love
HW: On separate sheet of notebook paper, answer the seven questions on back of Power of Words, being thoughtful and writing in complete sentences.
Vocab to Know and Love: you should be done collecting ten words by next class; quiz on Wednesday, November 12
Monday, November 3, 2014
Good morning, world travelers.
Big picture question: How do we benefit as readers, writers, and human beings from traveling, reading, and studying outside of our culture?
SSW:
HW check: "Ayak" continuation
Whole class discussion of strategies to continue “Ayak.”
Share “Ayak” continuations at table, then whole class
In-class read/annotate “Different Times Have Different ‘Adans’”
Independent Reading
HW:
“Body Ritual among the Nacirema,” by Horace Mitchell Miner – follow all instructions on handout
If you need to strengthen your knowledge of parts of speech:Grammar game: Review activity for parts of speech:
http://www.abcya.com/parts_of_speech_quest.htm
make sure your notebook is organized
study vocab to know and love; know all ten words by Friday, Nov. 7
Note: All late, absent, and extra credit work due by 4 pm on Tuesday, November 4th because the six weeks ends on Friday, November 7th
Big picture question: How do we benefit as readers, writers, and human beings from traveling, reading, and studying outside of our culture?
SSW:
- 3 different gratitudes
- Dinka and “Ayak” – How did learning some about the Dinka people alter your interpretation of “Ayak”? What strategies did you use to continue “Ayak”? What aspects of the story or literary devices did you focus on and include in your continuation?
HW check: "Ayak" continuation
Whole class discussion of strategies to continue “Ayak.”
Share “Ayak” continuations at table, then whole class
In-class read/annotate “Different Times Have Different ‘Adans’”
Independent Reading
HW:
“Body Ritual among the Nacirema,” by Horace Mitchell Miner – follow all instructions on handout
If you need to strengthen your knowledge of parts of speech:Grammar game: Review activity for parts of speech:
http://www.abcya.com/parts_of_speech_quest.htm
make sure your notebook is organized
study vocab to know and love; know all ten words by Friday, Nov. 7
Note: All late, absent, and extra credit work due by 4 pm on Tuesday, November 4th because the six weeks ends on Friday, November 7th
Thursday, October 30, 2014
SSW: Three gratitudes. Followed by free write incorporating vocab to know and love.
Sharing
Discussion of "Ayak and Her Lost Bridegroom" in small groups; annotation check
Dinka powerpointSaharan Vibe: Dinka of Sudan
http://saharanvibe.blogspot.com/2007/03/dinka-of-sudan.html
Further discussion of "Ayak" with new knowledge of cultural context
Add to literary devices:
irony: when the opposite of what is expected occurs
folktale: an oral story, passed down from generation to generation, which often includes magic, and which teaches a moral and reflects a culture's values
symbol: something concrete that has a deeper meaning and represents something abstract
Writing extension of "Ayak"
NOTE: The Dinka people from Sudan, from whom this story originated, often told folktales to help children and adults fall asleep. The storyteller would interrupt the story periodically, asking listeners, “Are you asleep?” If anyone was still awake, the storytelling would continue. Imagine that you are with the Dinka, and that after the person says the last line of the story, “‘Our children will continue our life if we die,’” someone is still awake. How would you continue this story (consistent with the structure, storyline and themes of the story so far)? As homework, write two or three paragraphs on a separate sheet of paper to continue the “Ayak” story.
Feedback on parts of speech quiz
come to office hours if you need help
make corrections
retest
Vocab to Know and Love strategies and requirements:
10 new and challenging words, definition, source and some way to learn them (sentence, mnemonic device, picture, etc.)
collect your words from reading and listening
learn them
use them
collect words this week and next
expect quiz last week of six weeks
Class work time:
make corrections to Parts of Speech Quiz
vocab to know and love; learn all ten words by the end of next week
Independent reading: continue reading a challenging book and bring it to class and everywhere you go
writing extension of "Ayak"
HW: finish what you did not finish in class:
vocab to know and love; learn all ten words by the end of next week
Independent reading: continue reading a challenging book and bring it to class and everywhere you go
writing extension of "Ayak"
make corrections to Parts of Speech Quiz
Sharing
Discussion of "Ayak and Her Lost Bridegroom" in small groups; annotation check
Dinka powerpointSaharan Vibe: Dinka of Sudan
http://saharanvibe.blogspot.com/2007/03/dinka-of-sudan.html
Further discussion of "Ayak" with new knowledge of cultural context
Add to literary devices:
irony: when the opposite of what is expected occurs
folktale: an oral story, passed down from generation to generation, which often includes magic, and which teaches a moral and reflects a culture's values
symbol: something concrete that has a deeper meaning and represents something abstract
Writing extension of "Ayak"
NOTE: The Dinka people from Sudan, from whom this story originated, often told folktales to help children and adults fall asleep. The storyteller would interrupt the story periodically, asking listeners, “Are you asleep?” If anyone was still awake, the storytelling would continue. Imagine that you are with the Dinka, and that after the person says the last line of the story, “‘Our children will continue our life if we die,’” someone is still awake. How would you continue this story (consistent with the structure, storyline and themes of the story so far)? As homework, write two or three paragraphs on a separate sheet of paper to continue the “Ayak” story.
Feedback on parts of speech quiz
come to office hours if you need help
make corrections
retest
Vocab to Know and Love strategies and requirements:
10 new and challenging words, definition, source and some way to learn them (sentence, mnemonic device, picture, etc.)
collect your words from reading and listening
learn them
use them
collect words this week and next
expect quiz last week of six weeks
Class work time:
make corrections to Parts of Speech Quiz
vocab to know and love; learn all ten words by the end of next week
Independent reading: continue reading a challenging book and bring it to class and everywhere you go
writing extension of "Ayak"
HW: finish what you did not finish in class:
vocab to know and love; learn all ten words by the end of next week
Independent reading: continue reading a challenging book and bring it to class and everywhere you go
writing extension of "Ayak"
make corrections to Parts of Speech Quiz
Tuesday, October 28, 2014
SSW: Review the five research-proven ways that Achor presented to increase happiness and thus success. Write three new gratitudes. Reflect on how you are using these five ways to improve your happiness and, thus, your success.
Discussion
Last minute questions on parts of speech and parenthetical documentation?
Parts of Speech and Parenthetical Documentation Quiz
When you finish the quiz, read your challenging book and work on your vocab to know and love
HW: Vocab to Know and Love: learn 10 words by the end of next week
read challenging book
Discussion
Last minute questions on parts of speech and parenthetical documentation?
Parts of Speech and Parenthetical Documentation Quiz
When you finish the quiz, read your challenging book and work on your vocab to know and love
HW: Vocab to Know and Love: learn 10 words by the end of next week
read challenging book
Friday, October 24, 2014
TED Talk: Shawn Achor's "The Happy Secret to Better Work"
http://www.ted.com/talks/shawn_achor_the_happy_secret_to_better_work.html
SSW: How can you use the latest research on happiness and the brain to impact your writing and your life?
Discussion
Finish self-evaluations of mini-memoirs
SSW from last class: Please take out all documents related to your mini-memoir and stack them in this order:
(Note: you may also turn in drafts and edits by sharing them in our google folder; make a note at the top of your rubric about what you've turned in online)
On your final paper, label and annotate what you did well. Find examples of how you met the criteria of the rubric.
Then, on the sheet of notebook paper, write your name and period in the upper right corner. State what grade you think that you deserve for the mini-memoir (1-5, based on rubric).
When you have completed writing the paragraphs evaluating your mini-memoir, please leave the rubric loose on top, but staple the remaining paper together in the order listed above.
Place the entire stack with the rubric on top on the front table in alphabetical order.
Parts of Speech Review Grading and Q and A
Advice on how to study effectively for the test
Discussion of "Ayak and Her Lost Bridegroom" in small groups; annotation check
Next class we will learn about the Dinka and doing a writing activity related to "Ayak"
Reminder: Vocab to Know and Love strategies and requirements:
10 new and challenging words, definition, source and some way to learn them (sentence, mnemonic device, picture, etc.)
collect your words from reading and listening
learn them
use them
collect words this week and next
expect quiz last week of six weeks
Independent Reading and Vocab study
and/or
Small Group Parts of Speech and Parenthetical Documentation study
HW: study for Parts of Speech and Parenthetical Documentation quiz next class, Tuesday, October 28
vocab to know and love
Independent reading: continue reading a challenging book and bring it to class and everywhere you go
Extra Credit Opportunity: Texas Book Festival this weekend (October 25-26)
http://www.texasbookfestival.org/
http://www.ted.com/talks/shawn_achor_the_happy_secret_to_better_work.html
SSW: How can you use the latest research on happiness and the brain to impact your writing and your life?
- 3 different gratitudes
Discussion
Finish self-evaluations of mini-memoirs
SSW from last class: Please take out all documents related to your mini-memoir and stack them in this order:
(Note: you may also turn in drafts and edits by sharing them in our google folder; make a note at the top of your rubric about what you've turned in online)
- Mini-memoir rubric (making sure that you fill in the four blanks: (1) name, (2) period, (3) title of piece, and (4) character trait(s) revealed)
- Rubric loose on top, everything else stapled in this order, top to bottom
- A sheet of notebook paper (on which you will write a self-evaluation)
- Mini-memoir final draft
- adult edit
- All previous drafts, including:
- Revised draft (with clocking comments from colleagues)
- Rough drafts from oldest to newest
On your final paper, label and annotate what you did well. Find examples of how you met the criteria of the rubric.
Then, on the sheet of notebook paper, write your name and period in the upper right corner. State what grade you think that you deserve for the mini-memoir (1-5, based on rubric).
- Justify your grade in a persuasive paragraph. Give examples to support your suggested grade.
- Add another paragraph describing your process of revision, and give specific examples of improvements you made through the revision process.
When you have completed writing the paragraphs evaluating your mini-memoir, please leave the rubric loose on top, but staple the remaining paper together in the order listed above.
Place the entire stack with the rubric on top on the front table in alphabetical order.
Parts of Speech Review Grading and Q and A
Advice on how to study effectively for the test
Discussion of "Ayak and Her Lost Bridegroom" in small groups; annotation check
Next class we will learn about the Dinka and doing a writing activity related to "Ayak"
Reminder: Vocab to Know and Love strategies and requirements:
10 new and challenging words, definition, source and some way to learn them (sentence, mnemonic device, picture, etc.)
collect your words from reading and listening
learn them
use them
collect words this week and next
expect quiz last week of six weeks
Independent Reading and Vocab study
and/or
Small Group Parts of Speech and Parenthetical Documentation study
HW: study for Parts of Speech and Parenthetical Documentation quiz next class, Tuesday, October 28
vocab to know and love
Independent reading: continue reading a challenging book and bring it to class and everywhere you go
Extra Credit Opportunity: Texas Book Festival this weekend (October 25-26)
http://www.texasbookfestival.org/
Wednesday, October 22, 2014
SSW: Please take out all documents related to your mini-memoir and stack them in this order:
(Note: you may also turn in drafts and edits by sharing them in our google folder)
On your final paper, label and annotate what you did well. Find examples of how you met the criteria of the rubric.
Then, on the sheet of notebook paper, write your name and period in the upper right corner. State what grade you think that you deserve for the mini-memoir (1-5, based on rubric).
When you have completed writing the paragraphs evaluating your mini-memoir, please leave the rubric loose on top, but staple the remaining paper together in the order listed above.
After the open mike, place the entire stack with the rubric on top in your class' bin.
Class celebration of mini memoirs
Reminders:
Make sure to grab Ayak for homework
HW: read and annotate Ayak 3x
keep studying for Parts of Speech quiz on Tuesday, October 28
(Note: you may also turn in drafts and edits by sharing them in our google folder)
- Mini-memoir rubric (making sure that you fill in the four blanks: (1) name, (2) period, (3) title of piece, and (4) character trait(s) revealed)
- A sheet of notebook paper (on which you will write a self-evaluation)
- Mini-memoir final draft
- adult edit
- All previous drafts, including:
- Revised draft (with clocking comments from colleagues)
- Rough drafts from oldest to newest
On your final paper, label and annotate what you did well. Find examples of how you met the criteria of the rubric.
Then, on the sheet of notebook paper, write your name and period in the upper right corner. State what grade you think that you deserve for the mini-memoir (1-5, based on rubric).
- Justify your grade in a persuasive paragraph. Give examples to support your suggested grade.
- Add another paragraph describing your process of revision, and give specific examples of improvements you made through the revision process.
When you have completed writing the paragraphs evaluating your mini-memoir, please leave the rubric loose on top, but staple the remaining paper together in the order listed above.
After the open mike, place the entire stack with the rubric on top in your class' bin.
Class celebration of mini memoirs
Reminders:
- Introduce yourselves
- State the title of your mini-memoir
- Read a half-page / 1 minute section
- when you hear the timer, finish your sentence
- Call on two or three fellow writers or guests for feedback
- Enjoy your moment in the sun
- You've worked hard on this project and you are going to do a great job on your presentation
Make sure to grab Ayak for homework
HW: read and annotate Ayak 3x
keep studying for Parts of Speech quiz on Tuesday, October 28
Monday, October 20, 2014
SSW: Think about the memoir that you read with your group and the memoirs you read over the summer in Going Where I'm Coming From. What can you emulate from these writers for your mni-memoir. Review your rubric and your peer and adult edits. What would you still like to improve?
Vocab to know and love q and a
Vocab to know and love pair share
Loose ends: need all individual and group collage evaluations and planning sheets
Finish clocking from last class
Independent reading and vocab to know and love
Parts of Speech Review
HW: continue Vocab to Know and Love list
Parts of Speech quiz next Tuesday, October 28
Class celebration next time: invite your parents to come 10 minutes into class
polish up mini-memoir; be ready to turn everything in at the beginning of class with rubric completely filled out
Parts of Speech Review due Friday
Vocab to know and love q and a
Vocab to know and love pair share
Loose ends: need all individual and group collage evaluations and planning sheets
Finish clocking from last class
Independent reading and vocab to know and love
Parts of Speech Review
HW: continue Vocab to Know and Love list
Parts of Speech quiz next Tuesday, October 28
Class celebration next time: invite your parents to come 10 minutes into class
polish up mini-memoir; be ready to turn everything in at the beginning of class with rubric completely filled out
Parts of Speech Review due Friday
Thursday, October 16, 2014
Guiding questions:
What is the value of collaboration and how can we best colllaborate?
How can we effectively edit and revise our writing?
Why Collaborate? Discussion
Group and self-evaluation of author collage
Homework check: revised draft of mini-memoir
Review of rubric for mini-memoir
Q and A
Clocking of mini-memoir
Round one: character traits: name the character trait and label examples. Give suggestions for how to improve.
Round two: strong verbs, specific nouns, effective use of adjectives and adverbs; show don't tell
Round three: organization: beginning, middle, and end; clarity; slice of life focus; make suggestions about what to cut
Round four: meets requirements of a memoir: first person, shares a memory / slice of life, reflection, thoughtful title, written for a wide audience; recommend a (better) title as needed
Round five: microediting for grammar. Check especially for run-ons (R.O.s), fragments (FRAGS), subject-verb agreement, and staying in one tense.
HW: adult edit of mini memoir: signature on rubric; written comments based on discussion; can be written by adult or by student
revisions and improvements to mini-memoir
Watch flipped lesson on vocab
Class Celebration of mini memoirs on Wednesday, October 22; invitations need to be made
Bring book to read for independent reading time next time
What is the value of collaboration and how can we best colllaborate?
How can we effectively edit and revise our writing?
Why Collaborate? Discussion
Group and self-evaluation of author collage
Homework check: revised draft of mini-memoir
Review of rubric for mini-memoir
Q and A
Clocking of mini-memoir
Round one: character traits: name the character trait and label examples. Give suggestions for how to improve.
Round two: strong verbs, specific nouns, effective use of adjectives and adverbs; show don't tell
Round three: organization: beginning, middle, and end; clarity; slice of life focus; make suggestions about what to cut
Round four: meets requirements of a memoir: first person, shares a memory / slice of life, reflection, thoughtful title, written for a wide audience; recommend a (better) title as needed
Round five: microediting for grammar. Check especially for run-ons (R.O.s), fragments (FRAGS), subject-verb agreement, and staying in one tense.
HW: adult edit of mini memoir: signature on rubric; written comments based on discussion; can be written by adult or by student
revisions and improvements to mini-memoir
Watch flipped lesson on vocab
Class Celebration of mini memoirs on Wednesday, October 22; invitations need to be made
Bring book to read for independent reading time next time
Tuesday, October 14, 2014
Author collage presentations -- parents invited
10 minutes for final touches on collages and rehearsal of presentations
Reminders:
HW: REVISED TYPED draft of mini-memoir due NEXT CLASS
Please consult peer edit from last week and How to Type a Paper handout from today
(Remember to keep all previous drafts)
NOTE: Final draft of mini-memoirs due Wednesday, 10/22
10 minutes for final touches on collages and rehearsal of presentations
Reminders:
- Introduce yourselves
- State the author and title of your book
- Each student needs to present and explain why you selected:
- your quotation
- two recommendations and why the protagonist would appreciate them
- Project your voice to the cheap seats
- Enjoy your moment in the sun
- You've worked hard on this project and you are going to do a great job on your presentation
HW: REVISED TYPED draft of mini-memoir due NEXT CLASS
Please consult peer edit from last week and How to Type a Paper handout from today
(Remember to keep all previous drafts)
NOTE: Final draft of mini-memoirs due Wednesday, 10/22
Thursday, October 9, 2014
Author Collage Work Day (3 of 3)
Invite your parents to come to our collage presentations
(Room 517, after checking in at office with photo ID)
Tuesday, 10/14 (A day)
AUTHOR COLLAGE WORK DAY (Day 3 of 3 – LAST ONE!)
Take out:
(1) Your author collage planning sheet
(2) The Author Collage Rubric
(3) Your annotated memoir
(4) Your supplies
Review the rubric and note what still needs to be placed on the collage
Do it!
HIGHLIGHTS
NOTE: You will have 15-20 minutes at the beginning of next class to add elements to your collage last minute and to practice your presentation.
HW:
Bring EVERYTHING you need to present the author collage NEXT CLASS
Give your parents the invitation
(Room 213, after checking in at office with photo ID)
Tuesday, 10/14 (A day)
NOTE: Monday, October 13, is a STUDENT HOLIDAY
Invite your parents to come to our collage presentations
(Room 517, after checking in at office with photo ID)
Tuesday, 10/14 (A day)
- 1A – 7:50 am
- 3A – 12:05 pm
AUTHOR COLLAGE WORK DAY (Day 3 of 3 – LAST ONE!)
Take out:
(1) Your author collage planning sheet
(2) The Author Collage Rubric
(3) Your annotated memoir
(4) Your supplies
Review the rubric and note what still needs to be placed on the collage
Do it!
HIGHLIGHTS
- Author’s name
- Visual representation of author
- At least 5 illustrations/symbols and their accompanying complete sentences
- At least 5 phrases
- One quotation per student (Be ready to explain how quotation reveals your author/protagonist’s view of life during next class’ presentation)
- Two recommendations per student (with complete and detailed sentences explaining WHY you are making this recommendation) (Be ready to explain these recommendations next class)
- Required colors and media
- Above-and-beyond?
NOTE: You will have 15-20 minutes at the beginning of next class to add elements to your collage last minute and to practice your presentation.
HW:
Bring EVERYTHING you need to present the author collage NEXT CLASS
Give your parents the invitation
(Room 213, after checking in at office with photo ID)
Tuesday, 10/14 (A day)
- 1A – 7:50 am
- 3A – 12:05 pm
NOTE: Monday, October 13, is a STUDENT HOLIDAY
Tuesday, October 7, 2014
HW check: rough draft of mini memoir
Review rubric for mini-memoir
SSW: peer editing or solo editing and revising
Small group work - author collage workday (2 of 3) (due at beginning of class on Tuesday, October 14)
Remember to use your planning sheets to guide your work
HW: FINAL draft of mini-memoir, typed and polished, ready for peer editing due Thursday, October 9th
please print a copy before you come to class
Bring whatever you need to complete author collage next class
Author Collage Presentations - Tuesday, October 14
Remind your parents that they are invited. Give them the formal invitation.
Review rubric for mini-memoir
SSW: peer editing or solo editing and revising
Small group work - author collage workday (2 of 3) (due at beginning of class on Tuesday, October 14)
Remember to use your planning sheets to guide your work
HW: FINAL draft of mini-memoir, typed and polished, ready for peer editing due Thursday, October 9th
please print a copy before you come to class
Bring whatever you need to complete author collage next class
Author Collage Presentations - Tuesday, October 14
Remind your parents that they are invited. Give them the formal invitation.
Friday, October 3, 2014 (Ms. Roy will have a sub; please be as amazing and hard-working as always)
(3-5 minutes) Review rubric for mini-memoir. Questions and answers.
(20 mins) SSW: (1) Review the rubric for the mini-memoir. (2) Write yourself a note about what you are doing well according to the rubric and what you need to do according to the rubric. (3), Using your note and the rubric as your guide, continue writing and revising your mini-memoir.
(2 minutes) Write down homework in agenda book
(10-15 minutes) Go over answers to Parts of Speech Analysis - memoir excerpts using the doc camera
(45 minutes / all of remaining class until last 10 minutes for clean-up)
Small group work – author collage workday (1 of 3)
READ ALOUD the following guidelines:
Get out and rubric and read over again.
Share planning sheets and take stock of materials your group brought in.
Make a plan for what will go on your collage.
Sketch out a rough draft so that you know how you'll use and fill your entire butcher paper.
You may use the supplies (scissors, glue, etc.) in the file cabinet next to the front table by the door.
Please do NOT use glitter or paint today.
You may also the art supplies on the front table.
You may use one or two pieces of large butcher paper from the front of the room.
As soon as you get it, put each students' full name on the back, plus class period.
Work collaboratively: be professional and kind. Make sure everyone speaks and listens.
(10 minutes) Clean up and planning for next class:
return butcher paper to neat stacks in the front of the room (one stack for blank paper, one for A1 and one for A3)
return all art supplies NEATLY to the front table and file cabinet
If you have art supplies from home that you'd like to leave in the room, place them neatly on the green shelf furthest from the door.
Clean up all materials and trash from the floor and tables.
Return three chairs to each table and straighten up.
HW:
Work on mini-memoir: finish typing your rough draft
Bring supplies needed for author collage
STILL bring memoir EVERY DAY
study parts of speech for upcoming test
invite your parents to come to collage presentations on Tuesday, October 14th during your English class
extra credit: make an invitation we can give to parents and administrators
(20 mins) SSW: (1) Review the rubric for the mini-memoir. (2) Write yourself a note about what you are doing well according to the rubric and what you need to do according to the rubric. (3), Using your note and the rubric as your guide, continue writing and revising your mini-memoir.
(2 minutes) Write down homework in agenda book
(10-15 minutes) Go over answers to Parts of Speech Analysis - memoir excerpts using the doc camera
(45 minutes / all of remaining class until last 10 minutes for clean-up)
Small group work – author collage workday (1 of 3)
READ ALOUD the following guidelines:
Get out and rubric and read over again.
Share planning sheets and take stock of materials your group brought in.
Make a plan for what will go on your collage.
Sketch out a rough draft so that you know how you'll use and fill your entire butcher paper.
You may use the supplies (scissors, glue, etc.) in the file cabinet next to the front table by the door.
Please do NOT use glitter or paint today.
You may also the art supplies on the front table.
You may use one or two pieces of large butcher paper from the front of the room.
As soon as you get it, put each students' full name on the back, plus class period.
Work collaboratively: be professional and kind. Make sure everyone speaks and listens.
(10 minutes) Clean up and planning for next class:
return butcher paper to neat stacks in the front of the room (one stack for blank paper, one for A1 and one for A3)
return all art supplies NEATLY to the front table and file cabinet
If you have art supplies from home that you'd like to leave in the room, place them neatly on the green shelf furthest from the door.
Clean up all materials and trash from the floor and tables.
Return three chairs to each table and straighten up.
HW:
Work on mini-memoir: finish typing your rough draft
Bring supplies needed for author collage
STILL bring memoir EVERY DAY
study parts of speech for upcoming test
invite your parents to come to collage presentations on Tuesday, October 14th during your English class
extra credit: make an invitation we can give to parents and administrators
Wednesday, October 1, 2014
SSW (20 min) – Time to take your writing out of your notebook! Write a QUICK rough draft on the computer of the topic you chose a couple of classes ago. Remember the things in your Venn diagram that are important about mini-memoirs.
Parents and teachers will attend celebration of publication of mini-memoirs. Therefore, write for a wide audience of teachers, parents, students
Introduce author collage group project and rubric for chosen memoir
Great Game of Power Activity
Discussion on Effective Collaboration
Add to literary devices:
symbol: something concrete that represents something abstract
Individual work – author collage planning sheets (one sheet for each student)
Teacher conference about six weeks grade and official A-handshakes
We need to make a parent invitation to class celebration of author collages Monday, October 13tj
HW:
Finish author collage planning sheet for your memoir’s protagonist
STILL bring memoir EVERY DAY
Bring supplies need for author collage
study parts of speech for upcoming test
work on your mini-memoir
Grading period ends Friday, 10/3 - LATE WORK DUE BY yesterday
Parents and teachers will attend celebration of publication of mini-memoirs. Therefore, write for a wide audience of teachers, parents, students
Introduce author collage group project and rubric for chosen memoir
Great Game of Power Activity
Discussion on Effective Collaboration
Add to literary devices:
symbol: something concrete that represents something abstract
Individual work – author collage planning sheets (one sheet for each student)
Teacher conference about six weeks grade and official A-handshakes
We need to make a parent invitation to class celebration of author collages Monday, October 13tj
HW:
Finish author collage planning sheet for your memoir’s protagonist
STILL bring memoir EVERY DAY
Bring supplies need for author collage
study parts of speech for upcoming test
work on your mini-memoir
Grading period ends Friday, 10/3 - LATE WORK DUE BY yesterday
Monday, September 29, 2014
Whole class discussion of Venn Diagram of memoir/autobiography/diary
Small group discussion of how you will incoroporate characteristics of memoir into your memoir
Character traits of your memoir’s protagonist
Get a sheet of notebook paper (and label it “Character traits of ___________,” with “HW/DW” in upper right hand corner)
On your own, look through all of the annotations in your memoir and write down all the adjectives and phrases that you used to describe your protagonist (noting the author’s last name and page). If you repeat an adjective, note the various pages where that word appeared.
Examples (these are completely made up):
In a little while, I will ask you to talk with your partner about your protagonist, and what he/she was like when a pre-teen or teen. You may add adjectives that your partner has on his/her list if you agree with them. Then, star or highlight eight adjectives or phrases that, as a group, best describe the complex person that your protagonist’s actions show him/her to be in the memoir.
You could even imagine that if your protagonist were alive today, he/she might like this or that song, movie, TV show, book (and be ready to explain why). On the same page, jot down titles you’ve chosen and reasons for your selections.
Before Schoolhouse Rock, please put your paper entitled “Character traits of ___________” behind “HW/DW” in binder.
Then, turn in:
Schoolhouse Rock – verbs and adverbs (and nouns and adjectives if not shared last class)
http://www.youtube.com/user/WritingClass?feature=watch
NOTE: These Schoolhouse Rock videos are imbedded below
Reminder: First grading period (1st six weeks) ends this Friday, October 3rd. Late work due by the end of office hours on Tuesday, September 30th.
NOTE: Check TEAMS to find out your grades if you haven’t already by simply logging into the AISD Cloud, searching for “Student Self-Serve” and then clicking on it, and logging in with your student ID and password (same username and passwords as for logging into the school computers).
HW:
Parts of Speech analysis – memoir sentences
Bring in memoir annotation chart and/or annotated memoir (for late grade if forgot today)
Small group discussion of how you will incoroporate characteristics of memoir into your memoir
Character traits of your memoir’s protagonist
Get a sheet of notebook paper (and label it “Character traits of ___________,” with “HW/DW” in upper right hand corner)
On your own, look through all of the annotations in your memoir and write down all the adjectives and phrases that you used to describe your protagonist (noting the author’s last name and page). If you repeat an adjective, note the various pages where that word appeared.
Examples (these are completely made up):
- Mischievous (Dahl 65, 79, 154)
- Self-critical (Abeel 112)
In a little while, I will ask you to talk with your partner about your protagonist, and what he/she was like when a pre-teen or teen. You may add adjectives that your partner has on his/her list if you agree with them. Then, star or highlight eight adjectives or phrases that, as a group, best describe the complex person that your protagonist’s actions show him/her to be in the memoir.
You could even imagine that if your protagonist were alive today, he/she might like this or that song, movie, TV show, book (and be ready to explain why). On the same page, jot down titles you’ve chosen and reasons for your selections.
Before Schoolhouse Rock, please put your paper entitled “Character traits of ___________” behind “HW/DW” in binder.
Then, turn in:
- Annotated memoir
- and memoir annotation chart
Schoolhouse Rock – verbs and adverbs (and nouns and adjectives if not shared last class)
http://www.youtube.com/user/WritingClass?feature=watch
NOTE: These Schoolhouse Rock videos are imbedded below
Reminder: First grading period (1st six weeks) ends this Friday, October 3rd. Late work due by the end of office hours on Tuesday, September 30th.
NOTE: Check TEAMS to find out your grades if you haven’t already by simply logging into the AISD Cloud, searching for “Student Self-Serve” and then clicking on it, and logging in with your student ID and password (same username and passwords as for logging into the school computers).
HW:
Parts of Speech analysis – memoir sentences
Bring in memoir annotation chart and/or annotated memoir (for late grade if forgot today)
Thursday, September 25, 2014, Rosh Hashanah
Writer’s notebook / SSW check for 1st Six Weeks – self evaluation with rubric
On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for this six weeks
Title your paper Sacred Silent Writing Self-Evaluation
Next to the title, make a box and write the grade that you earned based on the criteria listed below.
Justify your grade in a persuasive paragraph.
Rubric for Sacred Silent Writing
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your
writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent;
maintaining rather than struggling and growing; stop writing when out of ideas
Participation self evaluation with rubric
Participation Report.
Full Name:
Participation: # (in a box) 2nd box: grade / 2 out of 50
Write a persuasive paragraph with evidence about why you deserve this grade.
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes;completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
Table groups: memoir/autobiography/diary – comparison through Venn diagram
Discuss how to apply these characteristics to mini-memoir
You should have finished reading your memoir before you come to class today.
Memoir independent work: Memoir annotation chart – third and fourth (and last entry)
reminder: First six weeks ends next Friday; please use TEAMS to find out your grades if you haven't already by simply logging into the AISD Cloud, clicking on "Student Self Serve" and logging in with your Student ID and password (same username and password for logging into the computers).
HW: Memoir annotation chart due next class; finish for hw if you didn't finish for class; all four rows should be completely filled in by now
Memoir annotation check next class
STILL bring memoir EVERY DAY
Study Parts of Speech (10 minutes) (especially those you found difficult to identify in today’s analysis of Cofer’s passage)
Grading period ends Friday, 10/3- LATE WORK and extra credit DUE BY end of office hours on Tuesday, September 30
Tuesday, September 23, 2014
Introduction of Mini-Memoir Writing Assignment and Rubric
SSW: Choose a topic for your mini-memoir. Revise or continue or start something new. Take inspiration from your memoir or from your summer reading to write something about your life. You will want to show us what happened, not tell us. In your notebook, write the topic, and make a list of specific nouns and verbs you could use.
Memoir independent work: Memoir annotation chart – third entry
Independent work: 3rd row of memoir annotation chart using a quote from the most recent section
Salisbury Parts of Speech Analysis
individual work
in-class grading and discussion
Announcements:
Return/renew Kealing library books
Late / revised binder checks due today for a late grade (-20%)
If you will be out next class for Rosh Hoshannah, the lesson is already posted; please touch base with me about your absence
Next week is the last week of the six weeks, all late/absent/redone is due by office hours on Tuesday, 9-30, at 4 pm
Would love to see you at the bike club informational meeting this Thursday from 2:45 to 3:15 in Mr. Hendrex' room
Would love to see you at office hours on Tuesdays
Reading time (20 min) – memoirs
HW:Read/annotate final 1/5 of memoir – annotate for author’s character traits
study parts of speech for upcoming test
Bring memoir EVERY DAY
SSW: Choose a topic for your mini-memoir. Revise or continue or start something new. Take inspiration from your memoir or from your summer reading to write something about your life. You will want to show us what happened, not tell us. In your notebook, write the topic, and make a list of specific nouns and verbs you could use.
Memoir independent work: Memoir annotation chart – third entry
Independent work: 3rd row of memoir annotation chart using a quote from the most recent section
Salisbury Parts of Speech Analysis
individual work
in-class grading and discussion
Announcements:
Return/renew Kealing library books
Late / revised binder checks due today for a late grade (-20%)
If you will be out next class for Rosh Hoshannah, the lesson is already posted; please touch base with me about your absence
Next week is the last week of the six weeks, all late/absent/redone is due by office hours on Tuesday, 9-30, at 4 pm
Would love to see you at the bike club informational meeting this Thursday from 2:45 to 3:15 in Mr. Hendrex' room
Would love to see you at office hours on Tuesdays
Reading time (20 min) – memoirs
HW:Read/annotate final 1/5 of memoir – annotate for author’s character traits
study parts of speech for upcoming test
Bring memoir EVERY DAY
Friday, September 19, 2014
SSW: My life as a middle school student OR free write. Continue to follow your advice about emulating Naomi Shihab Nye's style (20 min)
Feedback on Self-Portrait Poems
strongest poems: imagery and detail to create a personality or a theme
let's work on show don't tell
Binder check (for DW grade)
Small group discussion of memoir
Memoir annotation chart – second entry
Parts of Speech Analysis from Graham Salisbury's "Ice"
Parts of Speech Studying
Pick a paragraph from your memoir and label the parts of speech. Check as a group.
Reading time (20 minutes)
HW:
Read/annotate fourth 1/5 of memoir – annotate for author’s character traits
Bring memoir EVERY DAY (annotation check next class)
Keep studying parts of speech for test on Th 9-25?
If your notebook was not properly organized today, scroll down to Sept. 3 to see notebook dividers and get organized. Come to office hours on Tuesday if you need help.
Feedback on Self-Portrait Poems
strongest poems: imagery and detail to create a personality or a theme
let's work on show don't tell
Binder check (for DW grade)
Small group discussion of memoir
Memoir annotation chart – second entry
Parts of Speech Analysis from Graham Salisbury's "Ice"
Parts of Speech Studying
Pick a paragraph from your memoir and label the parts of speech. Check as a group.
Reading time (20 minutes)
HW:
Read/annotate fourth 1/5 of memoir – annotate for author’s character traits
Bring memoir EVERY DAY (annotation check next class)
Keep studying parts of speech for test on Th 9-25?
If your notebook was not properly organized today, scroll down to Sept. 3 to see notebook dividers and get organized. Come to office hours on Tuesday if you need help.
Wednesday, September 17, 2014
Sacred Silent Writing: Read the note that you wrote to yourself last class about advice for emulating Shihab Nye's writing. Use that advice to revise one of your earlier writings about your identity. Pay attention to your choice of adjectives and adverbs. Use your foldable to help you think about parts of speech.
Grade conferences
Foldable check and partner studying
Parts of Speech Analysis of Naomi Shihab Nye's "Thank You in Arabic" (Handout)
Memoir annotation chart: “Thank You in Arabic” example
Memoir group work: Memoir annotation chart: first entry
In-class reading time (20 min) – memoirs
HW:
Binder check next class
Study Parts of Speech (using foldable) (10 min) – test on Thursday, 9/25
Read/annotate third 1/5 of memoir – annotate for author/protagonist’s character traits
Bring memoir EVERY DAY (annotation check next class)
Grade conferences
Foldable check and partner studying
Parts of Speech Analysis of Naomi Shihab Nye's "Thank You in Arabic" (Handout)
Memoir annotation chart: “Thank You in Arabic” example
Memoir group work: Memoir annotation chart: first entry
In-class reading time (20 min) – memoirs
HW:
Binder check next class
Study Parts of Speech (using foldable) (10 min) – test on Thursday, 9/25
Read/annotate third 1/5 of memoir – annotate for author/protagonist’s character traits
Bring memoir EVERY DAY (annotation check next class)
Monday, September 15, 2014
SSW: In your writer's journal, write some advice to yourself about how to emulate Shihab Nye's writing.
Small group sharing
Return letters of intro to me
In-class reading time (30 min) – memoirs
Straggling or revised annotations on summer reading?
Sixth Grade Excellent Adventure
read, discuss, take home and share with your parents
Read and annotate second 1/5 of your memoir
HW: flipped lesson on parts of speech and making a foldable
first, watch this brief video: https://www.youtube.com/watch?v=aqrcGPggg6M
second, watch the Parts of Speech powerpoint, located under Handouts and Multimedia section of Sixth Grade on this website, and make your foldable
third, watch this brief video and compare your foldable to the one in the video:
https://www.youtube.com/watch?v=aRgd9aQYmKM
Finish reading and annotating second 1/5 of your memoir, if you didn't finish in class
Share Sixth Grade Excellent Adventure with your parents
Small group sharing
Return letters of intro to me
In-class reading time (30 min) – memoirs
Straggling or revised annotations on summer reading?
Sixth Grade Excellent Adventure
read, discuss, take home and share with your parents
Read and annotate second 1/5 of your memoir
HW: flipped lesson on parts of speech and making a foldable
first, watch this brief video: https://www.youtube.com/watch?v=aqrcGPggg6M
second, watch the Parts of Speech powerpoint, located under Handouts and Multimedia section of Sixth Grade on this website, and make your foldable
third, watch this brief video and compare your foldable to the one in the video:
https://www.youtube.com/watch?v=aRgd9aQYmKM
Finish reading and annotating second 1/5 of your memoir, if you didn't finish in class
Share Sixth Grade Excellent Adventure with your parents
Thursday, September 11, 2014
SSW: Personal character trait
Pick one character trait that describes you. Write something about yourself that reveals that character trait.
Annotation checks on Going Where I’m Coming From
Student annotation sharing and discussion from Going Where I’m Coming From
MEMOIRS DUE TODAY IN CLASS (daily grade)
In memoir reading groups, calendar your reading in order to finish by September 25th (Hint: divide number of pages by 5, adjusting to match chapter endings)
HW:
Read/annotate first 1/5 of memoir – annotate for author’s character traits
Bring memoir EVERY DAY
Book People Fundraiser ends this weekend
Fill out on-line class survey, if you haven't already (or paper copy if no internet access)
Pick one character trait that describes you. Write something about yourself that reveals that character trait.
Annotation checks on Going Where I’m Coming From
Student annotation sharing and discussion from Going Where I’m Coming From
MEMOIRS DUE TODAY IN CLASS (daily grade)
In memoir reading groups, calendar your reading in order to finish by September 25th (Hint: divide number of pages by 5, adjusting to match chapter endings)
HW:
Read/annotate first 1/5 of memoir – annotate for author’s character traits
Bring memoir EVERY DAY
Book People Fundraiser ends this weekend
Fill out on-line class survey, if you haven't already (or paper copy if no internet access)
Tuesday, September 9, 2014
Tour of Kealing Library (and book check out)
bring your student number or check with me in the library and I'll share it with you
SSW: Free write (15 min)
Write about anything you’d like.
Online class survey
Completion of open mike sharing of Self-Portrait Poems
Post second copy of Self-Portrait Poems on the wall
Re-read / add to annotations of "Thank You in Arabic" by Naomi Shihab Nye
Sign up: Which memoir are you going to read? And, do you have it yet?
Reading time: read book from library or reread "Thank You in Arabic" by Naomi Shihab Nye
HW:
Re-read / add to annotations of "Thank You in Arabic" by Naomi Shihab Nye (bring Going Where I’m Coming From back next class)
Online class survey (see last tab under 6th grade on my website)
NEXT CLASS bring copy of selected memoir (but do NOT start reading yet)
bring your student number or check with me in the library and I'll share it with you
SSW: Free write (15 min)
Write about anything you’d like.
Online class survey
Completion of open mike sharing of Self-Portrait Poems
Post second copy of Self-Portrait Poems on the wall
Re-read / add to annotations of "Thank You in Arabic" by Naomi Shihab Nye
Sign up: Which memoir are you going to read? And, do you have it yet?
Reading time: read book from library or reread "Thank You in Arabic" by Naomi Shihab Nye
HW:
Re-read / add to annotations of "Thank You in Arabic" by Naomi Shihab Nye (bring Going Where I’m Coming From back next class)
Online class survey (see last tab under 6th grade on my website)
NEXT CLASS bring copy of selected memoir (but do NOT start reading yet)
Friday, September 5, 2014
SSW: You are now two weeks into your Kealing adventure. How is it going? Write about where you have been successful. Write about a remaining challenge. What is your plan to address that challenge?
Class discussion of Kealing successes/challenges
Return Introduction Letters (graded, 50 point assignment)
Sharing of Letters of Introduction
Open Mike: Reading of Self-Portrait Poems
Turn in Self-Portrait Poems
loose on top: rubric (Make sure that your full name, class period and title are on there.)
stapled together:
If you have the signature for your adult edit, but it's not on the rubric or are missing anything, write me a note of explanation on the bottom of the rubric.
Post extra copies of poems on the wall
HW: Remind your parents:
Class discussion of Kealing successes/challenges
Return Introduction Letters (graded, 50 point assignment)
Sharing of Letters of Introduction
Open Mike: Reading of Self-Portrait Poems
Turn in Self-Portrait Poems
loose on top: rubric (Make sure that your full name, class period and title are on there.)
stapled together:
- final copy (with full heading)
- rough drafts from newest
- to oldest
If you have the signature for your adult edit, but it's not on the rubric or are missing anything, write me a note of explanation on the bottom of the rubric.
Post extra copies of poems on the wall
HW: Remind your parents:
- copy of memoir due Thursday, September 11 (do NOT start reading yet)
- Back-to-School Night, Tuesday, September 9
Wednesday, September 3, 2014
Sacred Silent Writing: Write about yourself as a writer. What do you write? Where? When? Why? Who do you share your writing with? What changes would you like to make?
Discussion of writing
Website tour
Introduction to memoirs: book list handout
Book pass
Organize binders
Syllabus and Book list before dividers
5 dividers:
Review rubric, questions?
Two peer edits of poems
Return letters of introduction?
discussion of grading
sharing and introduction of peers
HW:
Discussion of writing
Website tour
Introduction to memoirs: book list handout
Book pass
Organize binders
Syllabus and Book list before dividers
5 dividers:
- Basics
- Daily Work / Homework
- Readings
- Writing
- Literary Devices
Review rubric, questions?
Two peer edits of poems
Return letters of introduction?
discussion of grading
sharing and introduction of peers
HW:
- Talk to your parents TODAY about selecting and buying your memoir
- Bring copy of memoir from book list by Thursday, September 11
- adult edit of poem (signature on rubric + written comments on poem)
- FINAL typed draft of self-portrait poem (to turn in with two rough drafts and adult edit); bring an extra final copy to post in the room
- straggling summer reading
Friday, August 29, 2014
Take out writer's notebook, binder with handouts and homework, and agenda book
Review rubric for self-portrait poem
Questions and answers
Sharing and conferencing at table
Revise your self-portrait poem
Turn in straggling introduction letters and summer reading annotations or make a plan with me
Reminder: office hours on Tuesday
HW:
Review rubric for self-portrait poem
Questions and answers
Sharing and conferencing at table
Revise your self-portrait poem
Turn in straggling introduction letters and summer reading annotations or make a plan with me
Reminder: office hours on Tuesday
HW:
- Bring binder and 5 dividers next class for organization
- Revised poem due Wed.; final poem due Fri
- remind parents: Back to School Night is Tuesday, September 9
- Catch up on sleep
- remember: Monday is Labor Day
Wednesday, August 27, 2014
SSW: On the back of your index card, write five nouns and five adjectives that describe you.
Small group sharing of Metaphors and You homework
Turn in homework for a daily grade
Lesson: Asking questions
Discussion: Difference between learning and grades; why it's important to fail and to make mistakes
Self-portrait paintings/photographs discussion
Self-portrait poems writing
Handouts: Self-Portrait Poems: Mentor Texts and Rubric
Turn in straggling letters or introduction and annotations
HW:
Small group sharing of Metaphors and You homework
Turn in homework for a daily grade
Lesson: Asking questions
Discussion: Difference between learning and grades; why it's important to fail and to make mistakes
Self-portrait paintings/photographs discussion
- What do you see?
- What do you think the artist is trying to tell us?
- How do you know?
- Questions?
Self-portrait poems writing
Handouts: Self-Portrait Poems: Mentor Texts and Rubric
Turn in straggling letters or introduction and annotations
HW:
- Complete draft of self-portrait poem
- Tuesday, 9/3, bring to class:
- Composition, spiral or blank book for in-class writer’s notebook
Monday, August 25, 2014
Introductions and Congratulations on beginning your Kealing journey
Watch John Green's "An Open Letter to Students Returning to School"
Sacred Silent Writing: As John Green said, "You've been chosen for a special mission. We are counting on you." Imagine what you might do on your mission. How might you change the world as a result of your journey through Kealing?
SSW sharing and name learning
Read and discuss syllabus and plans for year
Collect summer assignments
Metaphor and You activity and handout
Where are you going next period? Map and schedule check
Any questions / concerns?
HW:
Metaphor as You paragraph
Introduction letter (summer assignment) (if not already completed)
By Wednesday, 9/3, bring to class:
Watch John Green's "An Open Letter to Students Returning to School"
Sacred Silent Writing: As John Green said, "You've been chosen for a special mission. We are counting on you." Imagine what you might do on your mission. How might you change the world as a result of your journey through Kealing?
SSW sharing and name learning
Read and discuss syllabus and plans for year
- What are you most excited about?
- Questions?
Collect summer assignments
- introduction letters
- annotated copies of Going Where I’m Coming From
Metaphor and You activity and handout
Where are you going next period? Map and schedule check
Any questions / concerns?
HW:
Metaphor as You paragraph
Introduction letter (summer assignment) (if not already completed)
By Wednesday, 9/3, bring to class:
- Composition, spiral or blank book for in-class writer’s notebook