Wednesday, June 5, 2013 (Last day of school for students, Ms. Roy on the eighth grade celebration; Ms. T to sub)
Monday, June 3, 2013 (Sixth grade awards ceremony from 8:50-9:50)
Class recognitions
Reflection and feedback on curriculum and teaching and learning
Reflection and feedback on curriculum and teaching and learning
Thursday, May 30, 2013 (shortened classes for A1 and A2 for finals)
Self-evaluation with the rubric of creative narrative
Tuesday, May 28, 2013 (supersized classes A1 and A2 for finals)
Presentation of creative narratives to class and to parents and grandparents
Self-evaluation of SSW and participation
Self-evaluation of SSW and participation
Monday, May 27, 2013
Memorial Day: Read and play and share family stories
Thursday, May 23, 2013
Read, annotate, and discuss Sandra Cisnero's "Eleven"
Peer editing of creative writing piece
SSW: revise creative writing piece
HW: revise and polish creative writing piece; adult edit of narrative using rubric
Peer editing of creative writing piece
SSW: revise creative writing piece
HW: revise and polish creative writing piece; adult edit of narrative using rubric
Tuesday, May 21, 2013
Read, annotate, and discuss Alma Luz Villanueva's "I was a Skinny Tomboy Kid" and Gustavo Segade's "Crossing"
SSW: revise narrative
Peer conference on narrative
HW: revised rough draft of creative writing piece
SSW: revise narrative
Peer conference on narrative
HW: revised rough draft of creative writing piece
Friday, May 17. 2013
Socratic seminar on ""Recuerdo: When Rico Died"
Teach rubric for creative writing piece due Wednesday, May 28
HW: rough draft of creative writing piece
Teach rubric for creative writing piece due Wednesday, May 28
HW: rough draft of creative writing piece
Wednesday, May 15, 2013
Present vocab lessons
Vocab to know and love quizzes
Read and annotate "Recuerdo: When Rico Died"
write Socratic seminar questions for next class; one of each type
HW: Decide what you are going to write about for your creative writing free choice piece; prepare for Socratic seminar if you did not finish in class
Vocab to know and love quizzes
Read and annotate "Recuerdo: When Rico Died"
write Socratic seminar questions for next class; one of each type
HW: Decide what you are going to write about for your creative writing free choice piece; prepare for Socratic seminar if you did not finish in class
Monday, May 13, 2013
SSW: Free write focusing on diction, detail, and syntax.
Vocab to know and love study and teaching
Vocab to know and love quizzes
Grammar Gladiators or Vocab Victors
Independent reading
HW: Vocab to know and love quiz next class; independent reading taking notes on syntax (and diction and detail)
Vocab to know and love study and teaching
Vocab to know and love quizzes
Grammar Gladiators or Vocab Victors
Independent reading
HW: Vocab to know and love quiz next class; independent reading taking notes on syntax (and diction and detail)
Thursday, May 9, 2013
SSW: Free write focusing on diction, detail, and syntax.
Photographing altered book projects
Vocab to know and love study
Sharing of syntax examples
Independent reading
HW: Vocab to know and love quiz next class; independent reading taking notes on syntax (and diction and detail)
Photographing altered book projects
Vocab to know and love study
Sharing of syntax examples
Independent reading
HW: Vocab to know and love quiz next class; independent reading taking notes on syntax (and diction and detail)
Tuesday, May 7, 2013
Review recipe
Sharing of detail essays
Exchange with a different neighbor than last class and label parts of the essay: TS, c.d., comm, and CS
write feedback about what the writer did well and what they need to improve
Peer selections of strong essay sections to share whole class
Whole class sharing
What are people doing well?
What do people need to improve on?
Review of sentence types: simple, compound, complex
Sharing, labeling and analyzing syntactical examples from novels
Teacher-student conference on detail essay
study vocab to know and love while waiting in line
Independent reading; vocab to know and love study
HW: study vocab to know and love: be ready for quiz on Monday; keep reading and taking notes on detail, diction, syntax; library books due next class
Sharing of detail essays
Exchange with a different neighbor than last class and label parts of the essay: TS, c.d., comm, and CS
write feedback about what the writer did well and what they need to improve
Peer selections of strong essay sections to share whole class
Whole class sharing
What are people doing well?
What do people need to improve on?
Review of sentence types: simple, compound, complex
Sharing, labeling and analyzing syntactical examples from novels
Teacher-student conference on detail essay
study vocab to know and love while waiting in line
Independent reading; vocab to know and love study
HW: study vocab to know and love: be ready for quiz on Monday; keep reading and taking notes on detail, diction, syntax; library books due next class
Friday, May 3, 2013
Guiding questions:
How do an author’s decisions regarding diction, detail and syntax affect the reader’s experience? Review recipe for writing an A essay paragraph?
How can we use concrete detail and commentary to persuade and inform our readers?
Review recipe
Sharing of diction essays
Exchange with your neighbor and label parts of the essay: TS, c.d., comm, and CS
write feedback about what the writer did well and what they need to improve
Peer selections of strong essay sections to share whole class
Whole class sharing
What are people doing well?
What do people need to improve on?
New essay: SSW: What is the impact on the reader of your author's use of detail?
Teacher-student conference on diction essay
study vocab to know and love while waiting in line
Independent reading; vocab to know and love study
HW: study vocab to know and love; finish essay on detail, if did not finish in class
How do an author’s decisions regarding diction, detail and syntax affect the reader’s experience? Review recipe for writing an A essay paragraph?
How can we use concrete detail and commentary to persuade and inform our readers?
Review recipe
Sharing of diction essays
Exchange with your neighbor and label parts of the essay: TS, c.d., comm, and CS
write feedback about what the writer did well and what they need to improve
Peer selections of strong essay sections to share whole class
Whole class sharing
What are people doing well?
What do people need to improve on?
New essay: SSW: What is the impact on the reader of your author's use of detail?
Teacher-student conference on diction essay
study vocab to know and love while waiting in line
Independent reading; vocab to know and love study
HW: study vocab to know and love; finish essay on detail, if did not finish in class
Wednesday, May 1, 2013
Guiding questions:
How do an author’s decisions regarding diction, detail and syntax affect the reader’s experience? Review recipe for writing an A essay paragraph?
How can we use concrete detail and commentary to persuade and inform our readers?
Analysis of diction in Naomi Shihab Nye's "Thank You in Arabic"
Ms. Stewart's examples of concrete detail and commentary
Award nominations
concrete detail and commentary
Revise and polish diction essay
Peer edit diction essay
Pair study of vocab to know and love
Independent reading with notes on diction, detail and syntax
Photographing of altered book projects
HW: Adult edit of diction essay; vocab to know and love
How do an author’s decisions regarding diction, detail and syntax affect the reader’s experience? Review recipe for writing an A essay paragraph?
How can we use concrete detail and commentary to persuade and inform our readers?
Analysis of diction in Naomi Shihab Nye's "Thank You in Arabic"
Ms. Stewart's examples of concrete detail and commentary
Award nominations
concrete detail and commentary
Revise and polish diction essay
Peer edit diction essay
Pair study of vocab to know and love
Independent reading with notes on diction, detail and syntax
Photographing of altered book projects
HW: Adult edit of diction essay; vocab to know and love
Monday, April 29, 2013
Add to literary terms, tone: author's attitude towards the subject and/or the reader
SSW: Refer back to your recent homework. Write about your author's use of diction? How does your author use diction to create meaning and tone? Write a strong topic sentence that includes the author's name, title of the work and makes a statement that both describes the author's diction and how she uses it to create meaning. For example, In Life After Life, Kate Atkinson uses British historical terms to create a strong sense of family life during WWI and WWII.
Sharing of diction, detail, and syntax examples from reading homework
Recipe for great body paragraph for an easy A essay or research paper
· Topic Sentence (TS) (The umbrella that covers your entire paragraph)
o DO NOT refer to yrself or to the paper
o Simply state the overview of the paragraph.
o Provide transition b/n topics
· Concrete detail(c.d) (smoothing the way to the thesis with facts)
o Fact from research
o () citation
· Commentary (comm.) (punching the fact home with analysis)
o your analysis of the c.d.
o explanation of how c.d. supports your thesis or topic sentence
o guide your reader to come to same conclusions you came to
o this is where you use your power
· commentary
· repeat c.d/comm./comm. 3X
· concluding sentence – persuasive summation of paragraph (duct tape that connects back to the umbrella and connects to the next umbrella and reinforces the point of the paragraph)
Discussion about books
Lessons learned from the altered book project / advice to next year's students / advice to self on future projects
HW: vocab to know and love; independent reading: finish book by May 8th
SSW: Refer back to your recent homework. Write about your author's use of diction? How does your author use diction to create meaning and tone? Write a strong topic sentence that includes the author's name, title of the work and makes a statement that both describes the author's diction and how she uses it to create meaning. For example, In Life After Life, Kate Atkinson uses British historical terms to create a strong sense of family life during WWI and WWII.
Sharing of diction, detail, and syntax examples from reading homework
Recipe for great body paragraph for an easy A essay or research paper
· Topic Sentence (TS) (The umbrella that covers your entire paragraph)
o DO NOT refer to yrself or to the paper
o Simply state the overview of the paragraph.
o Provide transition b/n topics
· Concrete detail(c.d) (smoothing the way to the thesis with facts)
- quote
o Fact from research
o () citation
· Commentary (comm.) (punching the fact home with analysis)
o your analysis of the c.d.
o explanation of how c.d. supports your thesis or topic sentence
o guide your reader to come to same conclusions you came to
o this is where you use your power
· commentary
· repeat c.d/comm./comm. 3X
· concluding sentence – persuasive summation of paragraph (duct tape that connects back to the umbrella and connects to the next umbrella and reinforces the point of the paragraph)
Discussion about books
Lessons learned from the altered book project / advice to next year's students / advice to self on future projects
HW: vocab to know and love; independent reading: finish book by May 8th
Friday, April 19, 2013
Guiding question: How do an author’s decisions regarding diction, detail and syntax affect the reader’s experience?
Voice lesson: syntax: William Faulkner example
SSW: student choice (pay attention to your syntax)
SSW: Copy examples of diction, detail and syntax from the book you’ve chosen. Explain your author’s choices in these areas. How do the author’s choices affect you as a reader?
STAAR readiness
Testing pod info
Feedback on altered book project
Advice to next year's students on the altered book
HW:
For at least 30 minutes, read a book of your choosing (make notes of diction, detail and syntax choices of your author)
Vocab to know and love list (Do you have 3 words?)
Bring book to class and to read after the STAAR test
Voice lesson: syntax: William Faulkner example
SSW: student choice (pay attention to your syntax)
SSW: Copy examples of diction, detail and syntax from the book you’ve chosen. Explain your author’s choices in these areas. How do the author’s choices affect you as a reader?
STAAR readiness
Testing pod info
Feedback on altered book project
Advice to next year's students on the altered book
HW:
For at least 30 minutes, read a book of your choosing (make notes of diction, detail and syntax choices of your author)
Vocab to know and love list (Do you have 3 words?)
Bring book to class and to read after the STAAR test
Wednesday, April 17, 2013
Guiding question: How do an author’s decisions regarding diction, detail and syntax affect the reader’s experience?
Voice lesson: detail: Alberto Rios example
Writer’s notebook: student choice (pay attention to your detail)
Kealing library visits
HW:
For at least 30 minutes, read a 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 you’ve chosen
Bring book to class!
Note: no office hours next week due to STAAR testing
Voice lesson: detail: Alberto Rios example
Writer’s notebook: student choice (pay attention to your detail)
Kealing library visits
HW:
For at least 30 minutes, read a 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 you’ve chosen
Bring book to class!
Note: no office hours next week due to STAAR testing
Monday, April 15, 2013
Guiding question: How do an author’s decisions regarding diction, detail and syntax affect the reader’s experience?
SSW and participation self-evaluation
On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for the 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
SSW: # (in a box) 2nd box: Divide grade by two as this is a 50 point grade
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: Divide grade by two as this is a 50 point grade
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
Voice lesson: diction with example from Barbara Kingsolver
Writer’s notebook: student choice (pay attention to your diction)
Library overdue list; library visit next class
HW:
For at least 30 minutes, read a book of your choosing (make notes of diction choices of your author)
Bring book to class!
SSW and participation self-evaluation
On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for the 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
SSW: # (in a box) 2nd box: Divide grade by two as this is a 50 point grade
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: Divide grade by two as this is a 50 point grade
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
Voice lesson: diction with example from Barbara Kingsolver
Writer’s notebook: student choice (pay attention to your diction)
Library overdue list; library visit next class
HW:
For at least 30 minutes, read a book of your choosing (make notes of diction choices of your author)
Bring book to class!
Thursday, April 11, 2013
Guiding question: Under what circumstances do individuals stand up to care for another? What enables them to do so?
SSW: Free write. Try something fun or silly. Brainstorm topics as a class.
Biographies from Rescuers: Portraits of Moral Courage in the Holocaust
Rescuers: Portraits of Moral Courage in the Holocaust, by Gay Block and Malka Drucker
Class copies of biographies for:
Libuse Fries – Czechslovakia
Zofia Banecka – Poland
Marc Donadille – France
Fritz Heine - Germany
Esta Heiber – Belgium
Marie Taquet – Belgium
Pieter and Joyce Miedema – The Netherlands
Groups of 4: choose them yourselves
Each group receive biography on rescuer – class copies
Take notes on sheet of paper (will turn in today – one per student)
Who name of person
What what did s/he do that made him/her a rescuer / upstander
When
Where
Why/How circumstances that led to rescuer / upstander
Connection between biography AND something already know from Book Thief, When My Name Was Keoko, or study of World War II
Oral presentations – all participate
Collect notes on rescuer
HW:
none
All late work due by office hours on Tuesday, April 16
5th six weeks ends Friday, 4/19
SSW: Free write. Try something fun or silly. Brainstorm topics as a class.
Biographies from Rescuers: Portraits of Moral Courage in the Holocaust
Rescuers: Portraits of Moral Courage in the Holocaust, by Gay Block and Malka Drucker
Class copies of biographies for:
Libuse Fries – Czechslovakia
Zofia Banecka – Poland
Marc Donadille – France
Fritz Heine - Germany
Esta Heiber – Belgium
Marie Taquet – Belgium
Pieter and Joyce Miedema – The Netherlands
Groups of 4: choose them yourselves
Each group receive biography on rescuer – class copies
Take notes on sheet of paper (will turn in today – one per student)
Who name of person
What what did s/he do that made him/her a rescuer / upstander
When
Where
Why/How circumstances that led to rescuer / upstander
Connection between biography AND something already know from Book Thief, When My Name Was Keoko, or study of World War II
Oral presentations – all participate
Collect notes on rescuer
HW:
none
All late work due by office hours on Tuesday, April 16
5th six weeks ends Friday, 4/19
Tuesday, April 9, 2013
Altered Book Open House with parents, grandparents, administrators, and counselors
HW: none
HW: none
Friday, April 5, 2013
Debriefing about the Holocaust Museum and student reactions
SSW: 3 gratitudes either related to the Holocaust or to your daily life
Write artist's statement and self-evaluation using the rubric
Finishing touches on altered book project
HW: give parents invitation to altered book open house on Tuesday, 15 minutes into class period
you should be done with altered books, but if not add finishing touches
finish and polish artist's statement and self-evaluation
get an adult edit on artist's statement and self-evaluation
SSW: 3 gratitudes either related to the Holocaust or to your daily life
Write artist's statement and self-evaluation using the rubric
Finishing touches on altered book project
HW: give parents invitation to altered book open house on Tuesday, 15 minutes into class period
you should be done with altered books, but if not add finishing touches
finish and polish artist's statement and self-evaluation
get an adult edit on artist's statement and self-evaluation
Tuesday, April 2, 2013 / Wednesday, April 3, 2013
Tuesday: Fieldtrip to Holocaust Museum of Houston and the Health Science Museum
Wednesday: Extended Advisory Schedule: no English class
Wednesday: Extended Advisory Schedule: no English class
Monday, April 1, 2013
Review rubric and assignment for altered book project.
Q and A on altered book project
Work day on altered book project
Student-teacher conferences on progress
Feedback: most students need to add more analysis, more writing
Extension: you will have some time to work on Friday (note: we will also need some time to debrief about the Holocaust museum)
HW:
add writing and analysis to your altered book project
remind your parents about the altered book open house on Tuesday, April 9, 15 minutes into our class period
Q and A on altered book project
Work day on altered book project
Student-teacher conferences on progress
Feedback: most students need to add more analysis, more writing
Extension: you will have some time to work on Friday (note: we will also need some time to debrief about the Holocaust museum)
HW:
add writing and analysis to your altered book project
remind your parents about the altered book open house on Tuesday, April 9, 15 minutes into our class period
Thursday, March 20, 2013 / Monday, March 22 / Wednesday, March 24
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?
Altered book project work day 2
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
Start painting and making your pages
Last ten minutes: clean-up and organize supplies
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 Friday, April 5th and Open House for altered book project, Tuesday, April 9th; you should have invited your families by now; if you haven't done so, please do so today
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?
Altered book project work day 2
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
Start painting and making your pages
Last ten minutes: clean-up and organize supplies
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 Friday, April 5th and Open House for altered book project, Tuesday, April 9th; you should have invited your families by now; if you haven't done so, please do so today
Tuesday, March 19, 2013
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
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
Writer’s Notebook: Starting Points
Altered book planning and construction
HW:
continue to bring a book to alter and supplies
STILL bring your copy of The Book Thief (to reference during project)
NOTE: Altered book project due April 5
Open House for altered book project April 9; invite your families now, please
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
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
Writer’s Notebook: Starting Points
Altered book planning and construction
HW:
continue to bring a book to alter and supplies
STILL bring your copy of The Book Thief (to reference during project)
NOTE: Altered book project due April 5
Open House for altered book project April 9; invite your families now, please
Friday, March 8, 2013
On your feet to learn the theme chant and gestures
Theme is the author's main message about a key issue or idea; a universal truth; beyond plot; a complete sentence; debatable
SSW: Build a statement of theme.
Step one: Pick one word or phrase that is a key issue in the book. Pick a word that is an important concept, like sadness, loss, words, or fear.
Step two: Figure out what Zusak is trying to tell the reader about that key issue. Write a complete sentence about that key issue that conveys Zusak's message. (Do NOT start your sentence with "The theme is..." That's a trap and leads to an incomplete theme.)
Step three: Check to see if your sentence meets each part of our definition of theme. Since it is a universal truth, it should not include character names or plot details. If your sentence does include characters or plot, zoom out and make a universal statement.
Step four: Share your theme with a neighbor, checking to see if it meets all parts of the definition.
Step five: Come up with some examples from the text that support your theme. Examples with quotations will be stronger. Remember to include parenthetical citations.
Step six: Prove that your theme is a universal truth, by coming up with examples from life, history, or other works of literature or art.
Discussion of themes
Skits to illustrate themes
Planning of altered book project
Annotation check
Opportunity to check out a book for independent reading over spring break
HW: Bring all your materials for your altered book project to class starting on Tuesday after spring break
Theme is the author's main message about a key issue or idea; a universal truth; beyond plot; a complete sentence; debatable
SSW: Build a statement of theme.
Step one: Pick one word or phrase that is a key issue in the book. Pick a word that is an important concept, like sadness, loss, words, or fear.
Step two: Figure out what Zusak is trying to tell the reader about that key issue. Write a complete sentence about that key issue that conveys Zusak's message. (Do NOT start your sentence with "The theme is..." That's a trap and leads to an incomplete theme.)
Step three: Check to see if your sentence meets each part of our definition of theme. Since it is a universal truth, it should not include character names or plot details. If your sentence does include characters or plot, zoom out and make a universal statement.
Step four: Share your theme with a neighbor, checking to see if it meets all parts of the definition.
Step five: Come up with some examples from the text that support your theme. Examples with quotations will be stronger. Remember to include parenthetical citations.
Step six: Prove that your theme is a universal truth, by coming up with examples from life, history, or other works of literature or art.
Discussion of themes
Skits to illustrate themes
Planning of altered book project
Annotation check
Opportunity to check out a book for independent reading over spring break
HW: Bring all your materials for your altered book project to class starting on Tuesday after spring break
Wednesday, March 6, 2013
Writer’s Notebook: Humans – “their ugly and their beauty” (Zusak 491)
After Rudy gives the dying pilot a teddy bear, Death notes, “I’m always finding humans at their best and worst. I see their ugly and their beauty, and I wonder how the same thing can be both” (Zusak 491). Make a list of at least thirteen times when you recognized “beauty” in Zusak’s characters' actions.
Discussion
In-class individual reading/annotating 529-539
HW: Read and annotate to page p. 550, the end of the novel
bring a book to alter (choose wisely) and materials for your altered book project; start bringing materials on Friday; need ALL materials and book by Tuesday after spring break at the latest
After Rudy gives the dying pilot a teddy bear, Death notes, “I’m always finding humans at their best and worst. I see their ugly and their beauty, and I wonder how the same thing can be both” (Zusak 491). Make a list of at least thirteen times when you recognized “beauty” in Zusak’s characters' actions.
Discussion
In-class individual reading/annotating 529-539
HW: Read and annotate to page p. 550, the end of the novel
bring a book to alter (choose wisely) and materials for your altered book project; start bringing materials on Friday; need ALL materials and book by Tuesday after spring break at the latest
Monday, March 4, 2013
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: 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.
If you would like a line to get you started, here are a couple of 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
Pump-Up for the Altered Book Project
Pitch to student’s interests / build buy in and excitement
Introduce Altered Book Project
Handouts: Overview of Assignment and Rubric
Q and A
Samples from Kealing students and from the San Francisco Library's "Reversing Vandalism" exhibit
Brainstorm components students could include in the project
Prior work: SSW, classwork, work from handouts
Materials
Begin planning
In class reading: “Way of the Words” (8 pages)
HW:
Read and annotate 516-528 “Confessions,” “Ilsa Hermann’s Little Black Book,” and “The Rib-Cage Planes”
Gather materials and ideas for altered book project
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: 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.
If you would like a line to get you started, here are a couple of 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
Pump-Up for the Altered Book Project
Pitch to student’s interests / build buy in and excitement
Introduce Altered Book Project
Handouts: Overview of Assignment and Rubric
Q and A
Samples from Kealing students and from the San Francisco Library's "Reversing Vandalism" exhibit
Brainstorm components students could include in the project
Prior work: SSW, classwork, work from handouts
Materials
Begin planning
In class reading: “Way of the Words” (8 pages)
HW:
Read and annotate 516-528 “Confessions,” “Ilsa Hermann’s Little Black Book,” and “The Rib-Cage Planes”
Gather materials and ideas for altered book project
Thursday, February 28, 2013
MOY II
In class reading – “The Accident” and “The Bitter Taste of Questions” (4 pages)
HW: Read and annotate 481-507 “One Toolbox, One Bleeder, One Bear,” “Homecoming,” “The End of the World (Part I),” “The Ninety-Eighth Day,” and “The War Maker” (21 pages)
In class reading – “The Accident” and “The Bitter Taste of Questions” (4 pages)
HW: Read and annotate 481-507 “One Toolbox, One Bleeder, One Bear,” “Homecoming,” “The End of the World (Part I),” “The Ninety-Eighth Day,” and “The War Maker” (21 pages)
Tuesday, February 26, 2013
Guiding question: How does an author's use of literary devices impact meaning and elevate their writing?
SSW: Review your annotations for examples of literary devices (personification, metaphors, similes, symbols, motifs, alliteration). Collect a few examples of your favorite literary devices from last night's reading. Explain why you like them. Be sure to copy quotes directly and cite them parenthetically. "Amazing literary device," (Zusak 422).
Sharing
In class reading: “The Collector” and “The Bread Eaters” (10 pages)
Discussion
HW: Read and annotate 442-474 “The Hidden Sketchbook,” “The Anarchist’s Suit Collection,” “The Next Temptation,” “The Cardplayer,” “The Snows of Stalingrad” and “The Ageless Brother” (24 pages)
SSW: Review your annotations for examples of literary devices (personification, metaphors, similes, symbols, motifs, alliteration). Collect a few examples of your favorite literary devices from last night's reading. Explain why you like them. Be sure to copy quotes directly and cite them parenthetically. "Amazing literary device," (Zusak 422).
Sharing
In class reading: “The Collector” and “The Bread Eaters” (10 pages)
Discussion
HW: Read and annotate 442-474 “The Hidden Sketchbook,” “The Anarchist’s Suit Collection,” “The Next Temptation,” “The Cardplayer,” “The Snows of Stalingrad” and “The Ageless Brother” (24 pages)
Friday, February 22, 2013
Reading from the United States Holocaust Memorial Museum
Holocaust Encyclopedia
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.
SSW: What message do you think that Niemoller was trying to convey through these words? Talk about 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.
Notebook organization
Reminder: there will be a quiz next week about what we've learned this six weeks; it will be open-notebook; if you are organized, you won't need to study
Mural submissions: Design the "No Place for Hate" mural
Kealing’s No Place for Hate Committee is asking for submissions for a wall mural that will be painted between the 200 and 500 wings.
Mural submission requirements:
· Should be inspired by this quote: “Stand up for what you believe in, even if it means standing alone.”
· Must be black and white OR no more than 3 colors
· Should be on paper no larger than 11x14
SO… if you are an ally and excited to show your artistic talents, get your No Place for Hate mural ideas to Ms. Caitlin in CIS or Ms. Feldman, 6th Grade Counselor
Deadline: FRIDAY FEBRUARY 22ND
Let’s make Kealing No Place for Hate!
In-class reading – “Frau Holzapfel’s Offer” and “The Long Walk to Dachau” (9 ½ pages)
HW: Read and annotate 397-430 “Peace,” “The Idiot and the Coat Men,” “Dominoes and Darkness,” “The Thought of Rudy Naked,” “Punishment,” and “The Promise Keeper’s Wife,” (26 pages)
Make sure your notebook is organized for the quiz
Holocaust Encyclopedia
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.
SSW: What message do you think that Niemoller was trying to convey through these words? Talk about 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.
Notebook organization
Reminder: there will be a quiz next week about what we've learned this six weeks; it will be open-notebook; if you are organized, you won't need to study
Mural submissions: Design the "No Place for Hate" mural
Kealing’s No Place for Hate Committee is asking for submissions for a wall mural that will be painted between the 200 and 500 wings.
Mural submission requirements:
· Should be inspired by this quote: “Stand up for what you believe in, even if it means standing alone.”
· Must be black and white OR no more than 3 colors
· Should be on paper no larger than 11x14
SO… if you are an ally and excited to show your artistic talents, get your No Place for Hate mural ideas to Ms. Caitlin in CIS or Ms. Feldman, 6th Grade Counselor
Deadline: FRIDAY FEBRUARY 22ND
Let’s make Kealing No Place for Hate!
In-class reading – “Frau Holzapfel’s Offer” and “The Long Walk to Dachau” (9 ½ pages)
HW: Read and annotate 397-430 “Peace,” “The Idiot and the Coat Men,” “Dominoes and Darkness,” “The Thought of Rudy Naked,” “Punishment,” and “The Promise Keeper’s Wife,” (26 pages)
Make sure your notebook is organized for the quiz
Wednesday, February 20, 2013
Guiding Question: Which aspects of your identity are most essential to you? Would you be willing to deny any part of your identity?
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).
Plot diagram handout
Discussion prep: Look back over your annotations, what questions do you have and what insights do you want to share?
Discussion
In-class reading – “The Visitor,” “The Schmunzeler” and “Death’s Diary: The Parisians” (10 ½ pages)
Notebook organization
HW: Read and annotate to page p. 353-384 “Champagne and Accordians,” “The Trilogy,” “The Sound of Sirens” and “The Sky Stealer” (28 pages); make sure your notebook is organized; this will help you with our future activities and with a quiz next week over what we have studied this six weeks
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).
Plot diagram handout
Discussion prep: Look back over your annotations, what questions do you have and what insights do you want to share?
Discussion
In-class reading – “The Visitor,” “The Schmunzeler” and “Death’s Diary: The Parisians” (10 ½ pages)
Notebook organization
HW: Read and annotate to page p. 353-384 “Champagne and Accordians,” “The Trilogy,” “The Sound of Sirens” and “The Sky Stealer” (28 pages); make sure your notebook is organized; this will help you with our future activities and with a quiz next week over what we have studied this six weeks
Friday, February 15, 2013
SSW: Review your annotations and character sheet, focusing on Rudy's actions. Pick a specific significant scene or two and analyze Rudy's character traits and actions.
SSW sharing
Grade conferences:
epidemic of work with no names
all late / absent work due by the end of the day on Tuesday, February 19th
Vocab to know and love quizzes
Reading of Martin Niemoller's "First They Came for the Socialists..."
Discussion
In-class reading –“The Floating Book” and “Death’s Diary: 1942” (7 pages)
HW: Read and annotate 311-338 “The Snowman,” “Thirteen Presents,” “Fresh Air, An Old Nightmare, and What to do with a Jewish Corpse” and “Death’s Diary: Cologne” (25 pages)
SSW sharing
Grade conferences:
epidemic of work with no names
all late / absent work due by the end of the day on Tuesday, February 19th
Vocab to know and love quizzes
Reading of Martin Niemoller's "First They Came for the Socialists..."
Discussion
In-class reading –“The Floating Book” and “Death’s Diary: 1942” (7 pages)
HW: Read and annotate 311-338 “The Snowman,” “Thirteen Presents,” “Fresh Air, An Old Nightmare, and What to do with a Jewish Corpse” and “Death’s Diary: Cologne” (25 pages)
Wednesday, February 13,2013
SSW: SSW and Participation Self-Evaluations
On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for the 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: Divide grade by two as this is a 50 point grade
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
study silently for vocab to know and love
quiz a partner on vocab to know and love
Reading aloud, annotation and discussion of "The Whistler and the Shoes"
HW: read and annotate to page 299; study for vocab to know and love
On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for the 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: Divide grade by two as this is a 50 point grade
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
study silently for vocab to know and love
quiz a partner on vocab to know and love
Reading aloud, annotation and discussion of "The Whistler and the Shoes"
HW: read and annotate to page 299; study for vocab to know and love
Monday, February 11, 2013
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
Mein Kampf altered pages
Annotation check
Words to know and love list: progress check
study with a partner
HW: Read and annotate to page 281; study for vocab to know and love quiz; quizzes will start next class
Discussion of our reactions to the book
Mein Kampf altered pages
Annotation check
Words to know and love list: progress check
study with a partner
HW: Read and annotate to page 281; study for vocab to know and love quiz; quizzes will start next class
Thursday, February 7, 2013
Guiding Question: How can guilt work for us and how can it work against us?
Writer’s Notebook: Hans and Max suffer from a lot of guilt. Choose one of them and describe the guilt they feel and how it is helping or hurting them. Do you think Hans or Max should feel so guilty? Why or why not?
Cleaning up Loose Ends...
Finish and discuss...
Literary Devices Handout
Liesel's relationships
pre-war Life magazine photos
Grammar test corrections
Ink Blot parent edits and submissions
In-class reading – “Pages from the Basement”
sandpaper squares: writing needs to made easy to read; use contrasting colors
HW: Read and annotate to page p. 266
Writer’s Notebook: Hans and Max suffer from a lot of guilt. Choose one of them and describe the guilt they feel and how it is helping or hurting them. Do you think Hans or Max should feel so guilty? Why or why not?
Cleaning up Loose Ends...
Finish and discuss...
Literary Devices Handout
Liesel's relationships
pre-war Life magazine photos
Grammar test corrections
Ink Blot parent edits and submissions
In-class reading – “Pages from the Basement”
sandpaper squares: writing needs to made easy to read; use contrasting colors
HW: Read and annotate to page p. 266
Tuesday, February 5, 2013
Guiding Question: What is the significance of sacrifice in the novel?
Writer’s Notebook: 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.
Relationships in the novel (handout)
Continue / discuss literary devices handout
Feedback on Parts of Speech Quiz; come to office hours if you need help
Tell Them We Remember – “Nazi Propaganda and Censorship”
HW: Read and annotate to page p. 222
Make corrections to parts of speech test
if did not finish class, finish relationship chart
Note: no office hours this Tuesday due to mandatory faculty meeting
Writer’s Notebook: 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.
Relationships in the novel (handout)
Continue / discuss literary devices handout
Feedback on Parts of Speech Quiz; come to office hours if you need help
Tell Them We Remember – “Nazi Propaganda and Censorship”
HW: Read and annotate to page p. 222
Make corrections to parts of speech test
if did not finish class, finish relationship chart
Note: no office hours this Tuesday due to mandatory faculty meeting
Friday, February 1st, 2013
Guiding Question: How can we all be more open toward forgiveness? (Of one another and ourselves?) Think about Liesel and Ludwig. Think about Hans’ survivor’s guilt.
SSW: What is the perfect place for you? Why? Describe the place in vivid and poetic detail. Explain in persuasive detail why this place is perfect for you.
Review Parts of Speech and adjectives/adverbs handouts
Adj./Adv. quiz
Literary devices handout
In-class reading – “A Good Girl” (185-186) and start “A Short History of the Jewish Fist Fighter” (187)
HW: Read and annotate to page p. 206;
reminder: adult edit and revised copy of typed InkBlot piece is due next class if you haven't already done so
SSW: What is the perfect place for you? Why? Describe the place in vivid and poetic detail. Explain in persuasive detail why this place is perfect for you.
Review Parts of Speech and adjectives/adverbs handouts
Adj./Adv. quiz
Literary devices handout
In-class reading – “A Good Girl” (185-186) and start “A Short History of the Jewish Fist Fighter” (187)
HW: Read and annotate to page p. 206;
reminder: adult edit and revised copy of typed InkBlot piece is due next class if you haven't already done so
Wedneday, January 30, 2013
SSW: Write about a memorable day in Liesel's life. Use colors to express emotions.
PowerPoint for LA electives
Return/review adjectives/adverbs handout – Quiz next class
In-class reading – 161-170 “Tricksters” and “The Struggler, Concluded”
HW:
Read and annotate to page 184;
study for adj./adv. quiz;
get an adult edit on InkBlot piece and print corrected copy
PowerPoint for LA electives
Return/review adjectives/adverbs handout – Quiz next class
In-class reading – 161-170 “Tricksters” and “The Struggler, Concluded”
HW:
Read and annotate to page 184;
study for adj./adv. quiz;
get an adult edit on InkBlot piece and print corrected copy
Monday, January 28, 2013
SSW: Read and respond to President Obama's statement about International Holocaust Rememberence Day. Why is important to remember the Holocaust?
Discussion of homework: Discuss the significance of each of Liesel's four books.
Q and A about recent reading
Grammar handouts: Parts of Speech Review and Adjectives and Adverbs
Adjective and Adverb activity
Read and annotate through page 141 in class
HW: read and annotate through page 160;
study for quiz on parts of speech, especially adjectives and adverbs on Friday
Ink Blot piece should have been revised and typed and ready to submit at the beginning of last week, but if you haven't typed it please to do so and have it ready for next class
Discussion of homework: Discuss the significance of each of Liesel's four books.
Q and A about recent reading
Grammar handouts: Parts of Speech Review and Adjectives and Adverbs
Adjective and Adverb activity
Read and annotate through page 141 in class
HW: read and annotate through page 160;
study for quiz on parts of speech, especially adjectives and adverbs on Friday
Ink Blot piece should have been revised and typed and ready to submit at the beginning of last week, but if you haven't typed it please to do so and have it ready for next class
Thursday, January 17, 2013
Guiding Question: How can both beauty and destruction exist in the world?
SSW: 1st only: evaluation of Japanese lessons
Ink Blot revision
Peer editing of Ink Blot pieces Handout
Words to KNOW and Love: You may find some of the vocabulary from The Book Thief difficult. Create a list of words from the novel that you have learned while reading or that you still aren’t sure of the meaning. Write 10 challenging (English) words that you have come across so far. Make sure you spell the word correctly, write down what part of speech it is, write the meaning in your own words, and use it in a complete sentence. Due?
Reading and discussion of “Hitler Comes to Power” and “The Nazi Terror Begins” from Tell Them We Remember
Work on character handouts
Class discussion about The Book Thief focusing on characters and connections to historical readings
HW: Read and annotate to page 80;
work on Ink Blot piece based on peer editing comments
SSW: 1st only: evaluation of Japanese lessons
Ink Blot revision
Peer editing of Ink Blot pieces Handout
Words to KNOW and Love: You may find some of the vocabulary from The Book Thief difficult. Create a list of words from the novel that you have learned while reading or that you still aren’t sure of the meaning. Write 10 challenging (English) words that you have come across so far. Make sure you spell the word correctly, write down what part of speech it is, write the meaning in your own words, and use it in a complete sentence. Due?
Reading and discussion of “Hitler Comes to Power” and “The Nazi Terror Begins” from Tell Them We Remember
Work on character handouts
Class discussion about The Book Thief focusing on characters and connections to historical readings
HW: Read and annotate to page 80;
work on Ink Blot piece based on peer editing comments
Tuesday, January 15, 2013
SSW: Look through your writer's notebook to find a piece you would like to “polish” for a submission to Ink Blot. If you insist, you may also start something new. (Pass around copies of Ink Blot)
Handout “Introduction to Holocaust” with definitions
Read and Discuss (15 min.)
In-class reading and annotating “The Kiss” (46-55)
HW: Read and annotate 56 – 68; Have at least part of a rough draft Ink Blot submission ready to share next class
Handout “Introduction to Holocaust” with definitions
Read and Discuss (15 min.)
In-class reading and annotating “The Kiss” (46-55)
HW: Read and annotate 56 – 68; Have at least part of a rough draft Ink Blot submission ready to share next class
Friday, January 11, 2013
Guiding Question: How can both beauty and destruction exist in the world?
Presentation on Japanese kanji
SSW: Look back at your first entry this semester – about your most memorable day. Write a free verse poem about the day.
Small groups write Socratic Seminar questions based on pages 17-29; pass questions around for sts. to write notes for answers; class discussion about questions and answers (30 min.)
HW: Read and annotate pages 30 – 45.
Presentation on Japanese kanji
SSW: Look back at your first entry this semester – about your most memorable day. Write a free verse poem about the day.
Small groups write Socratic Seminar questions based on pages 17-29; pass questions around for sts. to write notes for answers; class discussion about questions and answers (30 min.)
HW: Read and annotate pages 30 – 45.
Wednesday, January 9, 2013
Guiding Question: What is the effect of having Death serve as the narrator?
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.)
Handout “Characters (and a few literary terms)”
Class discussion to fill in #1 and class discussion about allusions and fill in #2, part A
Return “Step Up” paragraphs and discuss – specifically if any of their ideas changed after actually reading the beginning of the book. Create class list
Take out “Predictions” handout and share questions in small groups; answer any unanswered questions as a class; COLLECT (10 min.) (hw grade)
“After WW I and before WW II” Handout
Read and discuss (15 min.)
Begin “Part One” (page 17)
HW: Read and annotate to page 29
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.)
Handout “Characters (and a few literary terms)”
Class discussion to fill in #1 and class discussion about allusions and fill in #2, part A
Return “Step Up” paragraphs and discuss – specifically if any of their ideas changed after actually reading the beginning of the book. Create class list
Take out “Predictions” handout and share questions in small groups; answer any unanswered questions as a class; COLLECT (10 min.) (hw grade)
“After WW I and before WW II” Handout
Read and discuss (15 min.)
Begin “Part One” (page 17)
HW: Read and annotate to page 29
Monday, January 7, 2013
Guiding Question: What are some ways a writer could bring to life an idea?
New Seating Chart (5 min.)
Magnet Showcase this Thurs. 6 – 8 pm; confirm volunteers (5 min.)
Journal: 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 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 (5 min.)
Magnet Showcase this Thurs. 6 – 8 pm; confirm volunteers (5 min.)
Journal: 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 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.
Thursday, December 20, 2012
SSW: Write about what you have learned this semester in Magnet English. What have you most enjoyed about English class? What are your goals for next semester?
Feedback on open mike
Turn in Two Perspectives short story (final copy stapled + rubric loose on top)
B/W photos
Respond to black and white photos from Korea during WWII
Write a poem about the person in the photograph
Pair and share
Whole class sharing
People in photos remind you of Keoko characters?
Abuji, Uncle, Tae-yul, Sun-hee (why so few?), Omoni, Mrs. Ahn
Bring photo to front class, line up, share your analysis
“Opponents try to block memorial for Korean kamikaze” article
Japan Times, May 10, 2008
HYPERLINK "http://search.japantimes.co.jp/print/nn20080510a6.html" 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
HYPERLINK "http://www.youtube.com/watch?v=j0VQecW_d5o&feature=player_embedded#" http://www.youtube.com/watch?v=j0VQecW_d5o&feature=player_embedded#
Discussion of end of Keoko
HW: have a restful break
read something that you want to read
Bring Zusak's The Book Thief and bring to class on Monday, January 7, 2013; last chance to let me know if you need a copy
Feedback on open mike
Turn in Two Perspectives short story (final copy stapled + rubric loose on top)
B/W photos
Respond to black and white photos from Korea during WWII
Write a poem about the person in the photograph
Pair and share
Whole class sharing
People in photos remind you of Keoko characters?
Abuji, Uncle, Tae-yul, Sun-hee (why so few?), Omoni, Mrs. Ahn
Bring photo to front class, line up, share your analysis
“Opponents try to block memorial for Korean kamikaze” article
Japan Times, May 10, 2008
HYPERLINK "http://search.japantimes.co.jp/print/nn20080510a6.html" 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
HYPERLINK "http://www.youtube.com/watch?v=j0VQecW_d5o&feature=player_embedded#" http://www.youtube.com/watch?v=j0VQecW_d5o&feature=player_embedded#
Discussion of end of Keoko
HW: have a restful break
read something that you want to read
Bring Zusak's The Book Thief and bring to class on Monday, January 7, 2013; last chance to let me know if you need a copy
Tuesday, December 18, 2012
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 suggest 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
SSW: Self-Evaluation of two perspectives creative writing using the rubric
Need a few volunteers for magnet showcase, Thursday, January 10 from 6-8
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 7, 2013; 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
Open Mike: sharing of two perspectives creative writing and sharing of healthy food
SSW: Self-Evaluation of two perspectives creative writing using the rubric
Need a few volunteers for magnet showcase, Thursday, January 10 from 6-8
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 7, 2013; 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
Friday, December 14, 2012 (regular schedule)
Turn in Keoko dialectical journal (DJ) - VISUALIZE, CONNECT, PREDICT and EVALUATE entries
Vocabulary to know and love quizzes
SSW: SSW and Participation and Keoko annotation self-evaluation
Writer’s notebook check for 3rd Six Weeks – self evaluation with rubric
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: # (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
Annotations Rubric
100 – well done, note themes, more than summary (perhaps comment/connect/question/predict)
95 – well done, but a little less complete
90 – some entries well done, but sections untouched, emotions and/or only underlined
80 – mostly only underlined and/or emotions (Yay! Wow! Gross! Sad!)
Revision and peer editing of two perspectives creative writing
Two perspectives creative writing open mike/celebration next class (may bring healthy food) (no sodas, no junk, no non-food items)
HW: Polish your two perscpectives 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
Bring healthy food to share at the open mike
Vocabulary to know and love quizzes
SSW: SSW and Participation and Keoko annotation self-evaluation
Writer’s notebook check for 3rd Six Weeks – self evaluation with rubric
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: # (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
Annotations Rubric
100 – well done, note themes, more than summary (perhaps comment/connect/question/predict)
95 – well done, but a little less complete
90 – some entries well done, but sections untouched, emotions and/or only underlined
80 – mostly only underlined and/or emotions (Yay! Wow! Gross! Sad!)
Revision and peer editing of two perspectives creative writing
Two perspectives creative writing open mike/celebration next class (may bring healthy food) (no sodas, no junk, no non-food items)
HW: Polish your two perscpectives 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
Bring healthy food to share at the open mike
Wednesday, December 12, 2012 (short classes because of finals schedule)
SSW: work on finalizing creative writing
Author's Purpose (PIE)
Take notes on back of map
P = Persuade (involves directive)
I = Inform
E = Entertain
EVALUATE entry DJ (from any part of text AFTER finish reading book)
Turn your dialectical journals into your bin (or take home if you fell behind and need to finish)
Two Perspectives Piece Writing Workshop
HW:
Turn in completed (all four entries) dialectical journal (DJ) on Friday (you should have finished this in class, but if you did not, finish for homework)
Revised draft of creative writing for peer editing on Friday
Vocabulary to know and love quizzes on Friday
Bring Zusak’s The Book Thief when return in January! Let me know now if you need me to get you a copy.
Author's Purpose (PIE)
Take notes on back of map
P = Persuade (involves directive)
I = Inform
E = Entertain
EVALUATE entry DJ (from any part of text AFTER finish reading book)
Turn your dialectical journals into your bin (or take home if you fell behind and need to finish)
Two Perspectives Piece Writing Workshop
HW:
Turn in completed (all four entries) dialectical journal (DJ) on Friday (you should have finished this in class, but if you did not, finish for homework)
Revised draft of creative writing for peer editing on Friday
Vocabulary to know and love quizzes on Friday
Bring Zusak’s The Book Thief when return in January! Let me know now if you need me to get you a copy.
Monday, December 10, 2012 (extra long classes because of finals schedule)
Socratic Seminars
Socratic Seminar peer feedback, self-evaluation and teacher conferences
Rubric for two perspectives creative writing
Finishing first draft and peer conferencing of two perspectives creative writing
Finish reading and annotating Keoko
HW:
Note: I am giving you all of the homework for the week now because of finals week. Make your own plan for getting everything done by Friday to best fit your finals schedule. Make good use of your class time so that you don't have too much homework.
Finish reading and annotating Keoko, (if did not finish in class) by Wednesday
Completed draft of creative writing for peer editing on Wednesday (should have finished in class)
Vocabulary to know and love quizzes on Friday
Bring Zusak’s The Book Thief when return on Monday, January 7th, an A-day. Let me know now if you need me to get you a copy.
Socratic Seminar peer feedback, self-evaluation and teacher conferences
Rubric for two perspectives creative writing
Finishing first draft and peer conferencing of two perspectives creative writing
Finish reading and annotating Keoko
HW:
Note: I am giving you all of the homework for the week now because of finals week. Make your own plan for getting everything done by Friday to best fit your finals schedule. Make good use of your class time so that you don't have too much homework.
Finish reading and annotating Keoko, (if did not finish in class) by Wednesday
Completed draft of creative writing for peer editing on Wednesday (should have finished in class)
Vocabulary to know and love quizzes on Friday
Bring Zusak’s The Book Thief when return on Monday, January 7th, an A-day. Let me know now if you need me to get you a copy.
Thursday, December 6, 2012
Students who did not finish benchmarks on Tuesday, need to finish during SSW
SSW: revise piece from two perspectives
Read and discuss “Poem for Two Voices”
finish prediction and connection entries of dialectical journal
Keoko in-class reading/annotating
reminder next week is finals schedule: we will have extra long classes (2.5 hours plus) on Monday which will give us time to do our Socratic Seminars and peer edit our two perspective pieces. We will have a short class (about 45 minutes) on Wednesday and a regular schedule on Friday. Review the finals schedule that you received in advisory.
Socratic Seminar Planning
Take out the four handouts and your writing from our last Socratic Seminar and review them
Rubric
Socratic Seminars: What's the Difference between Dialogue and Debate
The World Connection Questions
Socratic Seminar Peer Evaluations
Socratic Seminar Self Evaluation
Review your feedback and the rubric from our last Socratic Seminar and think about how you will improve
HW:
Read/annotate Keoko through Chapter 28 (to p. 163)
Ten Questions for Socratic Seminar (two of each type)
Vocabulary to know and love (quizzes Friday, December 14th)
SSW: revise piece from two perspectives
Read and discuss “Poem for Two Voices”
finish prediction and connection entries of dialectical journal
Keoko in-class reading/annotating
reminder next week is finals schedule: we will have extra long classes (2.5 hours plus) on Monday which will give us time to do our Socratic Seminars and peer edit our two perspective pieces. We will have a short class (about 45 minutes) on Wednesday and a regular schedule on Friday. Review the finals schedule that you received in advisory.
Socratic Seminar Planning
Take out the four handouts and your writing from our last Socratic Seminar and review them
Rubric
Socratic Seminars: What's the Difference between Dialogue and Debate
The World Connection Questions
Socratic Seminar Peer Evaluations
Socratic Seminar Self Evaluation
Review your feedback and the rubric from our last Socratic Seminar and think about how you will improve
HW:
Read/annotate Keoko through Chapter 28 (to p. 163)
Ten Questions for Socratic Seminar (two of each type)
Vocabulary to know and love (quizzes Friday, December 14th)
Tuesday, December 4, 2012
MOY (Middle of Year) benchmark - Reading
In-class work on prediction entry on dialectical journal (DJ) (based on reading through Chapters 22)
Keoko in-class reading/annotating
HW
Read/annotate Keoko through Chapter 26 (to p. 141)
Vocabulary to know and love (quizzes on Friday, December 14) (same format – definition, part of speech, in context, way to remember)
In-class work on prediction entry on dialectical journal (DJ) (based on reading through Chapters 22)
Keoko in-class reading/annotating
HW
Read/annotate Keoko through Chapter 26 (to p. 141)
Vocabulary to know and love (quizzes on Friday, December 14) (same format – definition, part of speech, in context, way to remember)
Friday, November 30, 2012
Big picture question: How does the incorporation of multiple narrative perspectives impact the reader?
SSW: Creative writing from two perspectives
Share visualization entries from dialectical journals
Korean Culture/History PP
Laws that Discriminate
each person will get either a reading about Jim Crow Laws (yellow copies) or Nazi Germany (purple copies)
both purple and yellow copies have same info on front about the Japanese Occupation of Korea
read both sides and then pair up with someone with a different colored handout and teach them the information
Make a Venn diagram as a class comparing / contrasting
Japanese Occupation of Korea
Jim Crow
Nazi Germany
Keoko in-class reading/annotating
HW:
Read/annotate Keoko through Chapter 22 (to page 121)
Vocabulary to know and love (6 words yet?)
SSW: Creative writing from two perspectives
Share visualization entries from dialectical journals
Korean Culture/History PP
Laws that Discriminate
each person will get either a reading about Jim Crow Laws (yellow copies) or Nazi Germany (purple copies)
both purple and yellow copies have same info on front about the Japanese Occupation of Korea
read both sides and then pair up with someone with a different colored handout and teach them the information
Make a Venn diagram as a class comparing / contrasting
Japanese Occupation of Korea
Jim Crow
Nazi Germany
Keoko in-class reading/annotating
HW:
Read/annotate Keoko through Chapter 22 (to page 121)
Vocabulary to know and love (6 words yet?)
Wednesday, November 28, 2012
Big picture question: How does the incorporation of multiple narrative perspectives impact the reader?
SSW: Choose something that you’re written before, and rewrite it, from a different perspective.
Overview: 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.
Discussion: How does Park's choice of two narrator's enhance the reader's experience? What will you need to do as a writer to make the two perspectives meaningful and interesting for your readers?
Is your binder organized?
Map/terms
Define identity and point of view.
Introduce dialectical journal (DJ) for Keoko
In-class work on “VISUALIZE” entry on dialectical journal (DJ)
Keoko in-class reading/annotating
HW:
Read/annotate Keoko through Chapter 17 (to page 99) (remember to track your time)
Finish “VISUALIZE” entry on dialectical journal (DJ) (based on Chapters 1-12)
Vocabulary to know and love (4 words yet?)
optional fun and healthy events:
Bike Club Ride this Thursday
Kickball this Friday from 3-5 in the gym for all sixth graders and their families
Spelling Bee next Wednesday in Mr. Cid's room from 3-4; extra credit for participation; extra extra credit for finishing in the top three
SSW: Choose something that you’re written before, and rewrite it, from a different perspective.
Overview: 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.
Discussion: How does Park's choice of two narrator's enhance the reader's experience? What will you need to do as a writer to make the two perspectives meaningful and interesting for your readers?
Is your binder organized?
Map/terms
Define identity and point of view.
Introduce dialectical journal (DJ) for Keoko
In-class work on “VISUALIZE” entry on dialectical journal (DJ)
Keoko in-class reading/annotating
HW:
Read/annotate Keoko through Chapter 17 (to page 99) (remember to track your time)
Finish “VISUALIZE” entry on dialectical journal (DJ) (based on Chapters 1-12)
Vocabulary to know and love (4 words yet?)
optional fun and healthy events:
Bike Club Ride this Thursday
Kickball this Friday from 3-5 in the gym for all sixth graders and their families
Spelling Bee next Wednesday in Mr. Cid's room from 3-4; extra credit for participation; extra extra credit for finishing in the top three
Monday, November 26, 2012
SSW: Describe in vivid detail the meal that you helped prepare for Thanksgiving dinner.
Class discussion Keoko (questions through Ch. 6)
Sohn Kee-chung biography
In-class reading/annotating: Chapter 7 (A day)
HW:
Read/annotate Keoko through Chapter 12 (to page 64)
Focus on identity of characters in Keoko
Write two questions for class discussion
Class discussion Keoko (questions through Ch. 6)
Sohn Kee-chung biography
In-class reading/annotating: Chapter 7 (A day)
HW:
Read/annotate Keoko through Chapter 12 (to page 64)
Focus on identity of characters in Keoko
Write two questions for class discussion
Thanksgiving Break, Wednesday, November 21 - Sunday, November 25
Eat, read, sleep, enjoy time with family, friends, and nature.
Monday, November 19, 2012
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 on the yellow sheet. Write 2-3 sentences about that name, and why you chose it.
Make a nameplate – grey for Korean names, and red for Japanese names.
Fold the paper in thirds.
On one side, write: your current name, its meaning, and draw a picture
On another side, write: your new Japanese/Korean name, its meaning, and draw a picture
Pronunciation keys
http://www.hearnames.com/pronunciations/korean-names.html
Korean and Japanese names
Introduction to When My Name Was Keoko
In-class reading: Chapter 1
Discuss Elements of Sentence Construction
HW:
Read/annotate Keoko through Chapter 6 (to page 28)
Annotate with a focus on identity of the characters in Keoko
Write 2 questions for class discussion (may be any type of question from the 5 categories we used in Socratic Seminars)
Glynn Owens Memorial Homework: Cook something for Thanksgiving dinner. Collaborate with a family member.
Then, choose a different name to go by during this unit from the list of Korean and Japanese names on the yellow sheet. Write 2-3 sentences about that name, and why you chose it.
Make a nameplate – grey for Korean names, and red for Japanese names.
Fold the paper in thirds.
On one side, write: your current name, its meaning, and draw a picture
On another side, write: your new Japanese/Korean name, its meaning, and draw a picture
Pronunciation keys
http://www.hearnames.com/pronunciations/korean-names.html
Korean and Japanese names
Introduction to When My Name Was Keoko
In-class reading: Chapter 1
Discuss Elements of Sentence Construction
HW:
Read/annotate Keoko through Chapter 6 (to page 28)
Annotate with a focus on identity of the characters in Keoko
Write 2 questions for class discussion (may be any type of question from the 5 categories we used in Socratic Seminars)
Glynn Owens Memorial Homework: Cook something for Thanksgiving dinner. Collaborate with a family member.
Thursday, November 15, 2012
Big picture question: How does sentence structure impact meaning?
SSW: 3 gratitudes + student choice
SSW sharing
Visit 7th Grade English classes for Studs Terkel’s Oral Histories OR Documentary from Yemen
Everything Wanted to Know about Subjects and Predicates Powerpoint
Finish partner work on Arabic Poetry
Finish teacher student conferences on six weeks grades and Socratic Seminar participation
Finish vocab to know and love quizzes
HW:
Elements of Sentence Construction
Vocab to know and love
bring When My Name Was Keoko every class starting this class
SSW: 3 gratitudes + student choice
SSW sharing
Visit 7th Grade English classes for Studs Terkel’s Oral Histories OR Documentary from Yemen
Everything Wanted to Know about Subjects and Predicates Powerpoint
Finish partner work on Arabic Poetry
Finish teacher student conferences on six weeks grades and Socratic Seminar participation
Finish vocab to know and love quizzes
HW:
Elements of Sentence Construction
Vocab to know and love
bring When My Name Was Keoko every class starting this class
Tuesday, November 13, 2012
Big picture question: How does listening impact our learning and our relationships?
SSW: “Most people do not listen with the intent to understand; they listen with the intent to reply. They are either speaking or preparing to speak.” ~ Stephen R. Covey
How many times have you heard about the importance of listening? Did you fully understand what that means? It means stopping your own brain from trying to think of what YOU want to say and being in tune with another human being and what THEY want to say. It means caring enough to hold space – to hold silence – for someone to share. And, after they have had a chance to share, it means responding thoughtfully – if appropriate. Sometimes silence from the listener is the best compliment and gift you can give someone else. Practice listening to someone today, you’ll be amazed at what you’ll hear!
Debrief Socratic Seminar
Individualized quizzes on vocabulary to know and love
Conferences on six weeks grades and socratic seminar participation
Arabic poetry
HW:
Is your binder organized?
Start new vocabulary to know and love booklet/list (10 more words!)
bring When My Name Was Keoko every class starting next class
SSW: “Most people do not listen with the intent to understand; they listen with the intent to reply. They are either speaking or preparing to speak.” ~ Stephen R. Covey
How many times have you heard about the importance of listening? Did you fully understand what that means? It means stopping your own brain from trying to think of what YOU want to say and being in tune with another human being and what THEY want to say. It means caring enough to hold space – to hold silence – for someone to share. And, after they have had a chance to share, it means responding thoughtfully – if appropriate. Sometimes silence from the listener is the best compliment and gift you can give someone else. Practice listening to someone today, you’ll be amazed at what you’ll hear!
Debrief Socratic Seminar
Individualized quizzes on vocabulary to know and love
Conferences on six weeks grades and socratic seminar participation
Arabic poetry
HW:
Is your binder organized?
Start new vocabulary to know and love booklet/list (10 more words!)
bring When My Name Was Keoko every class starting next class
Monday, November 12, 2012
Student holiday: read and play outside.
Thursday, November 8, 2012
Socratic Seminar on “The Vice Principal”
HW:
Self-Evaluation with rubric of Socratic Seminar (2 paragraphs)
1st paragraph: Your participation
2nd paragraph: Class participation as a whole
Study Vocabulary to Know and Love (quizzes NEXT CLASS)
Is your binder organized?
Copy of When My Name Was Keoko by NEXT CLASS
HW:
Self-Evaluation with rubric of Socratic Seminar (2 paragraphs)
1st paragraph: Your participation
2nd paragraph: Class participation as a whole
Study Vocabulary to Know and Love (quizzes NEXT CLASS)
Is your binder organized?
Copy of When My Name Was Keoko by NEXT CLASS
Tuesday, November 6, 2012
Writing time (20 min)
3 gratitudes
reminder: 1SW ends next Friday; please create a gradespeed account if you don't have one; see instructions on kealing.org; see me about your grades if you don't have gradespeed
Writer’s notebook 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 the 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: Divide grade by two as this is a 50 point grade
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
Introduction to Socratic Seminars
Pre-Seminar Question Writing
“The Vice Principal” in-class reading/annotating - start page 27 (half way down page)
Define more terms on back of map
HW:
FINISH reading/annotating “The Vice Principal”
Create five questions for Socratic Seminar on “The Vice Principal” (use SS questions –VP handout)
Copy of When My Name Was Keoko by Tuesday, November 13th
Study Vocabulary to Know and Love (quizzes onTuesday, November 13th )
3 gratitudes
reminder: 1SW ends next Friday; please create a gradespeed account if you don't have one; see instructions on kealing.org; see me about your grades if you don't have gradespeed
Writer’s notebook 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 the 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: Divide grade by two as this is a 50 point grade
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
Introduction to Socratic Seminars
Pre-Seminar Question Writing
“The Vice Principal” in-class reading/annotating - start page 27 (half way down page)
Define more terms on back of map
HW:
FINISH reading/annotating “The Vice Principal”
Create five questions for Socratic Seminar on “The Vice Principal” (use SS questions –VP handout)
Copy of When My Name Was Keoko by Tuesday, November 13th
Study Vocabulary to Know and Love (quizzes onTuesday, November 13th )
Friday, November 2, 2012
Writing time (15 min)
3 gratitudes
describe what hypocrisy means
describe two situations where someone is acting hypocritically
Discussion of Moradi-Kermani’s metaphors, similes and analysis
Define terms on back of map (power, hypocrisy, symbol, metaphor/simile, freedom of speech)
“The Vice Principal” in-class reading
HW:
Read/annotate “The Vice Principal” to page 27 (half way down page)
Study Vocabulary to Know and Love (quizzes on Tuesday, November 13th)
Copy of When My Name Was Keoko by mid-November
Note: all late work, extra credit, absent work, redos, etc. due by end of office hours on Tuesday, November 6th
3 gratitudes
describe what hypocrisy means
describe two situations where someone is acting hypocritically
Discussion of Moradi-Kermani’s metaphors, similes and analysis
Define terms on back of map (power, hypocrisy, symbol, metaphor/simile, freedom of speech)
“The Vice Principal” in-class reading
HW:
Read/annotate “The Vice Principal” to page 27 (half way down page)
Study Vocabulary to Know and Love (quizzes on Tuesday, November 13th)
Copy of When My Name Was Keoko by mid-November
Note: all late work, extra credit, absent work, redos, etc. due by end of office hours on Tuesday, November 6th
Wednesday, October 31, 2012
Due now:
revised Power of Words
mini-memoir corrections with adult signature
essay
Writing time – 3 gratitudes, then Wacky, Spooky, Silly Mad Libs. Incorporate vocab to know and love?
http://www.crucifictiongames.com/playpen_ooze.htm
Label card and group students by answer to “Who Renders the Greatest Service to Mankind?”
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
Annotate the first two pages of “The Vice Principal” for metaphors and similes
Work on Vocabulary to Know and Love (all 10 entries yet?)
Copy of When My Name Was Keoko by mid-November
revised Power of Words
mini-memoir corrections with adult signature
essay
Writing time – 3 gratitudes, then Wacky, Spooky, Silly Mad Libs. Incorporate vocab to know and love?
http://www.crucifictiongames.com/playpen_ooze.htm
Label card and group students by answer to “Who Renders the Greatest Service to Mankind?”
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
Annotate the first two pages of “The Vice Principal” for metaphors and similes
Work on Vocabulary to Know and Love (all 10 entries yet?)
Copy of When My Name Was Keoko by mid-November
Monday, October 29, 2012
Writing time (15 min) – 3 gratitudes, then student choice
Review grammar homework
What are the essential elements of a sentence?
Sharing of and discussion of student sentences from Power of Words and Mini-Memoirs
Grammar Q and A about corrections to Mini-Memoir (Roy)
Introduction of Moradi-Kermani’s short story “The Vice Principal”
Analysis of metaphors, similes and analysis; Define on back of map
HW:
“Who Renders the Greatest Service to Mankind?” (essay - 2 paragraphs)
Organize your binder
Study Vocabulary to Know and Love
Redo, if needed, Power of Words sentences
Finish, polish Mini-memoir corrections
Copy of When My Name Was Keoko by mid-November
Review grammar homework
What are the essential elements of a sentence?
Sharing of and discussion of student sentences from Power of Words and Mini-Memoirs
Grammar Q and A about corrections to Mini-Memoir (Roy)
Introduction of Moradi-Kermani’s short story “The Vice Principal”
Analysis of metaphors, similes and analysis; Define on back of map
HW:
“Who Renders the Greatest Service to Mankind?” (essay - 2 paragraphs)
Organize your binder
Study Vocabulary to Know and Love
Redo, if needed, Power of Words sentences
Finish, polish Mini-memoir corrections
Copy of When My Name Was Keoko by mid-November
Thursday, October 25, 2012
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?
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?
Power of Words discussion
Grammar Study: Corrections to Mini-Memoirs
HW:
Vocab to Know and Love: you should know have ten words and should be using them in your writing and conversation and studying them
Finish corrections to Mini-Memoirs; get an adult to check your corrections
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?
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?
Power of Words discussion
Grammar Study: Corrections to Mini-Memoirs
HW:
Vocab to Know and Love: you should know have ten words and should be using them in your writing and conversation and studying them
Finish corrections to Mini-Memoirs; get an adult to check your corrections
Tuesday, October 23, 2012
Big picture question: How do we benefit as readers, writers, and human beings from traveling, reading, and studying outside of our culture?
SSW: Student choice. Weave in your vocab to know and love.
Discussion: Who are the Nacirema?
Power of Words – Four Types of Language
Howcast: How to Improve Your Vocabulary
http://www.youtube.com/watch?v=7oYGv4D2Qr4
Feedback on Mini-Memoirs
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 words by next class
Extra Credit Opportunities:
Writing Contest: 2012-2013 Reflections Art Contest presents: Kealing students are invited to enter original works in the Reflections Art Contest in any of six areas: visual arts, literature, music, photography, dance choreography or film production. Entries must meet criteria guidelines and relate to this year's theme, "The Magic of a Moment". The entry deadline is Friday, November 2nd , 2012. For specific rules and guidelines for each arts category, see the TexasPTA Reflections website at theTX PTA website or
e-mail Katherine Voges at katvoges@gmail.com.
website: http://www.txpta.org/programs/reflections/
Texas Book Festival this weekend (October 27-28)
http://www.texasbookfestival.org/
SSW: Student choice. Weave in your vocab to know and love.
Discussion: Who are the Nacirema?
Power of Words – Four Types of Language
Howcast: How to Improve Your Vocabulary
http://www.youtube.com/watch?v=7oYGv4D2Qr4
Feedback on Mini-Memoirs
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 words by next class
Extra Credit Opportunities:
Writing Contest: 2012-2013 Reflections Art Contest presents: Kealing students are invited to enter original works in the Reflections Art Contest in any of six areas: visual arts, literature, music, photography, dance choreography or film production. Entries must meet criteria guidelines and relate to this year's theme, "The Magic of a Moment". The entry deadline is Friday, November 2nd , 2012. For specific rules and guidelines for each arts category, see the TexasPTA Reflections website at theTX PTA website or
e-mail Katherine Voges at katvoges@gmail.com.
website: http://www.txpta.org/programs/reflections/
Texas Book Festival this weekend (October 27-28)
http://www.texasbookfestival.org/
Friday, October 19,2012
Good morning, world travellers.
Big picture question: How do we benefit as readers, writers, and human beings from traveling, reading, and studying outside of our culture?
SSW:
“I look upon travel as a means of spiritual testing. What gives value to travel is fear. It is the fact that, at a certain moment, we are so far from our country…we are seized by an instinctive desire to go back to the protection of old habits. This is the most obvious benefit of travel. At that moment, we are feverish, but also porous, so that the slightest touch makes us quiver to the depths of our being. By exercising our most intimate senses, we understand a culture. It is through travel that we learn about ourselves.” -Albert Camus (1913 - 1960) French existentialist author & philosopher
Choose one, two, three or all topics to write as much as you can. Let your imagination run wild. Tell the truth, stretch it a bit, or tell a real whopper! Write, write, write, and have fun, fun, fun with it.
Write about what you think Albert Camus was saying about travel.
Write about a lie you told while traveling.
Write about revisiting the roads you’ve taken to get where you are.
Write a list of all the words you associate with travel then turn the words into a poem.
Write about the best trip you have ever taken.
Write about the worst trip you have ever taken.
Write about where you would like to travel and why you would like to see and learn.
Write about a place you would not want to travel and why.
North Africa and Middle East maps/terms
Power Point introduction to North Africa and Middle East
take notes on handout
Review activity for nouns and verbs
Independent Reading
HW: Read/annotate “Body Ritual among the Nacirema,” by Horace Mitchell Miner
Extra Credit Opportunity: Texas Book Festival next weekend (October 27-28)
http://www.texasbookfestival.org/
Big picture question: How do we benefit as readers, writers, and human beings from traveling, reading, and studying outside of our culture?
SSW:
“I look upon travel as a means of spiritual testing. What gives value to travel is fear. It is the fact that, at a certain moment, we are so far from our country…we are seized by an instinctive desire to go back to the protection of old habits. This is the most obvious benefit of travel. At that moment, we are feverish, but also porous, so that the slightest touch makes us quiver to the depths of our being. By exercising our most intimate senses, we understand a culture. It is through travel that we learn about ourselves.” -Albert Camus (1913 - 1960) French existentialist author & philosopher
Choose one, two, three or all topics to write as much as you can. Let your imagination run wild. Tell the truth, stretch it a bit, or tell a real whopper! Write, write, write, and have fun, fun, fun with it.
Write about what you think Albert Camus was saying about travel.
Write about a lie you told while traveling.
Write about revisiting the roads you’ve taken to get where you are.
Write a list of all the words you associate with travel then turn the words into a poem.
Write about the best trip you have ever taken.
Write about the worst trip you have ever taken.
Write about where you would like to travel and why you would like to see and learn.
Write about a place you would not want to travel and why.
North Africa and Middle East maps/terms
Power Point introduction to North Africa and Middle East
take notes on handout
Review activity for nouns and verbs
Independent Reading
HW: Read/annotate “Body Ritual among the Nacirema,” by Horace Mitchell Miner
Extra Credit Opportunity: Texas Book Festival next weekend (October 27-28)
http://www.texasbookfestival.org/
Wednesday, October 17, 2012
SSW: Free write.
Discussion of "Ayak and Her Lost Bridegroom"
Dinka powerpoint
Further discussion of "Ayak" with new knowledge of cultural context
Add to literary devices:
irony: when the opposite of what is expected occurs
folktake: 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"
Vocab to Know and Love strategies and requirements:
10 new and challenging words, definition, source and some way to learn them (sentence, pneumonic 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 wesks
Parts of Speech Test corrections and q and a
Independent reading: pick a challenging book to read
HW:
vocab to know and love
finish writing extension of "Ayak"
learn what you missed on Parts of Speech Test
Independent reading: pick a challenging book to read and bring it to class and everywhere you go
Discussion of "Ayak and Her Lost Bridegroom"
Dinka powerpoint
Further discussion of "Ayak" with new knowledge of cultural context
Add to literary devices:
irony: when the opposite of what is expected occurs
folktake: 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"
Vocab to Know and Love strategies and requirements:
10 new and challenging words, definition, source and some way to learn them (sentence, pneumonic 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 wesks
Parts of Speech Test corrections and q and a
Independent reading: pick a challenging book to read
HW:
vocab to know and love
finish writing extension of "Ayak"
learn what you missed on Parts of Speech Test
Independent reading: pick a challenging book to read and bring it to class and everywhere you go
Monday, October 15, 2012
Guiding question: What different techniques do writers use to develop character?
SSW: Using the rubric, write a self-evaluation of your mini-memoir. Give yourself a score one to five and provide convincing evidence to support your score.
Turn in:
Rubric loose on top. Make sure you have filled in all blanks at the top (name, period, title, character traits).
Stapled in this order from top to bottom:
Final copy with your annotations about what you did well.
Self-evaluataion
Clocking sheet
Rough drafts, newest to oldest.
Sharing of mini-memoirs
noticing the different ways that writers establish character traits and develop character
Prepositions activity
Introduce vocab to know and love: collect ten words this six weeks that you want to know and love. Keep a personal list with the word, a definition, and a way to remember the definition. This could be a sentence, a drawing, a pneumonic device, etc. Use these words in conversation and in your writing. Be prepared for a personalized quiz at the end of the six weeks.
Discusssion: Where can you harvest good words? How can you learn them?
Independent reading time
HW:
Start your Vocab to Know and Love list.
Read and annotate "Ayak"
SSW: Using the rubric, write a self-evaluation of your mini-memoir. Give yourself a score one to five and provide convincing evidence to support your score.
Turn in:
Rubric loose on top. Make sure you have filled in all blanks at the top (name, period, title, character traits).
Stapled in this order from top to bottom:
Final copy with your annotations about what you did well.
Self-evaluataion
Clocking sheet
Rough drafts, newest to oldest.
Sharing of mini-memoirs
noticing the different ways that writers establish character traits and develop character
Prepositions activity
Introduce vocab to know and love: collect ten words this six weeks that you want to know and love. Keep a personal list with the word, a definition, and a way to remember the definition. This could be a sentence, a drawing, a pneumonic device, etc. Use these words in conversation and in your writing. Be prepared for a personalized quiz at the end of the six weeks.
Discusssion: Where can you harvest good words? How can you learn them?
Independent reading time
HW:
Start your Vocab to Know and Love list.
Read and annotate "Ayak"
Thursday, October 11, 2012
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
Review of rubric for mini-memoir
Q and A
Clocking of mini-memoir
Microediting of mini-memoir
Revision of mini-memoir
HW:
FINAL revised and polished mini-memoir, typed double spaced 1-2 pages and meeting the rubric criteria
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
Review of rubric for mini-memoir
Q and A
Clocking of mini-memoir
Microediting of mini-memoir
Revision of mini-memoir
HW:
FINAL revised and polished mini-memoir, typed double spaced 1-2 pages and meeting the rubric criteria
Tuesday, October 9, 2012
Author collage presentations -- parents invited!
HW:
FINAL draft of mini-memoir, typed and polished, ready for peer editing due next class
HW:
FINAL draft of mini-memoir, typed and polished, ready for peer editing due next class
Friday, October 5, 2012
HW check: rough draft of mini memoir
Writing time (20 min) – editing
Small group work - author collage workday (2 of 2) (due NEXT CLASS)
HW:
extension: FINAL draft of mini-memoir, typed and polished, ready for peer editing due Thursday, October 11th
Bring whatever need to complete author collage (only 10 min at beginning of class)
Author Collage Presentations - Tuesday, 10/9 (A day) Remind your parents that they are invited.
Writing time (20 min) – editing
Small group work - author collage workday (2 of 2) (due NEXT CLASS)
HW:
extension: FINAL draft of mini-memoir, typed and polished, ready for peer editing due Thursday, October 11th
Bring whatever need to complete author collage (only 10 min at beginning of class)
Author Collage Presentations - Tuesday, 10/9 (A day) Remind your parents that they are invited.
Wednesday, October 3, 2012
Writing time (20 min) – Read the note that you wrote yourself last class about what you are doing well according to the rubric and what you need to do according to the rubric.
Review rubric. Questions and answers.
Using your note and the rubric as a guide, continue to write and revise your mini-memoir.
Why Collaborate? discussion
Small group work – author collage workday (1 of 2)
HW:
Work on mini-memoir due Tuesday, October 9
Bring supplies need for author collage
STILL bring memoir EVERY DAY
Review rubric. Questions and answers.
Using your note and the rubric as a guide, continue to write and revise your mini-memoir.
Why Collaborate? discussion
Small group work – author collage workday (1 of 2)
HW:
Work on mini-memoir due Tuesday, October 9
Bring supplies need for author collage
STILL bring memoir EVERY DAY
Monday, October 1, 2012
Mini-memoir rubric
Writing time (20 min) – Time to take your writing out of your notebook! Write a QUICK rough draft (on notebook paper) of the topic you chose a couple of classes ago. Remember the things in your Venn diagram that are important about mini-memoirs!
Introduce author collage group project for chosen memoir
Small group work – author collage planning sheets (one sheet for each student)
Parent invitation to class celebration of author collages and mini-memoirs on Tuesday, October 9th
HW:
Finish author collage planning sheet for your memoir’s protagonist
Bring supplies need for author collage
If you did not do well on Parts of Speech Test, study and come to office hours on Tuesday for a requiz. If you cannot attend on Tuesday, go to Ms. Morgan's office hours on Wednesday or Ms. Stewart's on Thursday. You can earn half of your points back up to a maximum grade on requiz of 80.
Check out this great grammar site: http://grammar.ccc.commnet.edu/grammar/
Guide to Grammar and Writing complete with explanations, examples, quizzes
STILL bring memoir EVERY DAY
Grading period ends Friday, 10/4 - LATE WORK and extra credit and absent work DUE BY Office Hours Tuesday, October 2, 2012
Give inviation to your parents
Writing time (20 min) – Time to take your writing out of your notebook! Write a QUICK rough draft (on notebook paper) of the topic you chose a couple of classes ago. Remember the things in your Venn diagram that are important about mini-memoirs!
Introduce author collage group project for chosen memoir
Small group work – author collage planning sheets (one sheet for each student)
Parent invitation to class celebration of author collages and mini-memoirs on Tuesday, October 9th
HW:
Finish author collage planning sheet for your memoir’s protagonist
Bring supplies need for author collage
If you did not do well on Parts of Speech Test, study and come to office hours on Tuesday for a requiz. If you cannot attend on Tuesday, go to Ms. Morgan's office hours on Wednesday or Ms. Stewart's on Thursday. You can earn half of your points back up to a maximum grade on requiz of 80.
Check out this great grammar site: http://grammar.ccc.commnet.edu/grammar/
Guide to Grammar and Writing complete with explanations, examples, quizzes
STILL bring memoir EVERY DAY
Grading period ends Friday, 10/4 - LATE WORK and extra credit and absent work DUE BY Office Hours Tuesday, October 2, 2012
Give inviation to your parents
Thursday, September 27, 2012
Writing time (20 min) – memoir/autobiography/diary – comparison through Venn diagram
Discuss how to apply these characteristics to mini-memoir
Announce that parents and teachers will attend celebration of publication of mini-memoirs: audience
reminder: 1SW ends next Friday; please create a gradespeed account if you don't have one; see instructions on kealing.org; see me about your grades if you don't have gradespeed
Writer’s notebook 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 the 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
MEMOIRS SHOULD BE FINISHED TODAY
Memoir independent work: Memoir annotation chart – fourth (and last) entry
Memoir annotation check
HW:
Finish annotation chart, if didn't finish in class
If you did not do well on parts of speech test, study and come to office hours on Tuesday for a requiz
Grading period ends Friday, 10/5 - LATE WORK and extra credit DUE BY end of office hours on Tuesday, October 2
Fun this weekend? Austin Teen Book Festival, Saturday, 9/29, Palmer Events Center http://www.austinteenbookfestival.com
Discuss how to apply these characteristics to mini-memoir
Announce that parents and teachers will attend celebration of publication of mini-memoirs: audience
reminder: 1SW ends next Friday; please create a gradespeed account if you don't have one; see instructions on kealing.org; see me about your grades if you don't have gradespeed
Writer’s notebook 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 the 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
MEMOIRS SHOULD BE FINISHED TODAY
Memoir independent work: Memoir annotation chart – fourth (and last) entry
Memoir annotation check
HW:
Finish annotation chart, if didn't finish in class
If you did not do well on parts of speech test, study and come to office hours on Tuesday for a requiz
Grading period ends Friday, 10/5 - LATE WORK and extra credit DUE BY end of office hours on Tuesday, October 2
Fun this weekend? Austin Teen Book Festival, Saturday, 9/29, Palmer Events Center http://www.austinteenbookfestival.com
Tuesday, September 25, 2012
Writing time (20 min) – Choose a topic for your mini-memoir. Gather around that topic. Brainstorm specific nouns and verbs.
Parts of Speech test
Memoir independent work: Memoir annotation chart – third entry
Reading time (20 min) – memoirs
HW:
Finish reading/annotating your memoir for author/protagonist’s character traits
Memoir annotation check next class
Bring memoir EVERY DAY
Fun this weekend? Austin Teen Book Festival, Saturday, 9/29, Palmer Events Center http://www.austinteenbookfestival.com
Parts of Speech test
Memoir independent work: Memoir annotation chart – third entry
Reading time (20 min) – memoirs
HW:
Finish reading/annotating your memoir for author/protagonist’s character traits
Memoir annotation check next class
Bring memoir EVERY DAY
Fun this weekend? Austin Teen Book Festival, Saturday, 9/29, Palmer Events Center http://www.austinteenbookfestival.com
Friday, September 21, 2012
Writing time: Revise or continue or start something new. Take inspiration from your memoir or from your summer reading to write something about your life. (20 min)
Parts of Speech Analysis from Graham Salisbury's "Ice"
Late binder checks
Memoir group work
Memoir annotation chart – third entry
Memoir annotation check
Reading time (20 min) – memoirs
HW:
Read/annotate fourth 1/5 of memoir – annotate for author’s character traits
Parts of Speech test next class
Bring memoir EVERY DAY
Keep studying parts of speech for test on T 9-25
Note: Austin Museum Day = Sunday
Parts of Speech Analysis from Graham Salisbury's "Ice"
Late binder checks
Memoir group work
Memoir annotation chart – third entry
Memoir annotation check
Reading time (20 min) – memoirs
HW:
Read/annotate fourth 1/5 of memoir – annotate for author’s character traits
Parts of Speech test next class
Bring memoir EVERY DAY
Keep studying parts of speech for test on T 9-25
Note: Austin Museum Day = Sunday
Wednesday, September 19, 2012
Writing time: My life as a middle school student (20 min)
Binder check (for DW grade)
Small group discussion of memoir
Memoir annotation chart – second entry
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 third 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 T 9-25
Binder check (for DW grade)
Small group discussion of memoir
Memoir annotation chart – second entry
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 third 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 T 9-25
Monday, September 17, 2012
SSW: 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.
Nouns, verbs and adjectives in Nye’s “Thank You in Arabic” and in Salisbury’s “Ice”
Memoir group work
Memoir annotation chart – first entry
Reading time (20 min) – memoirs
HW:Read/annotate second 1/5 of memoir – annotate for author’s character traits
Binder check next class
Study Parts of Speech using foldable 10 min every other night for test on T 9-25
Bring memoir EVERY DAY
Nouns, verbs and adjectives in Nye’s “Thank You in Arabic” and in Salisbury’s “Ice”
Memoir group work
Memoir annotation chart – first entry
Reading time (20 min) – memoirs
HW:Read/annotate second 1/5 of memoir – annotate for author’s character traits
Binder check next class
Study Parts of Speech using foldable 10 min every other night for test on T 9-25
Bring memoir EVERY DAY
Thursday, September 13, 2012
SSW: Write something different than what you wrote last time that will reveal something about your identity.
Finish parts of speech foldable
Part of speech activity from Naomi Shihab Nye's "Thank You in Arabic"
In memoir reading groups, calendar out your reading: divide it into reading assignments for 5 class periodsShare at tables, best examples of annotations from summer reading
Reading time: memoir
HW:read and annotate the first (of five sections of) your memoir for character traits
bring an extra copy of poem for Ms. Roy to grade
Finish parts of speech foldable
Part of speech activity from Naomi Shihab Nye's "Thank You in Arabic"
In memoir reading groups, calendar out your reading: divide it into reading assignments for 5 class periodsShare at tables, best examples of annotations from summer reading
Reading time: memoir
HW:read and annotate the first (of five sections of) your memoir for character traits
bring an extra copy of poem for Ms. Roy to grade
Tuesday, September 11 , 2012
Library orientation and book check outSign up: which memoir are you going to read?
SSW: Pick one character trait that describes you. Write something about yourself that reveals that character trait.
Annotation grading for summer reading
Reading time: read book from library or reread "Thank You in Arabic" by Naomi Shihab Nye
HW:
Study parts of speech foldable for quiz
Bring memoir to class next time; we will start reading in class
Reread / review annotations "Thank You in Arabic" by Naomi Shihab Nye
SSW: Pick one character trait that describes you. Write something about yourself that reveals that character trait.
Annotation grading for summer reading
Reading time: read book from library or reread "Thank You in Arabic" by Naomi Shihab Nye
HW:
Study parts of speech foldable for quiz
Bring memoir to class next time; we will start reading in class
Reread / review annotations "Thank You in Arabic" by Naomi Shihab Nye
Friday, September 7, 2012
SSW: Write something about yourself.
Share at your table and turn in self-portrait poems
Parts of speech foldable, first half
HW:
study parts of speech with foldable
remind parents: back to school night = Tuesday
finish classs survey, if not done
remind parents to buy memoir if haven't done so
Share at your table and turn in self-portrait poems
Parts of speech foldable, first half
HW:
study parts of speech with foldable
remind parents: back to school night = Tuesday
finish classs survey, if not done
remind parents to buy memoir if haven't done so
Wednesday, Sept. 5, 2012
SSW: 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
Organize binders
Syllabus and Book list
Basics
Daily Work / Homework
Readings
Writing
Literary Devices
Review rubric, questions?
Revision of poems
HW:
Bring copy of memoir from book list by Thursday, 9-13
FINAL draft of self-portrait poem
straggling summer reading
remind parents: Back to School Night is Tuesday, September 11
complete class survey (on my website, select pull down menu for sixth grade and select class survey)
Discussion of writing
Website tour
Organize binders
Syllabus and Book list
Basics
Daily Work / Homework
Readings
Writing
Literary Devices
Review rubric, questions?
Revision of poems
HW:
Bring copy of memoir from book list by Thursday, 9-13
FINAL draft of self-portrait poem
straggling summer reading
remind parents: Back to School Night is Tuesday, September 11
complete class survey (on my website, select pull down menu for sixth grade and select class survey)
Friday, August 31, 2012
Take out writer's notebook, binder with handouts and homework
Introduction to memoirs: book list handout
Book pass
Review rubric for self-portrait poem
Questions and answers
Sharing and conferencing at table
Decorate your writer's notebook
Revise your self-portrait poem
Turn in straggling introduction letters and summer reading annotations or make a plan
Return letters of introduction
discussion of grading
Reminder: office hours on Tuesday
HW:
Talk to your parents TODAY about selecting and buying your memoir
Bring a copy of your selected memoir to class starting on Thursday, 9/13
Bring binder and 5 dividers next class for organization
Revise poem
Catch up on sleep
Note: No school on Monday, 9/3 (Labor Day)
Introduction to memoirs: book list handout
Book pass
Review rubric for self-portrait poem
Questions and answers
Sharing and conferencing at table
Decorate your writer's notebook
Revise your self-portrait poem
Turn in straggling introduction letters and summer reading annotations or make a plan
Return letters of introduction
discussion of grading
Reminder: office hours on Tuesday
HW:
Talk to your parents TODAY about selecting and buying your memoir
Bring a copy of your selected memoir to class starting on Thursday, 9/13
Bring binder and 5 dividers next class for organization
Revise poem
Catch up on sleep
Note: No school on Monday, 9/3 (Labor Day)
Wednesday, August 29, 2012
Share introduction letters in small groups
Turn in straggling letters or introduction and annotations
Self-portrait paintings/photographs discussion
Self-portrait poems writing
Handouts: Self-Portrait Poem Examples and Rubric
HW:
Turn in straggling letters or introduction and annotations
Self-portrait paintings/photographs discussion
Self-portrait poems writing
Handouts: Self-Portrait Poem Examples and Rubric
HW:
- Complete draft of self-portrait poem
- By Friday, 8/31 (A day) or Tuesday, 9/4 (B day), bring to class:
- Composition, spiral or blank book for in-class writer’s notebook
- Items to decorate writer's notebook
Monday, August 27, 2012
Welcome to 6th Grade Magnet English!
Always Bring a Pencil
By Naomi Shihab Nye
There will not be a test.
It does not have to be
a Number 2 pencil.
But there will be certain things--
the quiet flush of waves,
ripe scent of fish,
smooth ripple of the wind’s second name--
that prefer to be written about
in pencil.
It gives them more room
to move around.
Discussion of poem:
Introductions and Congratulations on beginning your Kealing journey
SSW: Welcome, travelers. You may travel to anywhere in the world. Pick a destination and describe it in vivid detail. You may go to a favorite place or someplace that you have never been. Your destination may be real or imaginary. Have fun.
SSW sharing and name learning
Read and discuss syllabus and plans for year
Collect summer assignments
Discussion:
Where are you going next period? Map and schedule check
Any questions / concerns?
HW:
Introduction letter (summer assignment) (if not already completed)
By Friday, 8/31 (A day) or Tuesday, 9/4 (B day), bring to class:
Always Bring a Pencil
By Naomi Shihab Nye
There will not be a test.
It does not have to be
a Number 2 pencil.
But there will be certain things--
the quiet flush of waves,
ripe scent of fish,
smooth ripple of the wind’s second name--
that prefer to be written about
in pencil.
It gives them more room
to move around.
Discussion of poem:
- What did you notice?
- What did you like?
- Questions?
- Why do you think I am reading that to you on our first day together?
Introductions and Congratulations on beginning your Kealing journey
SSW: Welcome, travelers. You may travel to anywhere in the world. Pick a destination and describe it in vivid detail. You may go to a favorite place or someplace that you have never been. Your destination may be real or imaginary. Have fun.
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
Discussion:
- What do you see?
- What do you think the artist is trying to tell us?
- How do you know?
- Questions?
Where are you going next period? Map and schedule check
Any questions / concerns?
HW:
Introduction letter (summer assignment) (if not already completed)
By Friday, 8/31 (A day) or Tuesday, 9/4 (B day), bring to class:
- Composition, spiral or blank book for in-class writer’s notebook
- Items to decorate your writer's notebook
- photographs, cartoons, quotes, symbols
- photographs, cartoons, quotes, symbols
