11/29

Today we wrote in our Reflections on reading section in our notebooks.  The new entry was based on IR books and students were asked to identify the setting of their books.  They were then asked to support their assertions about setting with quotes or paraphrases from their books (including page #'s).  We then broke into discussion groups to fill out the discussion web centered around the question, "Are people equal?".  We then shared in a large group.
HW : In writer's notebook (create a new entry and date it)--Imagine what it would be like if everyone in the country were exactly the same and equal.  Reflect on this scenario, make at least 5 predictions about this completely equitable society.  Also, BY THURSDAY, 12/1 200 MINUTES OF READING LOGGED, MINIMUM OF 20 POST-ITS AND 3 LONG WRITES COMPLETED IN READER'S NOTEBOOK.  Post-its may be kept in book if you are still reading the book, otherwise, they need to be pulled out and placed in "My reflections on reading" section of your notebook.

11/28

Welcome back from break. today we organized the papers that were returned and digested the information contained on them.  We tallied up November minutes read and reflected in our notebooks looking for strengths and weaknesses to help us set goals for the month of December.  So far the students have read a grand total of 186 books since September and class period 3 leads the group with 75 read.  Nice job.
HW: BY THURSDAY 12/1 200 MINUTES OF READING LOGGED, MINIMUM OF 20 POST-ITS AND 3 LONG WRITES COMPLETED IN WRITER'S NOTEBOOK.  Post-its may be kept in book if you are still reading the book, otherwise, they need to be pulled out and placed in "My reflections on reading" section of your notebook.

11/21 and 11/22

Today we began by generating a list of errors we tend to make while we write. We then did a quick proofreading activity to illustrate how one has to shift the mind's eye to editing mode in order to catch errors.  Students were then given time to edit their own "final" drafts of their papers before they turned them into me along with their rough drafts and peer editing sheets.  HW:  Read/log/post-it/longwrite.  BY THURSDAY 12/1 200 MINUTES OF READING LOGGED, MINIMUM OF 20 POST-ITS AND 3 LONG WRITES COMPLETED IN WRITER'S NOTEBOOK.  Post-its may be kept in book if you are still reading the book, otherwise, they need to be pulled out and placed in "My refelctions on reading" section of your notebook.

11/18

Friday 11/18/11  Period 3,8,9

1)    Re-exchange papers if your partner did not complete the peer editing handout from yesterday. –Remember you MUST peer edit someone’s paper and you must have someone peer edit your paper (grades for both)

2)    Once you get your paper back, revise it.  This means make real changes in content, format and ideas presented.  It must be absolutely quiet while this process is going on so do NOT talk to a neighbor.  Focus on your own paper and respect others’ need to have quiet.

3)    Final draft, peer editing sheet (the one someone completed for your paper) and your rough draft will all be collected on MONDAY. 

4)    If you finish early, READ

HW:  Read/log/post-it, compete final draft (not to be typewritten)

11/17

Today we worked on peer editing rough drafts after we looked at a model of a paper and noticed what works.  Students filled out the following worksheet to help guide the peer editing. HW: read/log/post it.

I ­­­­­­­­­­­­­­­________________________ have done my best to provide constructive criticism for _____________________’s paper.

Introduction. The thesis statement clearly states an opinion and gives 3 reasons the author intended to explain to prove the opinion is correct.

What is the author’s thesis? _________________________________________________________________

What 3 points is the author going to make to prove the thesis is correct?

1.    ___________________________________________________________

2.    ___________________________________________________________

3.    __________________________________________________________

Topic Sentences. Each of the body paragraphs begins with a clear topic sentence that gives a different reason why the thesis is correct.

Does each body paragraph begin with a topic sentence restating a point from the thesis? (circle) Yes  |  No

Does each paragraph stick to the topic from the topic sentence? Yes  |  No

Rational Evidence. Each paragraph has evidence to back up the topic sentence. The evidence should be rational rather than emotional and should prove that the topic is correct by giving examples from the text, or quotes.

What evidence does the author give in each of the three body paragraphs?

Paragraph 1:

A

B

C

Paragraph 2:

 A

B

C

Paragraph 3:

A

B

C

Conclusion: The conclusion effectively lets the reader know the essay is done.  This can be achieved by restating not copying the intro. The opinion should be clear and  the essay personalized with VOICE coming through.

How does the author conclude or let you know the essay is done?

Does the conclusion show growth or provide strong voice?

Please use the space below to provide some praise and some helpful hints:

Something specific that is done well:

Some specific areas that need some improvement (none is not a valid or acceptable response)

­­­­­­­­­­­­­­­

11/16

The following is what the students worked on today.  Rough drafts are due tomorrow.

Essay prompt for “The Cat and The Coffee Drinkers” by Max Steele

Final Question:

    Is Miss Effie an effective teacher? Is she the sort of teacher for whom you think parents should stand in line to assure their child gets into class?

.

I want you to write your answer in essay form. I want you to write an introduction with a  clear opinion, a body with more than one paragraph and a conclusion.   Your essay will be turned in and graded as a major grade.

Remember:

• Use the text to check your facts
• Keep in mind the counter-arguments as you support your opinion
• Use TRANSITIONS (find your sheet or get a new one)
• 3 is the magic number!—A minimum of three details should be given to support your opinion then each of those details should be supported with three additional details

  For example:

Eighth grade is the best grade (opinion)

 It is great because the teachers rock, the classes are exciting and we have power.  (General reasons)

(1^st general detail) Teachers Rockà (specific details to support the first of three details) Mr. Clark has clear expectations like his battle board assignment and he also models what he expects so it is very clear what I should be doing all the time.  Additionally Mr. Wissler is very knowledgeable about his subject and makes me see how science is part of my every day experience and that it is valuable. An example of this is….. And finally Mrs. Mariano moves at the pace I need her to in math class which reassures me that I ill understand math well by the time I leave grade 8.  AN example of this is…..

Be sure to clearly and thoroughly support your opinion

11/15

Today we read for 10 minutes. We then discussed the writing process for persuasion.  We discussed the pre writing activities that are essential: We persuasive people tend to know the facts, understand the emotional hotspots and understand that their arguments need to be prioritized.  We did not get to writing the rough draft yet so if you missed for chorus know that we will pen the rough draft in class tomorrow it is not homework tonight.  Tonight: read/log and post its are due.

11/14

Sorry for the late post. Today students had opportunity to discuss their opinions about Ms. Effie Barr and her teaching methods.  This was in preparation for writing an opinion piece that will require many details to  support opinions.  It was also to make students realize that texts can be taken different ways depending on the lens through which one is looking.  HW: Read for at least 20 minutes keep post its (minimum of 4) and log your time!

11/10/11

Today I collected Reading Logs and handed out new blank ones for the week of 11/10--11/17.  We then finished up the story and took time to organize our thoughts on whether Ms. Effie Barr's methods of teaching are appropriate and then met with our groups to strengthen our arguments and clarify our thoughts.  HW: Read/log/post-it.  Enjoy the weekend and appreciate our veterans!

11/9

Today we logged 10 more minutes reading time in class.  So far the 8th graders have read 136 books!  Keep it up.  We then did a closer reading of "The Cat and the Coffee Drinkers" in order to gather evidence about Ms. Effie Barr as a teacher to help inform our opinion of whether we would recommend her as a teacher for a younger sibling of ours.  HW: READING LOGS ARE DUE TOMORROW and I forgot to collect READER'S NOTEBOOKS so be sure those  are with you tomorrow if you are in period 8 or 9--they will be collected.

11/7 and 11/8

11/8
We read for 10 minutes then watched a quick clip of a successful group discussion. We then set up our writer's notebooks with a T chart to record evidence of Mrs. Effie Barr's teaching to help form an opinion about whether she is a good teacher or not.  If you were absent, see me for the handout. HW: read/log/post-it and remember logs are due Thursday and I will collect Reader's notebooks tomorrow.


11/7
Today we read for 10 minutes then reviewed discussion groundrules and then broke into discussion groups to share questions we had as we read the story for the first time.  We wrapped up class sharing lingering questions so we could be prepared to read 'The Cat and the Coffee Drinkers" for the second time.  HW: Read/Log/Post-it and LONGWRITE.

11/3

Today we read for 10 minutes. Reading logs for the week of 10/27--11/3 were collected and new logs handed out.  We then nearly finished "The Cat and the Coffee Drinkers" by Max Steele.  Again, we flagged questions and comments in our Writer's notebooks.  Tomorrow we will begin to discuss our comments in preparation for a second close read of the story.  HW:READ/LOG/POST-IT

11/2

Today we read for 10 minutes and logged that time remembering to keep post-its as we read.  We then listened to "The Cat and the Coffee Drinkers" by Max Steele.  As the story was read-we wrote in our Writer's notebooks any questions we had or reactions we had.  We also stopped periodically to describe Ms. Effie and to consider her relationship with her cat.  HW: Read/log/post it.  LOGS DUE TOMORROW

11/1/11

Today we spent ten minutes reading in IR books.  Students were reminded to be sure to have post its out WHILE they read so they are more tempted to take a minute to interact with the text which is part of their assignment every week. We then took out writer's notebooks and wrote about what we thought every student should learn in kindergarten and about what it feels like to be a kid and be treated like an adult by an adult.  We took time to discuss these ideas and to talk about how we are switching gears now to "writer's workshop" model and how that  will look daily.  We then moved on to background information on Max Steele-the author of "The Cat and the Coffee Drinkers".  HW: Read/Log/Post it and one more LONGWRITE.