Tuesday 12/22

Check out the final Flocab products here https://www.youtube.com/playlist?list=PLKnnKmkfseJHaRBnlJNPISvh5CuTAjTBE

Great job!

Friday 12/18

Today is a clean-up finish up day.
Students will turn in final draft of song
Practice their song
Record when it is their turn
Complete iMovie
Upload iMovie to YouTube--unlisted please
Share address of video with me-acarlisto@lakeplacidcsd.net


Directions for recording

You will need to record in GarageBand, send to iTunes then drag iTunes to iMovie then send iMovie to YouTube then share with me.

No homework unless you need to record--then practice!

Thursday 12/17

Check here to see if your song link is here--if not, you need to email me!. If yours is wrong-let me know

Wednesday 12/16/15

Here is a website that has many choices for beats--feel free to download any one of them to use for yours.

Also here are the original 20 possibilities

NO READING LOGS this week :) If you missed a log along the way this quarter-- I will take this week's log as a make-up.

HW: Have your 5 pics, a chosen beat (email it to me acarlisto@lakeplacidcsd.net) and your final draft with you in class tomorrow.

Tuesday 12/15

Today our focus is on using imagery within your poems.

NO READING LOGS this week :) If you missed a log along the way this quarter-- I will take this week's log as a make up.

HW: Final product due tomorrow see below or your packets for rules.  Bring EARBUDS tomorrow--spread the word!

Rules for typing Flocab Lyrics

Size 12 font

• Capitalization, punctuation and grammar all count so PROOFREAD
• Separate into stanzas (there should be some rhyme and reason to your separation—usually a change in ideas is the place for beginning a new stanza)
• Remember 28—40 lines (and a chorus!)

• All historical terms/ideas must be underlined
• All vocabulary words must be emboldened to receive credit
• All poetic devices must be highlighted-use diff colors and create a legend
• MLA format must be followed for any resources consulted for the project (with the exception of the text book)
• CATCHY TITLE FOR SONG—centered above lyrics
• Names on top of paper
• Share in a google doc to acarlisto@lakeplacidcsd.net
• print hard copy

Monday 12/14

Today we will work on honing the rough draft you walked in with.
We will show you a quick clip on Yoda to get you to think about ways to vary your sentence structure to make your poems flow better.
Highlight the following:
1. Vocab or potential vocab
2. History or potential
3. Poetic devices

Then we will give you time to work toward the final draft.

HW: "final draft" due in hand tomorrow--what this means--your product should look like a song with vocabulary words and history. You will have time in class tomorrow to work on finessing it still.
 

Struggling with how to write a song? Check out this link that helps you understand the anatomy of a song

Thursday 12/10

Today students will spend time sharing what they learned last night and filling in the Big historical box on the handout from today (7th page on the assignment packet).  If necessary, studnets will find an additional resource.

We will then consider the different perspectives from which to tell the story in order to ensure we make the best choice for the speaker of the poem. This handout will help with that process. Here is an example of that work.

We will then move into a discussion of organization of your songs and talk about good/bad ideas.

Students must then work at outlining their poems through a storyboard. this storyboard will be due tomorrow.

Wednesday Dec 9--FLOCAB TIME

Welcome back to Clarklisto

Today we will begin Flocab.

we will start by showing a clip Hamilton in order to emphasize the fact that to do this project well, you have to read and you have to plan carefully what you do.

We will then spend time going over the ASSIGNMENT AND POSSIBLE THEMES.

We will show a few examples of final products and field questions you have regarding our expectations.

You will fill out the partner form and will choose a partner with whom you can work well.

You will then get to work reading the text and finding an article about the topic you and your partner have chosen.

HW Read, underline and annotate article (each paragraph needs at least 1 annotation)

You may count the reading of the article as log time toward your 150 minutes due on Monday.
Here is the link to find an article about your topic.
http://www.history.com/

If you already have an article from class from this website, please search for another article about the topic on a different website--pay attention to the source though--it should be a reputable site.

Tuesday 12/8

Today we finished going over the slideshow and then looked at the songs and discovered the purpose of a chorus/refrain and ideas about the ways to organize a song.

HW: Read/log/post it and be ready to block tomorrow.

Monday 12/7

Today we will work with sounds in poetry.  Here is the slideshow we will look at first, then you will look through your own poem to identify any of these sound devices within those. Tomorrow we will work with your songs.

I collected logs and we started new ones for the week of 12/7-12/14.

HW: Print the lyrics to your chosen song from last week and read/log/post it

Friday

I checked you annotations while you read for 10 minutes.  I noticed many people went through the motions but didn't really dig in and do the hard work they needed to for the second read so we spent time in class doing that.  I asked students to remember how we listed the word associations we had with house, horse and hound from "Questions" yesterday.  We discussed the fact that these words were important to the understanding of the poem and that we knew their definitions but the word associations lead us to a deeper understanding of the poem.
Then students were instructed to highlight metaphors and similes from their poems in 2 different colors and keep a legend (for example metaphors are yellow, similes are blue).  Then students circled in pencil the words they felt were significant to the understanding of their poems and then began word associating on the page.  the last 5 minutes were spent working with a partner.

HW: Read/Log/Post it Logs collected Monday be sure to tally minutes and pages
and continue "digging in" to those circled words.

Thursday 12/3

Today in class you read for 15 minutes. You then took out your blue sheets with the literary devices defined.  We finished the hard work of articulating why/how similes and metaphors are different. It is so much more than taking away the like or as--it boils down to the fact that a metaphor is stronger because all the qualities of one object are transferred to the other object of the comparison--remember our discussion of Juliet is like the sun versus Juliet is the sun.

We then read Question by May Swenson. The first read through we just tried to get a sense of what the poem was about and the rhythm of the poem. The second time through we started to identify possible metaphors, words that needed to be defined, associations we had with words, lines we struggled with etc... We then read a third time with different eyes and new meanings started to appear everywhere!

HW: Go to Monday's post and find a poem from your class' anthology and print it out (just the poem you have chosen not the whole anthology) or open your reader's notebook to take notes in your reflection section (if this is your option, include title and author of the work).
Now perform 2 reads of the poem. I will know this work is done because I will see all sorts of thoughts written on the paper about what words/lines might mean. Also you should mark any and all metaphors and similes you see.
Also read/log/post it-logs due Monday

12/2

Today I checked your responses from yesterday that should have been in your Readers notebook.  I graded this so if you were out, please take a look at yesterday's post and be sure to hand this assignment in to me.  I also encouraged students to check powerschool as grades are pretty current and the windo is shutting for old assignments to be turned in.
In class we discussed the assignment and the necessity to read titles, and to unpack our responses. We then did a brain dump and discussed literary devices we could remember.  I handed out the worksheet with the 12 we will focus on and we began by discussing the best known 2--simile and metaphor.
HW: read/log/post it--logs collected Monday.

12/1

Today we read for 15 minutes, kept post its and logged that time.
While computers were booting up, we found the reflections section of our Reader's notebooks and began by putting today's date on the page and finishing the sentence stem "the most difficult part of yesterday's activities was...."
We then told what criteria we based our selection on yesterday. In other words, why did you choose the poems you did? How did you select one over  the other?
Next we found our poems on the poetry anthology for each class (see yesterday's post for the link) (hint use ctrl F on pc or command F on a mac to search for your poem's title). We wrote a new part of hte entry that identified the poems we chose by writing the following:
I chose "     " by          and "        "  by       .

Next we were instructed to identify the line/word or image that we liked best from each of our two poems.  We first had to read each poem 2 times then we needed to start the response with the following:
In "         " by       I liked the line/word/stanza, "                   ".  Here is why......

DO this for BOTH poems.

HW: finish in class writing if you did not do so in class or if you forgot your readers notebook, transfer what you did in class to that.  Reading logs will be collected on Monday.

Monday 11/30

I was out today but if you log into classroom, you will see the assignment.  If you too were absent, please complete the assignment in a timely fashion.
Here is period 3's anthology
And here is period 4's anthology
And Period 7's


Logs will be collected on Monday 12/7 for week of 11/30-12/7 150 minutes expected.

Monday 11/23

Today I collected logs (not post its) and the reflection homework assignment. There is no new reading log this week.  Happy Thanksgiving.
We spent a large part of class looking further at the poems but we had out loud conversations today.  The purpose of the conversation was to determine what the meaning of the poem is.  Your homework is to, on a loose leaf sheet of paper, explain what you believe to be the main message of the poem and tell how you know that by referring to the poem itself and the images/words employed.

Friday 11/20

Today we read for 10 minutes then we moved into the poster activity where groups had silent discussion about the poem they were assigned. Please see pictures on this slideshow.  We ran out of time so your homework assignment is this worksheet as well as tallying up and finishing your reading log for Monday. Have an awesome weekend.

Thursday 11/19

Today we read then we talked about the poetry packet. We read each poem out loud and talked a bit about ho what changed our experience with the poems.

HW: Read/log/post it

Wednesday 11/18

Today we had an assembly for 3rd and part of 4th period. Those who had class had a riveting discussion about how as 8th graders their role in school has changed a bit and we talked about all being responsible for our school community and how we had the power to make it everything we wanted it to be.

HW: READ LOG POST IT 150 minutes due on Monday

Tuesday 11/17

Tuesday 11/17

Hi All,

I am still in Rhode Island and probably REALLY sick of sitting! Today’s objective is to finish up your packets from yesterday, read a bit AND complete a longwrite based off a post it that is at least 20 pages from the last longwrite you wrote).  Packets and this handout need to be turned in BEFORE you leave today. Please find your instructions below:

• Finish up packet from yesterday and turn into the substitute teacher please. This is an individual assignment and as such does NOT require talking!
• Read in your independent reading book.
• When you take a great post it stop and write a longwrite below and turn in.
• Continue reading until the end of the period (don’t forget post its)

HW: Read/log/post it

Name____________________________________

I am currently on page ____________ of _________________________________  by_____________________________.

On page_______________ my post it says, “_________________________________.

(continue writing the long write below following the directions given in your readers notebooks)

Monday 11/16

Dear Students,

I am sorry I am out today, I am at a conference called Literacy for All in Rhode Island. I will be attending workshops from Sunday through Tuesday to hear about all sorts of ideas that will help me continue my quest to make the class a place where everyone can (and wants to) grow as learners. In the meantime, I need you to be the respectful, conscientious and caring students I know and like so much. Please find your instructions below:

• Grab a new log on your way in-the new week is 11/16-11/23
• Staple your post its to the old log and turn that in (if you took actual post its, pull the ones from the pages on the log and put them on a stack on top of your log) (under 5 min)
• Settle into read your IR books-don’t forget to start a new sheet of post its. (10 minutes)
• Next look at the packet of poems the sub will give you. Read through each poem twice--the first time you are reading just to get the gist of the poem, the second time, you are annotating mark it up--note places you like, can relate to, are confused by, words you don’t know etc…
• After you have finished reading all of the poems in the packet twice and annotating them, rank the top 5 poems for you. A one should be assigned to the poem you like best all the way down to a 5 next to the poem you like least.
• Now go to the poem you ranked highest and explain what you like about the poem. Be specific about your reasons, this should be a paragraph or so and name reasons you like it! (write the paragraph right on the page that has the poem on it--if you need more room, attach a looseleaf sheet of paper to it)
• Now go to the poem you liked the least and in another paragraph tell why you didn’t like it by naming the specific reasons you did not like it.  If it is a line, tell what the line says, if it is the subject/theme/layout be clear about what you think those things are.

If you do not finish all this reading and writing in class today, do not fret as you will be able to continue the work in class tomorrow. It must be completed and turned in by the end of class tomorrow so DO NOT lose it.

HW: Read/log/post it

Friday 11/13

Parent teacher conferences today so I only met with period 3 who turned in their longwrite #2.

Everyone else be sure to have your longwrite #2 completed. It is due on Monday.
Reminder to all--I will be collecting LOGS and POST its on Monday.

Thursday 11/12

Today I looked at LW#1 and we looked at each other's longwrites to compare them to our own in an effort to point out what is necessary to make a good longwrite.
I dispersed transitions worksheets to be pasted in Reader's Notebooks.
HW: LW#2 and Logs collected Monday and post its--be prepared!

Wednesday 11/12

Thank a veteran and be sure to read and complete your longwrite.

Tuesday 11/11

Today we spent time looking at the link to the side that has longwrite directions and discussed how to write a longwrite.  We also looked at the transitions at the right and discussed how we could use those to write a better longwrite.
We also set up the reader's notebook to put a reflection section in.

HW: LW #1

Monday 11/9

Today we will get many papers back. We will file all reading logs and be sure we have completed titles on the completed books list and on the padlet on my blog.

All students will also look at their Powerschool grade and write in the ALL ABOUT ME section of their reader's notebooks.  The writing will answer the following questions in complete restated sentences:
1. As you look at your grades, which seem to be the best?

2. Why do you think this is? What strategies have you developed that worked--be specific about at least one assignment and one strategy.


3. As you look at your grades, where do you seem to be falling down?


4. Why do you think this is? What is one new strategy you will try so as to improve on those grades?



5. What is one goal you have for the next quarter in English?



Please then read independently to reach your goal of 150 minutes by next Monday OR work on submitting one of the Clarklisto missing grades if you have any. Today is the final day to turn any of that work in

Friday 11/6

You were in social studies today. I hope you did well on your test. 

Remember to finish the reflection sheet before the end of the day today and that you should read, read, read.

Thursday 11/5

Today we are not blocking but we are wrapping up Clarklisto by spending time reflecting on the project. As you know, I think this is the most important part of our days, the moments we spend letting ourselves learn from our experiences.
First we will get new logs, read for 10 minutes and then you will reflect.
Please complete this handout and then submit it by turning it in in Google classroom.  Remember--it will be view only so you will need to make a copy first.  Please name it firstnameclarklistoreflection1.

I also handed out new reading logs today. This log will span a bit over 1 week. It will be due on Monday 11/16 with 150 minutes AND post its will need to be turned in on that Monday.

Wednesday 11/4

It's assessment day.  This is your opportunity to show us what you have learned through our extensive study of the 14th amendment.  In class we will take under 10 minutes to explain what we are doing, then you will need to look at documents and the work of your peers in the hallway in order to take notes for the writing assignment that will begin at the beginning of the 2nd block.


Once you have sufficiently researched for the essay you will need to do the following in order:

1. Sign into your drive and chrome
2. Click the link here for the essay which will be in view only format
3. Make a copy (file menu)
4. Name this copy like this: firstnameessay14  example-- carlistoessay14
5. Complete the assignment
6. Read it over to check for typos and grammatical errors
7. Submit the document by "turning it in" in Google classroom.

If time permits, log into powerschool and check grades as the end of the quarter is this Friday and MANY of you are missing assignments.

Tuesday 11/3

Today we collected historical documents to check for annotations and made the point that annotating is necessary skill.  We then moved on to the back page of the handout and determined which category the document most closely fell under. Student work was posted in the hall.

The second part of the block was spent rereading "The Ethics of Living Jim Crow" looking for evidence that the 14th amendment was not not realized even in Richard Wright's time. The handout is here where students were expected to select a quote and write an explanation.
All work was posted in the hallway.

HW: Study Social Studies.

Monday 11/2

Today we reviewed the concepts from last week and watched a few videos we didn't get to last week. We then talked about the four major categories that came through in the discussion of the 14th amendment. Each student was given an article to complete using the worksheet here. Side one of the worksheet is due tomorrow. No new reading logs this week.
 Don't forget there is a social studies test on Friday and the worksheet is due tomorrow.

Friday 10/30

This is a very interrupted day due to assemblies--Wheel of Terror will happen today for a full period and Uncle Adam will p entertain us for the afternoon. When you have class, you will review for the social studies test.

Thursday 10/29

Today we watched each other's videos and looked for recurring/provocative ideas. We used psot its to share out our findings.

HW: study social studies--test Friday 11/6
English-logs collected on Monday don't forget to tally your time and pages.

Wednesday 10/28

Morning classes had an assembly but students who are not done their videos need to be sure to see us period 5, 6 or 10 to complete their work. Afternoon classes used a period to catch up with video and then reviewed for the test on Friday.

HW:
Be sure you have submitted your final slideshow into Google classroom (note you already submitted one for slides 1-6 but we need a new one that is for the entire slideshow with the script)
PRINT Powerschool grade for English.

Tuesday 10/27

Today we revised our rough draft and typed a final draft in slide #7.  We then recorded and created an imovie, exported it using quicktime and sent it to youtube. The link then was shared to Mr. Clark for his playlist.
Final slideshow that has a perfectly edited script turned into google classroom (assignment=Final Slideshow) due tomorrow.

Please click this link for the necessary instructions for your work in class.

Logs from the week of 10/19-10/26 will now be  10/19-11/2. I will be looking for 150 minutes completed in your IR books (with post its) AND for your time reading for this project to be logged as well.  I will collect those on Monday.

Monday 10/26

1. Are all 4 slides completed?
2. For each word:
1. Is your definition 1-3 words only and from your brain?
2. Is your second box an anecdote (story or a scenario)? NOT a definition.
1. BAD example: If your word was slavery--- I think slavery is when people are forced to work and are controlled by the people forcing them to work. That is wrong.
2. Good Example: An anecdote--An African boy was taken from his tribe and forced to fight with a militia group and to fight in a war. That boy was put into harm’s way and has no way to get out of it because he would be shot.
3. Is your picture (not symbol) contemporary (from your lifetime 2000-2015)?
4. Does your link take us to the website that houses your picture?

3.  As  you look at your slide is it the big idea?  For instance when thinking about the word deprived are you looking at being deprived of candy (little idea) or is it when we are talking about a child being deprived of education or of basic needs (big idea).

PLEASE REVISE IF NEEDED--Will be graded.  

“Turn IN” to Google Classroom by class tomorrow.

Next we will go through the 14th amendment with the objective of getting students to understand the 14th amendment in their own words.

We will go through the 14th amendment calling for words to replace emboldened words so students are familiar with the amendment and we have clarified meanings.

Write rough draft of what does amendment mean to me on paper (NOT on SLide 7)

HW:     1. Revise slideshow and Turn In on Google classroom

2. Finish Rough draft and bring to class tomorrow. On Looseleaf ONLY.

All Classes: 
I have reassessed reading logs for next week.  I am going to ask that they be turned in with 150 minutes recorded in your independent reading books  on Monday 11/2. In addition, I will ask you to record the time you spend researching the 14th amendment on your logs.

Thursday 10/22

Today we fixed the issues with yesterday's assignment then moved onto work on the 4 word slides.  Each slide needs to have a definition, and anecdote and a picture with a link.

HW: All slides on slide show complete except last slide by Monday.

All Classes: 
I have reassessed reading logs for next week.  I am going to ask that they be turned in with 150 minutes recorded in your independent reading books  on Monday 11/2. In addition, I will ask you to record the time you spend researching the 14th amendment on your logs.

Wednesday 10/21

Today's work for CLARKLISTO.
Handout
Template

HW:
DO steps 1-4 from slide 1 on the template.
Also be sure back work is caught up in both classes.
 All Classes: 
I am going to reassess reading logs for next week.  I am going to ask that they be turned in with 150 minutes recorded in your independent reading books by Friday the 30th. In addition, I will ask you to record the time you spend researching the 14th amendment on your logs.

Tuesday 10/20

Period 3:
Today we discussed last night's reading by finding instances in the story that caused a strong reaction and discussing those instances with a partner to discover what it really made us realize.  We then took a highlighter to the story and hi-lited instances where Richard Wright's rights were denied despite the fact that 59 years had passed since the abolition of slavery.  I then assigned the writing assignment that needs to be completed and turned into classroom by the end of the day tomorrow.

Period 4: We spent the class discussing ways that Richard Wright's rights were denied despite the fact that 59 years had passed since slavery was ended.

Period 7: We read the rest of "The Ethics of Living Jim Crow"noting times when Richard Wright's rights were denied. Your homework is to complete this assignment and turn it in to classroom by the end of the day tomorrow.

All Classes: 
I am going to reassess reading logs for next week.  I am going to ask that they be turned in with 150 minutes recorded in your independent reading books by Friday the 30th. In addition, I will ask you to record the time you spend researching the 14th amendment on your logs.

Monday 10/20

Today we reflected on the trip to Middlebury then read for 10 minutes. I collected old logs and the new log for the week of 10/19-10/26 was started.  We then moved on and began to read "The Ethics of Living Jim Crow"

HW: Read the rest of the story (period 4 just read to part II) and ANNOTATE as you read.  We will discuss it further tomorrow.

Thursday 10/15

Periods 3 and 7:
We began class with a reflection on the changes we made to our ad analysis and then moved on to talk about the bio Richard Wright, the author of Black Boy which is the book from which we will read excerpts next.
HW: Read/log/post it--120 minutes due on Monday and there is no class tomorrow.

Period 4:
Today we read for 10 minutes. We then chose our best ad analysis and found its strengths and identified its weaknesses in preparation to write the final draft for tomorrow. Please consult this document to see the pictures if you need or this document for some transitional phrase ideas. This Rewrite is due tomorrow on  loose leaf sheet of paper along with the original analysis papers you completed for class today--all will be collected during homeroom or on the bus.

Reminder logs collected Monday --120 minutes

Wednesday 10/14

Periods 3 and 7:
Today we chose our best ad analysis and found its strengths and identified its weaknesses in preparation to write the final draft for tomorrow. Please consult this document to see the pictures if you need or this document for some transitional phrase ideas. This paper is due in class tomorrow on  loose leaf sheet of paper along with the original analysis papers you completed for class today--all will be collected.


Period 4:
Today we worked on completing 2 ad analysis worksheets. Use the links below to help you complete the work.  These are due in class tomorrow.
Station pictures (you must choose pictures from two different stations)
transitional phrases to help you unpack

Tuesday 10/13

I hope everyone had a great long weekend. Today I collected old logs and handed out new ones for the week of 10/13-10/19. Only 120 minutes are expected this week but post its are expected as well.

Ms. Gosling also came in to talk about the field trip to Middlebury College on Friday. Please see me for a permission slip.  All permission slips need to be returned by Thursday of this week.

Periods 3 and 7:
We spent the remainder of the class working on finishing the deconstructon of 3 ads by tomorrow when Ms. Carlisto will collect them at the beginning of class.  We talked about transtions in all classes. Please find attached here a link to some possible transitons to use in order to force yourself to unpack the evidence you have cited.
HW: read/log/post it and be prepared to turn in three completed ad analysis worksheets at the beginning of class tomorrow.

Period 4:
We spent the remainder ofhte period looking at and talking about the great transisitons Zac used in his masterful response.  I also explained how in class tomorrow you will work at completeing deconstructing 2 ads.

HW:Read/log/post it. Be ready to deconstruct ads tomorrow.

Friday 10/9

Period 4 and period 7:
We began the period sharing out our fixes and I will say they are much closer to master than the originals. Nice job adding transitions and unpacking!

Please watch this intro video as a refresher then move from station to station to begin the process of completing 4 thorough ad analysis worksheets as a major grade.
Station 4--Video links for the one tv commercial you must complete--choose 1. The other three stations are around the room  and have print ads.
You will choose one ad from each station and complete a side of the worksheet (layer 1 chart and layer 2 paragraph).  You will be given 2 full class periods to complete these worksheets (10/9 and 10/13). At the end of the period on Tuesday, I will collect these for a major grade.  You are allowed to ask a partner for feedback BUT you are each responsible for writing your own paragraph.

HW: I will collect logs and post it sheets on Tuesday.

PERIOD 3:
We began the period listening to some master responses and looking at the rubric.

We then looked at the responses written yesterday and applied the rubric to those responses to determine how we all did.
The homework assignment is to choose one of the responses that you feel scored an apprentice rating and rewrite it making changes you feel are necessary to make it a response earning a master rating.  This should be done on a looseleaf sheet of paper and turned in tomorrow.
HW: I will collect logs and post it sheets on Tuesday AND the rewrite if you did not turn it in during class.

Thursday 10/8

Period 3 and Period 7:
Today we read for ten minutes then looked at the responses written yesterday and applied the rubric to those responses to determine how we all did.
The homework assignment is to choose one of the responses that you feel scored an apprentice rating and rewrite it making changes you feel are necessary to make it a response earning a master rating.  This should be done on a looseleaf sheet of paper and turned in tomorrow.

Period 4: 
We used the period to work with partners to continue the work of writing a response that identified the ad as using logos, pathos or ethos in a masterful way.  I showed an additional example of a master response in order to ensure everyone understood the expectation.
The homework assignment is to use the powerpoint to write your own response to any other ad on this presentation than the one you worked on today in class (or the Crest one that I used as an example).  This should be done on  looseleaf sheet of paper or on google docs and shared with me at acarlisto@lakeplacidcsd.net

Wednesday 10/7

• Ten minutes of reading during which time I checked post its and logs.--see me if you were absent today this is a grade.
• You will work with a partner, choose an ad and together deconstruct it, analyze it and present your analysis to the class.

HW: Read/log/post it
3rd and 7th period you have an additional assignment which is simply to reflect on the activity you did today--What did you realize about the assignment? yourself? the appeal? etc.. and how/why did you realize it?  Please see below for an example:
I realize that when I worked on the assignment with Frank today I had some trouble.  The first thing I realize by looking back is that all the ads had all three appeals so we had to really talk about which one fit our criteria best.  I guess I know that I have to have reasons for my choices.  Another thing we found is that if we skipped the step of looking closely at what was there--we struggled with giving specific details and even unpacking them so I guess this means not to waste our time. Additionally I found that it took quite a bit of work to be able to produce something that was at the mastery level. I was glad Frank was there to listen to my ideas because I think that made our response better.  We were better abel to use transitions and unpack our evidence if we first talked it through. I think I learned that planning and working with a partner is something I like to do since it forces me to think and to plan.

Tuesday 10/6

Today I shared the rubric for analysis with the students.  They worked together to craft a piece that a master would craft and we discussed why/how it was great.

I explained post its and students read for 10 minutes and practiced taking post its while they read.

HW: Read/log and post it--I will look at post its tomorrow be prepared to show them.

Monday 10/5

I collected reading logs today. We then read for 10 minutes, talked books for 5 and then assessed ad responses in order to model what the expectations are for the writing assignments to come.
In our careful study of the responses, we noted that the best responses did the following:

• Named the appeal and defined it.
• Told why using specific details from the text (3)
• Unpacked the evidence--that is to say-explained how the specific detail worked to appeal to the audience in the way we claimed.

We then partnered up to write a stand out response in our tips section of the notebook in order to have a model from which to work.

HW: read/log time 150 minutes due on this new log which is for 10/5-10/12

Friday 10/2

Today we read for 10 minutes.
Then we looked closely at the ads and wrote our responses.

Period 3--Be sure to complete your 150 minutes AND finish your response based on this ad--

Period 4 and 8--complete your logs with 150 minutes

Thursday 10/1

Today we looked at the example for the PEL and then worked with partners to deconstruct an ad.  We really hammered home the idea that in order to be successful the analysis must:
Name the appeal
Tell why w/SPECIFIC DETAILS
Unpack the evidence

HW: READ/Logs will be collected Monday 150 minutes!

Wednesday 10/30

Today we read for ten minutes and then launched right back into the Michelin commercial and discussed whether the details were appealing to Ethos, pathos or logos and talked about how we have to provide specific details in order to prove our assertions.
HW: read and log your time.

Tuesday 9/29

Today I returned reading logs an we set up a system for keeping the logs in the classroom in folders.  Students figured out how many average pages per minute they have been reading and wrote in their journal (tips section) about that and why they think they read better in certain places and at certain times than they do others.

We then began talking about a Michelin ad unpacking it with tier 1 questions instead of tier 2 questions.

HW: Read and log your time

Monday 9/28

Today we spent time reviewing ethos/pathos and logos and glued handouts (2 visuals and a chart)  in our reader's notebooks in a new section called "tips" which is 8 pages past "all about me".  We spent time looking at the differences between the three marketing appeals.  We also handed in reading logs and began a new log for the week of 9/28-`10/5.

Friday 9/25

Happy half day!  Be sure to read and to complete your reading logs as I will collect logs on Monday first thing.

Thursday 9/24

Today we discussed how we persuade people to do things we want them to do like give permission to go to the movies or to sleep over at a friend's house. Lots of compelling arguments were given and all of them fell into one of Aristotle's categories of Ethos, Pathos, or Logos.

HW: Read and log your time, 150 minutes collected on Monday.

Wednesday 9/23

Today we read for 10 minutes.
We then discussed demographics and discovered which groups we would be in.
In our readers notebooks in the "all about me" section of our reader's notebooks, we listed at least five different groups in the category of interest and everyone was challenged to find 2 categories that we all fit in.--some interesting categories surfaced.

HW: READ and Log time 150 minutes due Monday.

Tuesday 9/22

Today we read the blogpost from Art Markman entitled "What does Advertising do?" and spent time discussing familiarity, saliency and life style identification and how it all seems to work together.  We teased out the beginnings of Aristotle's terms of rhetoric--ethos, pathos and logos and will work further on those tomorrow.
We also read for 10 minutes in class.

HW: READ LOG 150 minutes due Monday

Monday 9/21

Today students turned in the first of many reading logs.  I handed many back today after looking at them and determining that students would not get full credit because not all items were complete. I wanted students to understand my weekly expectations, therefore, I gave them all opportunity to fill in missing data and to ask questions if they were confused. I am hopeful next week's logs will be more complete. We then filled out the new week 9/21-9/28 and read for 10 minutes.
We next discussed advertising and its purpose and touched on why/how it works.  We noticed it surrounds us daily and agreed it might be fun/critical to take a closer look at it.

HW: Read and log time on the log for the week of 9/21-9/28. !50 minutes due on Monday.

If you were absent please be sure to turn your completed log in when you return.

Friday 9/18

Today we read for 10 minutes. We then worked with each other's drawings and wrote down what we saw and what we "knew".

HW: Read and log--Logs due Monday 60 minutes and all numbers tallied before class! DOn't forget to turn ad in before 12:00 tonight.

Thursday 9/17

We discussed reading logs in class today. They will be due each and every Monday. The expectation is 150 minutes a week of reading will be logged and hte entire log completed BEFORE class on Mondays. We then read for 10 minutes.
Then we discussed mandelas and were wrong on so many points--IT was awesome!

HW: READ and fill out log 60 minutes due on Monday and don't forget to find an ad and turn it in on classroom.

Wednesday 9/16

Today we read for 10 minutes and reacted to that experience. We then read the poem "To Draw Pictures" by Maggie Anderson and discussed favorite lines.  Tomorrow's class will be about analyzing the drawings from yesterday.
HW:
Find an Ad you like and turn in the link to Google classroom

Tuesday 9/15/15

Today I checked the To Read lists in composition notebooks and looked at blog posts--I explained the difference between a post and a comment. Students should fix their comment if necessary. We then spent much of the period drawing our mandelas that we will use in class tomorrow.Class wrapped up with a discussion about what is coming up and students were asked to turn in an ad to google classroom by Friday.  The ad can be a tv ad, a magazine ad or an online ad.

HW: Have IR book in hand tomorrow in class
Look for an ad to submit in Google classroom by Friday

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Monday 9/14

Today we will begin by talking books with friends in order to grow our "To Read" list.
Next we will sign into Classroom and Powerschool to be sure our lines of communication are working and are clear.
We will then check to be sure our blog posts are ready for the public and will post them.
HW: at least 5 books on "To Read" list and a new IR book by Wednesday and be sure your refelction is posted as a COMMENT on Kidblog.

Friday 9/11

Today we are going to talk about the trip and find the class blog where we will reflect in order to ensure that yesterday's activity is one that we can use as a learning experience. Click on this link for the hand out to use in order to complete the blog.
HW: Find an IR book by Wednesday of next week.

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Thursday 9/10

What a great day--Thanks for putting yourselves out there!

Wednesday

Don't forget to bring in permission slips and Subway money for tomorrow.

We will Take the STAR test today. Once you have completed the STAR test you are  to add 5 titles in your reader’s notebook in the To Read Section. That is the first five pages of your notebook. The first page facing you should look like the image below.  You are encouraged to click to the page above that has reading recommendation websites and to add to these recommendations if you find other good websites that review or recommend books.

If you were absent today be sure to see me about rescheduling the STAR test and to list at least 5 books you want to read in your composition notebook!

Tuesday 9/8

I hope you all had a fantastic long weekend. I am looking forward to our bonding day this year and to getting to know you all better.  Today in class we first wrote three things we want for Ms. Carlisto to know about us. Then we filled out a survey to help create groups for our trip Thursday.  We then finished up finding quotes for our selfies.
HW: Selfie with quotes due in classroom Thursday.

Friday

In notebook write about a challenge you faced recently. Give as much detail as you can about that challenge. Once you have finished "reliving the challenge", explore (in writing) what the challenge revealed about who you are. How do you deal with adversity, what are your strengths (what can you be proud of) what are your weaknesses? How will you work on these?

Once you are done writing about this, consider what you have been working on in math--what difference will you make in the world and search for a quote that will inspire you.

Once you find the quote, superimpose it on the selfie you took yesterday in foreign language and then submit that picture to me in classroom.

HW: If you are reading magazines or watching tv pay attention to  commercials you like --it would be great if you would send me links or pics or suggestions.  We are going to be working with advertisements soon.

Thursday September 3

Welcome.  I hope you find this blog helpful when trying to determine what is being done in English 8 this school year.
Today in English, I handed out the permission slips for our first field trip of the year. Please ask your student about it if he/she has not already shown it to you. Please fill them out ASAP and send them back in with your child.

Additionally, we created masterpieces from pipe-cleaners and shared a story about summer with our classmates.

HW: Read and Sign permission slip

6/1 6/2

6/1--NYS exam day. Afternoon classes reflected and shored up folders--see me if you were absent.

6/2 See the Clarklisto for the kick off activity and overview of project.

REading log due Thursday 6/4--150 minutes-don't forget you can log your science research time IF you write down the name of the research article.

Monday 5/27

Today we rewrote reflections in period 2 classes--see me if you were absent. I then asked students to a bit of a long write in class answering the following questions on a sheet of looseleaf paper:
1.  What is the title of the historical book you have chosen to read and who is hte autor? What is the status of the reading of this book for you?--Done?, Haven't started?, on page?  You will need ot finish this book by Monday, June 8.
2.  I am currently on page_________ of __________by ______________. What has happened so far? (short paragraph please)
3.  Tell of a  poignant/significant part of the book so far and explain. (another paragraph please)

In the afternoon classes we then investigated the definition of discrimination and shared ideas with peers.

HW: Finish your reading log--it is due with 100 minutes tomorrow.

While we are blocking (Q4)

Assignments will be posted on the clarklisto blog at clarklisto.blogspot.com

Reminder a weekly log will still be expected and collected. You MUST log your time reading the articles for the WWII project.

Don't forget permission slips for BOCES trip on Friday and to read 150 minutes!

Tuesday, Wednesday, Thursday

State testing

Check out our blog for the new CLARKLISTO project and for your assignment that is due on Monday.


clarklisto.blogspot.com


Logs are due on Monday
Permisison slips too
and reply on our blog by Monday

Monday 4/13

As ELA tests will be administered tomorrow-we looked at the format of the tests that students will be sitting with the next three days.  We talked about how they would be graded and where students would report for the tests.

HW: Read/log/post it

Friday 4/10

We blocked today--we read for 15 minutes then found examples of each of the poetic devices from the sheet of 4 poems from Tuesday and from our own poems.

HW: read/log post it--logs collected Monday

Thursday 4/9

Today we shared our poems wiht one another and discussed what we liked about each others.  We also began looking at poetic devices and guessign at their definitions.  Fill this worksheet out with your guesses.

HW: Read log/post it

Wednesday 5/8

Today we will discuss poetry as a genre--What is it? Where do we find it? What experience do we have with it?  Students will reflect in the reflections section of their notebooks on these questions after they read 4 poems that will serve as discussion starters.

HW:
1. Find a poem you like and want to share with your classmates bring it in as one of the following--photocopy it/copy it into your notebook/copy and paste it into a google doc
2. read/log/post it

Tuesday 5/7

Nice reading of your poetry today!

HW: read/log/post it

Monday 5/6

Welcome back from Spring break!  Today we finessed our poems, and looked at teh rubric that will be used ot assess them.  Practice up-you will presetn tomorrow.

I also collected logs from 3/16-4/6 and we started new ones from 4/6-4/13

HW: read/log/post it

Friday 3/20

Happy Spring!  Today we spent the whole period writing the poem. Nice work!

 If you were absent, you  need to write the poem on your own.  All poems should either be in my hand or shared with me at acarlisto@lakeplacidcsd.net  We will perform them on Monday.

HW: Read/log/post it 150 minutes collected on Monday 4/6

Enjoy break

Thursday 3/19

Today we read for 10 minutes, we then worked with our partners to write the two voice poem that was introduced yesterday.  The poem is due by the end of the period tomorrow. Students who are leaving early for vacation need to write this two voice poem on their own and it should be ready to be performed on Monday 4/6 when we return from break. (See yesterday's post for the linked assignment.)

Students who are absent today should be sure to:
Work on the front side of the worksheet and on their portion of the poem.
Logs are due with 150 minutes on 4/6

Wednesday 3/18

Today we will read for ten minutes. We will then watch a  sample 2 voice poem and discuss the qualities of the poem.  We will watch it again with a writer's eye then I will hand out the assignment and prewriting worksheets to begin work on the poem that will be due by the end of the day on Friday. If students are leaving early, they should write  the whole poem (both voices) on their own, if students are here, they may work with a partner. The prewriting worksheets will be due by the end of the period tomorrow and the final poem is due at the end of the period Friday.  We will perform on Monday.

Here is a link to a "how to" webpage if you want more ideas.
Here is a 2 voice poem written out so you can check out the formatting go to page 2 of the document.

HW: work on prewriting questions.
Logs will be collected Monday 4/6 150 minutes.

If you were absent be sure to:
Watch the 2 voice poem above, consider what a two voice poem does, who is the speaker? when do they speak, when do they speak together, what is its purpose? etc...
look over and begin the prewriting worksheet.

Tuesday 3/17

Happy St. Patrick's Day! 

Today we read for ten minutes then spent the remainder of the time exploring the extended metaphor in the poem "Mother to Son". 

Homework is to write a paragraph in your reader's notebook in the reflection section that makes a connection between the poem and the short story "Thank You Ma'am".

If you were absent today be sure to:

Look over the poem and consider each full sentence's message and look carefully at the metaphors used in the poem.

Monday 3/16

Today we will hand in our logs from 3/9-3/16---New logs 3/16-4/5-150 minutes.
Read 10 minutes
We will then discuss the poetic devices that appear in the poem and how they lend meaning to the poem.
As class ends we will summarize our thoughts on the poem in our refelections section of the reader's notebook. IF this is not completed it will be homework.

HW: in reflections section--summarize: what is the main theme or message from the poem?
Logs due Monday 4/5 150 minutes

If you were absent be sure to:
Take notes on the poem highlighting any of the poetic devices we defined in class.
Turn in your log from 3/9-3/16
Begin a new log 3/16-4/5

Thursday 3/12

Today we will read for 10 minutes. I will collect your well developed paragraphs that count for a major grade.  We will then work on defining the terms on this sheet then using them to dissect the poem, "Mother to Son".

HW: read/log/post it

If you were absent today be sure to:
look up definitions of terms from worksheet
turn in your paragraph either typewritten or on looseleaf paper
reread poem and use list of terms to be sure you can find examples within the poem

Wednesday 3/11

Today we will read for 10 minutes. We will then look quickly at yesterday's documents in order to set you up for tonight's homework which is to write well developed paragraph that describes one of the characters. You are to choose just one adjective and prove it 3 ways within that one paragraph.

Read poem
Record reactions to poem in readers notebook reflection section--date it 3/11 and label it reflection to "From Mother to Son".  Reactions to include: what did you notice? What is different about this than "Thank You ma'am"?
What did the poem make you think?

HW:Well developed paragraph that describes one of the characters. You are to choose just one adjective and prove it 3 ways within that one paragraph. Complete on a separate sheet of paper.