Monday 12/19

LAST DAY OF FLOCAB

Finish up i-Movie

upload to Youtube

Share link

Complete Reflection sheet

Read independently
What do I do now?
Try this

Friday 12/16

Friday 12/16:
Continue recording and laying out iMovie work.  

• Title slide needs to contain:
• Title of song centered and capitalized
• Your names under the title and smaller font

When iMovie is complete (don’t forget a title slide) do the following:

• Pull down the Share Menu and select export movie using QuickTime (save it to the desktop)
• Allow the movie to export (this will take a bit)
• Log into your drive and open youtube
• Click on the upload symbol in the upper right  
• Drag and drop your QuickTime movie into here
• Change settings so it is unlisted
• Email me the link

Complete reflection sheet with lots of details.

Read your IR book
HW: Enjoy the weekend :)

Thursday 12/15

BLOCK ONE:
Finish up work on frames--see yesterday's post for directions on how to do this in google on any computer (it's way easier than our original directions).
Recording Sign up
BLOCK TWO:
Recording begins. Practice and slide work continues. i movies get started.

Wednesday 12/14

Wednesday 12/14

BLOCK A:  

Work with the music and with the lyrics--make adjustments

Make individual frames for each stanza

• See our outline of steps if you do not know how to create the frame set-up required (picture on the left, lyrics on the right)

BLOCK B: Continuation of frame and screenshot work. Recording time sign up.

The expectaion is that tomorrow you will walk in with the following:

• Screenshots of all frames for your i-Movie saved in your drive
• Lyrics in hand (one for each of you)
• A very practiced song in your head
• Earbuds!

Tuesday 12/13

Tuesday, 12/13

BLOCK A:  

1. Use the checklist to be sure everything is done correctly. Use this time to make it right if it is not.

2. Additionally, use this time to bring your lyrics alive. Remember this is not an essay--your song should be rich with images and sensory detail. Where you end your lines matters.

3. Read through your lyrics out loud with the music playing and listen for where the breaks need to be and put them in by ending the line. This will make your recording loads better. Make changes now

BLOCK B:

1. I-movie mini lesson/example
2. Begin placing pictures and lyrics in I-movie

HW: Practice reading through lines with music playing

Monday 12/12

Monday 12/12

BLOCK A:

Find pictures and include links to the pictures used on your Flocab final document.

Finalize song choice. Be sure Final Draft is final--that means:

•       CATCHY TITLE 
•       spell checked/edited
•       history underlined
•       each poetic device highlighted a different color (see Friday's handout for specifics)
•      legend made to identify what each color represents  

BLOCK B: WORK BEGINS WITH PLACEMENT OF PHOTOS IN i-MOVIE

CRUCIAL HOMEWORK:
1. Lyrics completed
2. Song (beat) choice ready
3. Three photos linked and ready to go

Friday 12/8

FRIDAY 12/8

Requirements laid out for everyone

REQUIREMENTS:

Students must have a minimum of TEN examples of ELA skills as listed below.  
These need to be highlighted in the final draft.  

Students should underline examples of historical content in the final draft

Tools:

sophisticated vocabulary (must have 2)

alliteration

assonance

simile

metaphor

hyperbole

personification

allusion

sensory imagery (vivid and active verbs and adjectives)

onomatopoeia

Exposure to beats

Work Time: Move from rough draft to final draft

HW:

Final draft due Monday--TYPED and SHARED
Here is an example of how final draft should look

Beat must be chosen and shared with Ms. C by mid break Monday (including beats not from our folder)

NOTE: Bring headphones to class daily from here forward

Thursday 12/8

Playing with Language:

Slideshow

Boring Flocabs Say:	Awesome, Yoda Flocabs Might Say:
The Model T went 45 miles per hour	Speeding 45, the Model T did go
Upton Sinclair exposed that sausage had rat dung in it	Rat dung in sausage Upton did expose
The city streets are overcrowded	Overcrowded are the city streets

BLOCK A:  

Yodish and Show Don’t Tell mini lesson

STORY BOARD CHECK

WORK ON WRITING STANZAS DISREGARD RHYMES FOR

BLOCK B: WORK PERIOD-ROUGH DRAFT

HW: Rough draft due tomorrow

Wednesday 12/7

Wednesday 12/7

Block A:

           Intro

1. Large group share
   Topic

Read sentence

share creative masterpiece

2.  Perspective choices--who could tell the story? Which perspective would be most effective for the story we want to tell.

3.  DRAW STORYBOARD WITH BRIEF DESCRIPTION OF EACH PIC—EACH LINE OF PICTURES    

    REPRESENTS A STANZA

BLOCK B: WORK PERIOD STORYBOARD

HW:1) Storyboard DONE and in hand tomorrow

      2) 1-2 frames worked into rough draft of a song

Tuesday 12/6

Tuesday 12/6

BLOCK A:  

Model Research/Playing with words

FIND ARTICLE ---GET APPROVED BY TEACHER

paste link on form

        Print article

Research/Playing with words with chosen article:

• History -Highlight the key terms in the article that COULD be in the song
• ELA skills - For each paragraph “play” with your ELA tools (4-7 times each paragraph)

BLOCK B:

Continue playing with words

HW: Complete the highlighting activity and be sure each and every paragraph has 4-7 creative word-plays in the margins
This is due tomorrow
Graded tomorrow--done or not done DO NOT regularly annotate see our example linked above

Monday 12/5

Monday, 12/5

BLOCK A:

1st → INTRODUCTION OF PROJECT - First Cabinet Meeting

2nd → DISTRIBUTE ASSIGNMENT - Mr. Clark and Ms. Carlisto explain assignment

3rd → Student Examples (child labor)

BLOCK B:

1st → BRAINSTORM SONG TOPIC CHOICES “Post-it Activity”

2nd → CHOOSE PARTNER (GOOGLE DOC)

3rd → COLLABORATE ON SONG TOPIC (GOOGLE DOC FORM)
Here is the link to textbook page#s and to the list of topic choices
started in class

4th → WORK ON  TOPIC/KTN/INVESTIGATE

HW:
Be sure topic and partnerships are completed on form
Complete KTN worksheet

Friday 12/2

I collected LW # 4 and 5--you told me which one you wanted me to grade and why.
We completed status of the class and then finished the station rotations we started on Wednesday.
HW: read 20 minutes and keep post its.

Thursday 12/1

Thursday:
Double SS session. Don't forget to read and complete LW #5

WEDNESDAY 11/30

Today we completed status of the class, I checked LW#4 for completion, assigned LW#5 for FRIDAY along with 40 more minutes by FRIDAY.

We then moved into poetry stations.  If you were out, here is the low down on the stations. We will get through 2 stations today and the other 2 on Friday.

PADLET FOR STATION #1.


HW: Read 40 more minutes by Friday and complete LW#5in your Reader's notebook.

Tuesday 11/29

I was in Albany at a conference all day today. I hope you enjoyed the double Social Studies session. I can't wait to tell you about the book recommendations I received today!

 Remember 40 minutes of reading is due tomorrow and LW#4.

Monday 11/28

Today we read for 10 minutes, reviewed the importance of choosing post its for longwrites and then began Longwrite #4 in the reflection section of reader's notebooks. We then looked back at the creative stories we wrote on Tuesday and discussed the decision-making process for telling the story--which character would have the best story? Should I have the character tell his own story or should I have a narrator from outside the story tell it like maybe a person watching the bus stop? We then discussed speaker of a poem and how speaker does not mean author.  We then looked at the poems from the other day and determined who the speaker of each poem was and why it mattered.


Afternoon: Sorry I had to be out this afternoon.  In class we read for 10 minutes, then read through this handout and applied it to one of the poems we analyzed last week.  Each group was to complete a character sketch of the speaker of his/her assigned poem (same one as last week). This was to be turned in (Maddie and Amelia and anyone else absent, complete the sketch on a google doc, name it speaker and share it with me :)--you two may choose to work together if it is allowed)

HW: Complete 40 minutes of reading and LW#4 by Wednesday (I am at a conference tomorrow).

Tuesday 11/22

Today you will write a bit of a creative story based on this picture.

 You are to choose one character and tell his/her story.  You are to include as many devices as you can while you tell the story. We will share these stories. If you are absent, please return with a story on Monday.

Happy Thanksgiving.

Monday 11/21

Happy Winter!

AM: We read. We then worked through a poem together identifying poetic devices then as partners we looked at another poem and found more examples.

PM; We continued our discussion of the poetic devices present in the 3 poems and made sure to tell why these made a difference.
HW: read 20 minutes and keep post its

Friday 11/18

AM: I collected LW # 3, we read then spent time teaching each other the poetic terms we were introduced to Wednesday.

HW: Read 20 minutes and keep post its

PM: We looked at three poems and found examples of poetic devices.
HW: Read 20 minutes and keep post its

Thursday 11/17

I only met with period 3 today and we read and wrote LW#3
LW#3 is due Friday

Wednesday 11/16

AM:
I handed back post-its, we did status of the class and read for 10 minutes. We then defined words related to poetry and discovered we have much to learn!
Any student unhappy with his/her grade is invited to rewrite LW #2 and turn it in by tomorrow.

HW: LW #3 due on Friday and Read 20 additional minutes by then( your longwrite should be based on something from that 20 minutes).

PM:
We read for 10; I returned LW #2 with comments. Any student unhappy with his/her grade is invited to rewrite LW #2 and turn it in by tomorrow.
We then worked our way through the handout of definitions and through 3 poems that may contain examples of these terms.

HW: LW #3 due on Friday and Read 20 additional minutes by then( your longwrite should be based on something from that 20 minutes).

Tuesday 11/15

AM:
We broke down LW #2 further and hilited our own before turning it in.
HW: Read 20 minutes and keep post its

PM:
We read for 10 then defined a bunch of terms associated with poetry. Longwrite 2 was turned in after we hilited it.
HW: Read 20 minutes and keep post its

Monday 11/14/16

Today we will fill out a status of the class. Discuss LW #2 by correcting one that is not so great in order to determine HOW to make ours better.

HW: write or REWORK LW#2 to make it full of transitions. Underline all transitional phrases used. It will be graded tomorrow.

Thursday 11/10/16

Today we will do what we were going to do yesterday: we will analyze longwrites written by peers, sort them and analyze them in search of clarification for expectations for this assignment.

1. Sit with assigned partner
2. Read through packet of LWs
3. Sort them in order of best to worst
4. Now go back through and identify what is done well and what needs work--make list right on the paper itself
5. Share out with large group the findings
6. Brainstorm possible issues while writing
7. Correct one together
8. Reread your own longwrite, identify its issues--list them on the page--circle the one you think you need to address most in subsequent longwrites.
8. Write longwrite #2 -it is due Monday along with 20 more minutes of reading and post it taking. This is a NEW longwrite, not a rewrite. Be sure to make a clear attempt at addressing some of your tendencies that you identified in your previous longwrite. For example, if I noted that I tended to leave transitions out, I will focus in this longwrite on including useful transitions.  You will need to identify this focus and tell how you addressed it so pay attention as you write.

Wednesday 11/9

Today students:
1. Turned in their LW#1
2. Read for 10 minutes
3. Sorted and analyzed the longwrites to determine what makes a longwrite good.
4. Reflected on their take aways

HW: Read for 20 minutes, take post its be prepared to write LW# 2 in class tomorrow

Tuesday 11/8

Today we will complete a status of the class and pull post-its from last night.
We will then paste in directions for longwrites and transitions to use.
We will then go over directions for the longwrites We will look at an example and talk about its strengths and weaknesses.

HW: Choose a post it and complete LW #1 in your Reader's Notebook in the reflection section AND read 20 minutes with post its.

Friday/Monday

We took the test on The Ethics of Living Jim Crow and the Homework each night is to read 20 minues and to take post its.

Thursday 11/3

Today you got smarter together by unpacking the text.
Tomorrow's test will look like this:
1. You will be given a question from your section (any one of them listed). You will need to answer that question carefully citing evidence from the text to make your answer clear and fully developed. This will require a lengthy paragraph.

2. You will be prompted to look back over your answers and relate them to the title of the excerpt and to the 14th amendment. It will look something like this:

Explain this section as it relates to the title of the article, The Ethics of Living Jim Crow, finish by telling specifically how this connects to the 14th amendment.

• Begin your answer with your interpretation of the title 
• then tell how the section illustrates this by using specific examples
• restate what the 14th amendment means 
• make connections between what you read and the 14th amendment.

Wednesday 11/2

Today we will fill out a status of the class then read for 10 minutes.
We then will move into our discussion groups and begin with a discussion of the section assigned.
The last 10 minutes will be used to share out ideas.

HW: Look over notes so you are prepared to answer the questions in class tomorrow. Be prepared to connect what you uncovered to the 14th Amendment.

Tuesday 11/1

10 minutes of reading that begins with a reread of Ethics of Living Jim Crow.

Group discussions of Ethics of Living Jim Crow.

HW: Read 20 minutes and take post-its

Halloween

Happy Halloween. Today in class we sorted post-its talked about books and read some more.
IF you were absent, be sure to see me as this was a grade.

HW: Try to sneak 20 minutes of reading time in and keep post its.

Friday 10/28

Today we will begin with our 10 minutes of reading. (Status of the class completed too)
We will briefly discuss and share out post it collection.
We will then meet in groups to discuss our questions about The Ethics of Living Jim Crow
Large group discussion will follow.

HW: Read and keep post its. You will be writing off post its on Monday.

Types of post-its

1. REACTION
2. QUESTION
3. PREDICTION
4. CONNECTION TO LIFE
5. CONNECTION TO OTHER TEXTS
6. CONNECTION TO PREVIOUS SCENE IN BOOK
7. SIGNPOST
8. VOCABULARY

Thursday 10/27

Today we will fill out status of the class again and then read for 10 minutes.
We will reread The Ethics of Living Jim Crow . The instruction while reading is to keep post -its as modeled in class. Remember this means to annotate by asking questions, and circling unknown words, reacting and relating.
Tomorrow we will follow this reading up with discussion about the questions.  Any questions that can not be answered in small group will be brought out to large group by submitting them to me on way out.

HW: Read for 20 minutes and keep post its

Wednesday 10/26

Today we met for Clarklisto work but separately in our own classes.  In ELA we will continue the close reading and analysis work we started and the same for social studies. We will complete ours by looking at The Ethics of Living Jim Crow and in social studies you will look closely at more documents and images with the intent of analyzing these.

Before we move forward and while it is still fresh, I need you to take time to reflect. Please complete this sheet as thoroughly and thoughtfully as possible.  Make a copy of this and share it with me. It is worth 10 points in the miscellaneous category--which means at this point it will be worth 25 % of your grade. You can not afford to take the assignment lightly or skip it.

NAME IT--yourname14th reflect    i.e   angiec14threflect

HW Read 20 minutes new status taken again tomorrow.

Tuesday 10/25

AM:
Students begin by comparing two responses and determining which is best and why.

After this is modeled, students look at their own first phrase and explanation and determine what changes need to be made.

Students grab a computer and pull up the digital version of the Final Analysis and make those changes.

They then look at the changes that have to be made for the second phrase and make those changes.

Final drafts are due by the end of the block.

PM:

Students share their own examples on overhead and we talk through why they are good examples.  Allow students time to make changes on the google doc.

Each student assigned one more document to complete the three columns for--this is done on a new google doc Share with me named your name and #2
Final of #2 is due at the end of the block.

Monday 10/24

1. Students will take out their homework--side one with textbook summary will be photographed and we will work with side 2 (column 1 must be done)
2. Students meet with theme group
3.Students pair up with anyone with same document (if singleton, will work alone together)
4. Students will share their column one work and suggest changes to one another.-This acts as rough draft so can be very messy
5. Teachers model link of 14th amend to doc (column 2)
6. Students work together on column 2
7. Students complete column 3
8. Return to large groups of theme-share out to one another and suggest changes.

Note--Throughout class shout outs are given for help received (specific help, specific people)

HW:Final Draft of column one and ROUGH Draft of columns 2 and 3 completed on google doc (Make copy and rename your name and share with me. Be sure to fill out name and theme and "My Document says" (in red)

Thursday 10/20/16

Today we first reviewed quickly each of the documents from yesterday.  We then separated into groups of 4 and read the textbook pages that corresponded with the theme assigned.

The task was to read the text and summarize all you learned in a coherent paragraph on the front side of the handout. The morning class will need to be sure to revisit the summary they wrote in class and make sure it all flows together.

Next we modeled how to fill out the summary column on the handout and tasked each student with reading his/her own individual document and to fill out the summary column with 5 sentences.

This summary should have three parts that are connected with TRANSITIONS:

• A beginning (identifies who wrote it  CONTEXT)
• A Middle (Tells what the text says)
• An End (connects the text to the assigned theme)

HW: 1)Review your text summary and be sure all parts are connected AND 2)read your document, 3)complete the summary column. 4)Read 20 minutes