Today we worked on discussion. We discussed the power of discussion if all take it seriously. In order to move discussion into the range of meaningful, we practiced using the sentence stems here. IF you were absent, you should write about the last time discussion was meaningful to you. Do this in all about me in your reader's notebook then show it to me.
Read/log/post it
150 minutes due Monday. I will collect post its at that time as well.
Monday, February 29, 2016
Thursday, February 25, 2016
Thursday 2/25
Today we reread "Eleven" and began to discuss it. We will continue tomorrow.
HW: Read/log/post it
Wednesday 2/24
Today we finished our discussion of "Thank You Ma'am". We discussed why the story ended as it did. We then read Sandra Cisneros' "Eleven". This was a first read so students' annotations were reaction annotations and questions. We ended with everyone writing and sharing their reactions to the story at the end of the story.
HW: Read/log/post it--reread the story
HW: Read/log/post it--reread the story
Tuesday, February 23, 2016
Tuesday 2/23
Today I read through and graded your LW#13. We then took notes on each part of plot. We then discussed how "Rain Rain Go Away" falls along the plot line. Students then worked with a partner to map the events of the plot of "Thank You Ma'am".
HW: Read/log/post it 150 minutes due on Monday
HW: Read/log/post it 150 minutes due on Monday
Monday, February 22, 2016
Monday 2/22/16
Today we read for 10 minutes and logged that time. We then reviewed conflict definitions and outlined the many different conflicts in Thank You Ma'am by Langston Hughes. We then tried to determine which one of those conflicts was central to the story.
HW: Read/log/post it AND complete LW #13. In this longwrite you must identify a conflict in your story and write about it. tell which category it falls under and tell what it makes you know in your story or how it relates to another conflict inthe story. See example here
HW: Read/log/post it AND complete LW #13. In this longwrite you must identify a conflict in your story and write about it. tell which category it falls under and tell what it makes you know in your story or how it relates to another conflict inthe story. See example here
Friday, February 19, 2016
Friday 2/19
Today we worked with partners to reread Thank You Ma'am" by Langston Hughes. We discussed the story along the way with each other and then discussed our annotations to be sure we were on track. We then each were assigned a question from the list of discussion questions here. We spent time being sure we could support our answers with words from the text. If you were absent-do question #4. Discussion will continue Monday.
HW: Read/log/post it
HW: Read/log/post it
Thursday, February 18, 2016
Thursday 2/18
Today I collected reader's notebooks and logs.
Students then read Thank You Ma'am by Langston Hughes. They were asked to annotate by asking questions and reacting through the text then when they were finished reading, I asked them to write a summary of the short story. Finally, they partnered with someone in the class and shared their summaries. On the second read of the story they will clarify any discrepancies and will mark any parts that help define characters.
HW: Read/log/post it
Students then read Thank You Ma'am by Langston Hughes. They were asked to annotate by asking questions and reacting through the text then when they were finished reading, I asked them to write a summary of the short story. Finally, they partnered with someone in the class and shared their summaries. On the second read of the story they will clarify any discrepancies and will mark any parts that help define characters.
HW: Read/log/post it
Thursday, February 11, 2016
Thursday 2/11
Five minutes to dissect example again via checklist.
10 minutes to finesse paragraph with partner.
SHARE and CRITIQUE
HW: Revise LW#12 for grade (call it LW12.5)
Also finish logs--I'll collect on Thursday.
10 minutes to finesse paragraph with partner.
SHARE and CRITIQUE
HW: Revise LW#12 for grade (call it LW12.5)
Also finish logs--I'll collect on Thursday.
Wednesday, February 10, 2016
Wednesday 2/10
Today we worked with a partner on a google doc trying to write the best paragraph describing Lillian Wright.
We were sure to include:
All paragraphs are due by the end of the day. In addition, you will need to write one thing you learned about this type of writing in your all about me section.What have you identified as the skill you want to get better at (look at list above). In addition, reflect on the experience of working in a cooperative group--what did you learn about yourself?
HW: Read/log/post it AND
Reflect in all about me section.What have you identified as the skill you want to get better at (look at list above). In other words, what will you always attempt to do in your writing from here forward? In addition, reflect on the experience of working in a cooperative group--what did you learn about yourself?
We were sure to include:
- one adjective
- two quotes (following MLA format for parenthetical references)
- transitions
- analysis
- a conclusion that explains why it matters
All paragraphs are due by the end of the day. In addition, you will need to write one thing you learned about this type of writing in your all about me section.What have you identified as the skill you want to get better at (look at list above). In addition, reflect on the experience of working in a cooperative group--what did you learn about yourself?
HW: Read/log/post it AND
Reflect in all about me section.What have you identified as the skill you want to get better at (look at list above). In other words, what will you always attempt to do in your writing from here forward? In addition, reflect on the experience of working in a cooperative group--what did you learn about yourself?
Tuesday, February 9, 2016
Tuesday 2/9/16
Today we read for 10 minutes. We then discussed characterization a bit more and the idea that when we are asked to describe our characters we need to make sure we are describing the character in the context of the story. In other words, we should pay attention to their most prominent characteristics within the story and not stretch things or take them out of context. I then showed an example of a paragraph that discusses the character of George. The objective of showing this was to point out the transitions that are used to be sure we are analyzing and not listing and that we are taking care to choose the most precise adjectives we can.
Students will then work together to write an equally good paragraph on Lillian. This will be done in pairs in a Google doc.
HW: Read/Log/post it and write a long-write (#12) describing one character in your book. You must use at least 2 quotes from the book to support your assertion.
One character
One adjective
2 quotes
Begin with:
I am currently on page ___________of ________________. I am going to describe the character of_______________________. Provide your description and then support it. Try to do parenthetical references correctly.
For example:
I am currently on page 101 of Touching Spirit Bear by Ben Mikaelson. The character I am going to describe is Cole Mathews. Cole Mathews' character is patient. The reason I know this is that in the Circle Justice meeting he smiles when Edwin enters the room.............
Students will then work together to write an equally good paragraph on Lillian. This will be done in pairs in a Google doc.
HW: Read/Log/post it and write a long-write (#12) describing one character in your book. You must use at least 2 quotes from the book to support your assertion.
One character
One adjective
2 quotes
Begin with:
I am currently on page ___________of ________________. I am going to describe the character of_______________________. Provide your description and then support it. Try to do parenthetical references correctly.
For example:
I am currently on page 101 of Touching Spirit Bear by Ben Mikaelson. The character I am going to describe is Cole Mathews. Cole Mathews' character is patient. The reason I know this is that in the Circle Justice meeting he smiles when Edwin enters the room.............
Monday, February 8, 2016
Monday 2/8
I will collect reading logs today and you will begin a new one for the week of 2/8-2/18.
We will then work on defining characterization and seeing which types Bradbury used in RRGA.
Next we will discuss conflict
HW: Read/Log/Post it
We will then work on defining characterization and seeing which types Bradbury used in RRGA.
Next we will discuss conflict
HW: Read/Log/Post it
Friday, February 5, 2016
Wednesday, February 3, 2016
Wednesday 2/3/16
Today we read for 10 minutes.
We then reread the story from yesterday with a hi-liter and a pencil in hand. This time we read it looking for places where the end had been foreshadowed--we hi-lited all of these places. We also kept and eye out for actions and words that revealed the personalities of George and of Lillian (underline these).
When that second read was completed, students used each other to begin thinking out loud about the answers to the questions on the worksheet. Students were encouraged to discuss the possible answers but were instructed to each write his/her own response. In other words, you should talk about the possible answers then separate and write your own responses.
Class time will be given tomorrow to continue getting smarter together except period 7 class as they will be participating in Winter Carnival activities at that time.
Worksheets and logs are due on Monday 2/8.
We then reread the story from yesterday with a hi-liter and a pencil in hand. This time we read it looking for places where the end had been foreshadowed--we hi-lited all of these places. We also kept and eye out for actions and words that revealed the personalities of George and of Lillian (underline these).
When that second read was completed, students used each other to begin thinking out loud about the answers to the questions on the worksheet. Students were encouraged to discuss the possible answers but were instructed to each write his/her own response. In other words, you should talk about the possible answers then separate and write your own responses.
Class time will be given tomorrow to continue getting smarter together except period 7 class as they will be participating in Winter Carnival activities at that time.
Worksheets and logs are due on Monday 2/8.
Tuesday, February 2, 2016
Tuesday 2/2/16
Today:
I collected LW#11.
We read "Rain,"Rain, Go Away" by Isaac Asimov and annotated as we went. We will discuss characterization and plot as we go.
If you were absent, read the story (annotate either by printing it out and writing on it OR by reading online and taking annotations on paper). Also, describe Lillian and George Wright--provide at least 2 adjectives for each and support with evidence from the text.
If you were absent:
Be sure to:
Hand in LW#11
Read and annotate RRGA and describe the 2 characters
HW: Read/Log/post it 150 minutes due on Monday
I collected LW#11.
We read "Rain,"Rain, Go Away" by Isaac Asimov and annotated as we went. We will discuss characterization and plot as we go.
If you were absent, read the story (annotate either by printing it out and writing on it OR by reading online and taking annotations on paper). Also, describe Lillian and George Wright--provide at least 2 adjectives for each and support with evidence from the text.
If you were absent:
Be sure to:
Hand in LW#11
Read and annotate RRGA and describe the 2 characters
HW: Read/Log/post it 150 minutes due on Monday
Monday, February 1, 2016
Monday 2/1/16
Today I collected reading logs then students filled out new reading logs.
We took the STAR reading test then read quietly for the remainder of the period.
HW: LW #11
150 minutes are due for the week of 2/1-2/8
We took the STAR reading test then read quietly for the remainder of the period.
HW: LW #11
150 minutes are due for the week of 2/1-2/8
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