friday, november 12, 2014
agenda
1. Do Now: Reflection on the Trimester. Look at the grading criteria and assess your OVERALL work throughout the trimester. Give reasons and thorough explanations for why you believe you earned the grade you gave yourself. Remember to consider your ability to work independently and collaboratively, to do "close reading" (note-taking and thinking about what you read as you read), to write narratives, informative writing, and persuasive writing. Consider also your level of engagement and your ability to be self-directed (i.e. not waiting for me to tell you what to do.)
2. Mark your notebooks with Post It notes and brief explanations for the following:
a) AT LEAST ONE Do Now that you are proud of
b) AT LEAST ONE example of annotated reading that you are proud of
c) AT LEAST ONE example of whatever you like that you are proud of
d) AT LEAST ONE example of something that you wish had turned out better
3. Story Corps! Go to the website and listen to some stories. In your notebook, write down a list of people you would like to hear a story from and what kind of story you'd like them to tell. This is in preparation for a Story Corps project you're going to do. The podcast/audio short will be due ON or BEFORE December (week before Christmas Break).
2. Mark your notebooks with Post It notes and brief explanations for the following:
a) AT LEAST ONE Do Now that you are proud of
b) AT LEAST ONE example of annotated reading that you are proud of
c) AT LEAST ONE example of whatever you like that you are proud of
d) AT LEAST ONE example of something that you wish had turned out better
3. Story Corps! Go to the website and listen to some stories. In your notebook, write down a list of people you would like to hear a story from and what kind of story you'd like them to tell. This is in preparation for a Story Corps project you're going to do. The podcast/audio short will be due ON or BEFORE December (week before Christmas Break).
thursday, november 11, 2014
agenda |
weekly homework |
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1. Do Now
2. Literature Circle: Part 3 "Monkey's Paw" 3. Notes: Figurative Language 4. Annotating examples of figurative language 3. Independent Work a) Finish overdue work b) Writer's workshop (Mark your stage with clip) *Work on a piece of your choice *Advice Poem *Monkey's Paw 4. Sentence Construction: Beginning with an adverb |
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All overdue work and "Monkey's Paw" Prequel final draft due tomorrow. Please turn in prequel electronically.
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monday, november 10, 2014
agenda |
weekly homework |
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1. Do Now: Watch Video and do one of the following: Write a list of things you can do during the year to help Veteran's or write a prayer for veterans.
2. Figurative Language 3. Independent Work 1. Part 3 "Monkey's Paw" lit circle work 2. Love Letter due Nov. 12 3. Prequel for "Monkey's Paw" 4. Notebook turned in Nov. 12 |
Monday due Wednesday
Love Letter to feed others due Nov. 12 Notebook due Friday, Nov. 14 NO SCHOOL TUESDAY Wednesday due Thursday "Monkey's Paw" Prequel draft due for peer conference on Thursday, Nov. 13 "Monkey's Paw" Prequel due Nov. 14 (electronically submitted) |
friday, november 7, 2014
agenda |
weekly homework |
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1. Do Now
2. Pixar Rule #4 3. Gallery Walk |
Turn in TTH Essay electronically
Upcoming Finish Part 3 of "Monkey's Paw" and do your lit circle assignment by Monday, Nov. 10 Notebook turned in Nov. 12 "Monkey's Paw" Prequel story due Nov. 12 (electronically submitted) Love Letter to feed others due Nov. 12 |
thursday, november 6, 2014
agenda |
weekly homework |
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1. Do Now
2. Lit Circle for "Monkey's Paw" Part 2 3. Independent Work *See to-do list on board |
Turn in TTH Essay electronically
Upcoming Finish Part 3 of "Monkey's Paw" and do your lit circle assignment by Monday, Nov. 10 Notebook turned in Nov. 12 "Monkey's Paw" Prequel story due Nov. 12 (electronically submitted) |
wednesday, november 5, 2014
agenda
1. Do Now: Today's prompt or one from yesterday
tuesday, november 4, 2014
agenda |
homework for the week |
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Do Now
1. Do Now: Prompt (10 minutes): Choose ONE Reading 2. Read Part I of "The Monkey's Paw" in your six-person groups (the same ones you were in for "Possibility of Evil" and "TTH"). Remember to read to the end of the page and then write notes (on sticky notes OR on the story itself) with any questions or comments and discuss in your group. *Natalia gets to choose her group based on if she wants to defend the narrator of TTH or prosecute him. This means Natalia also gets to pick what literature circle job to do. This means she will be doubling up with someone in the group and that's totally fine. Writer's Workshop a) Look at the rubric for the TTH essay b) Do the pre-write by using this graphic organizer to jot down your evidence and ideas c) Begin the draft (may be written or typed) OR develop a writing piece of your choice, but know that a completed draft is due Thursday for Peer Conference d) Share a piece of writing that you've been working on (teacher decides when and how to do this) Legal Insanity Definition Video Lit Circle Jobs 4. Get in your lit circle job groups and discuss what info you're going to present on Wednesday. You may work together to help each other complete the task. (This means all discussion directors together, all illustrators together, etc.) Independent work (you decide what to work on, but keep in mind the homework this week) 5. No Red Ink Grammar Practice 6. Work on your love letter for your chosen person from the organization that feeds people. Scroll down to Oct. 27th Agenda for a reminder of what to do. We will send out in one big envelope next week on November 12th. 7. Work on TTH vocabulary 8. Work on cleaning up and organizing your notebook as I am collecting it next Wednesday HW: See right |
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Tuesday due Wednesday: TTH vocabulary and Part I literature circle job for Wednesday's discussion circle (Natalia is exempt from vocabulary)
Wednesday due Thursday: TTH expository essay for peer conference within group Thursday due Friday: TTH essay Upcoming Nov. 12--Love letters mailed out in snail mail Nov. 12--Notebooks will be collected and assessed for the second time |
monday, november 3, 2014
agenda |
homework for the week |
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1. Do Now: Sandwich Prompt
2. Nonfiction Text Features and Sensory Image in Nonfiction Text
3. Independent or Pair work
HW: finish annotating nonfiction text and love letter (due tomorrow) |
Monday due Tuesday: card and annotating nonfiction text about Olympic sport of skeleton
Tuesday due Wednesday: TTH vocabulary and Part I literature circle job for Wednesday's discussion circle Wednesday due Thursday: TTH expository essay for peer conference within group Thursday due Friday: TTH essay |
friday, october 31, 2014
agenda
1. Do Now: Psychotic Grammar
2. Gallery Walk
3. Grammar/Writing Rotations
a) TTH vocabulary
b) Essay Writing for TTH (prosecutor or defense)
c) love letters
d) Read "The Landlady"
4. Writer's Workshop
5. Notes on Figurative Language
2. Gallery Walk
3. Grammar/Writing Rotations
a) TTH vocabulary
b) Essay Writing for TTH (prosecutor or defense)
c) love letters
d) Read "The Landlady"
4. Writer's Workshop
5. Notes on Figurative Language
thursday, october 30, 2014
agenda |
homework for the week |
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1. Do Now: Harry Potter prompt or Quiz Retake
2. Grammar/Writing Center Rotations a) TTH vocabulary b) gathering evidence for TTH prosecution or defense c) love letters d) Similes HW: Final draft of your choice writing piece submitted electronically here. You may also print out for gallery walk tomorrow or have people read on your device. |
Thursday due Friday: One of the following is due in final draft MLA format:
SUBMIT HERE
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wednesday, october 29, 2014
agenda |
homework for the week |
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1. Do Now: Evil Superhero or Quiz Retake
2. Writer's Workshop 3. "Possibility of Evil" literature circles 3. "The Tell-Tale Heart" read and listen HW: Do double-entry notes for "Tell-Tale Heart" left side: Narrator is insane. right side: Narrator is clever, intelligent.) |
Wednesday due Thursday: Double-entry journal notes for TTH
Thursday due Friday: One of the following is due in final draft MLA format:
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tuesday, october 28, 2014
agenda |
homework for the week |
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1. Do Now: Writing Prompt or quiz retake
2. "Possibility of Evil" literature circles 3. Writer's Workshop HW: See right |
Tuesday due Wednesday: Prepare a minimum 2-3 minute presentation of your literature circle role for pp. 31-end of "Possibility of Evil." Your sheets are due tomorrow.
Wednesday due Thursday: Double-entry journal notes for TTH Thursday due Friday: One of the following is due in final draft MLA format:
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monday, october 27, 2014
agenda |
homework for the week |
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1. Do Now: Terrifying Combo OR quiz retake
2. Grammar/Writing Centers a) Finish filling out sensory imagery sheet for "Harlem" and finish working on your role for "Possibility of Evil" b) Grammar master sentence study practice (piece together parts of sentences) c) Love Letters (pick one of the key members from This Bar Saves Lives and write a letter to him/her). Read STEP FOUR from this manual FIRST before writing your letter! d) Sensory Imagery Notes 3. Writer's Workshop (Sensory Imagery) a) Intro b) Your turn c) Work on a piece of your choice and WEAVE in at least ONE vivid sensory image HW: see right |
Monday due Tuesday: Prepare a minimum 2-3 minute presentation of your literature circle role for pp. 25-31 of "Possibility of Evil"; absent people need to finish this tonight. Your sheets as well as a self and peer evaluation will be handed in tomorrow.
Tuesday due Wednesday: Prepare a minimum 2-3 minute presentation of your literature circle role for pp. 31-end of "Possibility of Evil." Your sheets as well as a self and peer evaluation will be handed in tomorrow. Wednesday due Thursday: Double-entry journal notes for TTH Thursday due Friday: One literary analysis expository piece in final draft MLA format |
friday, october 24, 2014
agenda
1. Do Now: The Last Rotation of Centers
2. Work in "Possibility of Evil" expert groups to prepare for literature circle discussion next week
HW: none
2. Work in "Possibility of Evil" expert groups to prepare for literature circle discussion next week
HW: none
thursday, october 23, 2014
agenda |
homework for the week |
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1. Do Now: Tribes Prompt
2. Read pp. 25-31 "Possibility of Evil" *Pre-reading questions *Read together and ask clarification/factual questions *Centers (See below.) 3. Grammar/Writing Centers a) "Possibility of Evil" (finish reading, write questions and comments) b) No Red Ink (commas and apostrophes) c) Love Letters d) Poetry "Harlem" by Langston Hughes (structural analysis and figurative language) HW: 20-30 minutes of notebook work (see right). Also, if you'd like a re-take of one or both quizzes, then study. You may take on or before next Wednesday. |
Due Friday:
20-30 minutes of notebook work, so you will have completed the following: *Hitting a Home Run cutout for "Fellowship" with info about setting, order of action, etc. *Venn diagram for "Fellowship" *Writing from a Seed: Sketch (include a sketch, prewriting ideas for the sketch, and the beginnings of a draft--although draft does not have to be completed) *Rough draft of literary analysis piece for "Fellowship" (instructions up on Wednesday, since we'll start in class) Looking ahead: Due Wednesday, Oct. 29 *At least one Love Letter with two photos: 1) a picture of the letter and 2) picture of yourself placing the letter somewhere or a picture of the letter tucked away in a spot for somewhere to find--you will be posting these pics on your blog in class this week! It'll be your first blog post entry for your Professional Learning Portfolio! |
wednesday, october 22, 2014
AGENDA |
HOMEWORK FOR THE WEEK |
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1. Do Now: NRI Quizzes
2. Writer's Workshop (Writing a Summary) a) Intro b) Your turn (need your summary) c) Writer's Workshop *Work on your summary first *Work on your choice writing HW: Due before 7:55 a.m. on Thursday, your final draft of summary for "Miraculous Survivors" typed in MLA format and submitted here |
Due Thursday: Final draft of summary for "Miraculous Survivors" typed in MLA format and submitted here
Due Friday: 20-30 minutes of notebook work, so you will have completed the following: *Hitting a Home Run cutout for "Fellowship" with info about setting, order of action, etc. *Venn diagram for "Fellowship" *Writing from a Seed: Sketch (include a sketch, prewriting ideas for the sketch, and the beginnings of a draft--although draft does not have to be completed) *Rough draft of literary analysis piece for "Fellowship" (instructions up on Wednesday, since we'll start in class) Looking ahead: Due Wednesday, Oct. 29 *At least one Love Letter with two photos: 1) a picture of the letter and 2) picture of yourself placing the letter somewhere or a picture of the letter tucked away in a spot for somewhere to find--you will be posting these pics on your blog in class this week! It'll be your first blog post entry for your Professional Learning Portfolio! |
tuesday, october 21, 2014
agenda |
rotations |
homework for the week |
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1. Do Now: Dollar Bill
2. Grammar master sentence study a) Intro b) Break into two groups Group 1: Unscramble sentence parts and determine how they're "chunked" Group 2: Determine how sentences are "chunked" 3. Rotations (See right.) 9 minutes each station 4. Independent work *Look at the homework for the week and see if there's anything you want to work on there *Writer's workshop (your choice) *Grammar master sentences |
A: Venn Diagram for "Fellowship"
*Discuss with group *Fill it out *Use evidence from the book B: NRI Grammar Practices for Quiz C: Love Letters Station *Read this first *Begin crafting your letter *You may choose to write a letter for a letter request on the website OR one to leave around town OR a combo D: 3 Corners or 4 Corners for "Fellowship" *Separate into your groups or 3 or 4 *Each person will take 2-3 minutes to silently write his/her answers. *Take 2-3 minutes to discuss each person's answers. *Take 2-3 minutes to write your BEST answer in the middle. |
Due Wednesday: NRI Quizzes on Grammar Concepts
Due Thursday: Final draft of summary for "Miraculous Survivors" typed in MLA format and submitted here Due Friday: 20-30 minutes of notebook work, so you will have completed the following: *Hitting a Home Run cutout for "Fellowship" with info about setting, order of action, etc. *Venn diagram for "Fellowship" *Writing from a Seed: Sketch (include a sketch, prewriting ideas for the sketch, and the beginnings of a draft--although draft does not have to be completed) *Rough draft of literary analysis piece for "Fellowship" (instructions up on Wednesday, since we'll start in class) Looking ahead: Due Wednesday, Oct. 29 *At least one Love Letter with two photos: 1) a picture of the letter and 2) picture of yourself placing the letter somewhere or a picture of the letter tucked away in a spot for somewhere to find--you will be posting these pics on your blog in class this week! It'll be your first blog post entry for your Professional Learning Portfolio! Suggested: Go through your notebook and update table of contents; titles of entries with dates; page numbers; using color to note important ideas, headings, subheadings, etc. |
monday, october 20, 2014
agenda |
Informational/
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homework for the week |
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1. Do Now: Describing a Food
2. Fishbowl 3. Hannah Brencher "Love Letters" (Ted Talk) *Cornell note-taking *preview for the week's work 4. Writer's Workshop: Writing from a Sketch HW: *Due Tuesday before class starts: Rough draft of summary for "Miraculous Survivors" using one of the narrative/expository sentence beginners and written on the last sheet of the packet titled "Summary Notes" *Wednesday--quiz on NRI grammar concepts |
1. Question: Why do adults insist that kids have to go to bed so early on school nights?
2. Dialogue--"Touchdown! The New England Patriots win the Super Bowel again!" 3. Mystery statement: Deep down in the ocean lurks a dangerous killing machine. 4. Humorous statement: Don't ask me why, but spring, a season of new life and beauty, is often the backdrop for drama for middle school Catholic school students. 5. Onomatopoeia: Crash! Ka-blam! Tackle football can result in serious head injuries, so wearing protective head gear is extremely important. 6. Strong persuasive statement: Every person who cares about freedom should know about Paul Revere. 7. Shocking statement: Believe it or not, teachers do have social lives. |
Due Tuesday: Rough draft of summary for "Miraculous Survivors"
Due Wednesday: NRI Quizzes on Grammar Concepts Due Thursday: Final draft of summary for "Miraculous Survivors" typed in MLA format and submitted here Due Friday: 20-30 minutes of notebook work, so you will have completed the following: *Hitting a Home Run cutout for "Fellowship" with info about setting, order of action, etc. *Writing from a Seed: Sketch (include a sketch, prewriting ideas for the sketch, and the beginnings of a draft--although draft does not have to be completed) *At least one Love Letter with two photos: 1) a picture of the letter and 2) picture of yourself placing the letter somewhere or a picture of the letter tucked away in a spot for somewhere to find--you will be posting these pics on your blog in class this week! It'll be your first blog post entry for your Professional Learning Portfolio! Suggested: Go through your notebook and update table of contents; titles of entries with dates; page numbers; using color to note important ideas, headings, subheadings, etc. |
friday, october 17, 2014
agenda |
learning objectives |
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1. Do Now: Point of View
2. Be a team! (5 minute practice) 3. Fishbowl 4. Machine 1 and 2 5. Fishbowl 6. Machine 3 and 4 7. Fishbowl 8. Summary "Miraculous Survivors" HW: Be safe and have a great weekend! |
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thursday, october 16, 2014
agenda |
learning objectives |
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1. Do Now: Shark vs. Bear
2. Engaging in dialogue about a topic (goal: argue to learn, not to win) 3. ELA Rotations (8 minute stations) a) Structure of "Fellowship" b) Daily Grammar Practice/NRI c) Machine/writing process clothespins/text features d) informational/expository writing grabbers 4. Fishbowl discussion HW: finish double entry journal for fishbowl question and any leftover NRI work |
wednesday, october 15, 2014
agenda |
fishbowl questions |
learning objectives |
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1. Do Now: Reading a newspaper (10 minutes to read USA Today)
2. ELA Rotations: Station A: Pre-reading discussion questions for today's story (discussion and writing in notebook) Station B: No Red Ink (two exercises, but goal is to get through ONE of them) Station C: Transitive/Instransitive verb practice (handout) Station D: Speaking and listening about survival picture you brought today and write from a seed 3. Reading: Franz Kafka's "Fellowship" (anthology given to students today) a) Share important ideas that came out of your group's discussion of the pre-reading questions b) Read aloud c) Focused note-taking strategy: Using post-its HW: *Prepare for your ONE Fishbowl question with a double-entry journal of evidence and why/how this evidence is meaningful to answering your question (ABSENT people will be assigned a question due Thursday) *(Optional: Those who didn't finish NRI practice may do that tonight, too, if they like.) *STUDENT COUNCIL PEOPLE: Do the NRI practices, at least one |
Question 1:
Hunter, Michael, Jack, Jonny, Aidan Why don't the five friends want a sixth person to join them? Question 2: Izzy, Julia, Emily K., Mya, Emily B. According to the story, what is a friend? Question 3: Ricardo, Kawika (3 spaces left) Why is this story called "Fellowship"? Question 4: Olivia, Bianca, Kelan (2 spaces left) Does the author sympathize with the five or criticize the five? Question 5: Madison, Caleb, Mariana, Charlisse, Daniel Does the author sympathize with the sixth or criticize the sixth? |
tuesday, october 14, 2014
agenda |
learning objectives |
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1. Do Now: Daily Grammar Practice (Day 18)
2. Literary Term Practice: Point of View a) intro b) your turn (partners rotating around the room) HW: *Pick one vocab word from "Miraculous Survivors," complete the assignment and paste in your notebook *Find a picture that illustrates survival (should fit in your notebook) |
monday, october 13, 2014
agenda |
learning objectives |
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1. Do Now: Prompt--Parent Blogging About a Fictional Character of Your Choice
2. Gallery Walk: Take a look at people's notebooks! 3. Focused reading strategy (pre-reading): Examining the STRUCTURES/FEATURES of expository writing to help us with comprehension 4. Focused note-taking while reading: Pick ten most useful quotes that answer the focus question (that you may have highlighted) and insert into three-column notes (evidence, what this says about survival, why this quote matters) HW: Finish focused note-taking |
thursday, october 9, 2014
agenda |
learning objectives |
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1. Do Now: List of Things You are So Over (or list of your choice)
2. Grammar Game: Work Out Your Brain and Your Body 3. Finish Characterization of General Zaroff or Rainsford 4. Reading a) Pre-reading strategy (Turn title into focus question) b) Reading strategy (taking FOCUSED notes to answer the focus question) *Highlight or underline ONLY the items that address the focus question) 5. Grammar Game: Action Verb Charades HW: Enjoy the weekend! |
wednesday, october 8, 2014
agenda1. Do Now: Writing Prompt
2. Literary Terms (4 more) 3. Characterization of General Zaroff or Rainsford 4. Writer's Workshop (Going Through the Process) a) intro (reminder of guidelines) b) independent writing (everyone is in a different spot) HW: Turn in your notebook tomorrow |
learning objectives |
agenda |
learning objectives |
tuesday, october 7, 2014
agenda |
learning objectives |
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1. Do Now: Quiz "The Most Dangerous Game" Retake
2. Vocabulary for "The Most Dangerous Game" 3. Writer's Workshop (Writing from a Seed) a) intro b) mini lesson c) your turn d) independent writing (Write from a Seed) HW: Notebooks collected on the morning of Jog a Thon, so make sure they're completely filled out--table of contents, page numbers, entries completed |
monday, october 6, 2014
agenda |
learning objectives |
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1. Do Now: Choose from the following options: Things You Are SO Over, Embarrassing Moments, People Who Inspire You. Make ONE list.
2. Literary Terms Notes 2. Literature Centers a) Symbolism in "The Most Dangerous Game" (three-column organizer) b) Character Analysis of Rainsford (graphic organizer) c) Vocabulary(tri-fold) d) Mood in "The Most Dangerous Game" (graphic organizer) 3. Writer's Workshop a) Intro b) Mini Lesson c) Your Turn d) Writer's Workshop Time
HW: Quiz tomorrow for Double Entry and Ending of "The Most Dangerous Game" Finish up unfinished notebook entries by beginning of class on Thursday |
Friday, october 3, 2014
agenda |
learning objectives |
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1. Do Now: Grammar Practice Day 17
2. Finish up 30-second commercials 3. Gallery Walk! Your monster stories! HW: Second chance on quiz on Tuesday. Get your double-journal entry done. See October 1 homework if you need to see what your assigned pages were. Catch up on finishing your notebook entries if you haven't done so already. There is homework next week, so you don't want to be in a position to do homework AND finish the notebook. Notebook collection on Jog a Thon day, October 9. See rubric here! |
thursday, october 2, 2014
agenda |
learning objectives |
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0. Quiz on "The Most Dangerous Game"
1. Do Now: Grammar Practice Day 16 2. Writer's Workshop (Rubric and Publishing--see below) 1. Intro 2. Mini Lesson 3. Your Turn (Score yourself on the rubric) 4. Writer's Workshop time (complete prior notebook entries, editing your story, making your draft publishable) 3. Symbolism (need your E.T. notes AND your Common Literary Symbols sheet) 4. Character Analysis (need the Character Traits sheet and Character Wheel) HW: Monster Story and Monster in Published Format for Gallery Walk tomorrow Publishing:
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Grammar Practice
CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Editing and Publishing CCSS.ELA-LITERACY.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 here.) |
wednesday, october 1, 2014
agenda |
learning objectives |
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1. Do Now: Grammar Practice Day 15
2. Writer's Workshop (Making a Title) 1) Intro 2) Mini Lesson (demo of real book titles) 3) Your turn (20 Strategies for Story) 4) Independent Writing Time (Craft a title AND finish conferencing) 3. Read pp. 1-6 of new story (concentrate on conflict and character analysis) HW:
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Grammar Practice
CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Peer Conferencing CCSS.ELA-LITERACY.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 here.) |
tuesday, september 30, 2014
agenda |
learning objectives |
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1. Do Now: Grammar Practice Day 14
2. Writer's Workshop (Peer Conferencing) 1) Intro 2) Mini Lesson 3) Your turn 4) Independent Writing Time (Peer Conferencing) 5) Sharing Work (5 students) 3. Symbolism: Day 2 (making meaning of the symbols) HW: Revise and edit monster draft based on peer feedback, so ready by Friday |
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Grammar Practice
CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Peer Conferencing CCSS.ELA-LITERACY.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 here.) |
monday, september 29, 2014
agenda |
learning objectives |
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1. Do Now: Grammar Practice Day 13
2. Writer's Workshop (Engaging Narrative Leads) 1) Intro 2) Mini Lesson here 3) Your turn 4) Independent Writing Time (Write Engaging Lead) 5) Sharing Work (5 students)--Engaging Lead 3. Symbolism: Intro Using E.T. 4. Six word memoir (On 8 1/2" by 11" paper cut in half. May glue onto border. May use colored paper. May type or handwrite. Decorate! Due by Friday!) HW: Have a draft of your story, so you can do peer conferencing during Writer's Workshop tomorrow *Monster story final draft typed MLA format and monster due Friday, October 3 |
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Grammar Practice
CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Writer's Workshop (Engaging Narrative Leads) CCSS.ELA-LITERACY.W.8.3.A Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. |
wednesday, september 24, 2014
agenda |
learning objectives |
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1. Do Now: Grammar Practice Day 12
2. Writer's Workshop: Writing from a Seed 1) Intro 2) Mini Lesson 3) Your turn 4) Independent Writing Time 5) Sharing Work (5 students) 3. Plot Review: An Interactive Story 4. Class ends early due to Crespi/Louisville presentations. **No class Thursday and Friday due to ITBS testing. HW: Independent Reading (20 min. per day) |
Someone HAS to write this story that today's team of kids came up with.
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Grammar Practice
CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Writer's Workshop CCSS.ELA-LITERACY.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
tuesday, september 23, 2014
agenda |
learning objectives |
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1. Do Now: Grammar Practice Day 11
2. Grammar Rotations a) No Red Ink (Plural Nouns vs. Possessive nouns) b) Notes: Two Types of Action Verbs: Transitive vs. Intransitive Verbs c) Exercise 1 and 2 on a sheet of lined paper and turn in to the metal tray at the back of the room. A sheet of instructions is waiting for you there. d) Write your About the Author and tape/glue it into the back inside cover of your notebook. Pay attention to using specific nouns and correct plural nouns. Here are some examples: Stephen King, John Green, J.K. Rowling 3. Writer's Workshop (Focus: Minilesson--Setting Up Writer's Notebook AND Making Lists of Writing Ideas) 1) Intro 2) Modeling 3) Your turn 4) Independent Writing Time Choice: Monster (make/write/revise), Fairy Tale, Secret Lair, 100 Things, Giant Letter I, Pirate or Ninja, Make a Writing List, Blind Date HW: Gather AT LEAST 2 seeds for your notebook |
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Grammar Practice
CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Writer's Workshop CCSS.ELA-LITERACY.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
MONDAY, SEPTEMBER 22, 2014
AGENDA1. Do Now: Grammar Practice Day 10
2. Set up your Independent Reading Log in Notebook 2. Fishbowl Question #4 3. Writer's Workshop HW: 1. Friday absent folks: Do Grammar Practice Day 9 2. Read your independent reading book 3. Review your Daily Grammar Practices for ITBS |
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LEARNING OBJECTIVESGrammar Practice
CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Fishbowl/Socratic Seminar Discussion for "All Summer in a Day" CCSS.ELA-LITERACY.SL.8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.CCSS.ELA-LITERACY.SL.8.1.B Follow rules for collegial discussions and decision-making... CCSS.ELA-LITERACY.SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. CCSS.ELA-LITERACY.SL.8.1.D Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SLE: Active Christians Engage in respectful dialogue with people who have different perspectives SLE: College and Career Ready Construct viable arguments by using logical reasoning and citing precise, relevant evidence Process, analyze, interpret, and evaluate quantitative and qualitative information while maintaining an open mind Writer's Workshop CCSS.ELA-LITERACY.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. |
friday, september 19, 2014
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learning objectives |
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1. Do Now: Grammar Practice Day 9/Helping Verb Quiz (second chance)
2. Pirate or Ninja Writing Prompt! It's persuasive! Persuade me! 3. Make action verb cards for Action Verb Charades! (5 per person) HW: Have a great weekend! 
Another Luke Neff prompt
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Grammar Practice
CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Fishbowl/Socratic Seminar Discussion for "All Summer in a Day" CCSS.ELA-LITERACY.SL.8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.CCSS.ELA-LITERACY.SL.8.1.B Follow rules for collegial discussions and decision-making... CCSS.ELA-LITERACY.SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. CCSS.ELA-LITERACY.SL.8.1.D Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SLE: Active Christians Engage in respectful dialogue with people who have different perspectives SLE: College and Career Ready Construct viable arguments by using logical reasoning and citing precise, relevant evidence Process, analyze, interpret, and evaluate quantitative and qualitative information while maintaining an open mind |
thursday, september 18, 2014
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learning objectives |
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1. Do Now: Grammar Practice Day 8
2. "I am" or Alpha Genre 3. Writer's Workshop Questions 2-3 4. Fishbowl for "All Summer in a Day" HW: 1) Second chance helping verb quiz (open to everyone) 2) Games tomorrow! (know your grammar stuff from the Grammar Practices!) 3) See yesterday's homework for how far to get for your monster story! |
Grammar Practice
CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Fishbowl/Socratic Seminar Discussion for "All Summer in a Day" CCSS.ELA-LITERACY.SL.8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.CCSS.ELA-LITERACY.SL.8.1.B Follow rules for collegial discussions and decision-making... CCSS.ELA-LITERACY.SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. CCSS.ELA-LITERACY.SL.8.1.D Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SLE: Active Christians Engage in respectful dialogue with people who have different perspectives SLE: College and Career Ready Construct viable arguments by using logical reasoning and citing precise, relevant evidence Process, analyze, interpret, and evaluate quantitative and qualitative information while maintaining an open mind |
wednesday, september 17, 2014
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learning objectives |
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1. Do Now: Grammar Practice Day 7
2. Journal work: "I am" or your draft of Alpha Genres 3. Grammar: Group rotations (rotate clockwise) Group A: Go over pp. 3-4 in workbook (back corner by the door) Group B: Helping Verb Notes in Interactive Notebook (Smartboard) Group C: Plural Noun Practice (do in notebook)--(back table by soccer stuff) Group D: No Red Ink Practice (Regular Plural Nouns) (front corner by ELMO) 4. Our first Fishbowl! (aka Socratic Seminar)--"All Summer in a Day" HW: 1. Memorize helping verbs and study today's notes (second chance quiz!) 2. Work on your monster story. Have at least this information in your story: protagonist, antagonist, setting, and a conflict. We will do a mini-lesson tomorrow on having strong beginnings for narratives! This means you'll have time to revise that and develop your rising action. You may want to work on your monster, too. I'll post some resources on my blog, and you can add more pics and/or links to monster tutorials, too, in the comments section! |
Grammar Practice, including Singular and Plural Nouns and Helping Verbs
CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (basic verb information needed for 8th grade verb knowledge, which is an 8th grade focus) Fishbowl/Socratic Seminar Discussion for "All Summer in a Day" CCSS.ELA-LITERACY.SL.8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-LITERACY.SL.8.1.B Follow rules for collegial discussions and decision-making... CCSS.ELA-LITERACY.SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. CCSS.ELA-LITERACY.SL.8.1.D Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SLE: Active Christians Engage in respectful dialogue with people who have different perspectives SLE: College and Career Ready Construct viable arguments by using logical reasoning and citing precise, relevant evidence Process, analyze, interpret, and evaluate quantitative and qualitative information while maintaining an open mind |
tuesday, september 16, 2014
agenda
1. Helping Verbs Quiz (I'll hand out paper. You number 1-23.)
2. Grammar Practice Day 6 3. "I am" journal entry. Fill it with NOUNS. See the example. 4. Finish workbook pages from yesterday if you didn't finish them. pp. 3-4 5. Alpha Genre Boxes (We'll do together.) 6. Notes on Rich Discussion Questions and Inference HW: 1. Study ALL the plural noun rules and memorize helping verbs 2. Find evidence and construct an argument to answer your ASSIGNED questions. I assigned by your student number: Question 1: Why does Margot react the way she does when the kids release her from the closet? #1-7 Question 2: How do the children treat Margo at the beginning of the story? Why do the other kids treat Margot the way they do? #8-13 Question 3: AFTER the children return from playing outside in the sun, how do the children feel about locking Margot in the closet? #15-20 Question 4: Why doesn't Margot react physically or verbally when the kids put her in the closet? #21-26 |
Learning objectivesGrammar Practice, including Singular and Plural Nouns
CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Rich discussion questions and Inference in "All Summer in a Day" CCSS.ELA-LITERACY.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. SLE: College and Career Ready in the 21st Century Become self-directed learners who formulate meaningful questions and effectively seek out and use human, print, and digital resources to address those questions |
Monday, september 15, 2014
agenda |
learning objectives |
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1. Grammar Practice Day 5
2. Monster Prompt. Choose ONE. 3. Watch a brief video about an artist who creates monsters. Here's his website. 4. Plot diagram with a partner for "All Summer in a Day" 5. Grammar Workbook Pages: Singular and Plural Nouns (pp. 3 and 4) HW: 1. Memorize 23 Helping Verbs on Grammar Practice Day 5 Sheet 2. Study FIRST FIVE plural nouns rules in your notebook 3. Find an independent reading book before FRIDAY. 4. Start looking through your house for materials to make your monster out of. Monster and accompanying story are due on Tuesday, 9/30. DO NOT MAKE YOUR PARENTS BUY YOU STUFF. THEY BUY YOU PLENTY. THEY ARE TIRED AND DO NOT WANT TO GO TO CRAFT STORES OR WHATEVER. THEY ALREADY BOUGHT YOU SCHOOL SUPPLIES. USE THOSE. USE WHAT YOU HAVE. |
All three prompts courtesy of Luke Neff once again!
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Grammar Practice, including Singular and Plural Nouns
CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Plot Diagram and Monster Prompt CCSS.ELA-LITERACY.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. |
thursday, september 11, 2014
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learning objectives |
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1. Commonly Confused Words Quiz
2. Grammar Practice Day 4 3. Finish double entry journal notes 4. Refrigerator prompt 5. Write your name on the rubric side and turn in to the folder, so I can assess your Jimmy Valentine writing this weekend. HW: Literary Tea tomorrow! Bring your shirt! Wear it with pride...after Mass, of course! |
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Grammar Practice, including Singular and Plural Nouns
CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Plot for Refrigerator Prompt and Double Entry Journal Notes CCSS.ELA-LITERACY.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. |
wednesday, september 10, 2014
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learning objectives |
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1. Do Now: Grammar Practice Day 3 (handout to be attached in your notebook)
2. Read through the padlet and write an expository writing piece that provides reasons that explain why the author wrote his/her story. Choose ONLY the best evidence that supports your thesis. 3. Notes on Singular and Plural Nouns Part III (spelling) 4. Read "All Summer in a Day" 5. Plot (Part I) HW: 1. Study for tomorrow's quiz (Commonly Confused Words--bias to maybe) 2. Literary Tea on Friday after Mass! |
Grammar Practice, including Singular and Plural Nouns
CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
tuesday, september 9, 2014
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learning objectives |
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1. Do Now: Grammar Practice Day 2 (handout to be attached in your notebook)
2. Gallery Walk of Fairy Tale 3. Notes on Singular and Plural Nouns Part II (spelling) 4. Short research (author study of O. Henry and Shirley Jackson) 5. Brain break (partners for tomorrow) HW: 1) NRI practice #6 Commonly Confused Words (bias/biased to may be/maybe) to prepare for quiz Thursday 2) literary tea on Friday! |
Grammar Practice, including Singular and Plural Nouns
CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Short author study research CCSS.ELA-LITERACY.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. |
Monday, September 8, 2014
AGENDA |
Learning Objectives |
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1. Do Now: Grammar Practice Day 1 (handout to be attached in your notebook)
2. Gallery Walk of Fairy Tale 3. Notes on Singular and Plural Nouns (spelling) 4. Grudgeball 5. No Red Ink Practice #5 6. Plot: A Retrieved Reformation HW: 1. "Retrieved Reformation" Jimmy Valentine literary analysis piece (to be graded with this rubric) due Tuesday, September 8, 2014. Submit on the Assignments Submission Page. Make sure it's in DOC or PAGES format. If you're really having trouble, take a picture and upload as a JPEG. *Don't forget to use MLA format
2. Literary Tea on Friday, September 12 after Mass! |
MLA Format looks like this (Courtesy: Purdue OWL)
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Grammar Practice
CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Plot for "A Retrieved Reformation" CCSS.ELA-LITERACY.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Commonly Confused Words CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.8.2.C Spell correctly. CCSS.ELA-LITERACY.L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
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friday, september 5, 2014
agenda1. Do Now: Set up for Gallery Walk (title the page "Fairy Tale Peer Comments"
and then finish 100 list 2. Writing (continue from yesterday) and checklist 3. If you finish early, see anchor chart on what to do 4. Gallery Walk
HW: Have a good weekend! |
learning objectivesriting about Jimmy Valentine, a character in O. Henry's "A Retrieved Reformation"
CCSS.ELA-LITERACY.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
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thursday, september 4, 2014
agenda |
learning objectives |
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1. Do Now: Work on this week's work (fairy tale and 100 things list)
2. Study together as a table group and come up with questions for Grudgeball! (parts of speech and commonly confused words)
4. Grudgeball! HW: Finish fairy tale because tomorrow, we will do a gallery walk and share our masterpieces! |
Writing about Jimmy Valentine, a character in O. Henry's "A Retrieved Reformation"
CCSS.ELA-LITERACY.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Commonly Confused Words CCSS.ELA-LITERACY.L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
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wednesday, september 3, 2014
agenda |
learning objectives |
1. Do Now: Fairy Tale Therapy
2. Save the Last Word Discussions 3. Write a literary analysis piece 4. Finish Parts of Speech Notes 5. Group study and make game questions about Parts of Speech and Commonly Confused Words homework1. No Red Ink Practice #4
2. Memorize Parts of Speech definitions 3. Study parts of speech and NRI Commonly Confused Words for Grudgeball tomorrow! |
Small group discussions for "A Retrieved Reformation"
CCSS.ELA-LITERACY.SL.8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-LITERACY.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. CCSS.ELA-LITERACY.L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
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Tuesday, september 2, 2014
agenda
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Learning objectivesReading and notes for "A Retrieved Reformation"
CCSS.ELA-LITERACY.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. CCSS.ELA-LITERACY.L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
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DUE WEDNESDAY, SEPTEMBER 3
1. Memorize definitions for Noun and Verb 2. Read the rules for Commonly Confused Words (Biased vs. Bias to Good vs. Well) 3. T-chart (Is Jimmy Valentine a "changed man"?)
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Don't forget the Literary Tea for Summer Reading is on Friday, September 12, so you'll need to bring your shirt to wear!
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FRIDAY, AUGUST 29, 2014
AGENDA:
1. Do Now: Quiz on No Red Ink
2. Team Quiz Hustle! (Let's go outside for a game/brain break)
3. Complete your assignments from this week
4. Turn in your notebook
HW: Have a great weekend! (SJE policy is no homework on the weekend unless it's a long term project)
1. Do Now: Quiz on No Red Ink
2. Team Quiz Hustle! (Let's go outside for a game/brain break)
3. Complete your assignments from this week
4. Turn in your notebook
- Use Post-its to mark at least ONE piece you are proud of showing me (writing, notes, anything in the notebook) and a brief explanation why
- Use Post-its to mark ONE piece you wish were better and a brief explanation why
HW: Have a great weekend! (SJE policy is no homework on the weekend unless it's a long term project)
Thursday, August 28, 2014
 Chris Hardwick is a grammar nerd! Hooray!
Click on his photo to hear what he has to say about two commonly confused words!
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AGENDA
1. Do Now: Some sort of journal prompt. I'm thinking something having to do with a secret lair. 2. Theme--We'll take a look at some key events and see if we can't nail the theme this time. I bet we can!
HW: Study for your quiz tomorrow on Commonly Confused Words. To study, use your notes. I also suggest you do some practice on the NRI website. |
Wednesday, august 27, 2014
Courtesy of educational technology master Luke Neff
AGENDA:
1. Do Now: Alphabetical Advice (in notebook). Add some cool images (drawn or whatever).
2. All Star Lineup: small group discussion activity about your Commonly Confused Pair Strategy
3. Self-evaluate yesterday's summary paragraph with the handy-dandy checklist I'll give you. Highlight the main point(s).
4. Numbered Heads Together: Discuss the main points from yesterday's discussion with your home group and together, decide what the theme is. (i.e. What is Jackson saying about human nature?)
5. Commonly Confused Words: Notes in your notebook
HW:
1. NRI Commonly Confused Words practice #3
2. Study all the Commonly Confused Words for Friday's quiz. I suggest you practice on NRI since the quiz will be on NRI.
1. Do Now: Alphabetical Advice (in notebook). Add some cool images (drawn or whatever).
2. All Star Lineup: small group discussion activity about your Commonly Confused Pair Strategy
3. Self-evaluate yesterday's summary paragraph with the handy-dandy checklist I'll give you. Highlight the main point(s).
4. Numbered Heads Together: Discuss the main points from yesterday's discussion with your home group and together, decide what the theme is. (i.e. What is Jackson saying about human nature?)
5. Commonly Confused Words: Notes in your notebook
HW:
1. NRI Commonly Confused Words practice #3
2. Study all the Commonly Confused Words for Friday's quiz. I suggest you practice on NRI since the quiz will be on NRI.
Tuesday, august 26, 2014
AGENDA:
1. Do Now: Clear desk and finish grammar pre-test from yesterday
2. Number the empty pages in your notebook so that they're ready
3. Save the Last Word with your "The Lottery" double entry journals (small group discussion activity)
4. Summary paragraph of Save the Last Word (in notebook)
5. Commonly Confused Words: Notes in your notebook
HW due tomorrow:
1. No Red Ink Commonly Confused Words #2
2. Pick ONE of the pairs of Commonly Confused Words and come up with an effective strategy to help an 8th grader learn that pair of commonly confused words. May be written, still image, audio, video, or a combination. Your choice. Who will win for MOST EFFECTIVE STRATEGY?
1. Do Now: Clear desk and finish grammar pre-test from yesterday
2. Number the empty pages in your notebook so that they're ready
3. Save the Last Word with your "The Lottery" double entry journals (small group discussion activity)
4. Summary paragraph of Save the Last Word (in notebook)
5. Commonly Confused Words: Notes in your notebook
HW due tomorrow:
1. No Red Ink Commonly Confused Words #2
2. Pick ONE of the pairs of Commonly Confused Words and come up with an effective strategy to help an 8th grader learn that pair of commonly confused words. May be written, still image, audio, video, or a combination. Your choice. Who will win for MOST EFFECTIVE STRATEGY?
Monday, August 25, 2014
AGENDA:
1. Do Now: Log on to No Red Ink, a grammar practice website.
Step 1: Log in using the login and username I provided you
Step 2: Change your password
Step 3: Do the assignment waiting for you
2. Set up Interactive Notebooks with Ms. Gunter (you will receive a notebook from me)
3. Grammar Inventory (What have you learned before 8th grade?)--need #2 pencil or .5 lead pencil
HW due tomorrow:
1. Finish NRI assignment.
2. Find important quotes and explain significance for your assigned page of "The Lottery"
A = pg. 1
B = pg. 2
C = pg. 3
D = pg. 4
1. Do Now: Log on to No Red Ink, a grammar practice website.
Step 1: Log in using the login and username I provided you
Step 2: Change your password
Step 3: Do the assignment waiting for you
2. Set up Interactive Notebooks with Ms. Gunter (you will receive a notebook from me)
3. Grammar Inventory (What have you learned before 8th grade?)--need #2 pencil or .5 lead pencil
HW due tomorrow:
1. Finish NRI assignment.
2. Find important quotes and explain significance for your assigned page of "The Lottery"
A = pg. 1
B = pg. 2
C = pg. 3
D = pg. 4
Friday, August 22, 2014
Courtesy of education tech specialist Luke Neff
AGENDA:
1. Do Now
3. Read "The Lottery" and take notes
4. Wrap Up
5. Finish Like a Boss
DEADLINES: T-shirt and tea party Friday, Sept. 12
NO HW on weekends
1. Do Now
- Quick Creative Writing Prompt: No Whiners
- Look to the left for the prompt
3. Read "The Lottery" and take notes
4. Wrap Up
5. Finish Like a Boss
DEADLINES: T-shirt and tea party Friday, Sept. 12
NO HW on weekends
THURSDAY, AUGUST 21, 2014
AGENDA:
Practice Start of the Day procedure.
Marshmallow Tower and Collaborative Learning (small groups and whole group discussion)
Preview teacher website.
Read "The Lottery" by Shirley Jackson. Take interactive notes.
Wrap up: Turn in exit slip (Brief prediction of what the story is about.)
Practice End of the Day procedure.
DEADLINES: T-shirt and tea party on Friday, Sept. 12
NO HW DUE TOMORROW
Practice Start of the Day procedure.
Marshmallow Tower and Collaborative Learning (small groups and whole group discussion)
Preview teacher website.
Read "The Lottery" by Shirley Jackson. Take interactive notes.
Wrap up: Turn in exit slip (Brief prediction of what the story is about.)
Practice End of the Day procedure.
DEADLINES: T-shirt and tea party on Friday, Sept. 12
NO HW DUE TOMORROW
