8th grade: Today in Language Arts-Writer's Workshop

All students read for 10 minutes and we listened to a student's BookShare. Students spent time working on their FFA project.

Homework: None

7th grade: Today in Language Arts-Writer's Workshop

Students read for 10 minutes and we listened to a student BookShare. Students spent class time working on creating their utopia with their literature circles.

Homework: None

8th grade: Today in Language Arts-Writer's Workshop

Students submitted their Reading Folders today. I reviewed expectations for work time in class and students spent the hour working on their FFA projects, part one. I passed back completed evaluation forms from Humanities Night and students filed these in their writing portfolios.

Homework: Enjoy your weekend!

7th grade: Today in Language Arts-Reader's Workshop

All students submitted their Reading Folders for a grade. We read Chapter 16 of The Giver together. I explained to students what literature circles were and told them my expectations of literature circles. (Classes who do well with literature circles will participate in literature circles in Term 3 with books of their own choosing). Students then broke into groups of 4 and formed a literature circle. They read Chapter 17 together and then brainstormed a list of things they would like to change in our society (this is the prep work for Monday's activity.)

Homework: Enjoy your weekend!

8th grade: Today in Language Arts-Listening, Speaking and Viewing

All students read in their books for 10 minutes. Then all eighth graders headed downstairs into the media center. Students who did not present last night at the Humanities Presentation presented today in front of their peers.

Homework: One weekly reading question. Reading Folders due tomorrow!

7th grade: Today in Language Arts-Reader's Workshop

All students read in their books for 10 minutes and then we listened to a student BookShare. Students then responded to the following question in their Reader's Notebooks: What is your favorite memory? Describe it in a lot of detail. Students shared their favorite memories with the class. Then we read part of Chapter 16 in The Giver, where the Giver shares his favorite memory with Jonas.

Homework: Reading Folders due tomorrow! Please have your weekly reading question complete.

8th grade: Today in Language Arts-Reader's Workshop

All students read in their books for 10 minutes in the media center and we listened to a student BookShare. I reviewed the first part of the Flowers for Algernon project with students and answered questions. I also went over the guidelines for tonight's presentation and some of the questions students should expect from their audience.
The first part of the FFA project will be due on Wednesday, December 17th. Students will be given three days in class to work on their projects with the laptops, although projects do not have to be typed.

Homework: Weekly Reading Question. Due on Friday, December 12th.

7th grade: Today in Language Arts-Reader's Workshop

Students read in their books for 10 minutes and we listened to a student BookShare. I reviewed presentation guidelines and logistics with students about Humanities Night tonight and answered questions about the presentations. We read Chapter 15 and part of Chapter 16 of The Giver. Students answered the following question in their Reader's Notebooks: In your opinion, do you think that wisdom is gained through pain?

Homework: Weekly Reading Question. *Please note: Due to our presentation night tonight, I understand that some students may not be able to finish their weekly reading question by tomorrow so I'm extending the deadline until Friday.

7th grade: Today in Language Arts-Reader's Workshop

All students read for 10 minutes and then we listened to a student BookShare. Today we read chapter 14 in The Giver and discussed the new information we've learned about Jonas.

Homework: Finish your Mao Zedong essay, final draft. These are due at the beginning of class tomorrow.

8th grade: Today in Language Arts-Writer's Workshop

Students read for 10 minutes and then a student gave a BookShare. Students spent the remaining class time finishing up the final touches on their primary sources and refining their talking points onto notecards for tomorrow night's presentation. I met with several students to help them figure out what people may ask them about their source and they researched the answers to questions which they didn't already have the answers to.

Homework: Completed primary sources are due at THE BEGINNING OF CLASS tomorrow. All late projects will be subject to the late work penalty.

8th grade: Today in Language Arts-Writer's Workshop

All students read for 10 minutes. A student completed a BookShare. Students spent the remainder of class time working on completing their primary sources. Primary sources are due tomorrow.

Homework: If you have not already, complete your primary source.

7th grade: Today in Language Arts-Writer's Workshop

Students read for 10 minutes. A student gave our first student BookShare today. Students spent the rest of the hour meeting with me in writing conferences and revising their first drafts into final drafts.

Homework: If you have not already, please finish your final draft of your Mao Zedong essay. Due tomorrow!

8th grade: Today in Language Arts-Writer's Workshop

All students submitted their reading folders today for a grade. Students spent all of class time working on creating their primary source.

Homework: Continue working on your primary source.

7th grade: Today in Language Arts-Writer's Workshop

Students submitted their Reading Folders for a grade. Students spent class time working on their 5 paragraph essay on Mao Zedong. Students who completed their first draft met with for a writing conference and then began typing their final drafts. I would like all final drafts to be typed so that they may be presented in a professional manner for next week's presentation.

Homework: Work on your five paragraph essay!

8th grade: Today in Language Arts-Writer's Workshop

All students read for 10 minutes in the media center. A student gave a BookShare. I met with each student individually to discuss their plan for their presentation. Students spent the remainder of class working on their primary source for next Wednesday's presentation.

Homework: One weekly reading question. Reading Folders due tomorrow.

7th grade: Today in Language Arts-Writer's Workshop

All students read for 10 minutes and I modeled my last BookShare for students. I explained the ELA section of the Mao Zedong presentation. All students will be required to write a 5 paragraph essay. Students spent the rest of the hour working on the first draft of their essays.

Homework: One weekly reading question. Reading Folders due tomorrow!

8th grade: Today in Language Arts-Writer's Workshop

Students read in their books for 10 minutes. A student gave a BookShare. Students spent the rest of the hour working on their primary source for Humanities night and conferencing with me about their ideas and materials needed for this project.

Homework: Work on your primary source. Make sure you have a rough draft to show me tomorrow.

7th grade: Today in Language Arts-Reader's Workshop

Students read for 10 minutes and then I modeled another BookShare for students. We read Chapter 13 in The Giver together and students answered questions as we were reading. Some of our discussion questions included: How has Jonas changed both internally and externally now that he has become the new Receiver? Why do you think Jonas's community wants Sameness?

Homework: Bring in all of your research and information on Mao Zedong for a class project tomorrow

8th grade: Today in Language Arts-Writer's Workshop

All students read in their books for 10 minutes. One of the students gave a BookShare today. BookShares are counted as public speaking grades and all eighth graders will now be giving BookShares. I explained the primary resource project and how to request materials for the primary resources. Students who completed the first draft of their research papers were able to spend the rest of the hour working on their primary resource to present next Wednesday. Students who did not complete this draft worked on completing the first draft of their paper.

Homework: Continue to work on your primary source first draft. This is due on Wednesday, December 3rd.

7th grade: Today in Language Arts-Writer's Workshop

Students read in their independent books for 10 minutes. I explained BookShares and went over several public speaking do's and don'ts for BookShares. I then modeled for students how to give a BookShare by giving one. 7th graders will start giving BookShares this Friday.
Students spent the remainder of the hour working on their 5 paragraph mobiles. Any mobiles turned in after today will be subject to the late work penalty.

Homework: Read! Reading Folders will be collected on Thursday, December 4th.

8th GRADE NEW TUTORIAL TIME! MONDAYS 8-8:30 am

Due to what I anticipate will be a high need for help in writing magnet program application essays, I have added another tutorial. This tutorial will be every Monday morning from 8-8:30 am. It is ONLY for eighth graders and it is ONLY a writing tutorial. I am still keeping my Tuesday afternoon tutorial for students who are not eighth graders and for students who need help with other ELA related concerns. Please note that I will still, of course, help students with their writing during Tuesday tutorials and that eighth graders can still come to the Tuesday tutorial but the Monday tutorial is a chance for me to work exclusively with the eighth graders to help them refine their writing skills.

7th grade: Today in Language Arts-Writer's Workshop

All students read for 10 minutes. Today was a work and writing conference day. Students worked on creating their 5 paragraph mobiles. Since so few students finished, I've extended this deadline until Monday. In writing conferences, I helped students who were not done with their essay complete their final draft. At this point in time, ALL students should be done with their final draft of their five paragraph essay.

Homework: If you haven't finished, finish your five paragraph mobile. All mobiles due on Monday, December 1st.

8th grade: Today in Language Arts-Writer's Workshop

All students read for 10 minutes. I modeled for students how to do a BookShare. On the Monday we return from Thanksgiving Break, eighth graders will start giving BookShares.
Today was a work and writing conference day. Students worked on writing the first draft of their research papers. I held writing conferences with students who needed help with their first drafts. *PLEASE NOTE-Because I have offered so many writing conferences and work times during class for students who needed help, all students who sought assistance have received it. This means that students who show up to ELA class on Monday who state that they didn't finish the writing assignment because they "didn't understand it" will be subject to the late work penalty. This behavior is becoming way too common with the eighth graders and I need parental support in nipping it in the bud so that we can adequately prepare the eighth graders for high school.

Homework: Finish the first draft of your research paper. Due Monday, December 1st.

8th grade: Today in Language Arts-Writer's Workshop

Students turned in their Reading Folders for Week 2 today. After we return from break, our regular Reading Folder schedule will resume. I showed students how I made my outline from my research and did a mini-lesson and modeled for students how I was going to write my research paper now that I had my outline set up. I then taught students three ways that they can cite sources within a paper. Students took notes in their Writer's Notebooks and after several questions on this topic, students spent the remainder of the hour working on their research papers.

Homework: First draft on Native American topic Due Monday, December 1st.

7th grade: Today in Language Arts-Reader's Workshop

All students read in their books for 10 minutes. Reading Folders will be due on December 1st, 2009, when we return from Thanksgiving break. We read Chapter 12 together in The Giver. Students spent the remainder of class working on their 5 paragraph mobiles.

Homework: If you have not finished, please finish your FINAL DRAFT of your 5 paragraph essay. Mobiles are due at the end of class tomorrow!

8th grade: Today in Language Arts-Writer's Workshop

All students read for 10 minutes. I modeled for students how to do a BookShare and had them record the important information about my BookShare on the new BookShare sheet. Students worked in groups to outline another essay. We reconvened and I went over the answers to the outline with students. I then passed out a bibliography handout to students to help them see how to cite their sources in a bibliography page. I went over the expectations for work and behavior for the next 3 days (I will be on a fieldtrip with the seventh graders).

Homework: Make sure that you have your research annotated and an outline of your research completed by Monday, November 24th.

7th grade: Today in Language Arts-Reader's Workshop

All students read in their books for 10 minutes. Ms. Black led the students through an activity related to The Giver. Each student was seated at a desk with a colored piece of paper. Students had 2 minutes to record their emotions about the color on the piece of paper and then they switched to a new station. At the new station was another piece of paper with different colored paper. Students cycled through 5 different stations. Then students gathered into a discussion circle and had a class discussion about their feelings about each color and discussed major themes in The Giver (such as sameness, choice, etc).

Homework: None.

8th grade: Today in Language Arts-Writer's Workshop

Students read in their independent books for 10 minutes. I went over 7 steps students need to take each time they write a research paper. As students took notes in their Writer's Notebooks, I talked specifically about how they should go about each step for their Native American research paper. Then I taught students how to outline. I explained to them the basic functions and purpose of outlining and went over some relevant terminology. Then we read an essay and I modeled for students how to outline the first part of the essay. Students helped me outline the second part. For the time remaining in class, students worked in groups to outline a second essay. As there was not enough time in class to finish it, students will need to finish this for homework.

Homework: Finish outlining Essay Two.

7th grade: Today in Language Arts-Writer's Workshop

Students read for 10 minutes in their independent books. Students completed their final drafts of their five paragraph essay and I met with many students today for individual writing conferences to help them prepare for their final drafts. Some students have already began constructing their mobiles! Students spent the last 10 minutes of class taking the Vocabulary 2 quiz from The Giver.

Homework: None

8th grade: Today in Language Arts-Writer's Workshop

Students set up their new Reading Folders for Term 2. I gave students the big picture and outlined for them the steps we would be taking in Language Arts to get them ready for the presentation night on December 10th. On the overhead, I had a copy of the research on Native American culture that I had gathered and I modeled for students how to dissect a piece of research by annotating the text. We went through the first 3 pages of my research together. As students read the research I showed them how to annotate a research text in order to gather information for their research paper. I also showed students how a particular part of my research that was very interesting to me, helped me brainstorm some ideas for the piece I could present on December 10th. Students spent the last 10 minutes of class reading in their independent books.

Homework: If you have not already, gather research on a topic of Native American culture that is of high interest to you. Annotate the research so that you can have some topics to put on an outline when we start writing the paper on Monday.

7th grade: Today in Language Arts-Reader's Workshop

Students set-up their new reading folders for Term 2. Then Ms. Black led the students through an activity where they had to use the annotations they've put in their books to write three paragraphs evaluating The Giver.

Homework: Study for the vocabulary quiz on Monday!

7th and 8th grade: Today in Language Arts-Reader's Workshop

All students read in their books for 10 minutes. I reviewed with 8th graders and explained to 7th graders what a BookShare was and why we do them in Language Arts. I explained the format and expectations for this required public speaking activity. Since so many students struggle with explaining the genre of their books (a requirement for BookShares) I had students watch a dvd on how to identify the different genres. Students shared their insights on the different genres at the end of the dvd.

7th grade homework: Vocabulary 2 activity

8th grade homework: Make sure to bring your research on a Native American topic tomorrow. We will be conducting an annotation activity with the research you bring.

TERM TWO 8th grade: Today in Language Arts-Reader's Workshop

Students read in their independent books for 10 minutes. I reviewed gerunds with students as the quiz scores from last week were so low. I gave students 3 steps they could take when trying to figure out if the word at hand was a gerund or not. Then students practiced in their groups with a gerund worksheet and we reviewed the answers. Students may use this worksheet as a study tool for next Monday's quiz.
Students spent the rest of the hour reading pages 94-108 in Flowers for Algernon with their groups. They were asked to answer the following three questions about their reading:
1) How has Charlie's increase in intelligence affected his relationships?
2) What's ironic about Frank Reiley's reaction when Charlie confronts him?
3) Do you think that mentally retarded people are treated less than human beings in our society?

Homework: Gather some research about a topic of interest to you that you've been studying in Mr. Fine's class about Native American history.

TERM 2 7th grade: Today in Language Arts-Writer's Workshop

Students read in their independent books for 10 minutes. Then I gave students the vocabulary list 2 for The Giver and we went through the definitions for each word and its respective part of speech. I then shared with students my first draft of my five paragraph essay. Students read my first draft and my final draft and we discussed the differences between the two. I explained the problem with "formulaic" writing that usually happens when students write a five paragraph essay but then showed students the kind of writing I expect from them now that they are in the seventh grade. Students spent the remainder of class working on their essay.

Homework: Complete your five paragraph essay by tomorrow.

8th grade: Today in Language Arts-Reader's Workshop

Students read in their independent books for 15 minutes. I made several announcements about new requirements and changes that will take place in ELA for Term 2. Then students spend the rest of the hour looking up their dreams that they've recorded in their dream journal on a dream analysis website (dreammoods.com).

Homework: There is NO homework. The homework assigned for Thursday has been reassigned to Monday b/c we ran out of time.

7th grade: Today in Language Arts-Reader's Workshop

All students read in their books for 10 minutes. 7A completed their packet. Ms. Black led 7B through an analysis of The Giver by teaching the students about connections. Students had to make text-to-text, text-to-world, and text-to-self connections with chapters 1-8 by completing an assignment in their Reader's Notebooks.

Homework: None! Term 2 starts on Monday!

8th grade: Today in Language Arts-Reader's Workshop

Students submitted their Reading Folders for a grade today. We spend most of the hour reading Progress Report 11 in Flowers for Algernon. In their Reader's Notebooks, students described 3 dreams/nightmares that Charlie has had thus far in the novel. They then worked in groups to describe the insights they've gained about Charlie and his past based on these dreams.

Homework: Gather information on your interest in Native American culture. We will be starting the research paper on Monday.

7th grade: Today in Language Arts-Writer's Workshop

All students submitted their Reading Folders for a grade. I modeled for students how to assemble their 5 paragraph mobile that they will complete when they've finished with their 5 paragraph essay. Students spent the remainder of the hour working on their 5 paragraph essays and conferencing with me about their essays.

7A is on punishment until next Monday. They worked in their CRCT practice packets.

Homework (7A only): Read Chapter 8 in The Giver. Be prepared for a quiz on this chapter tomorrow.

8th grade: Today in Language Arts-Writer's Workshop

All students read in their books for 15 minutes. Students shared their responses to the questions I presented on Monday for Progress Report 10 in Flowers for Algernon and we discussed these for a little bit. I reviewed the 5 paragraph essay with students and gave them a handout that explains the breakdown for the 5 paragraph essay and presents a model of it. We will start our research five paragraph essay on Friday.

Homework: One weekly reading question. Reading Folders due tomorrow.

7th grade: Today in Language Arts-Reader's Workshop

All students read in their books for 15 minutes.

7A is on punishment until Friday due to their behavior on Monday. 7A worked on a CRCT prep packet for the remainder of the hour.

7B read Chapter 8 in The Giver. Ms. Black led the students in a class discussion about mood and theme in Chapter 8.

Homework: One weekly reading question. Reading Folders due tomorrow!

8th grade: Today in Language Arts-Reader's Workshop

Students submitted their Reading Folders for a grade today. We spent about 20 minutes reading Flowers for Algernon together. Students discussed both the major and minor changes that are taking place in Charlie as his intelligence increases. I then went through the answers to the Gerund Study Tool with students and had them review gerunds with a friend for about 5 minutes. Students then took the gerund quiz.

Homework: Continue recording dreams in your dream journal for our activity tomorrow!

7th grade: Today in Language Arts-Reader's Workshop

Students submitted their Reading Folders for a grade today. We then read Chapter 7 in The Giver together and annotated and discussed the parts of the text we found interesting or strange or that we had questions about. Then in their Writer's Notebooks, students answered the following question: Why do you think Jonas wasn't given an assignment during the Ceremony of Twelves? Students generated responses based on the clues present in the first 7 chapters of the novel.

Homework: None

8th grade: Today in Language Arts-Reader's Workshop

Students read for 10 minutes. In their Reader's Notebooks, students wrote about Charlie's major relationships (Mr. Donner, coworkers at the bakery, Ms. Kinnian, Dr. Strauss, Dr. Nemur, his family) and his perceptions of these relationships before the operation begins to work on Charlie's intelligence level. We then read in Flowers for Algernon. I passed out a gerund study tool and had students work in groups to complete it. Students can use this to study for the quiz tomorrow. (I rescheduled the quiz for tomorrow b/c I forgot to pass out the study tool to the students yesterday).

Homework: Study for the gerund quiz. Complete one weekly reading questions; Reading Folders due tomorrow!

7th grade: Today in Language Arts-Reader's Workshop

All students read for 10 minutes in their independent books. Then students took the prepositional phrase quiz. My student teacher, Ms. Black, led the seventh graders through an activity to connect them to The Giver. She had them talk about the lack of choices in our novel and then gave each student a number. The number corresponded to a "job" that was given to each student. Students then had to write about what it felt like to be given the job they were given. Ms. Black ended class having students discuss how it felt to be given a job and to share what they wrote about during this activity.

Homework: If you didn't finish your 2 paragraphs, please finish! One weekly reading question. Reading Folders due tomorrow.

7th grade: Today in Language Arts-Reader's Workshop

Students read in their independent books for 10 minutes. We then read Chapter 6 in The Giver and had several mini-class discussions about new information we've learned about this community (Jobs given, Spouses Given, Children Given and The Ceremony of Twelve.) We also discussed the way this community deals with death in contrast to our own community.

Homework: Study for the prepositional phrase quiz!

8th grade: Today in Language Arts-Reader's Workshop

Students read in their books for 15 minutes. We did a collaborative class today with social studies. All eighth graders went to the media center to watch The Three Little Pigs. We talked about the way this story was told from the vantage point of the three little pigs. Then students read the book The Real Story of the Three Little Pigs (told from the perspective of the wolf). We then had a brief discussion about the differences in both stories and talked a little bit about how history is often only told from one perspective. Mr. Fine and I passed out the new unit collaborative plan on expository writing and researching Native American culture. We discussed expectations and assignments for this unit and answered students' questions.

Homework: Keep writing down your dreams in your dream journal! Study for the gerund quiz tomorrow!

8th grade: Today in Language Arts-Grammar and Writer's Workshop

All students read for 10 minutes. Students finished the expository writing activity that we started last week. Then I taught students gerunds and they practiced identifying gerunds in sentences.

Homework: Start your dream journal. We will do an activity with this on Friday. Read the article and answer the following three questions: 1) What have scientists been able to do with some mice? 2) What does Dr. Tsien state about this experiment in regards to human memory? 3) After reading this article, what are your thoughts about this experiment?

7th grade: Today in Language Arts-Grammar and Writer's Workshop

Students read for 10 minutes. I introduced our new genre of writing-Expository writing-to students and introduced the plans for our next writing unit. We will be doing a collaborative unit with Social Studies with expository writing. We then spent the rest of the hour on prepositional phrases. Students learned how to identify both the preposition and the object of the preposition and practiced this with a group activity.

Homework: None

8th grade: Today in Language Arts-Writer's Workshop

All students read for 10 minutes. Then students spent the rest of the hour working on an expository writing assignment with an advertisement (they started these earlier in the week). Once students completed the expository part of this assignment, they were then asked to explain, in writing, how the advertiser is trying to persuade its audience that purchasing the featured product will result in increased happiness. Most students still needed additional time to finish this activity so we will finish on Monday.

Homework: None

7th grade: Today in Language Arts-Reader's Workshop

All students read in their independent books for 10 minutes. We read Chapter 5 in The Giver together and had a class discussion on the newest development in this novel-this community's need to control even their members' attractions to other members of the community. The discussion moved in different directions but some of the issues discussed were: Why would this community need to give pills to adolescents once they start experiencing the "Stirrings"? How and why does this community need to control their members so much? What psychological consequences would living in this community have on its members?

In 7B we talked a little bit about arranged marriages as well in eastern societies and in 7A we also talked about what it would be like to live in a community where so little choice was given.

Homework: None

7th grade: Today in Language Arts-Reader's Workshop

All students submitted their Reading Folders for a grade today. We read Chapter 4 in The Giver and had a brief class discussion on the similarities between Jonas's community and our own communities. Students spend 10 minutes finishing up the activity we worked on yesterday. Students who did not finish will not receive full credit. Students then took the vocabulary and spelling quiz.

Homework: None

8th grade: Today in Language Arts-Writer's Workshop

Students spent 15 minutes reading in their independent books. (8B's class was spent getting our school picture and the eighth grade picture taken, so the rest pertains only to 8A). We spent the rest of the hour reading in Flowers for Algernon.

Homework: One weekly reading question. Also, study the vocabulary words for the quiz tomorrow!

7th grade: Today in Language Arts-Writer's Workshop

All students read in their books for 15 minutes. Students spent the remainder of the hour working on their rule analysis for The Giver.

Homework: One weekly reading question. Also, study for vocabulary quiz tomorrow!

7th grade: Today in Language Arts-Writer's Workshop

Students read in their independent books for 10 minutes. We then had a short class discussion reviewing the rules that we've discovered thus far in The Giver and students gave their opinions about this community and their rules. We then spent the rest of the class working on an activity. Students were to pick three of the rules discussed, describe each rule and the consequence that one in Jonas's community received if he/she broke the rule. Once students completed this, they were to draw a picture and put a quote from the book underneath it on a piece of posterboard to display on the classroom bulletin board. Most students did not finish this activity so students will be given time in class tomorrow to finish.

Homework: Finish your vocabulary study tool. Due Wednesday!

8th grade: Today in Language Arts-Writer's Workshop

All students read in their books for 10 minutes. Today we began our expository writing unit. Students took notes on expository writing. I then gave students several examples of how expository writing is used in everyday life. We had a brief review of our reflection entry yesterday on Charlie's Key to Happiness and I explained to students how advertisers continuously try to create "needs" within us to buy their products. We discussed how people consistently look for their own personal key to happiness outside of themselves, never realizing the futility in this search. We then did an expository exercise with magazine advertisements. Students worked in pairs, writing down the descriptions of the advertisements. We will do more with this activity on Thursday.
I gave students the definitions for the eight vocabulary words. Students then had a pop-quiz on the reading assigned to them yesterday.

Homework: Finish your vocabulary study tool (due Thursday before we take the quiz).

8th grade: Today in Language Arts-Reader's Workshop

All students read in their books for 10 minutes. We spent the remainder of the hour reading Flowers for Algernon and students shared the changes they noticed taking place in Charlie. Students spent the last five minutes of class answering the following question in their Reader's Notebooks: How does Charlie envision his life if he becomes smart? What does he think will happen if he becomes smart?


Homework: Read the one page article about Daniel Keyes, the author of FFA. Be prepared for a pop-quiz tomorrow on this reading!

7th grade: Today in Language Arts-Reader's Workshop

All students read in their books for 10 minutes. All seventh graders received a vocabulary study tool for this week. I went over the 10 vocabulary words and their definitions, gave students the parts of speech for each word and an example. Students are to complete the pictures and their own personal examples for each word by Wednesday. We spent the rest of the hour reading Chapter 3 in The Giver.

Homework: Complete the vocabulary study tool by Wednesday.

Vocabulary 1 For FFA

FFA Vocabulary-1

1) Rorschach Test
2) overwhelming
3) superstituous
4) psychology
5) subconscious
6) conscious
7) plateau
8) Thematic Apperception Test

8th grade: Today in Language Arts-Reader's Workshop

All students read in their independent books for 10 minutes. We reviewed the eight vocabulary words we'll be studying for this part of our novel study (see other post). We spent the rest of the hour reading Flowers for Algernon.

Homework: (8B) only: Read the article on human cloning and answer the five questions.

7th grade: Vocabulary 1 for The Giver

*The quiz will be next Thursday. A study tool will be given to students on Monday. Students will also be quizzed on spelling.


1) Distraught
2) Adhere
3) Aptitude
4) Chastise
5) Nurture
6) Hoard
7) Disquieting
8) Disposition
9) Chortle
10) Empathy

7th grade: Today in Language Arts-Reader's Workshop

All students read for 10 minutes in their independent books. I reviewed the 10 vocabulary words in class for our first Vocabulary Unit on The GIver. We then spent the rest of class reading Chapter 2 in The Giver, annotating the text and discussing our annotations.

Homework: None

8th grade: Today in Language Arts-Reader's Workshop

All students turned in their Reading Folders. In preparation for our novel study, students pretended they were Charlie (the protagonist in Flowers for Algernon) and went to different tables around the room to take the Rorschach Test. Students shared their interpretations of the inkblots with the class. We spent the remainder of the class reading the first part of Flowers for Algernon.

Homework 8A only: Read the article entitled The Pros and Cons of Human Cloning. Then answer the following five questions:

1. What are the 5 species that have been cloned?
2. List 3 problems with animal cloning.
3. What is the difference between reproductive cloning and therapuedic cloning?
4. What is the opinion of the National Academies on cloning?
5. After reading this article, what thoughts do you have about cloning?

7th grade: Today in Language Arts-Reader's Workshop

All students submitted their reading folders. I read the first chapter of The Giver to students and they annotated the texts. As we proceeded through the chapter, students shared the parts of the chapter they underlined and explained why they underlined that part of the text (visualization, question or something they found interesting or strange). At the end of class, students answered the following question (in at least a paragraph): What do YOU think about the conversation-the sharing of feelings-Jonas's family has in Chapter One?

Homework: None

8th grade: Today in Language Arts-Reader's Workshop

All students read in their independent books for 15 minutes. We then spent about 15 minutes answering 11 statements relating to the themes present in Flowers for Algernon. Students answered the questions by participating in an mobile opinion poll. (In a mobile opinion poll, students move to the side of the room with the "YES" sign if they agree with a statement and move to the side of the room with the "NO" sign if they disagree with a statement). The rest of the class was spent in a class discussion relating to the questions students reflected upon on in their Reader's Notebooks on Tuesday.

Homework: One weekly reading question. Reading Folders due tomorrow.

7th grade: Today in Language Arts-Reader's Workshop

All students read for 15 minutes in their independent books. In preparation for our unit on The Giver, students answered a mobile opinion poll on some of the themes present in this novel. (In a mobile opinion poll, a statement is given and students move to the side of the room with the "YES" sign if they agree with the statement. If students do NOT agree with the statement, they move to the side of the room with the "NO" sign.) After the poll, we spent the remainder of class in a class discussion on the questions from Tuesday.

Homework: One Weekly Reading Question. Reading Folder Due Tomorrow!

7th grade: Today in Language Arts-Reader's Workshop

7th graders spent 15 minutes at the Book Fair. When we came back to the classroom students wrote down our 3 big questions that we will exploring as we study the novel The Giver. These three questions align with the themes of this book and will be the topic of our class discussion tomorrow. They are:

1. Do you think that a society needs rules in order to function? Explain why or why not.
2. How much choice do you think children should be allowed? What do you think children should be allowed to choose? What do you think children should NOT be allowed to choose?
3. Do you think memories are important? Explain your answer.

Students wrote down these questions in their Reader's Notebooks and generated a least one paragraph response for each question. We spent the remainder of class taking the prepositional phrase quiz. Graded quizzes will be passed back sometime this week.

8th grade: Today in Language Arts-Reader's Workshop

We went to visit the Book Fair in the media center for the first 15 minutes of class. In our Reader's Notebooks, students answered the following three questions in preparation for our novel study of Flowers For Algernon and to use as a springboard for the discussion/debate tomorrow:

1. Do you think it is ethical for scientists to experiment on improving humans and human life?
2. Do you think that science ever goes too far? Explain your answer.
3. When, in your opinion, is it okay for science to try and improve human life and when is it not?

We spent the last 10 minutes of class taking the Infinitive Quiz. Quizzes will be returned to students tomorrow.

Homework: Read in your independent book to get up to the 150 page requirement by Thursday!

8th grade: Today in Language Arts-Grammar and Writer's Workshop

All students read for 10 minutes. We reviewed infinitive phrases and did some practice sentences in our Writer's Notebooks in preparation for tomorrow's quiz. Students spent the remainder of the hour finishing up their first peer review feedback form. Students were given a second peer review feedback form that they will need to complete sometime this week (perhaps during Reading and Work Time).

Homework 8A only: Infinitive Phrase Worksheet

*Parents-please make sure your child has a copy of Flowers for Algernon by Daniel Keyes. Only a few students had their copies when I checked today and we are starting the novel study THIS WEEK!

7th grade: Today in Language Arts-Grammar and Writer's Workshop

All students read for 10 minutes. We then reviewed prepositional phrases and did some practice sentences in our writer's notebooks in preparation for the quiz tomorrow. Students spend the remainder of class finishing their Peer Reviews of each other's short stories.

Homework: Prepositional Phrase Worksheet. Study for the quiz tomorrow!

*Parents-please make sure your child has a copy of The Giver by Lois Lowry. Only a few students had their copies when I checked today and we are starting the novel study THIS WEEK!

PROGRESS REPORTS

The progress reports for English Language Arts have been sent out, mostly via email. If I could not send your due to an incorrect or nonexistent email address, you can expect your child's progress report in the mail.
If you have any questions, please feel free to email me. Please note however, that I will be out of the building tomorrow and will not be answering any emails until I return to school on Monday, October 13th.

Thanks!

8th grade: Today in Language Arts-Theatre

The eighth graders visited Oglethrope University to see an adaptation of the Greek play, Antigone. We had a lot of fun but students did not attend any of their core classes. So, tomorrow students will need to submit their Reading Folders. Also, students will need to have their own copy of Flowers for Algernon for class on Monday.

7th grade: Today in Language Arts-Reader's Workshop

All students submitted their Reading Folders for a grade today.
We finished the story that we started on Tuesday entitled "The Banana Tree." Students made predictions based on textual clues and shared them. When we completed the story, we were able to see whose prediction were on target.
Students spent the remainder of class sharing their stories with a peer and began completing a peer review feedback form. Students will have almost the entire hour tomorrow to complete them.

Homework: Have your copy of The Giver for class on Monday.

7th and 8th grade: Today in Language Arts-Writer's Workshop

*Please note that I was out sick yesterday. We are also taking the 8th graders on a field trip tomorrow and I am taking a personal day this Friday. All quizzes have been rescheduled to next week due to these changes in plans. Please check the updated calendar on the blog.

All students went to the media center to read in their independent books for 15 minutes today. We then came back to the classroom and I went through the stages of revisions with students. Students read and reviewed the Peer Review Feedback Form for Friday's activity. Students then spent the remainder of class participating in a self-reflective activity for the short stories they submitted.

7th grade Homework: One weekly reading question. Reading Folders are due tomorrow!
8th grade Homework: Reading Folders due on Friday. Signed permission slips MUST be brought back in tomorrow morning if you want to attend the field trip.

8th grade: Today in Language Arts-Grammar

All students read in their books for 10 minutes. Today begins Week 8 for the Reading Folders. All first drafts of short stories were collected.

I introduced the three types of verbals to students. The first verbal-infinitives-was the center of our focus today. Students took notes on the definition of an infinitive and then generated examples of infinitives. In groups, students worked on a worksheet to identify infinitives and infinitive phrases. We reconvened at the end of the hour to share our answers.

Homework: Continue to read in your independent book to meet the 150 page requirement.

7th grade: Today in Language Arts-Grammar

All students read in their books for 10 minutes. Today begins Week 8 in our Reading Folders.
All first drafts of short stories were collected today. They will ONLY be graded for completion, not on content (since this is the first draft).
Students took notes on the definition and examples of prepositions. Then we discussed how prepositions can be remembered as the spatial relationship between a rabbit and a hill. (For example, a rabbit can be ON a hill, can go AROUND a hill, can burrow BENEATH a hill, etc). Students generated even more prepositions that were not on our original list after the rabbit and hill exercise. Students then worked with their groups to see if they could take their knowledge of prepositions to identify prepositional phrases with their groups. We reconvened and as a class and I went over the answers to the prepositional phrase exercise with students to make sure their answers were correct.

Homework: Read in your independent book to meet your 100 page a week requirement.

7th and 8th grade: Today in Language Arts-Reader's Workshop

All students submitted their Reading Folders. Starting today, students who do not complete their Weekly Reading Question or who turn in a Weekly Reading Question that is not up to standard will need to use their recess period to complete this.

Ms. Black led the eighth graders through a visualization activity rest of the short story we began on Tuesday. I led the seventh graders though a similar activity that was slightly modified for seventh grade reading level and comprehension. Students completed an assignment at the end of the story which asked them to describe the visualizations they had for each of their five senses in re: the story. I reminded students about the short story deadline tomorrow.

*On a side note, I am EXTREMELY proud of the eighth graders. The past few days I've been fielding questions such as, "I'm afraid my plot line is too complex and will go over the 10 page limit. How can I shorten it and still have closure?" and "Do you think I've used too much dialogue at the beginning?" and "How can I create an effective transition into a flashback?" These are the kind of questions that REAL writers ask and I'm so excited to see students asking these kind of mature academic questions.

Homework: Finish the first draft of your short story.

7th and 8th grade: Today in Language Arts-Writer's Workshop

All students traveled to the media center for independent reading time today. Two classes have made it to level 3 (7B and 8A) and may now bring snacks to independent reading.

After the media center, we spent the rest of the hour in the land of short stories. PLEASE NOTE: The first draft of short stories are due on FRIDAY, OCTOBER 3rd. I will only be checking for completion and students will be given full credit if their short story is complete. Since these are first drafts, students will not be formally graded on them until they are revised. Revision will entail first going through at least 2 peer reviews and a writing conference with the teacher.

Homework (both 7th and 8th): One weekly reading question. Reading Folders are due tomorrow!

7th and 8th grade: Today in Language Arts-Reader's Workshop

*Sorry there was no blog posting yesterday. Problems with my blog...

All students read in their books for 10 minutes. Ms. Black led the 8th graders through a visualization activity; I led the 7th graders. We explained the purpose of visualization and how it can help readers and students took notes in their Reader's Notebooks. Then we read a short story entitled "What I want to be when I grow up." Students underlined the parts of this story that helped them visualize the plot line. Students shared the lines that helped them visualize. We spent the last 15 minutes of class taking the spelling and vocabulary quiz.

Homework: Continue reading in your independent book to meet your grade level's page requirement.

7th and 8th grade: Today in Language Arts

All classroom managers were paid today. Thank you classroom managers for all of your hard work! Class runs smoothly because of your attention to detail and organization!

We had shortened classes today (30 minutes) so we devoted the time to reading in our independent books outside. This time helped me to see which classes were ready for the outdoor writing activities I have planned for October and which classes are not ready. As of today, 8A, 8B and 7B are ready for the outdoor writing activities. 7A still has a lot of improvement to make if they want the privilege of going outside again.

Homework: Vocabulary Study Tool

*Parents, please remind your children to study for the vocabulary quiz on Tuesday, September 30th. This is also when the Vocabulary Study Tools will need to be completed. Thank you for checking to make sure your child has done his/hers and is studying to prepare for the quiz! The vocabulary words for Lesson 3 were posted earlier in the blog.

Attention Parents! Novel Study Update!

Parents of 7th and 8th grade students,

By now you should have received the letter I sent home this week to parents about the required novel for our novel study in about 2 1/2 weeks. The seventh graders will need to obtain their own paperback copies of The Giver by Lois Lowry and the eighth graders will need to obtain a copy of Flowers for Algernon by Daniel Keyes. The owner of Bound to Be Read books in East Atlanta just informed me that ALL students and parents will receive 20% off these two titles. If you are buying your child's book at Bound to Be Read, make sure to tell the cashier you are a parent from ACMS and they will give you the 20% discount.

Thank you!

Today in Language Arts-Writer's Workshop

All students submitted their Reading Folders. Ms. Black went over the new vocabulary with the students and now students will be required to complete a vocabulary study tool each week to help them refine their study skills. Students were given the remainder of the hour to work on their short stories.

Homework: Both 7th and 8th graders are required to have the vocabulary study tool completed by September 30th.

7th grade only: Punctuating Dialogue Worksheet 2 (due tomorrow)

7th and 8th grade: Today in Language Arts

Students read for 10 minutes. I passed out a letter to students to bring home to their parents about our novel study and gave students a brief overview of the novels we'll be reading in each grade level. Then we had a class discussion about our unit plan on short stories and I reviewed the short story rubric with students. This took much longer than I anticipated so we will review the vocabulary words tomorrow.

Homework: One weekly reading question. Reading Folders are due tomorrow.

Today in Language Arts-Writer's Workshop

All students read in their books for 10 minutes.
8th graders took a prepositional phrase diagramming quiz. 7th graders took an adverb diagramming quiz.
All students set up their new writing portfolios and spent the remainder of the hour working on their short stories. The first draft of short stories will be due on Wednesday, October 8th.

7th grade Homework: Punctuating Dialogue Worksheet 2
8th grade homework: None

Short Story Rubric

This is the rubric I will be using to grade students' short stories when they are due (This will be sometime mid-October, but I will announce the specific date at the beginning of October). A rubric is a grading tool that grades a student's performance in different areas. Students should be at Level 3 in all areas indicated below when they submit their short stories. A "4" is exceptional and means the student is performing above grade level.

Story Writing : September 2008

Teacher Name: Ms. Capone


CATEGORY

4-Exceeding Standards

3-Meeting Standards

2-Approaching Standards

1-Below Standards

Engaging Beginning

4-Beginning of story has a very creative "grabber". Writer has used an effective writing technique to grab the reader's attention and to pull him/her into the story.

3-Beginning of story has some type of "grabber". Writer has chosen an effective writing technique in order to pull the reader into the story.

2-A catchy beginning was attempted but was missing an important component to ensure its effectiveness at grabbing the reader's attention.

1-No attempt was made to catch the reader's attention in the beginning of the story. Story begins abruptly or awkwardly.

Organization

4-The story is organized in such a way that the writer demonstrates mastery over segues from one scene to the next. Complex transitional elements are used to ensure the quality of the piece.

3-The story is well organized. One idea or scene follows another in a logical sequence with clear transitions. There is no extraneous information.

2-The story is a little hard to follow. The transitions are sometimes not clear and/or parts of the story may be confusing. The story rambles in some parts.

1-Ideas and scenes seem to be randomly arranged. The story rambles a lot.

Characters

4-The main characters are named and described so well that the reader feels as if he/she knows the characters personally. The writer uses a variety of strategies (such as dialogue, flashback, narrative action, descriptive words, etc) to bring the characters to life.

3-The main characters are named and described well. The writer uses a lot of details and some writing strategies to give the characters depth.

2-The main characters are named but the reader knows very little about the characters. More description is needed and the writer needs to use more writing strategies to develop effective characters.

1-It is hard to tell who the main characters are. The writer uses very little description to build characters.

Setting

4-Many vivid, descriptive words are used to tell when and where the story took place. The writer uses a plethora of sensory details to describe the tone/mood of the story. The reader feels as if he/she is living in the story.

3-Some vivid, descriptive words are used to tell the audience when and where the story took place. The writer uses some sensory details to build the setting and the tone/mood of the story is established.

2-The reader can figure out when and where the story took place, but the author didn't supply much detail.

1-The reader has trouble figuring out when and where the story took place. Few, if any, details are used.

Plot/Subplot

4-A complex plot is developed through the use of subplots. The writer naturally weaves the subplots together into the main plot to build suspense and hold reader interest. Neither the main plot nor the subplots feel forced.

3-It is fairly easy for the reader to understand the problem the main characters face and why it is a problem. Subplots are present and relate well to the main plot, however, at times they may be a bit forced.

2-There are no subplots present. A basic, simplistic plot is presented to build the story.

1-There are no subplots present and the plot is too simplistic to build an effective story.

Solution/Resolution

4-The writer ends the piece with a sense of solid closure that inspires reader reflection. The pieces of the plot don't have to be neatly wrapped up by the end of the story, but the writer has used creative writing strategies to bring the story to a close. There are no loose ends.

3-The writer ends the piece with a solid sense of closure. There are no loose ends.

2-The solution to the character's problem is a little hard to understand. The story doesn't quite feel completed yet. More detail and description are needed to fully bring the story to a close.

1-No solution is attempted or it is impossible to understand. OR the writer ends the piece with "to be continued," an inappropriate cliffhanger or the "dream copout."

Mechanics

4-There are no spelling, grammar or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. The piece is ready for publication.

3-There are 2-3 spelling, grammar or punctuation errors in the final draft. The piece needs a few editing fixes before submitting for publication.

2-There are enough spelling, grammar and/or punctuation errors in the final draft to distract the reader. The piece needs another editing session.

1-The writer has not effectively edited his/her piece. The mechanical errors distract the reader from focusing on the story.

Style

4-A unique writer's voice has been established in this story. Writer uses a variety of sentence structures, details, description and vocabulary to naturally build the story. The writer has used many effective writing strategies throughout the entire piece which help the piece flow.

3-A writer's voice has been established in this story. Writer uses a variety of sentence structures, details, description and vocabulary to naturally build the story. The writer has used a few effective writing strategies throughout the entire piece which help the piece flow, but a few parts may feel forced or unnatural.

2-The writer has used some strategies to help build his/her voice but has not yet established it fully. More description is needed, and/or more writing strategies need to be used in order for the writer to make this piece his/her own.

1-The writer does not attempt to use enough description or uses very basic writing strategies throughout the piece.

Unit Two Curriculum Map

I can no longer post to google docs. The gadget is broken. So I will be posting my curriculum maps for each unit as an entry to the blog. This unit actually began last Monday.


This Year’s Theme: Writing is a Journey
Unit Two: First Outing-To the land of short stories
Mid-September to Mid-October

Writer’s Workshop and Listening, Speaking and Viewing
Students will compose the first draft of their short stories. They will be using the short story rubric to help them refine their writing. Students will be participating in a number of different writing activities that will help them work, both in groups and independently, on the different writing strategies we’ll be covering in class. Some of the writing strategies we’ll be studying are: dialogue, flashback, suspense, description. Certain activities-such as the dialogue activity-will have students presenting their writing to the class.

Vocabulary
The roots that we will be covering are: Cour/Cur and De. Students will complete vocabulary activities/tools on the weeks we study vocabulary to use as study tools.

Grammar/Conventions
We’ll be covering: Sentence Diagramming with adverbs, prepositions, prepositional phrases, infinitives and infinitive phrases and punctuating dialogue.

Reader’s Workshop
We will be studying three reading strategies (Questioning, Predicting and Visualizing) and applying these strategies by annotating three different short stories. We will also be reading a series of short stories that demonstrate the writing strategies we’re covering this unit: dialogue, flashback, suspense and description.

Independent Reading
Students will read daily in their independent books and outside of school to meet their grade level’s reading page requirement. Each Thursday, students will submit their reading folders a) indicating the number of pages they’ve read that week and b) with a written response to one of the Weekly Reading Questions.

8th grade: Today in Language Arts-Reader's Workshop

All students read for 10 minutes. We practiced diagramming prepositional phrases in preparation for the quiz tomorrow. Students wrote some practice sentences on a note card to take home with them to help them study for tomorrow's quiz.
In groups, students worked on a dialogue analysis activity. Each group was given an excerpt from a novel that contained a lot of dialogue. After reading the excerpt, students wrote down in their Reader's Notebooks what they learned about the characters in each excerpt. They then supported their arguments by recording the exact dialogue that clued them into different aspects of the character. Students were asked to look not just at character's personality traits, but also where the character was from, possible education level, regional idioms or slang used, etc. based upon the dialogue used.

Homework: Study for the prepositional phrase quiz tomorrow!

*Parents, ask your children to diagram some prepositional phrases for you. Make sure they are able to identify the preposition, the object of the preposition and any adjectives in the prepositional phrase.

7th grade: Today in Language Arts-Reader's Workshop

All students read for 10 minutes. All students created a "Sentence Diagramming Study Tool" to take home with them tonight to help them study for the quiz. Students seem to be struggling with their study skills so for the next few weeks the day before a quiz, I will help students develop some kind of resource to help them study. Students took down 7 helpful steps to remember when diagramming sentences and then wrote down some practice sentences. We diagrammed the practice sentences together.
Students set up their Reader's Notebooks for a Dialogue Analysis activity. Students read an excerpt from a novel with a lot of dialogue. Students were asked to generate analysis of each character by supporting their analysis with the dialogue the character used. We ran out of time and will continue this activity and finish it on Wednesday.

Homework: Use your study tool to study for tomorrow's quiz on diagramming adverbs!

*Parents,
To help your child practice their diagramming skills, you can give them sentences to diagram that have adverbs in them. Your child can then use his/her study tool to practice the steps of sentence diagramming.

Vocabulary Lesson 3

Vocabulary Lesson 3 words will be given to the students on Wednesday. The quiz will be next Wednesday, September 24th.

Root: Cour/Cur-running or something that happens or something to do with learning

Recur: to happen again
Curriculum: a regular course of study
Courier: A messenger traveling quickly who bears news
Excursion: A short journey or trip
Cursive: handwriting in flowing strokes with the letters joined together
Concur: to agree with the group’s opinion
Concurrent: happening at the same time
Extracurricular: happening in addition to the curriculum, or in addition to the school

Bonus Words
Incursion: a hostile entrance into a place, especially suddenly
Cursory: going rapidly over something

8th grade: Today in Language Arts-Writer's Workshop

All students read in their books for 10 minutes and were given back their graded Reading Folders. Students set up their writing portfolios and filed all graded quizzes and writing into these. Then students shared their writing of dialogue from Wednesday with each other. Students spent the remainder of class working on their short stories.

Homework: Prepositional Phrase Worksheeet

7th grade: Today in Language Arts-Writer's Workshop

All students read in their books for 10 minutes and were given back their graded Reading Folders. Students set up their writing portfolios and were given graded quizzes to put inside of them, along with their short stories. I taught students how to punctuate dialogue and gave them some helpful hints and notes which they recorded in their Writer's Notebooks. Students then traveled to the land of short stories and continued to work on their short stories.

Homework: Punctuating Dialogue Worksheet

Today in Language Arts-Reader's Workshop

7th and 8th grade
All students submitted their Reading Folders.
We reviewed the reading strategy "questioning" with students and reviewed with them how to annotate a text. Ms. Black made all of the students bookmarks which review the active reading strategies on one side and also give students pointers for things to do before, during and after reading on the other side. The bookmarks also have a key for annotating text that we will use throughout the term.
We finished the short story we started on Tuesday entitled "The Lottery." Students annotated the text as Ms. Black and I read to them and they shared the questions they generated as we proceeded through the story. Once we finished the story, the students participated in a 15 minute class discussion where we analyzed the author's purpose in writing this story. 8th graders also analyzed and evaluated the author's writing techniques and talked about the connections between this story and Lord of the Flies.

Homework: None

8th grade: Today in Language Arts-Grammar and Writer's Workshop

We went to the media center and read for 10 minutes. We then practiced analyzing prepositional phrases. First I reviewed prepositions with students and then went over object of prepositions. I told students not to confuse these with infinitive phrases. We practiced identifying prepositional phrases, and then objects of prepositions and adjectives inside the prepositional phrases. Students then practiced diagramming prepositional phrases.
Students reviewed dialogue, both internal and external. Then I passed out a list of seven situations. In their Writer's Notebooks, students chose one of the situations and then created 5-6 lines of dialogue for this situation. We will share the dialogue on Friday.

Homework: One Weekly Reading Question. If you haven't finished your dialogue, you must finish it by Friday.

7th grade: Today in Language Arts-Grammar

All students read for 10 minutes. Most of us went to the media center to check out books or read. I had students take notes in their Writer's Notebooks on Adverbs. Then, as a class, we practiced identifying and diagramming some adverbs together. Students practiced diagramming adverbs together. (This was only intended to be one part of the lesson but students had many, many questions and it took almost the entire hour to get through all of the practice questions.

Homework: One weekly reading question. Reading Folders are due tomorrow!

Today in Language Arts-Reader's Workshop

All students read in their books for 10 minutes.

7th and 8th grade
Ms. Black and I went over the five reading strategies we will be studying this year. Today we focused solely on "Questioning" and students took notes on why learning to question a text was important. Ms. Black and I reviewed a set of symbols students were expected to use when questioning different parts of a text (circles for questions about characters, boxes for the setting, squiggly lines for unknown vocab words and underlining for important information.) Then we modeled how to create questions while reading a text and how to annotate our questions in the margins. Ms. Black and I read part of the short story "The Lottery" with students and they annotated their texts with questions while we read. (7th grade got thru about 1/4 of the story; 8th grade got thru about 1/2 of the story). Students shared their questions with the rest of the class.

Homework: None that will be turned in tomorrow. However, all students should be reading in their independent books on a nightly basis in order to ensure that they have reached the page requirement for Thursday's reading folder check.

8th grade: Today in Language Arts-Writer's Workshop

All students read in their books for 10 minutes. We reviewed the correct answers to last week's vocabulary quiz. Then students finished the activity they started on Friday-making pieces of clothing that state the writing strategy they want to remember when we begin to write our short stories.

Students read the handout "Some seeds to start your fiction" and then we spent the remainder of class beginning to write our short stories.

Homework (for 8B): None. But for 8A: Finish reading article and write 1-2 paragraphs of your short story.

7th grade: Today in Language Arts-Writer's Workshop

All students read in their books for 10 minutes. I passed back the graded vocabulary quizzes we took last Wednesday and we reviewed the correct answers. I passed out a handout entitled, "Some seeds to start your fiction." Students can read this handout if they feel stuck when starting their short stories. We traveled to the land of short stories and spent the first fifteen minutes writing the beginning parts of our short stories. I had students turn in what they completed to me so that I could gauge their progress. Students who wrote very little today will attend a writing conference with me on Wednesday, our next Writer's Workshop day.

Homework: None

Today in Language Arts-Reader's Workshop

All students read in their books for 10 minutes.

7th grade
Students read the ending of two different novels and analyzed the aspects they liked and didn't like about the endings. We discussed students' opinions about endings. Then students took the sentence diagramming quiz (again) on simple subjects, simple predicates, and adjectives.

Homework: None

8th grade
Students finished their third novel ending from the reading activity we began yesterday. Students shared the results of their analyses in a class discussion. Then students did a "suitcase packing" activity where they were required to make an article of clothing for our prewriting suitcase and write a sentence about the writing strategy they needed to remember to take with them when we journey to the land of short stories on Monday.

Homework: None

Today in Language Arts-Reader's Workshop

All students submitted their Reading Folders.

7th grade
We reviewed sentence diagramming once again in preparation for our quiz tomorrow. Students should study the notes we've taken in class and the practice sentences tonight so that they are prepared to take the pretest tomorrow. In assigned groups, students generated their opinions on what made a good ending and what made a not-so-good ending to a story. We then discussed our opinions (and the components of both good and bad endings) and I reminded students how important the endings of their short stories are to the quality of their story. Tomorrow will be the last day we spend solely on writing strategies; we start writing short stories on Monday.

Homework: Study for the sentence diagramming retest!

8th grade
In assigned groups, students were given the last pages to three different novels. Students chose quotes from the endings of these stories and then analyzed their effectiveness as ending quotes. Students spent the entire class time reading and analyzing the endings; we will discuss our findings in class tomorrow and refine our earlier definitions of good and bad story endings.

Homework: None

8th grade: Today in Language Arts-Reader's Workshop

All students read for 15 minutes in the media center.
In groups, students discussed and recorded in their Reader's Notebooks the elements of "good" and "bad" conclusions. We then had a class discussion on what made an ending to a story good and what endings disappointed us and why. This was all in preparation for the last strategy we will cover this week-Effective Closure for Short Stories.
Students spent the last 15 minutes of class completing their Spelling/Vocabulary Quiz for Unit 2.

Homework: Complete one weekly reading question. Reading Folders are due tomorrow.

7th grade: Today in Language Arts-Writer's Workshop

All students read for 15 minutes today in the media center. Students who are unable to follow guidelines in the library will lose media center privileges for the remainder of the month.
We practiced sentence diagramming again with simple subjects, simple predicates and adjectives. Students seem much more solid in their understanding of these grammar concepts so we will have the retest this Friday.
Students spent the last fifteen minutes of class completing the vocabulary quiz.

Homework: One weekly reading question. Reading Folders due tomorrow.

8th grade-Today in Language Arts-Reader's Workshop

All students read for 10 minutes.

Students took notes on six different writing strategies that authors use to create engaging beginnings. Then students moved to five different stations throughout the room, read an excerpt from the beginning of a young adult novel and determined which strategies the authors used. We will share our results from the station activity tomorrow.

Homework: Each student was given a handout copy of an excerpt from the beginning of a novel. Students are to read this excerpt and to answer 2 questions: a) What writing strategies did the author use in this piece? b) Was it effective? Explain why or why not.

7th grade-Today in Language Arts-Writer's Workshop

All students read for 10 minutes.

We discussed the definition of subplot and students identified the subplots in the short story "First Love" that we read last week. Students worked on listing possible subplots that they could weave into the main plot of their short stories. Then we practiced the sharing component of Writer's Workshop in a group and students shared the beginnings of their favorite movies/books.

Homework: If you didn't finish in class, please finish writing your subplots for your short story.

Today in Language Arts-Writer's Workshop

All students read for 10 minutes.

7th grade
I reviewed plot structure with students. Because so many students have struggled with identifying the climax of a story, I had students list four helpful questions they can use as guidelines when reading a story and diagramming the plot. Then students practiced diagramming the plot for a short story and we discussed the different components of this specific plot structure.
Students spent the remainder of the hour creating the plots for their own short stories.

Homework: None

8th grade
I went over the different levels of Writer's Workshop with students and what was expected of them at each level. Then students practiced sharing workshop-style by sharing the beginning scene of their favorite book or movie. In our Writer's Notebooks, we generated a list of components that make up "good"beginnings for stories and students shared their ideas about what make a good beginning.

Homework: None

Today in Language Arts-Reader's Workshop

All students submitted their Reading Folders.

7th grade
Due to more than 50% failure on the sentence diagramming quiz that was given last week, students will be retested next week. I spent the majority of class reteaching the concepts of diagramming simple subjects, simple predicates and adjectives. I went over the answers to the quiz students took last week and modeled for them the thinking process they should conduct when diagramming sentences. I also demonstrated for students the questions they should ask themselves as they are diagramming a sentence to ensure its accuracy.
Students then set up their Reader's Notebooks for a setting activity we will do next week. I will be reviewing plot structure with students tomorrow.

Homework: What is your favorite movie or book? How does it begin? Write two sentences about beginning of your favorite movie or book, describing how it begins.

8th grade
I reviewed the answers to last week's sentence diagramming quiz. Next week we will begin diagramming prepositional phrases. Students then read an except from Tangerine and, in their Reader's Notebooks, took specific quotes related to the setting and described what they visualized when they read for each quote. Students shared the quotes they chose and discusses their different visualizations. Tomorrow we will begin "Engaging Beginnings."

Homework: Write a very detailed and descriptive paragraph about the opening scene from your favorite book or movie.

Today in Language Arts-Writer's Workshop

All students spent 10 minutes independently reading.

7th and 8th grade (same workshop activities today for both grade levels)
We had a brief class discussion about the definition of setting and why it is essential to establish a good setting when writing a short story. Then students moved to different stations around the room, picked their favorite settings from a group of pictures and then, in a paragraph, described one chosen setting from 5 different stations.
Ms. Black went over this week's vocabulary and gave kid-friendly definitions for each word and also gave students examples. This quiz will be next Wednesday. (List of Vocab 2 words and their definitions were posted on a previous blog).

Homework (both 7th and 8th grade): One weekly reading question. Reading Folders due tomorrow.

Today in Language Arts-Reader's Workshop

All students read in their independent books for 10 minutes.

7th grade
We finished Gary Soto's story "First Love." In assigned groups, students diagrammed the main plot for this story. We convened and discussed which components we put where and justified why we arranged the plot diagram.

Homework: None

8th grade
In assigned groups, students diagrammed the main plot to Gary Soto's "First Love" and listed the subplots. We had a class discussion on the main plot and how and why we diagrammed it the way we did and students also discussed the subplots present in the story. We spent the remainder of the hour finishing up writing the subplots for our own short stories.

Homework: None

Today in Language Arts-Reader's Workshop

All students read in their books for 10 minutes.

7th grade
Students took a pop quiz on sentence diagramming. They were asked to diagram simple subjects, predicates and adjectives. Thus far, it seems that 75% of the students did not pass the quiz. I will be reteaching these concepts next week.
We began reading Gary Soto's "First Love." On Tuesday, students will finish the story and plot the main plot using a plot diagram.

Homework: Enjoy your weekend!

8th grade
Students took a pop quiz on sentence diagramming. Students were asked to diagram simple subjects, predicates, adjectives and adverbs. Students who did not pass will be asked to stay for tutorial as this was a review of last year's material. We will begin diagramming prepositions the week after next as an enrichment segment of writing a setting for our short story.
We read Gary Soto's "First Love." Students began diagramming the main plot and will continue to diagram the subplots of this story on Tuesday.

Homework: Enjoy your weekend!

Today in Language Arts-Writer's Workshop

All students submitted their Reading Folders.

7th grade
We reviewed plot structure. In groups, students created a story plot line from a picture that was given to them. Students worked in groups to first generate a draft of their story. After meeting with a group, if their plot structure was formulated correctly, students were then given chart paper on which to compose their plot diagrams. We ended the hour reviewing sentence diagramming in preparation for tomorrow's quiz.


Homework: Review your notes for sentence diagramming. Quiz tomorrow!

8th grade
I reviewed examples of main plot lines and subplots with students. Then students spent most of the hour developing their plots and subplots for their short stories. We ended the hour reviewing sentence diagramming in preparation for tomorrow's quiz.

Homework: Review your notes on sentence diagramming. Quiz tomorrow!

7th and 8th Vocabulary Words-9/2/08

Due to several parental requests, I will try to post the vocabulary lists a few days before I give them to the students so that you know what's up and coming. Please note-we will not be doing vocabulary each week. I am alternating grammar with vocabulary so on the weeks we do not do vocabulary, we will be studying a grammatical concept. I will also try to post the grammatical concept of the week a few days prior to when I give these to students.

VOCABULARY UNIT 2
A –Without, not
Amoral – neither moral nor immoral, lacking in any type of morality
Atheist – a person who does not believe in God
Atypical – not typical
Anonymous – of unknown authorship or origin
Apathy – uninterested, lack of emotion
Atrophy –wasting away of body tissue
Anomaly – something that is irregular or abnormal
Agnostic – one who questions religions and/or the existence of God
Ahistorical – unconcerned or unrelated to history, a false historical claim
Anarchy – a society without a government, law or order

QUIZ will be on 9/10/08.

8th grade-Writer's Workshop

All students read in their books for 10 minutes. I reviewed with students the three types of plots we will be working with this year and the four types of conflicts students can use when creating a plot. Then, in their assigned groups, students were given a picture about which to create a story outline. Students created a plot diagram for the story they created together.

Homework: Complete one weekly reading question. Reading Folders due tomorrow.

7th grade: Today in Language Arts-Reader's Workshop

Students read for 10 minutes in their independent books. Together we went over the answers to last night's homework. I reviewed a plot structure diagram with students. Then we read a short story entitled "Total Urbanization." In their assigned groups, students worked together to figure out the components of the plot for this story. We then discussed where students plotted certain components of the story on the plot diagram.

Homework: One weekly reading question. Reading Folders are due tomorrow.

Today in Language Arts-Grammar and Reader's Workshop

All students read in their books for 10 minutes. Eighth graders had classroom manager interviews today; seventh graders will have their interviews tomorrow. Managers will be announced when we return from the Labor Day weekend, on Tuesday, September 2nd.

7th grade
We reviewed simple subject and predicate diagramming. I went over the answers to last night's homework with the students. I taught students how to diagram adjectives. Then students participated in a station activity where they traveled to different stations around the room and diagrammed subjects, predicates and adjectives. We reviewed the correct answers to this activity together as a class.

Homework: Exercise 3 in Diagramming Worksheet Packet

8th grade
We reviewed plot structure. Then we read a short story by Alice Walker called "The Flowers" and within groups, diagrammed the plot structure for this story. We discussed the different plot components and how they were organized in this story. We reviewed diagramming subjects, predicates, adjectives and adverbs . Students were then given sentence strips which they diagrammed with their groups.

Homework: None

Today in Language Arts-Writer's Workshop

All students read in their books for 10 minutes.

7th grade
We had a brief class discussion about why grammar is an important component of our lives and how the study of grammar can help us to become better writers. Students were taught how to diagram the simple subjects and simple predicates of sentences in preparation for future in-depth study of grammar in regards writing. We practiced diagramming sentences as a class. I then gave a powerpoint presentation on plot structure (We will be creating our plots and subplots for our short stories this week in Writer's Workshop) and the types of plots and conflicts that can be present in a story and in one's writing.

Homework: Exercise 1 of Diagramming Worksheet

8th grade
We reviewed sentence diagramming and students diagrammed simple predicates, simple subjects, adjectives and adverbs. The first few sentences were done together as a class and students completed the others individually. We also diagrammed interrogative (question) sentences and sentences with the "implied you." I then gave a powerpoint presentation on plot structure (which is what we will be formulating in Writer's Workshop this week) and the types of plots and conflicts that can be present in a story and in one's writing.

Homework: Exercises 1 and 3 of Diagramming Worksheet

Today in Language Arts-Reader's Workshop

Ms. Black and I went over the answers to the vocabulary quiz for both 7th and 8th grade classes.

7th grade
Ms. Black and I took turns reading the rest of the first five chapters of Stargirl. Then, in groups, students analyzed the protagonist Leo by creating a list of his personality traits and finding sentences from the text to support their opinions in their Reader's Notebooks.

Homework: None

8th grade
Students worked within groups to finish the first five chapters of Stargirl. Students generated things they learned about the character, including quoted support from the text to back up their answers.

Homework: None

Today in Language Arts-Writer's Workshop

All students added up the number of pages they read for the week and submitted their Reading Folders.

7th grade:
I gave instructions and examples for parts three and four of the Character Building Activities. Students spent the majority of class working on these parts. The last ten minutes of class, students took turns sharing their favorite aspect of their character from parts 1-4.

Homework: If you have not already, complete CBA 1-4.

8th grade:
I gave instructions and examples for the last two parts of the Character Building activity-parts five and six. Students worked on these parts in class and I conducted several writing conferences with struggling students. The last five minutes of class, students described their protagonist by sharing their favorite part with the rest of the class.

Homework: If you have not already, complete CBA 1-6.

Character Building Activities 1-6

7th graders must have parts 1-4 due tomorrow whereas 8th graders must have parts 1-6 due tomorrow 8/22.

CBA Part 1:
Draw a picture (simple or elaborate of your main character, your protagonist). Then provide basic demographic information about your character (age, height, weight, hair and eye color, race/ethnicity, etc).

CBA Part 2:
What is your character's main motivation in life? Describe what motivates your character the most. How do other people in the character's life perceive him/her? (Make this part brief; we'll go into more detail in part three). List your character's personality traits.

CBA Part 3:
Imagine this scenario. A group of people are gossiping and/or talking about your character. What does each of the following people say? (Use only characters who are relevant. For example, if the character's mom died when the character was young, don't include this one. Also, include any extra characters who are not listed who are relevant to your character's life.)

a) Character's mom; b) Character's dad; c) Character's siblings; d) Character's best friend; e) Character's friends; f) Character's enemies; g) Anyone else who may be important in your character's life.

CBA Part 4:
Describe the following about your character: a) job; b) hobbies; c) what your character loves; d) what your character hates; e) clothes/shoes/jewelry; f) hairstyle, piercings, tattoos (if any); g) anything else?

CBA Part 5:
What are your character's strengths and weaknesses? What are your character's flaws? Does your character have any bad habits?

CBA Part 6:
What significant events have taken place in your character's life? What good and bad events have happened to help create your present character? Describe the events (both good and bad.

Today in Language Arts-Reader's Workshop

Both 7th and 8th grade:

Students spent the first fifteen minutes of class in the media center, reading and checking out books. Classes who demonstrate mature behavior will be allowed to visit the media center on a weekly basis. Classes who do not demonstrate mature behavior will stay in the ELA classroom for Language Arts reading time.

In Reader's workshop today, we read an except from the novel Stargirl. Students will continue a character analysis activity with this reading on Friday.

Students spent the last fifteen minutes of class completing a Spelling/Vocabulary Quiz. Graded quizzes will be returned this week.

Homework:
Complete 1 Weekly Reading Question. Reading Folders due tomorrow!

Today in Language Arts-Writer's Workshop

All students read in their independent books for 10 minutes.

7th grade
Students completed two parts of prewriting for creating their characters and the majority of class time was devoted to writing time for these activities. Students were also given a long list of possible personality traits so that they could more accurately describe their characters.

Homework:
Study for the vocabulary quiz

8th grade
I reviewed three different writing activities with eighth graders in regards to effective character creation. Students spent most of class flushing out the major and minor details of their characters. Students worked not only on demographic information but on other character's opinions of the protagonist, and a variety of external life factors of their protagonist.

Homework:
Study for the vocabulary quiz

Today in Language Arts-Reader's Workshop

All students read in their independent books for 10 minutes.

7th Grade
We read an article entitled "How to Build Effective Characters" and had a brief class discussion about what we read. Then, in our Reader's Notebooks, we recorded both the common errors writers make in creating characters and different strategies writers can use to build effective characters.
I passed out an except from Stephanie Meyer's book Twilight. We underlined effective descriptive phrases Meyer used to bring her characters to life and shared these.

Homework:
Please study your vocabulary words! Vocabulary Quiz One will be on Wednesday, August 20th. *Please note that this is a change.

8th grade
We read two articles written by published authors on different strategies a writer can use to build effective characters. In our Reader's Notebooks we recorded a list of Do's and Dont's for character building. I passed out an except from Stephanie Meyer's book Twilight. We underlined effective descriptive phrases Meyer used to bring her characters to life and shared the phrases we chose and discussed what made them effective character descriptions. I also passed out an example of Old English (an excerpt of Beowolf) as students expressed an interest in seeing a sample of Old English last week when we reviewed the history of the English language.

Homework:
Please study your vocabulary words! Vocabulary Quiz One will be on Wednesday, August 20th. *Please note that this is a change.

Today in Language Arts-Writer's Workshop

7th and 8th grade:
Students read for 10 minutes and submitted the first draft of their personal essays. I briefly discussed the history of the English language and showed students how English has evolved from several places. I explained to students that by learning root words from Latin, Greek and Germanic roots, they can more easily master new vocabulary words. The root for this week is "inter." There are 8 vocabulary words and 2 bonus words for this week using this particular root. The vocabulary quiz will be next Thursday.
Students begin the first part of a character building activity in preparation for the short story unit. We will continue this activity next week.

Homework: Enjoy your weekend!

Today in Language Arts-Writer's Workshop

All students read for 10 minutes in their independent books.

Both 7th and 8th graders brainstormed a list of significant events that have happened in their lives. After choosing one of these topics, students then spent the remainder of class writing the first draft of their personal essay. Please note that this paper will be used as a writing diagnostic and will help me determine the direction of our wriitng curriculum for the rest of the school year, so it is an important writing assignment.

7th and 8th Homework:
Finish your first draft of your personal essay. It is due tomorrow! Also, if you have not already turned in your Parent/Student Contract, tomorrow is the last day you may do so.

Today in Language Arts-Reader's Workshop

All students set up their Reading Folders for the year.

7th grade
We read Gwendolyn Bennett's poem Hatred and answered 3 critical questions about this poem in our Reader's Notebooks. We then shared our responses. We also read a student-written personal essay entitled The Man in the Casket to expose us and prepare us for the first genre in which we will be writing: the personal essay.

Homework:
None

8th grade
We read and discussed Gregory Orr's poem Gathering the Bones. We also read Gwendolyn Bennett's poem Hatred and had a brief sharing about our own experiences with negative emotions. We discussed the use of writing to help us process experiences and myriad emotions. We then read a student-written personal essay entitled The Man in the Casket to expose us and prepare us for the first genre in which we will be writing: the personal essay. We discussed some of the effective writing techniques the student used to lure us into her story.

Homework:
None

Today in Language Arts-Reader's Workshop

Both 7th and 8th graders set up their Writer's and Reader's Notebooks. All students listened as Ms. Black and I reread Mary Oliver's The Journey. Students then chose their favorite line from this poem, copied it into their Reader's Notebook and wrote a brief explanation on why this line moved them.
As a class, we read an interview with Gregory Orr, a famous poet who accidently shot his brother during a hunting accident when Gregory was in middle school. We read one of Orr's poems about this event and discussed how writing can help us process painful memories.

7th graders:
7th graders then generated a list of memories they could possibly write about for their personal narrative essay (this will be assigned on Thursday).

Homework: If you have not already, please bring back the signed parent/student contract by Friday, August 15th.

8th graders
8th graders were then given letters from their past selves which they opened and read.

Homework: Please write one paragraph about G. Orr's poem. Answer the following questions in your paragraph: Did you like this poem? Explain why or why not. Can you relate IN ANY WAY to Orr? Explain.

Today in Language Arts

Today we read Mary Oliver's The Journey. We talked about the journey we are going to take this year in our growth as readers and writers. My goal this year is to help all students find their true inner voice. Our work from here on in will be reflective of the different paths one can take to reach this goal.
I reviewed my expectations with both 7th and 8th graders, passed out the course syllabus, the parent letter and the parent/student contract. Students generated a list of expectations they have for me and Ms. Black (my co-teacher this year) and brainstormed a list of rules they would like for our class.

HOMEWORK: Please bring back the Parent/Student contract signed by both parties. Due Friday, August 15th.

WELCOME BACK!

Students and Parents,

WELCOME BACK! We are very excited to have you here this year--a year that will undoubtably be looked back upon as our best year at Atlanta Charter Middle School. I am excited to start a new school year and I hope you are too. :)
Some things to remember for tomorrow:

-We no longer have lockers. You will have to carry all your supplies with you from class to class. A backpack may be helpful.
-The schedule is TOTALLY different than last year. You will go to a different class at a different time each day. I'll try to have enough copies of the new schedule for everyone in case you lose yours. Don't worry. Everyone will be a little confused and it may take a little longer to figure out which class you have on what day.
-All 7th and 8th graders will be in extended advisory with their advisors tomorrow. Classes will only be 45 minutes long.
-My advisory will be getting a bit dirty. Tomorrow is not the best day to wear your pretty white clothes. Save those for Tuesday or bring something to change into after advisory. I'll bring some extra T-shirts for those who forget.
-Get a good night's rest and eat a good breakfast tomorrow. It's a bit hard to say goodbye to summer so leave yourself plenty of time in the morning to get ready and to get to school on time.

I'll see you tomorrow!

Ms. Capone