Peer Protocol Instructions are linked here.
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Tuesday, November 23, 2010
Monday 15 November 2010
SSR Today
Sustained Silent Reading:
Timer is set for 30 minutes.
Students read silently for the full time. They may read any BOOK of their choosing.
BUT it is suggested that they read their Independent reading books for their assignment.
Last 10-18 minutes of class
***NO Reader Response today****
Friday, 12 November 2010
Students continue to read "The Birthmark." Once they have finished reading the story and taking notes on their Analyzing Relationships sheet, the students use their notes, and our earlier discussion to write two paragraphs about Alymer and Georgiana's relationship and beauty in the story.
Thanksgiving Freewrite 23 November 2010
My student's assigned freewrite topic today is to write down the things they are most thankful for. I decided to make my own list.
Above all things, I am most thankful for my family (my husband, and girls).
Michael is my best friend. There is no one that I would rather spend my life with.
My girls Emerie and Mourlea are my pride and joy! They truly are my precious treasures.
I am thankful for my home. This year we get to celebrate the holidays in a real house not an apartment. Amazing how such a small thing can seem like so much.
As a home-schooled elementary student I didn't feel like I had roots. I didn't have childhood friends because we were so sheltered from the outside world. Because of that experience of feeling friendless. I have worked hard to develop strong adult friendships that I hope will carry on for years to come and transcend the physical distance that is growing between our families. I have a some special people in my life who are there when I need anything, especially a babysitter, a chat, or a cup of coffee.
I am seriously thankful for my Bachelor's and Master's degrees. I'm done with taking classes myself now on to practicing the art of teaching.
I am thankful for my students (even the ones who drive me up the wall). You know who you are!
Teaching is the only job out of about 6 or 7 that I've had that I have truly loved! There have been more than a few times that I did not know what to do or how to approach a topic or concept so that students will understand, but the challenge of developing myself as a teacher is a major reason why I love it so much.
I am thankful that I live in a country that allows free speech, freedom to worship however I want, and freedom to spend most of my money the way I want.
I am thankful for inspiration to write when it hits and wish that it would indeed hit more often.
I am always thankful for a good novel and when I finish an especially good one, I feel a serious sense of gratification at taking part in a well made tale.
Time spent with my Grandmother's is worthy of thanks as well. They are 87 and 90 years old and hold a wealth of wisdom that is fast disappearing from this world. They above all people know how to stop and listen to the world go by. They are not changed by the speed of today's communication.
I'm thankful for coffee...
Above all things, I am most thankful for my family (my husband, and girls).
Michael is my best friend. There is no one that I would rather spend my life with.
My girls Emerie and Mourlea are my pride and joy! They truly are my precious treasures.
I am thankful for my home. This year we get to celebrate the holidays in a real house not an apartment. Amazing how such a small thing can seem like so much.
As a home-schooled elementary student I didn't feel like I had roots. I didn't have childhood friends because we were so sheltered from the outside world. Because of that experience of feeling friendless. I have worked hard to develop strong adult friendships that I hope will carry on for years to come and transcend the physical distance that is growing between our families. I have a some special people in my life who are there when I need anything, especially a babysitter, a chat, or a cup of coffee.
I am seriously thankful for my Bachelor's and Master's degrees. I'm done with taking classes myself now on to practicing the art of teaching.
I am thankful for my students (even the ones who drive me up the wall). You know who you are!
Teaching is the only job out of about 6 or 7 that I've had that I have truly loved! There have been more than a few times that I did not know what to do or how to approach a topic or concept so that students will understand, but the challenge of developing myself as a teacher is a major reason why I love it so much.
I am thankful that I live in a country that allows free speech, freedom to worship however I want, and freedom to spend most of my money the way I want.
I am thankful for inspiration to write when it hits and wish that it would indeed hit more often.
I am always thankful for a good novel and when I finish an especially good one, I feel a serious sense of gratification at taking part in a well made tale.
Time spent with my Grandmother's is worthy of thanks as well. They are 87 and 90 years old and hold a wealth of wisdom that is fast disappearing from this world. They above all people know how to stop and listen to the world go by. They are not changed by the speed of today's communication.
I'm thankful for coffee...
Monday, November 22, 2010
Thursday, 11 November
Students will begin reading "The Birthmark" by Nathaniel Hawthorne today.
We begin by discussing Beauty in groups of 4 using Jim Burke's Conversational Round-table. The students discuss what beauty meant in the Past, what it means in the present, what it could mean in the future, and what beauty is in other cultures. Once they have brainstormed ideas all the way around then they write a summary definition using all of their conversation notes.
Once we have finished discussing, students begin reading.
We begin by discussing Beauty in groups of 4 using Jim Burke's Conversational Round-table. The students discuss what beauty meant in the Past, what it means in the present, what it could mean in the future, and what beauty is in other cultures. Once they have brainstormed ideas all the way around then they write a summary definition using all of their conversation notes.
Once we have finished discussing, students begin reading.
Wednesday, 10 November
Writer's Workshop Day
Mini-Lesson 7: Development
Refer to your FODP handout for examples of each of the above listed.
Mini-Lesson 7: Development
Development is how you flesh out the body of your paper.
Idea development refers to the details, examples, or images that develop and support the main idea (focus).
Choose examples, details, quotations, explanations, elaborations that capture and maintain the reader’s attention
Refer to your FODP handout for examples of each of the above listed.
Tuesday, 9 November 2010
Writer's Workshop Day
Mini Lesson 6: Organization
Mini Lesson 6: Organization
Organization: The internal structure of ideas. Effective organization begins with a purposeful lead and moves toward a logical, thoughtful ending.
Order compels, enhances, and moves ideas
- INTRODUCTION Intrigues, invites; conclusion resolves
- Thoughtful TRANSITIONS show how ideas connect
- SEQUENCING is logical and effective
- PACING is well controlled and purposeful
- Organization flows smoothly; matches purpose
STANDARD ORGANIZATION
- Introduction (Focus)
- Body (Organization and Development)
- Conclusion (Purpose)
Monday, 8 November 2010
SSR Today
Sustained Silent Reading:
Timer is set for 30 minutes.
Students read silently for the full time. They may read any BOOK of their choosing.
BUT it is suggested that they read their Independent reading books for their assignment.
Last 10-18 minutes of class
Continue to read and/or do Reader Response Journal.
Friday, November 5th, 2010
The plan for today was to discuss symbolism and finish reading "The Minister's Black Veil."
I wanted to the students to brainstorm a variety of things that the veil could symbolize and pick one that made the most sense to them and write a bit about it.
I also had a vocabulary workout for them with words from the story.
However, I was absent today and the sub merely handed out the worksheets and let the students do them on their own.
I wanted to the students to brainstorm a variety of things that the veil could symbolize and pick one that made the most sense to them and write a bit about it.
I also had a vocabulary workout for them with words from the story.
However, I was absent today and the sub merely handed out the worksheets and let the students do them on their own.
Thursday, November 4, 2010
Thursday, November 4
Literature Day!
Today we are begining to read "The Minister's Black Veil" by Nathaniel Hawthorne.
I began the class with a Freewrite.
I gave the students two options for writing today
1. Does sin exist? If so, what is sin? And, should it remain hidden or be revealed through confession or punishment?
2. Is humanity primarily evil or good? Why?
I asked them to choose to write about one topic or the other.
After the students write for 5 minutes. We discuss both questions as a class.
I use the discussion to segue into the story on page 71 of The American Tradition textbook.
The students decide as a class whether they want to read alone or popcorn.
Today we are begining to read "The Minister's Black Veil" by Nathaniel Hawthorne.
I began the class with a Freewrite.
I gave the students two options for writing today
1. Does sin exist? If so, what is sin? And, should it remain hidden or be revealed through confession or punishment?
2. Is humanity primarily evil or good? Why?
I asked them to choose to write about one topic or the other.
After the students write for 5 minutes. We discuss both questions as a class.
I use the discussion to segue into the story on page 71 of The American Tradition textbook.
The students decide as a class whether they want to read alone or popcorn.
Wednesday, November 3
Writer's Workshop
Mini-Lesson 5 Purpose
Be sure you have your FODP handout from Mini-Lesson 3
Look at the purpose column of your handout for specific questions to guide thinking for writing
Autobiography: Narration, Description, Illustration
Persuasive Essay/ Editorial: Persuasion
Mini-Lesson 5 Purpose
Be sure you have your FODP handout from Mini-Lesson 3
Look at the purpose column of your handout for specific questions to guide thinking for writing
Autobiography: Narration, Description, Illustration
Persuasive Essay/ Editorial: Persuasion
Tuesday, November 2
Writer's Workshop Day
Mini-Lesson 4 Focus
Topic Selection: Student's have one chance to change their topic now. After today they need to settle and stay with one topic for their Second quarter paper.
Student's also have time to work on revising their Editorials.
The FINAL copies of their Editorials are due on Friday, November 5.
Mini-Lesson 4 Focus
Topic Selection: Student's have one chance to change their topic now. After today they need to settle and stay with one topic for their Second quarter paper.
Student's also have time to work on revising their Editorials.
The FINAL copies of their Editorials are due on Friday, November 5.
Monday, November 1, 2010
Thursday, October 27, 2010
Freewrite: Life change is a heart issue not a legislative issue.
Lesson: The Crucible Discussion
1. Discuss the Freewrite. Compare to The Biggest Loser. Unless change comes from the inside it doesn't last even when it's something as simple as losing weight. .
The Puritan life revolved around their religion. Isn't the main point of religion to cause "life change?"
2. If so, then why didn't it change the lives of those involved in the witch trials?
3. If the religion that the Puritans enforced so religiously was supposed to create pure life then why were so many sins evident in Salem: adultery, vengeance, hate, lying, stealing, greed, and pride?
4. Read pages 1252-1256
Talk about how societies that legislate pure living foster rebellion.
Communism, religious societies of various creeds, and so on.
Lesson: The Crucible Discussion
1. Discuss the Freewrite. Compare to The Biggest Loser. Unless change comes from the inside it doesn't last even when it's something as simple as losing weight. .
The Puritan life revolved around their religion. Isn't the main point of religion to cause "life change?"
2. If so, then why didn't it change the lives of those involved in the witch trials?
3. If the religion that the Puritans enforced so religiously was supposed to create pure life then why were so many sins evident in Salem: adultery, vengeance, hate, lying, stealing, greed, and pride?
4. Read pages 1252-1256
Talk about how societies that legislate pure living foster rebellion.
Communism, religious societies of various creeds, and so on.
SSR Today! Monday November 1
Lesson:
Sustained Silent Reading:
Timer is set for 30 minutes.
Students read silently for the full time. They may read any BOOK of their choosing.
BUT it is suggested that they read their Independent reading books for their assignment.
Last 10-18 minutes of class
Continue to read and/or do Reader Response Journal.
Wednesday, October 27, 2010
SSR Today! Wednesday, October 27
Lesson:
Sustained Silent Reading:
Timer is set for 30 minutes.
Students read silently for the full time. They may read any BOOK of their choosing.
BUT it is suggested that they read their Independent reading books for their assignment.
Last 10-18 minutes of class
Continue to read and/or do Reader Response Journal.
Tuesday, October 26, 2010
Lesson Plan for Tuesday, October 26, 2010
Lesson: Finish The Crucible.
After finishing the film, have the students freewrite answering the questions:
What do you think of John Proctor?
Did he make the right decision?
Where you put in the same position would you be able to choose between life and death?
Once the students have written have them share with each other and discuss the questions as a group.
After finishing the film, have the students freewrite answering the questions:
What do you think of John Proctor?
Did he make the right decision?
Where you put in the same position would you be able to choose between life and death?
Once the students have written have them share with each other and discuss the questions as a group.
Saturday, October 23, 2010
Anna Maschmeyer has reviewed A Wizard of Earthsea (The Earthsea Cycle, Book 1)
Anna Maschmeyer has reviewed <span>A Wizard of Earthsea (The Earthsea Cycle, Book 1)</span>: "
I had only read some short stories of Le Guin's in college, but kept hearing from others of my fantasy reading friends that I needed to read her. So, I picked up the Wizard and thoroughly enjoyed it. After reading this book and thinking back over the fantasy I've read that has been written since this book, I can see her influence in so many ways. She truly created a mythology that other writers whether consciously or unconsciously draw from to create their stories."
I had only read some short stories of Le Guin's in college, but kept hearing from others of my fantasy reading friends that I needed to read her. So, I picked up the Wizard and thoroughly enjoyed it. After reading this book and thinking back over the fantasy I've read that has been written since this book, I can see her influence in so many ways. She truly created a mythology that other writers whether consciously or unconsciously draw from to create their stories."
Anna Maschmeyer has reviewed Water for Elephants: A Novel
Anna Maschmeyer has reviewed <span>Water for Elephants: A Novel</span>: "
I loved the parallel stories: Jacob at "90 or 93" and Jacob as a young man. The end of life is heartrendingly portrayed. I've only been to the circus once and it wasn't even in a tent, but I have always loved stories about the circus. The view of the depression from a circus performer's eyes was interesting and the way the troupe treated mental illness was very interesting to me too. The book is an entertaining read. I'll probably read it again at some point and I will recommend it to others."
I loved the parallel stories: Jacob at "90 or 93" and Jacob as a young man. The end of life is heartrendingly portrayed. I've only been to the circus once and it wasn't even in a tent, but I have always loved stories about the circus. The view of the depression from a circus performer's eyes was interesting and the way the troupe treated mental illness was very interesting to me too. The book is an entertaining read. I'll probably read it again at some point and I will recommend it to others."
Thursday, September 30, 2010
Lesson Plan for Thursday, September 30, 2010
Freewrite: Am I my "brother's" keeper? "brother" equals sibling, friend, fellow citizen, fellow human.
The phrase "brother's keeper" usually means that you are caring from someone, protecting them, guiding them, whether your help was solicited or not.
Lesson: Discuss the freewrite. What does it mean personally, in a community, and for a government?
Give the Puritan Philosophy and Culture presentation that is posted below.
The phrase "brother's keeper" usually means that you are caring from someone, protecting them, guiding them, whether your help was solicited or not.
Lesson: Discuss the freewrite. What does it mean personally, in a community, and for a government?
Give the Puritan Philosophy and Culture presentation that is posted below.
Thursday, September 30, 2009
Puritan Philosophy and Culture on Prezi
I showed this presentation today in class. If you were absent or in third hour you need to view it.
Thanks,
Monday, September 27, 2010
Catching up!
Monday, September 27, 2010
Freewrite:
• Supply: If I were a blank check, I . . .
• If I were a masterpiece of art I. . .
• If I were a garbage can I .. .
Lesson:
Sustained Silent Reading:
Timer is set for 30 minutes.
Students read silently for the full time. They may read any BOOK of their choosing.
BUT it is suggested that they read their Independent reading books for their assignment.
Last 10-18 minutes of class
Continue to read and/or do Reader Response Journal.
Thursday, September 23, 2010
Objectives:
• To introduce students to Greek Mythology through an easy to read version of the Perseus story
Supply:
***A textbook for each student
Lesson:
Guided reading of the story in the textbook.
• Use photos displayed on the projector of characters
Wednesday, September 22
Objectives:
• To understand how to read poetry.
• To improve reading comprehension of poetry.
• To write poetry
Lesson: **SEATING CHART***
Review the figurative language PowerPoint. Discuss hyperbole in depth and then give the assignment below.
Assignment:
Search Google Images
Find a picture that represents “home.” Then find a picture of a place that represents the opposite of that place. Write a poem based on the contrast (10 lines at least.)
Share with me on Google Docs.
Tuesday, September 21
Objectives:
Proposal’s are due tomorrow!
Monday, September 20, 2010
Lessons:
Sustained Silent Reading:
Timer is set for 30 minutes.
Students read silently for the full time. They may read any BOOK of their choosing.
BUT it is suggested that they read their Independent reading books for their assignment.
Last 10-18 minutes of class
Continue to read and/or do Reader Response Journal.
Friday, September 17
Objectives:
**SEATING CHART***
TO library to work on proposals and to get help in finding books.
Thursday, September 16
Objectives:
Students will read independently and practice synthesizing, comprehension, and composition
Lessons:
**SEATING CHART***
Went over the Independent reading assignment.
Proposal’s are due September 22
The proposal must list the three books that each student is going to read.
See the Tab above marked SSR Instructions
Wednesday, September 15
Objectives:
Lessons:
**SEATING CHART***
Cut 5 pieces of butcher paper for Discussion on Dreams
Write Dreams in the middle of each piece of paper and ask the students to do the Silent Chalk Talk procedure.
After the discussion read Dreams and talk about the image of what a dream is.
Ask students to write a paragraph defining dreams and talk about what it means to dream, what happens when dreams go unfulfilled. Support with details from the poems.
Tuesday, September 14
Objectives:
Lessons:
To begin Writer’s workshop we need to discover a list of topics that we can write about. You will be asked to write about things that interest you this year. You will be asked to write four major essays and complete one Multi-genre project that will be a culmination of the whole of your independent reading.
We’ll work together to come up with personal lists of writing territories today. We’re going to do a couple of brain drain ideas to mine for ideas. First in your notebook list.
Now from these 25 things we’ve listed, there have to be stories attached. What are some of the stories.
From the stories look for things that could add to the territories.
Monday, September 27, 2010
Lessons:
Sustained Silent Reading:
Timer is set for 30 minutes.
Students read silently for the full time. They may read any BOOK of their choosing.
BUT it is suggested that they read their Independent reading books for their assignment.
Last 10-18 minutes of class
Continue to read and/or do Reader Response Journal.
Friday, September 10
Objectives: To understand how to read poetry.
To improve reading comprehension of poetry.
Freewrite: What are your dreams? Life, future, scary, happy, sappy, sad, blank…
Lessons:
Page 798 and 799 Dream Deferred and Identifying figurative language.
Have students posterize in groups the figurative language that they find in Dreams and Dream Deferred.
Write a paragraph comparing and contrasting the images of Dreams in Dreams and Dream Deferred.
Thursday, September 9
Objectives:
Finish Figurative Language PowerPoint and notes.
Handout Progress Reports…Get everyone caught up on grades.
Wednesday, September 8
Objectives: To understand how to read poetry.
To improve reading comprehension of poetry.
Lessons:
Finished yesterday’s assignment and
Figurative Language PowerPoint and notes.
Tuesday, September 7
REFLECTION ON LAST WEEK
Objectives:
Present the text of “the Eagle without any visual stimulus
What is he describing?
Work the students through the reading strategies we talked about yesterday.
Discover “Hope is a thing with Feathers”
Do reflection on the week.
Freewrite:
• Supply: If I were a blank check, I . . .
• If I were a masterpiece of art I. . .
• If I were a garbage can I .. .
Lesson:
Sustained Silent Reading:
Timer is set for 30 minutes.
Students read silently for the full time. They may read any BOOK of their choosing.
BUT it is suggested that they read their Independent reading books for their assignment.
Last 10-18 minutes of class
Continue to read and/or do Reader Response Journal.
Thursday, September 23, 2010
Objectives:
• To introduce students to Greek Mythology through an easy to read version of the Perseus story
Supply:
***A textbook for each student
Lesson:
Guided reading of the story in the textbook.
• Use photos displayed on the projector of characters
Wednesday, September 22
Objectives:
• To understand how to read poetry.
• To improve reading comprehension of poetry.
• To write poetry
Lesson: **SEATING CHART***
Review the figurative language PowerPoint. Discuss hyperbole in depth and then give the assignment below.
Assignment:
Search Google Images
Find a picture that represents “home.” Then find a picture of a place that represents the opposite of that place. Write a poem based on the contrast (10 lines at least.)
Share with me on Google Docs.
Tuesday, September 21
Objectives:
- Students will think with literature
- Students will develop inductive and analytical questions which they will use to guide their independent/SSR reading.
Proposal’s are due tomorrow!
Monday, September 20, 2010
Lessons:
Sustained Silent Reading:
Timer is set for 30 minutes.
Students read silently for the full time. They may read any BOOK of their choosing.
BUT it is suggested that they read their Independent reading books for their assignment.
Last 10-18 minutes of class
Continue to read and/or do Reader Response Journal.
Friday, September 17
Objectives:
- To understand how to read poetry.
- To improve reading comprehension of poetry.
**SEATING CHART***
TO library to work on proposals and to get help in finding books.
Thursday, September 16
Objectives:
Students will read independently and practice synthesizing, comprehension, and composition
Lessons:
**SEATING CHART***
Went over the Independent reading assignment.
Proposal’s are due September 22
The proposal must list the three books that each student is going to read.
See the Tab above marked SSR Instructions
Wednesday, September 15
Objectives:
- To understand how to read poetry.
- To improve reading comprehension of poetry.
Lessons:
**SEATING CHART***
Cut 5 pieces of butcher paper for Discussion on Dreams
Write Dreams in the middle of each piece of paper and ask the students to do the Silent Chalk Talk procedure.
After the discussion read Dreams and talk about the image of what a dream is.
Ask students to write a paragraph defining dreams and talk about what it means to dream, what happens when dreams go unfulfilled. Support with details from the poems.
Tuesday, September 14
Objectives:
- To understand how to read poetry.
- To improve reading comprehension of poetry.
Lessons:
To begin Writer’s workshop we need to discover a list of topics that we can write about. You will be asked to write about things that interest you this year. You will be asked to write four major essays and complete one Multi-genre project that will be a culmination of the whole of your independent reading.
We’ll work together to come up with personal lists of writing territories today. We’re going to do a couple of brain drain ideas to mine for ideas. First in your notebook list.
- a. Five people important to you (living, dead, famous or not, real or imaginary, etc.)
- b. Five places you would like to visit (real or imaginary)
- c. Five movies you like
- d. Five activities you love.
Now from these 25 things we’ve listed, there have to be stories attached. What are some of the stories.
From the stories look for things that could add to the territories.
- I do (my own territories on the board)
- We do (discuss together)
- They do (get ideas from each other)
Monday, September 27, 2010
Lessons:
Sustained Silent Reading:
Timer is set for 30 minutes.
Students read silently for the full time. They may read any BOOK of their choosing.
BUT it is suggested that they read their Independent reading books for their assignment.
Last 10-18 minutes of class
Continue to read and/or do Reader Response Journal.
Friday, September 10
Objectives: To understand how to read poetry.
To improve reading comprehension of poetry.
Freewrite: What are your dreams? Life, future, scary, happy, sappy, sad, blank…
Lessons:
Page 798 and 799 Dream Deferred and Identifying figurative language.
Have students posterize in groups the figurative language that they find in Dreams and Dream Deferred.
Write a paragraph comparing and contrasting the images of Dreams in Dreams and Dream Deferred.
Thursday, September 9
Objectives:
- To understand how to read poetry.
- To improve reading comprehension of poetry.
Finish Figurative Language PowerPoint and notes.
Handout Progress Reports…Get everyone caught up on grades.
Wednesday, September 8
Objectives: To understand how to read poetry.
To improve reading comprehension of poetry.
Lessons:
Finished yesterday’s assignment and
Figurative Language PowerPoint and notes.
Tuesday, September 7
REFLECTION ON LAST WEEK
Objectives:
- To understand how to read poetry.
- To improve reading comprehension of poetry.
Present the text of “the Eagle without any visual stimulus
What is he describing?
Work the students through the reading strategies we talked about yesterday.
Discover “Hope is a thing with Feathers”
Do reflection on the week.
Monday, September 27
Objectives:
• Student reading comprehension will increase through Silent Sustained Reading
• Students will read guided by a purpose and with a long range plan in mind.
Supply:
***
Freewrite:
• Supply: If I were a blank check, I . . .
• If I were a masterpiece of art I. . .
• If I were a garbage can I .. .
Lesson:
Sustained Silent Reading:
Timer is set for 30 minutes.
Students read silently for the full time. They may read any BOOK of their choosing.
BUT it is suggested that they read their Independent reading books for their assignment.
Last 10-18 minutes of class
Continue to read and/or do Reader Response Journal.
• Student reading comprehension will increase through Silent Sustained Reading
• Students will read guided by a purpose and with a long range plan in mind.
Supply:
***
Freewrite:
• Supply: If I were a blank check, I . . .
• If I were a masterpiece of art I. . .
• If I were a garbage can I .. .
Lesson:
Sustained Silent Reading:
Timer is set for 30 minutes.
Students read silently for the full time. They may read any BOOK of their choosing.
BUT it is suggested that they read their Independent reading books for their assignment.
Last 10-18 minutes of class
Continue to read and/or do Reader Response Journal.
Thursday, September 23, 2009
Objectives:
• To introduce students to the idea of prejudice, accusation, and defense like what they will see in The Crucible
Supply:
***A Deck of Playing Cards
***Notecards
Freewrite: None
Lesson:
REFLECTION!!! **Do Reflection**
Play Mafia *See rules for Mafia* only call it Witches.
When students finish playing the game then handout notecards and ask students to discuss the similarities between the game and real life. Ask them to think specifically about the accusations, the defenses, and why certain people were accused more than others.
Exit Pass question: What principles of life are represented by the game Witches/Mafia?
• To introduce students to the idea of prejudice, accusation, and defense like what they will see in The Crucible
Supply:
***A Deck of Playing Cards
***Notecards
Freewrite: None
Lesson:
REFLECTION!!! **Do Reflection**
Play Mafia *See rules for Mafia* only call it Witches.
When students finish playing the game then handout notecards and ask students to discuss the similarities between the game and real life. Ask them to think specifically about the accusations, the defenses, and why certain people were accused more than others.
Exit Pass question: What principles of life are represented by the game Witches/Mafia?
Wednesday, September 22, 2010
Week of September 20 Assignments
Wednesday, September 22
English III
Objectives:
• Students will choose an issue to write an editorial piece about
• Students will write a letter to the editor or an editorial piece for publication in the school’s newspaper or website.
Freewrite: This I believe. . .
Make a list of what you believe to be true.
Lesson:
MINI-Lesson 1.
Editorials
Tuesday, September 21
English III
Objectives:
students will think with literature
Students will develop inductive and analytical questions which they will use to guide their independent/SSR reading.
Lessons: IR/SSR Work Day
Proposal’s are due tomorrow!
Monday September 20, 2010
English III
Sustained Silent Reading:
Timer is set for 30 minutes.
Students read silently for the full time. They may read any BOOK of their choosing.
BUT it is suggested that they read their Independent reading books for their assignment.
Last 10-18 minutes of class
Continue to read and/or do Reader Response Journal.
English III
Objectives:
• Students will choose an issue to write an editorial piece about
• Students will write a letter to the editor or an editorial piece for publication in the school’s newspaper or website.
Freewrite: This I believe. . .
Make a list of what you believe to be true.
Lesson:
MINI-Lesson 1.
Editorials
- o Choose a topic of controversy
- If you need a topic I have a list
- Needs to be a topic that you know something about.
- The subject must be supportable by facts
- o Recognize the opposite side
- Address the opinion of the other side by stating why their opinions are wrong
- o Support with Facts & Examples
- Research if Possible
- o Strong introduction, Organized, Spell Check, Proper Conventions
- o Beware of being overly controversial in your topic choice
- Avoid overused topics
- Avoid being too personal or emotional
- Don’t overly Aggressive!
- Conclusion:
- Final Punchline or clincher about your opinion.
Tuesday, September 21
English III
Objectives:
students will think with literature
Students will develop inductive and analytical questions which they will use to guide their independent/SSR reading.
Lessons: IR/SSR Work Day
Proposal’s are due tomorrow!
Monday September 20, 2010
English III
Sustained Silent Reading:
Timer is set for 30 minutes.
Students read silently for the full time. They may read any BOOK of their choosing.
BUT it is suggested that they read their Independent reading books for their assignment.
Last 10-18 minutes of class
Continue to read and/or do Reader Response Journal.
Friday, September 17, 2010
Assignments for the last several days.
Friday, September 10
English III
Objectives:
- students will think with literature
- Students will develop factual, inductive, and analytical questions based on the literature they are reading.
Freewrite: NONE
Lessons: ***Finish questions from yesterday and turn in.
***Do Reflection
***Be sure that you have submitted your 6-Word Memoir on flowr or through Google Docs.
***Google Reader.
1. Go to Google blog search and search 1 topic that interests you. For example.
Bmx. Choose two or three blogs to follow. Click on the RSS subscriptions box.
Play with the settings in Google Reader. **demonstrate with own blog.
Like
Star
Tagging.
Recommendations
****Have students post first freewrite/reader response/chunk of writing from this week either on Flowr or on Google Docs and share. With me.
Talk about titling files in Google docs.
Hour_assignment_title
1st_essay_
3rd_dollfaceparagraph_
Monday, September 13, 2010
English III
Objectives: TO improve reading comprehension, fluency, and writing about reading.
Lessons:
Sustained Silent Reading:
Timer is set for 30 minutes.
Students read silently for the full time. They may read any BOOK of their choosing.
Last 10-18 minutes of class
Continue to read and/or do Reader Response Journal.
***I am collecting this Reader Response for a score!***
Tuesday, September 14
English III
Objectives:
- students will think with literature
- Students will develop factual, inductive, and analytical questions based on an image they will view.
Freewrite: NONE
Lessons:
Retry Types of Questions focusing on Analytical and Inductive questions.
Students view the painting Pilgrims go to Church by Buroughs and write questions about the painting.
Discuss why the questions might be important to the overall meaning of the painting.
Discuss why the questions might be important to the overall meaning of the painting.
Students view the video called Doll Face.
Each student completes a second worksheet about the video.***Links to worksheet and video coming.
Wednesday, September 15
English III
Objectives:
Students will think with literature
Students will develop factual, inductive, and analytical questions based on an image they will view.
Freewrite: real freewrite in Google Docs.
Title the document Freewrite 9/15
Lessons:
View the DollFace video again.
Have students write two questions on sticky notes and stick on the board.
Then have each student go and pick one question.
Write a paragraph answering the question. Share with me on Google Docs.
A equals stunning insight. B equals good insight. C equals somewhat insightful. D/F equals student would like to have 2nd chance
Remind students of Good paragraph Structure
Topic sentence
Support for topic sentence
Closer sentence
Thursday, September 16
English III
Objectives:
Freewrite: NONE
Lessons: Counselor Lesson with Mrs. Rose
Friday, September 17
English III
Objectives: students will think with literature
Students will develop inductive and analytical questions which they will use to guide their independent/SSR reading.
Freewrite: None
Lessons:
Give the Independent reading Assignment.
Proposals due on Wednesday, September 22
**Links Coming**
Thursday, September 9, 2010
Thursday, September 9
Objectives: Students will think with literature
Students will develop factual, inductive, and analytical questions based on the literature they are reading.
Freewrite: “There was a time when people used literature to think. “ –Philip Roth Exit Ghost
Annotate the quote on the board and define literature. Then set the students writing about what they think the quote means.
Talk about the definition of literature and what it means to think about literature
Movement of literature from print to electronic media of all types.
Draw Time line on the board…
How do we think?
In questions…So we should question literature!
Lessons:
Types of questions from Jim Burke worksheet. Discuss types of questions and walk the students through examples of them.
Have the students read The Flowers by Alice Walker in class silently or in partners. Pages 333-334 in American Short Stories 1920 to Present.
Types of questions worksheet
The Flowers by Alice Walker
Students will develop factual, inductive, and analytical questions based on the literature they are reading.
Freewrite: “There was a time when people used literature to think. “ –Philip Roth Exit Ghost
Annotate the quote on the board and define literature. Then set the students writing about what they think the quote means.
Talk about the definition of literature and what it means to think about literature
Movement of literature from print to electronic media of all types.
Draw Time line on the board…
How do we think?
In questions…So we should question literature!
Lessons:
Types of questions from Jim Burke worksheet. Discuss types of questions and walk the students through examples of them.
Have the students read The Flowers by Alice Walker in class silently or in partners. Pages 333-334 in American Short Stories 1920 to Present.
Types of questions worksheet
The Flowers by Alice Walker
Wednesday, September 8
Objectives: To mine for ideas for writing.
To set up RSS feeds in Google Reader for student use in writing and research.
Freewrite:NONE
Lessons:
1. Go to google blog search and search 1 topic that interests you. For example.
Bmx. Choose two or three blogs to follow. Click on the RSS subscriptions box.
Play with the settings in Google Reader. **demonstrate with own blog.
Show them how to tag them with their hour and type of writing and topics.
To set up RSS feeds in Google Reader for student use in writing and research.
Freewrite:NONE
Lessons:
1. Go to google blog search and search 1 topic that interests you. For example.
Bmx. Choose two or three blogs to follow. Click on the RSS subscriptions box.
Play with the settings in Google Reader. **demonstrate with own blog.
- Like
- Star
- Tagging.
- Recommendations
Show them how to tag them with their hour and type of writing and topics.
Tuesday, September 7
Objectives: To mine for ideas for writing.
Freewrite: NONe
Lessons: Writing Territories
To begin Writer’s workshop we need to discover a list of topics that we can write about. You will be asked to write about things that interest you this year. You will be asked to write four major essays and complete one Multi-genre project that will be a culmination of the whole of your independent reading.
We’ll work together to come up with personal lists of writing territories today. We’re going to do a couple of brain drain ideas to mine for ideas.
First in your notebook list.
Now from these 25 things we’ve listed, there have to be stories attached. What are some of the stories.
From the stories look for things that could add to the territories.
I do (my own territories on the board)
We do (discuss together)
They do (get ideas from each other)
Freewrite: NONe
Lessons: Writing Territories
To begin Writer’s workshop we need to discover a list of topics that we can write about. You will be asked to write about things that interest you this year. You will be asked to write four major essays and complete one Multi-genre project that will be a culmination of the whole of your independent reading.
We’ll work together to come up with personal lists of writing territories today. We’re going to do a couple of brain drain ideas to mine for ideas.
First in your notebook list.
- a. Five people important to you (living, dead, famous or not, real or imaginary, etc.)
- b. Five places you would like to visit (real or imaginary)
- c. Five movies you like
- d. Five activities you love.
- e. Five important issues facing people in our society
Now from these 25 things we’ve listed, there have to be stories attached. What are some of the stories.
From the stories look for things that could add to the territories.
I do (my own territories on the board)
We do (discuss together)
They do (get ideas from each other)
Monday, September 6, 2010
Friday, September 3
Objectives:
Downstairs Lab:
Freewrite:
- To introduce students to Google Docs.
Downstairs Lab:
Freewrite:
Lessons: List of things to complete today…
- Post 6 word memoir on Flowr
- Comment on someone else’s flower
- Follow me on Flowr
- Follow my blog
- Check your email
- Complete survey and tech assessment
- Post either a paragraph from your reader response or one of your freewrites.
- Do reflection on the week.
Thursday, September 2
Objectives: To introduce students to Google Docs.
Lab A Computer Lab:
Freewrite: None
Lessons: View video Shift Happens: This is why we are going to be using Google Docs and Flowr.
Don’t even ask to submit things on paper once we get going. In your future paper will be obsolete.
Intro to Google docs.
Lab A Computer Lab:
Freewrite: None
Lessons: View video Shift Happens: This is why we are going to be using Google Docs and Flowr.
Don’t even ask to submit things on paper once we get going. In your future paper will be obsolete.
Intro to Google docs.
- Follow me on Flowr
- Follow my blog
- Check your email
- Complete survey and tech assessment
Wednesday, September 1st
Objectives:
Lessons:
Graffiti: Write 4 questions on 4 pieces of butcher paper and hang around the room
Give each student a marker and instruct the students to move from poster to poster answering the questions
Bring the posters to the front of the room and analyze what the students have done aloud to the class. Look for patterns and discuss the “American Way of Life.”
Ask the students to respond to why you might have them do this activity.
- TO discuss some essential questions about American life.
- TO orient students to discussion practices and questioning technique.
Lessons:
Graffiti: Write 4 questions on 4 pieces of butcher paper and hang around the room
Give each student a marker and instruct the students to move from poster to poster answering the questions
Bring the posters to the front of the room and analyze what the students have done aloud to the class. Look for patterns and discuss the “American Way of Life.”
Ask the students to respond to why you might have them do this activity.
Tuesday, August 31
Objectives:
- To practice writing with brevity and showing not telling.
- To learn about Memoir and genre writing.
- To practice Illustrating writing to enhance the message.
Freewrite: Obama embarrassed sign: Free speech or Hate speech? Billboard-buyer-shares-why-he-brought-Vote-Obama-sign-to-the-Ozarks-
Lesson:
Guiding questions:
What is a Memoir?
What makes a Memoir special?
2 qualities of good writing are
- Brevity—saying what you need to say in the fewest, most concise words possible.
- Showing not telling—making your readers see without telling them what to see.
Discuss what these things mean.
In order to practice this we’re going to write a 6-word memoir and illustrate it.
I’ll show you a few to give you some ideas.
Discuss each memoir and talk about the illustration.
Then ask the students to write the memoir and think about how to illustrate it. The project is due Friday.
We will post via Flowr on Friday as part of our Google Docs instruction.
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