Weekly Writing & Review

Week 22: Jan. 30-Feb. 3

2012-01-29T16:56:00.000-08:00

LAST WEEK...

Each student composed a 6-Word Memoir in which he/she told a life story using only six words. Students had a great time creating these while practicing narrative writing! After creating their memoirs, students reflected on how their memories told a story (using the reflection form). Students also developed vocabulary by connecting to five difficult words in this week’s article. They were given choices as to how they would show their understanding of each word. They finished out the week by responding to the prompt: Tell about a time in your life when you have experienced success. Again, students were to practice narrative writing and include multiple narrative features in their writing.

Weekly Writing Assignment:

Read the article, “How Handwriting Makes Kids Smarter.” Write a 1 page essay in which you support your decision on the following question:

With the integration of technology in school, should handwriting matter?

Due: Friday, 2/3

Week 21: Jan. 23-Jan. 27

2012-01-20T12:25:00.000-08:00

LAST WEEK…

Students continued to work on composing text using a variety of sentence structures. They took one of their previous writing assignments and labeled each sentence (simple, compound, complex & compound/complex) using different colored markers. This enabled them to see what sentence structures they are using most often. They then revised those papers to create a better balance of sentence structures (to add variety and interest to their writing).
The weekly writing assignment this week was directly tied to learning goal 6.3 (informative writing). Students scored their papers using the informative writing scoring guide and identified where they incorporated informative features.

WEEKLY WRITING ASSIGNMENT:

Should schools MOSTLY require students to write by hand OR type on computers?

Read the article, "How Writing By Hand Makes Kids Smarter." Do not write your essay until we have done some additional research in class. Your essay needs to address your specific research questions.

If you effectively persuade your audience, this paper will be evidence for 6.4 (persuasive writing).

1 page minimum. Due: TBA (To Be Announced!).

Week 21: Jan. 16-Jan. 20

2012-01-16T13:53:00.000-08:00

LAST WEEK…

Students continued to practice with the types of sentence structures: simple, compound, complex & compound/complex. We discussed how it’s not necessarily important that we know what each type is called but that we are able to incorporate a variety of these types in any piece of writing to add interest and flow (to effectively communicate). Students worked on completing four tasks to look at the 4 main types of writing: descriptive, informative, persuasive & narrative.

Weekly Writing Assignment

Think about something you do well but that your parents don’t know how to do. Create a 1 page document that teaches them how! Before you begin, consider what makes a piece of writing INFORMATIVE. Try to incorporate multiple informative features.

Due: Friday, 1/20

Week 20: Jan. 9-Jan. 13

2012-01-06T09:25:00.000-08:00

LAST WEEK...

Students cleared out portfolios for the new quarter. The following are the learning goals for 3rd quarter:
4.3 I can use a variety of sentence structures.
6.1 I can compose text with narrative features.
6.2 I can compose text with descriptive features.
6.3 I can compose text with informative features.
6.4 I can compose text with persuasive features.

Students learned 3 sentence structures: simple, compound and complex. We practiced with these three throughout the week. Students also reviewed the 4 types of writing: descriptive, informative, persuasive & narrative (DIPN). We looked at examples of each, and students were given an opportunity to practice writing each type on a given topic.

Weekly Writing Assignment:

Write a REVIEW of this class. Here are some questions to consider:
--What do you enjoy most about this class?
--What would you like to change about this class?
--What is an assignment/activity/project you thought was effective? Why?
--How would you describe your learning in this class?

Underline 1 simple sentence with RED.
Underline 1 compound sentence with BLUE.
Underline 1 complex sentence with GREEN.

1 page...Due: Friday, 1/13

Week 19: Jan. 3-Jan. 6

2012-01-02T14:24:00.000-08:00

HAPPY NEW YEAR!!!

For the writing assignment this week, look up the word 'resolve' and write a definition (in your own words) at the very top of your page. Decide what your New Year's Resolution will be (if you haven't already).

In one page...
1. Describe your resolution (it can be personal or academic).
2. Describe what you will do to make your resolution happen!

Hint: This will be an example of NARRATIVE writing and may be used for evidence for standard 6.1.

Due: Friday, 1/6

Week 18: Dec. 12-Dec. 16

2011-12-15T10:27:00.000-08:00

No weekly writing assignment this week.

Students are finalizing their portfolios to be reviewed. They will have in-class time this week to work on missing evidence and time to put evidence in the appropriate order. Students may also choose to work on exceeding a learning goal (this is optional).

The following will be learning goals for 3rd quarter:
4.3 I can effectively use a variety of sentence structures.
6.1 I can compose text with narrative features.
6.2 I can compose text with descriptive features.
6.3 I can compose text with informative features.
6.4 I can compose text with persuasive features.

The last day for students is Tuesday, 12/20. This is a half-day.

I hope you all enjoy a special and peaceful holiday break with your families!
Mrs. Mense

Week 17: Dec. 5-Dec. 9

2011-12-02T14:18:00.000-08:00

LAST WEEK...
We continued to work on composing letters by using different scenarios and prompts. The students also peer-scored their innovation business letters. We continued to work on audience and purpose by analyzing various communication samples on Pinterest.com. Students identified the audience, purpose, format and topic for many samples. They also explained HOW they know what the audience and purpose are for those samples (by using various clues). Students organized their portfolios, updated their task sheets and decided what evidence they have that meets this quarter's learning goals.

Weekly Writing:

If you could give any gift to anyone, what would it be? To whom would you give it? And why?
It doesn't have to be a gift that you can see or costs money.

1 page
Due: Friday, 12/9.

Week 16: Nov. 28-Dec. 2

2011-11-22T14:44:00.000-08:00

LAST WEEK...
Students had a blast participating in our marshmallow team-building challenge. Their task was to construct the tallest, free-standing structure using 20 pieces of spaghetti, 1 yard of string, 1 yard of tape and 1 marshmallow (which had to be on top). The highest structure was 24 inches!
We all had a great time and learned a lot about working in teams. Following the activity, we discussed how individual roles contribute to group success.

Weekly Writing:

Write 1 page response to the following prompt:

Describe what your life will be like in 10 years.

Due: Friday, 12/2

Week 15: Nov. 21-Nov. 25

2011-11-18T08:39:00.000-08:00

LAST WEEK...
Students make final edits and revisions on their business letters regarding innovations. While I was out of the building Tuesday and Wednesday for meetings, students were given some time to catch up on any missing weekly writing assignments, business letters, etc. On Thursday, we wrote thank you postcards to volunteers who donated their time in helping us rebuild, clean up, etc. after the tornado. We discussed what makes a quality thank you note and again used RAFT (a pre-writing strategy) to help us get started. On Friday, we did an activity in which we categorized ourselves into what types of students we are and discussed ways that teachers can help us be successful.

NO WEEKLY WRITING THIS WEEK!

NO SCHOOL 11/23-11/25! Happy Thanksgiving!

Week 14: Nov. 14-Nov. 18

2011-11-11T17:14:00.000-08:00

LAST WEEK...

Students continued to practice punctuation. We are continuing to talk about innovations, and students completed their rough drafts. We discussed the differences between friendly and business letters and in what situations it is appropriate to use each kind. The students finished the week by identifying the differences between editing and revising. Students decided editing means "fixing" and revising means "improving." We compiled lists of what you would look for when doing both editing and revising. The students put these skills to use by participating in a peer edit & revise in which we applied the PQP strategy: praise, question, polish. Next week, students will make changes and improvements and print their final drafts.

Weekly Writing Homework:

Read the article, "Energy Drinks Can Be Dangerous For Kids, Report Says"

Address the following questions in a 1 page response:

1. Who is responsible for the dangerous side effects of energy drinks?
2. What is the problem? What do you think is the best solution?

Due: Friday, 11/18

Week 13: Nov. 7-Nov. 11

2011-11-04T09:26:00.000-07:00

Last week...
Students presented the innovation they researched with their table teams by participating in a "gallery walk." Students moved about the room from computer to computer seeing what other teams researched and read about the innovations, their purposes, and predictions for how those innovations might change.
Students were given the task to write a business letter to a school official in which they will suggest one innovation they think will improve education. Students created a brainstorm. We also compared and contrasted friendly letters and business letters. They used the R.A.F.T. strategy to discuss how the two types of letters are different in REASON (purpose), AUDIENCE, FORMAT and TOPIC. On Friday, students started rough drafts. Their letters should include two main paragraphs:
Paragraph 1: Identify a student need. Tell all about the innovation that would fulfill that need.
Paragraph 2: Tell why we need this innovation. Tell HOW this innovation will improve learning.

WEEKLY WRITING:

Write a response to the article, "Captive Audience: Has Advertising in School Gone Too Far?".

In your response, address the following:

1. What is the main idea of this article?
Hint: Main idea = the who or what + the most important thing.
2. Who is the author writing TO? (In other words, who is the audience? How do you know?)
3. Give your opinion on this issue. What do you think about advertising in school?

Due: Friday, Nov. 11

Week 12: 10/31-11/4

2011-11-01T07:54:00.000-07:00

Last Week...
Students explored the word, ‘innovation.’ This was especially relevant as our writing topic last week was about inventions. We discussed how roots in words have meaning, and that the root, ‘nov,’ means “new.” We talked about characteristics of innovative people and researched current innovations. Students will present next week on an innovation of their group’s choosing. They will summarize it, discuss its purpose and make predictions about how the innovation might change in the future. We finished the week by identifying what middle-school students need to be successful. Students will then identify one need and write a business letter to a school official suggesting the innovation (to meet the need) to enhance their educational experience. Students started to individually brainstorm for this, and the letter writing will continue this week.

NO WEEKLY WRITING THIS WEEK!

Week 11: Oct. 24-Oct. 28

2011-10-21T06:05:00.000-07:00

LAST WEEK...
Students did some reflection and journaled about some goals they have for themselves for this upcoming quarter in Communication Arts. They were also given the task to write a friendly letter to their parents in which they would discuss their performance and progress from 1st quarter. We decided that they could include paragraphs on learning (what did the student learn and how?), work habits and 2nd quarter goals. Students also adhered to the friendly letter format, which is one of their learning objectives this quarter.
We also organized portfolios, stapled together the evidence they used from 1st quarter, talked about the learning objectives for 2nd quarter and marked those on their yellow evidence sheets, and analyzed Acuity data from the first Acuity test.

Here are the learning goals for 2nd quarter:

2.1 I can adjust my writing to communicate with different audiences.
2.2 I can effectively communicate by writing on a specific topic and for a specific purpose.
4.3 I can effectively use various sentence structures in my writing.
5.2 I can effectively use correct punctuation in my writing.
6.6 I can compose a friendly letter.
6.7 I can compose a business letter.

WEEKLY WRITING:

Read the article, "Inventions in 2009."

Decide which of the 12 inventions is the most important.

--Paragraph 1: Tell about the invention in your own words.
--Paragraph 2: Tell WHY you think this invention is the most important.
--Paragraph 3: Tell how you think the invention itself will CHANGE to meet the needs of the future. How will it improve (in the future)?

Due: Friday, 10/28.

Week 10: Oct. 17-Oct. 21

2011-10-15T14:42:00.000-07:00

No Weekly Writing this week!

PARENT/TEACHER CONFERENCES:
Thursday, 10/20 3:30-7:30
Friday, 10/21 7:30-11:30 (No school)

Week 9: Oct. 10-Oct. 14

2011-10-11T07:48:00.000-07:00

No weekly writing this week!

1st quarter ends this Friday, Oct. 14.

If you need help providing evidence for your portfolio, please see me! Your report card will include the following learning goals:

1.1 I can brainstorm to generate ideas for writing.
5.1 I can use correct capitalization, including within dialogue.
5.2 I can use correct punctuation, including commas and apostrophes.
5.3 I can use resources for effective communication, including a dictionary.

WEEKLY REVIEW:
This is the last week of the quarter. Students worked on possessive apostrophes and reviewed dictionary skills (guide words, specifically). Students also learned how a word gets into the dictionary and practiced summarizing in teams. We finished the week by getting portfolios ready for evaluation. Students put their evidence in order and attached that evidence to their yellow "evidence sheet."

Week 8: Oct. 3-Oct. 7

2011-09-30T11:26:00.000-07:00

Read the article, "The Road to Resilience."

Write a 1 page response the following prompt:

Think about a time in your life you have displayed RESILIENCE. If you can't think of a time when YOU have been resilient, write about a time when someone you know has.
Be sure to include HOW you overcame your particular struggle/problem.

WEEKLY REVIEW:
This week, students have been doing some self-reflection. In preparation for the end of the quarter, students were able to rate themselves on their work habits in my class. They gave themselves a rating and justified that rating. I will be taking a look at these before I enter "work habits" ratings on report cards. I was also able to meet one-on-one with each student to review his/her portfolio and discuss the evidence they have created to meet each of the 4 learning goals this quarter. Students know exactly what evidence they still need to provide next week. The end of the quarter is October 14. We've also been brainstorming ways that students can prove that they've EXCEEDED the learning goals. For instance, I asked the students, "How can a student show me that he/she has exceeded the learning goal of brainstorming without just producing another brainstorming artifact?" I asked the students to think outside of the box and consider what a student could DO or CREATE that would show he/she has EXCEEDED the learning goal (gone above and beyond mastery).
Next week is the last week of 1st quarter. Students know that they are able to stay after school Monday-Thursday, 3:30-4:30, if they need to get caught up or get extra help.

Week 7: Sept. 26-Sept. 30

2011-09-22T10:34:00.000-07:00

Read the article, "Kids Who Skip School are Tracked by GPS."

Write a 1 page response to the following prompt:

What is your solution for kids skipping school? Develop and write about your specific plan for keeping kids IN SCHOOL.

* BRAINSTORM first! You will turn in evidence of brainstorming.
* You decide how many paragraphs, although it still needs to be 1 full page.

REMINDER: I'm still missing some signed parent slips. Please get them in as soon as possible!

WEEKLY REVIEW:
This week, students continued to focus on brainstorming, conventions and dictionary skills. The students took a test on dictionary skills on Thursday. They also updated their portfolios adding assignments to their "assignment list" on which they marked "complete" or "missing." Students should know EXACTLY what they have missing. If they are missing assignments and would like to stay after school to get caught up, they can do that on Monday-Thursday from 3:30-4:30. They also were able to see if they had any more assignments that they could use as evidence of mastery. We closed our dictionary skills unit with some Scrabble fun on Friday!

Week 6: Sept. 19-Sept. 22

2011-09-16T15:18:00.000-07:00

Read the article, "What to Save From a Fire."

Write a 1 page response to the following prompt:

If you had only seconds to escape a house fire and could only take one possession with you, what would it be? Exclude people and pets.

Remember, you have already done some brainstorming on the topic last week!
Essay (with brainstorming attached) DUE Thursday, 9/22.

REMINDERS:
1. If you don't have your parent slip (regarding grading procedures) turned in, please do so now!
2. Make sure you are keeping up with assignments, as you may need them as evidence for your portfolio!
3. Academic Recovery starts this week for 7th grade! There is a schedule outside of each 7th grade teacher's classroom door. If you are assigned to go to Academic Recovery, you will be working on missing assignments during that scheduled time.

WEEKLY REVIEW:
This week, we reviewed our DOL assessment from last week. We talked extensively about the student portfolios. Students were able to checkmark what assignments they have completed and what assignments are still missing. This gives them an idea of what they need to complete (possibly in Academic Recovery after school). They stapled a sheet into their portfolios on which they will document their scores after each Acuity test as well as their individual learning goals. Students then looked for evidence (completed assignments) in their portfolios that show mastery of the learning objectives for this quarter (1.1, 5.1, 5.2 & 5.3). I was really excited to see the students take ownership of their own learning! We finished off the week by taking our first Acuity test, Predictive A. Results to come soon!

Week 5: Sept. 12-Sept. 16

2011-09-09T14:25:00.000-07:00

Write a 1 pg. response to the article, "One Day Your Pants May Power Up Your iPod."

Writing Requirements:

1. Write a summary. Underline & label where you have included answers to the 5 Ws (who, what, when, where, why).

2. If this technology is perfected, how might it change our world? How might it change our lives?

3. If you were able to meet with these researchers, write down three questions you might ask them in an interview about their research. (Hint: Think about what makes a GOOD question.)

REMINDER: PLEASE BRING BACK YOUR SIGNED PARENT SLIP FROM THE GRADING EXPLANATION PACKET!!!

WEEKLY REVIEW:
This week, students continued to practice brainstorming with various writing prompts. I challenged the students to try brainstorming strategies that they don't typically use. We continued to review dictionary skills and developed new vocabulary by identifying unfamiliar words from articles we have read this year. Students will continue to be assessed on conventions (punctuation, capitalization, etc.) in effort to collect evidence that they have met standard 5. Next week, the students will start to look through their portfolios and decide what assignments show mastery of various standards.

Week 4: Sept. 6-9

2011-09-02T14:20:00.000-07:00

Read "The Poncho Bearer." The author writes about his son, Sam, who became known as "the poncho bearer." Sam left behind a legacy. Think about the legacy that you will leave behind at the end of your 7th grade year. What will you be remembered for? Use this prompt to get you started:

At the end of this year, I will be known as/for...

Your essay will need to be 1 pg. minimum. You decide how you are going to organize your information into paragraphs.
You will start by BRAINSTORMING. You will turn in evidence that you have brainstormed with your essay.

DUE: Friday, 9/9

WEEKLY REVIEW:
Parents: I sent home a packet with the students that explains my new grading system in Communication Arts. It requires a parent signature, and that portion needs to be returned to me ASAP. Thank you!
This week, students read a great article about legacy. For their weekly writing task, they were asked to consider what it is they want to be remembered for/as when they leave the 7th grade. Our main focus this week was discussing the criteria for quality brainstorming. Students looked at many brainstorming examples and categorized each example into a level of mastery category (no evidence, not met, emerging, met and exceeding). Students did an exceptional job categorizing and justifying their choices. They then were able to develop a criteria for quality brainstorming for both the "met" and "exceeding" categories. This is a critical step as they will have to provide evidence (through their own work) that they are able to brainstorm to generate ideas for writing tasks. We are still working on conventions (capitalization, using quotation marks, punctuation, etc.). Next week, we will review dictionary skills.

Week 3: Aug. 29-Sept. 2

2011-08-26T14:14:00.000-07:00

Write a 1 page response to the article, "Santa Clara County Says No to Fast-Food Toys."

Writing Requirements:

1. Write a summary. Don't forget about the 5 Ws!
2. Do you support this proposed law? Why or why not?
3. Who do you think is responsible for our eating habits? Explain.

Due: Friday, 9/2.

WEEKLY REVIEW:
This week, students continued to work on conventions (grammar, capitalization, punctuation, etc.) by practicing every day in their bell work. Students continued to work on their autobiographies. Upon completion, they used their autobiography text to create a word cloud in Wordle, which they really enjoyed. On Friday, I assessed students on language conventions to see what they have/have not mastered.
I also talked to the students about our new system of GRADING in Communication Arts class. I'll be sending home a document to all parents next week that explains these procedures. I will ask that you sign a portion of it to have returned to me so I know the information was received. Please feel free to ask me questions! If you are interested in reading that document now, it is on my website; click on GRADING EXPLANATION.
Have a lovely 3-day weekend!

Week 2: Aug. 22-Aug. 26

2011-08-21T10:25:00.000-07:00

Read the article, "Football's Wounded Gladiators." Write a 1 page response in which you address the following items:

1. Summarize the article (what is the problem?).
2. Identify a possible solution to the problem.
3. Give your opinion on the issue.

Due: Friday, 8/26.

WEEKLY REVIEW:
Our essential question this week: HOW CAN WE ASSURE OUR SAFETY WHILE USING THE INTERNET? We discussed private identity vs. personal information and brainstormed examples of each. Private info. is just that--private! It could reveal who you are and/or where you can be located at any given time. Personal information is okay to give out; it should just reveal your personality (likes, dislikes, character traits, etc.). We finished out the week by starting an autobiography in partners in which the writing will only include personal information about what the two partners have in common. This task works on three levels: developing teamwork skills, practicing expository writing and increasing internet safety awareness. Students also turned in their first weekly writing assignment in response to the article, "Football's Wounded Gladiators." I hope you all enjoy a peaceful weekend!

Week 1: Aug. 17-Aug. 19

2011-08-21T10:19:00.000-07:00

Welcome to Communication Arts! I've so enjoyed meeting many of you so far this year. I have learned a lot of names, but I'm still not 100%. It will happen in time; it always does! All of my students seem to be lovely, and I look forward to getting to know all of you better. I really think it's going to be an extraordinary year.

WEEKLY REVIEW:
This week, we spent time building our classroom community by participating in some fun get-to-know-you activities. Students have already had opportunities to write; they wrote a letter to me describing the most important things I need to know about them, and they've done some journaling about first impressions and how they can each contribute to our positive classroom community. The students were given some handouts that can be reviewed with parents: the syllabus, grade level expectations, power standards and a writer's checklist.
Oh, and did I mention the governor visited my 1st hour class on the first day of school?! WOW!
STUDENTS: If you haven't had your parents sign the User Agreement for class, please do so. You have to have this signed before you will be able to use a computer. If you need another copy, please ask!

Week 35: May 16-May 20

2011-05-13T09:51:00.000-07:00

IMPORTANT: The last day to turn in missing or late work for the quarter will be Tuesday, 5/31.

Write a 1 pg. response to the article, "Be Careful Online: Not Everyone is a True Friend."
Due: Friday, 5/20

Criteria:

1. Write a summary of the article's main points.

2. How will this topic apply to your life as an adult? As a potential employee?

3. What additional steps can you take to protect yourself online?

WEEKLY REVIEW:
This week, students continued to work on their "My Favorite Place" essays. They peer edited and revised by using a PQP strategy. Students provided their peers with 1 praise, 1 question & 1 polish. Students turned in all pieces of writing including the sensory language chart (prewrite), rough draft and final draft. We also explored the Six Word Memoir site. Students were challenged to write their life story in just six words. They really enjoyed this task as well as exploring published 6-word memoirs on the site.

IMPORTANT: All missing/late work is due on MAY 31 for my class.

Week 34: May 9-May 13

2011-05-06T10:23:00.000-07:00

Write a 1 pg. response to the article, "How Writing By Hand Makes Kids Smarter."
Due: Friday, 5/13

Criteria:

1. Write a summary.

2. Do you think that writing by hand is good exercise for your brain? Why or why not?

3. Do you agree that writing by hand helps you generate different (perhaps better) ideas than when you type? Explain.

WEEKLY REVIEW:
This week, students discussed the relationship between figurative language and sensory language. Figurative language (similes, metaphors, hyperbole, personification & idiom) is a means to achieve sensory language in writing. Students were asked to show this relationship using a picture or graphic organizer. They came up with some pretty creative ideas! The students were assessed on their knowledge of sensory language, and they continued to compose their "My Favorite Place" essays in which they are to include sensory details to describe their favorite places. We finished the week by peer editing and revising their rough drafts using a PQP strategy (Praise, Question & Polish).

Week 33: May 2-May 6

2011-04-29T10:20:00.000-07:00

Write a 1 pg. response to the article, "Should You Be Snuggling With Your Cell Phone?"
Due: Friday, 5/6

1. Write a summary of the text.
2. Does the possible link between cell phone use and brain cancer concern you?
Why? Why not?
3. What steps can you take to limit your risk of radiation exposure?

WEEKLY REVIEW:
This week, we continued to study one of my favorite poems, "The Cremation of Sam McGee." The students answered 5 constructed response questions about conflict, setting, theme, etc. We defined sensory language (language that appeals to the 5 senses) and identified the author's use of that in the poem. Students started a prewrite for their next writing assignment in which they will use sensory details to describe their favorite places. We will work on drafts next week. We finished the week by conducting a gallery walk. Each student chose his/her best/favorite piece of writing from the daily writer's workshop assignment. We discussed our purposes and objectives associated with this assignment and brainstormed a list of comment types that we could use that would correspond with those objectives. The students did a fabulous job reading and responding to their classmates' writing.

Week 32: April 25-April 29

2011-04-21T13:44:00.000-07:00

Write a 1 pg. response to the article, "HGH: 'Miracle-Gro' for Humans?"
Due: Friday, 4/29

Criteria:

1. Write a summary of the text.
2. Do you support HGH testing of professional athletes? Why or why not?
3. What should be the penalty for an athlete found to have tested positive for HGH?

WEEKLY REVIEW:
This week, the students read and analyzed the poem, "The Cremation of Sam McGee," one of my all-time favorites! We listened to a recitation from Johnny Cash, and we discussed plot elements such as theme, conflict, rising action, climax, resolution, etc. Students researched to find out more about the setting of the Klondike/Yukon region during the Gold Rush of the late 1800s. We finished the week by answering constructed response questions over concepts we've learned. Students have been participating in Writer's Workshop daily in which they get to choose their own writing formats and topics. I've been blown away by the creativity of my students! Wow!

Week 31: April 18-April 22

2011-04-15T11:04:00.000-07:00

Write a 1 pg. response to the article, "Say Cheese! And Now Say Airbrush!"
Due: THURSDAY, 4/21

Criteria:

1. Write a summary of the article.
2. Is picture retouching good for a child's self-image? Thoroughly explain your view on this issue.

WEEKLY REVIEW:
This week, students were introduced to Writer's Workshop, which will take the place of DOL (Daily Oral Language). The objective is for students to practice writing for ten minutes every day. They get to choose the topic and the format, so they are writing about something they care about. The only criteria is that they are putting forth 100% effort and that they are exhibiting "freshness of thought," as stated in the Missouri 7th grade level expectations.

Week 30: April 11-April 15

2011-04-08T14:15:00.000-07:00

There will be no weekly writing homework this week!

DO YOUR BEST ON THE MAP TEST!!! : )

WEEKLY REVIEW:
This week, the students took the MAP test for Communication Arts and Math. I'm really proud of the students for giving their best effort! In addition, we also finished our MAP review tasks 1-8 at the beginning of the week and caught up on missing work toward the end of the week. Students who were all caught up played the game, Apples to Apples, which focuses on making comparisons and using persuasive evidence.

Week 29: April 4-April 8

2011-04-01T09:52:00.000-07:00

Write a 1 pg. response to the article, "Sugar Overload: Curbing America's Sweet Tooth."
Due Friday, April 8

Criteria:

1. Summarize the article.
2. Of the 10 reasons to cut back on sugars, which one do you find the most compelling/important? Why?
3. Conduct some research to determine how much sugar is recommended for a person your age and gender. Think about what you eat and drink in a typical day. Estimate how much sugar you consume in one day. What conclusions can you make based on this knowledge?

WEEKLY REVIEW:
This week, we reviewed figurative language and other poetic elements such as simile, metaphor, alliteration, rhyme, onomatopoeia, etc. We discussed how these elements can help us communicate better even outside of writing and reading poetry. We read "Casey at the Bat" and identified various poetic elements from the poem. Students were then asked to write a poem that continues Casey's story and tells what happens after Casey strikes out. They were to include at least 3 poetic elements in their poems.
Next Tuesday, students will start to take the MAP test. Please make sure your child gets plenty of rest and healthy food to eat. Have a beautiful weekend!

Week 28: March 28-April 1

2011-03-18T08:53:00.000-07:00

Write a 1 pg. response to the article, "The Internet is Spying on You."
Due: Friday, April 1

Criteria:

1. Write a summary. Label where you have addressed each of the 5 Ws (out to the side of your paper).

2. Do you think it is "right" that you are being followed on the internet?

3. Discuss what you might do to protect your privacy online.

WEEKLY REVIEW:
This week, we focused on using the RAGE process to answer constructed response questions. We looked at two questions from the most recent Acuity test and constructed quality responses together as a class. Students then created their own constructed response questions and answered each others' using the RAGE process (Restate, Answer, Give details, Explain). We finished the week by identifying similes and metaphors.

Week 27: March 14-March 17

2011-03-14T14:56:00.001-07:00

There will be no weekly writing homework this week!

PARENT/TEACHER CONFERENCES:

Thursday, 3/17 3:30-7:00 p.m.
Friday, 3/18 7:30-11:30 a.m.

WEEKLY REVIEW:
This week, we continued to practice using possessive apostrophes and the roots 'uni' and 'mono.' Students wrote letters to their parents concerning their 3rd quarter grades, behavior, 4th quarter goals, etc. I will be sharing these with parents at conferences. We finished the week by composing a biopoem using characters from The Outsiders.

I hope you all enjoy a peaceful Spring Break!

Week 26: March 7-March 11

2011-03-03T14:45:00.000-08:00

REMINDER: Last day to turn in late/missing work will be Wed., 3/9!

Write a 1-pg. response to the article, "Social Websites Hurt Children's Brains: Chilling Warning to Parents From Top Neuroscientist."

Criteria:

1. Write a summary of the text.

2. Do you think social networking sites help young people or hurt them? Choose one side. Defend your answer with real-life examples and research.

3. What concerns do you have after reading this article? Explain.

WEEKLY REVIEW:
This week, students listened to some lyrics and answered questions regarding their opinions of the songs' main ideas and themes. We will share these opinions later. Wednesday, the students took the Acuity Predictive C test. Results to follow. Thursday and Friday, I was out sick, but the students worked on roots 'uni' and 'mono' as well as possessive nouns while I was gone. Friday, the 11th, marked the end of 3rd quarter. I hope to see many parents next Thursday night (3:30-7:00) and Friday morning (7:30-11:30) for parent/teacher conferences!

Week 25: Feb. 28-March 4

2011-02-25T14:23:00.000-08:00

Write a 1 pg. response to the article, "Kids Who Skip School are Tracked by GPS."

Criteria:

1. Write the main idea of the article.
Hint: Main idea = the who or what + the most important detail (1 sentence)

2. Write a summary of the text.
Hint: This should be no more than 5 sentences. Include the 5 Ws.

3. Do you think that tracking kids who skip school is a "good" solution to the problem? If so, why. If not, why. In your opinion, what is another solution that might be more effective?

WEEKLY REVIEW:
This week, we continued to look at purposes for communication (describe, inform, persuade & narrate). The students analyzed these types and finished their four group tasks. The students were assessed on Thursday to see what they learned.

Week 24: Feb. 21-Feb. 25

2011-02-18T15:41:00.000-08:00

Write a 1 pg. response to the article, "Captive Audience: Has Advertising in School Gone Too Far?"
Due: Friday, 2/25

Criteria:

1. Identify the MAIN IDEA of the article.
Hint: Main Idea = Who or What + the most important idea (1 sentence)

2. Who is the intended audience? Explain.

3. Has advertising in school gone too far? Back up your opinion with adequate reasoning.

WEEKLY REVIEW:
This week, the students completed their group writing task in which they composed four different types of paragraphs on a given topic. We then rotated, and the students had to identify what types of paragraphs (descriptive, informative, persuasive, narrative) other students used and underline clues that led them to choose that type. While I was at a workshop on Wednesday, the students were given four options: missing work, weekly writing homework, Types of Paragraphs worksheet or reading a book. This was a great opportunity for the students to get caught up. We finished the week by seeing what the students had learned about business and friendly letters. They had to create a graphic organizer that identified the differences between the two types. Today we started on four tasks to help us learn more about the four purposes for writing. We will continue this next week.

Week 23: Feb. 14-Feb. 18

2011-01-28T10:28:00.000-08:00

Write a 1 pg. response to the article, "The Energy of an Internet Search."
Due: Friday, 2/18.

Criteria:

1. Write a summary of the article.
2. Describe one way that you can help conserve energy.
Hint: Describe the problem and offer a detailed solution.

WEEKLY REVIEW:
This week, the students finished their business letters that suggested ways to help teenagers with sleep deprivation. The students had some really great ideas, and we discussed how it's not just important to know HOW to compose a business letter (knowing what to put where), but that it's important to know in what situations it is appropriate to use a business letter.
I introduced the essential question: How can setting a purpose for writing help us to communicate more effectively? We are studying purposes for communication: to describe, to inform, to persuade and to narrate. These are also known as the 4 types of paragraphs. We talked about these four types and watched video clips that represented each. Today, the students began their group writing task in which they will compose a paragraph for each type. We will continue this activity next week.
We are also continuing to look at types of sentence structures during our DOL. I introduced the fourth structure this week, compound-complex (a sentence that contains 2 independent clauses and 1 or more dependent clauses). The students are quickly becoming pros at recognizing and writing each kind!

Week 22: Jan. 24-Jan. 28

2011-01-21T14:43:00.000-08:00

Write a 1 pg. response to the article, "Slumber By the Numbers."

Criteria:

1. Write a 1 paragraph summary.
2. Create a graphic organizer that describes the causes and effects of sleep deprivation.
Hint: Don't forget about the criteria for a quality graphic organizer.

WEEKLY REVIEW:
This week, we used our weekly writing article as a platform to work in several learning objectives. The students worked in a "learning center" style where they moved as a group through 4 different tasks.

Task 1: Students summarized the article.
Task 2: Students developed unknown vocabulary words.
Task 3: Students discussed their opinions about teenage sleep deprivation, came to a group consensus and used those opinions to practice the 3 sentence structures we've learned recently.
Task 4: Students located reliable online resources that would help the class find out more about the causes & effects of sleep deprivation. They compiled these resources on our Quicktopic site.

Our culminating task will be to write a business letter to a school official that analyzes the problem of teenage sleep deprivation and offers a solution as to how that school official could help students get more sleep. We will continue this assignment next week.

Week 21: Jan. 17-Jan. 21

2011-01-15T16:16:00.000-08:00

Write a 1 pg. response to the article, "What's Killing Arkansas' Fish and Birds?"

Criteria:

1. Write a summary of the article. Be sure to include the MAIN IDEA of the article as part of your summary.

2. Considering all the known facts, what theory do you most believe that would explain the birds' deaths? Be sure to back up your opinion with adequate reasoning.

3. We talk about cause and effect a lot in reading literature. We might not know exactly WHAT caused this particular incident, but what effects might the birds' deaths have?

WEEKLY REVIEW:
This week, we revisited sentence structure by reviewing last week's quizzes and completing a worksheet for additional practice. We discussed the results of our survival ranking activity and compared what we thought to that of the expert. We completed that activity by justifying our #1 item choice using RAGE format.

Week 20: Jan. 10-Jan. 14

2011-01-15T09:17:00.000-08:00

NO WEEKLY WRITING HOMEWORK THIS WEEK!

WEEKLY REVIEW:
This week, students participated in a community builder activity in which they had to assess a problem and rank various items in order of importance for survival. We will continue to talk about the theme of survival next week as well. Students will justify their rankings next week and compare them to what an expert says. Tuesday and Wednesday students enjoyed a snow break, and I was out sick on Thursday and Friday. Students completed a MAP practice exercise on those days during which they read a selection and answered various multiple choice and constructed response questions. We will review these next week.

Week 19: Jan. 3-Jan. 7

2011-01-02T14:59:00.001-08:00

Write a 1 page response to the article, "Miraculous Survivors: Why They Live While Others Die." Due: Friday, 1/7

CRITERIA:

1. Write a brief summary of the article.
In the article, "Miraculous Survivors: Why They Live While Others Die, " the author states...

2. In your opinion, what is the single most important personality trait (characteristic) a person must possess to survive in a challenging situation? Use constructed response format to answer.

3. Write about a time you had to assume the role of "survivor."

WEEKLY REVIEW:
Students began the week by conducting an analysis of their 2nd quarter performance in Communication Arts. In a letter to me, each student described his/her 3rd quarter goals and his/her specific plan for success. Students worked on composing an essay all week in response to the prompt, "Why I Am Proud to be an American." While the essay is required, the students were able to choose whether or not they want to enter their essays into the local Elk's Lodge essay contest. The final drafts are due on Mon., 1/10. We also focused on composing text using a variety of sentence structures. We defined and illustrated with examples the following types: simple, compound or complex. Friday, we took a quiz covering these 3 types.
Next week, we will continue to talk about the theme of "survival" in different texts.

Week 18: Dec. 13-Dec. 17

2010-12-13T14:48:00.000-08:00

This week, we are continuing our work with last week's article, "Should Kids Be Bribed to Do Well in School?"

The deadline to turn in late/missing work for my class is Wednesday, Dec. 15 by 3:30 p.m.

"I've got a theory that if you give 100 percent all of the time, somehow things will work out in the end." -Larry Bird

Week 17: Dec. 6-Dec. 10

2010-12-03T09:59:00.000-08:00

Write a 1 page response to the article, "Should Kids Be Bribed to Do Well in School?"

Criteria:

--Write a summary of the article. Be sure to answer the 5 Ws.
--Answer the following question: Should kids be bribed to do well in school? Provide adequate support for your opinion.

WEEKLY REVIEW:
This week, the students edited and revised their letters to the school board members. We will review them next week and prepare to send them. For the weekly writing assignment, the students identified the 5 Ws from the article and developed an individualized lexicon of unknown words. One day was devoted to checking the students' quarterly progress. Students assessed their own needs and created an action plan that would establish some steps to achieve their second quarter goals they have previously set for themselves. We finished the week by focusing on the essential question: How can analyzing both sides of an issue help us to make better decisions? Students analyzed the pros and cons of the weekly writing topic to help them when they make their final decision next week.

Week 16: Nov. 29-Dec. 3

2010-11-23T15:56:00.000-08:00

Weekly Writing Homework:
1 pg. response to the article, "Young People Who Rock," due FRIDAY.

CRITERIA:

Use CONSTRUCTED RESPONSE format (RAGE) to answer the following questions:

1. What do all of the young people have in common? Identify three characteristics they all share that helped them achieve great things. Use details from the text to support your answer.

2. What would motivate YOU to make big changes in the world like these young people did? Why?

3. Which of these young people do you identify the most with? Use examples to support your answer.

WEEKLY REVIEW:
This week, the students wrote thank you letters to our school board members in which they thanked them for their service. Before we drafted, students completed a KWL chart to determine what they already knew about the job of a school board member, what they wanted to know, and what they learned after conducting some research. We talked about what a "quality" thank you note or letter includes and looks like.

Week 15: Nov. 22-Nov. 23

2010-11-22T06:39:00.001-08:00

No Weekly Writing Homework this week!

TO MY 1st HOUR STUDENTS:
EXCELLENT JOB ON THE CANNED FOOD DRIVE! I'M SO PROUD OF YOUR EFFORTS!

TO THE STUDENTS IN MY 1st & 2nd HOURS:
Thank you for your donations to our basket for the benefit this weekend. Excellent work!

REMINDER:
No school Wed., 11/24-Fri., 11/26.

Week 14: Nov. 15-Nov. 19

2010-11-14T18:35:00.000-08:00

Weekly Writing Homework:
1 pg. response to the article, "Yoga Helps Even Little Ones Channel Energy, Emotion" due FRIDAY.

CRITERIA:

--Write a 1 paragraph summary (try to limit yourself to approximately 5 sentences).
--What is your opinion about this topic?
--Some schools are incorporating yoga into the everyday curriculum. How do you predict that education will be different for your own children? In other words, what will the school of the future BE LIKE?

WEEKLY REVIEW:
This week, we read an article called "The Poncho Bearer" written about a high schooler who did not conform to the "norm" and made his own way for himself. We talked about labels and how we (individually) have the power to choose what we are known as or known for. We used this article to talk about main idea and as a platform for our writing assignment: In high school, I will be known as/for...
We worked through the difference between editing and revising. Editing is "fixing," and revising is "improving." The students showed evidence of both on their rough drafts.
To accompany our weekly article, the students completed a graphic organizer in which they had to identify the article's topic, 4 most important details and main idea. Students completed a frayer model to study two difficult words from the article.

Week 13: Nov. 8-Nov. 12

2010-11-07T16:33:00.000-08:00

Weekly Writing Homework:
1 pg. response to the article, "What Would You Do? Teen Golfer Disqualifies Self, Gives Up Medal" due FRIDAY.

CRITERIA:

--Write a 1 paragraph summary. Be as concise as possible but still answer all 5 Ws.
--What would you have done if you were presented with the same dilemma as Zach Nash? Why?

WEEKLY REVIEW:
This week, we prepared the students to take another round of Acuity tests to determine their progress. In Communication Arts, we focused on the "Leonardo da Vinci" text to practice skills such as identifying the 5 Ws, summarizing, constructing a quality response, and paraphrasing. The students also practiced using RAGE to answer questions (Restate, Answer, Give details, Explain). Students compared the RAGE process to the real world and demonstrated the difference between summarizing and paraphrasing.

Week 12: Nov. 1-Nov. 5

2010-10-31T10:15:00.000-07:00

Weekly Writing Homework:
1 pg. response to the article, "Boom! Hok! A Monkey Language is Deciphered" due FRIDAY.

CRITERIA:

* Write a summary of the article. Remember, you can always take notes similar to what we completed on the summary notes sheet if you need help. A quality summary includes answers to the 5 Ws.

* Choose one of the following options:
Option 1: Identify the first word you spoke as a child. Describe the context in which you learned/used the word (provide a story). This will require you to interview a family member. You need to compose your interview questions before the interview. Remember your criteria for "good" ("green") questions. I want to know WHY you think this word was your first.
Option 2: Identify the first word spoken by a child you know. Describe the context in which he or she learned/used the word (provide a story). This option may also require an interview unless you actually witnessed that child's first word. I want to know WHY you think this particular word was this child's first.

WEEKLY REVIEW:
This week, the students revisited free speech and censorship. They reviewed their criteria for quality responses and applied that criteria by writing a persuasive letter to a classmate that answers the following question: Does censorship interfere with an individual's right to free speech? Students used the RAFT (Reason, Audience, Format, Topic) strategy to prewrite. They also created a simile that demonstrates a criterion of a quality response. The students really surprised me with their creativity!

Week 11: Oct. 25-Oct. 29

2010-10-25T09:42:00.000-07:00

This week, we are going to continue working on the article, "Free Speech Versus Kids and Violent Video Games." See last week's blog post for the requirements.
1 pg. assignment WITH the Summary Notes Sheet is due Thursday, 10/28.

WEEKLY REVIEW:
This week, the students were required to share their letters regarding their 1st quarter progress with their parents. It was supposed to be signed and returned. I also sent a letter home with the students to share with their parents as well.
The students worked with their tablemates on summarizing the article for the week using their summary notes sheet. The students continued to examine free speech and responded to questions I posed in an online discussion board. They had to apply this concept to their own lives now and predict how free speech will apply to their lives as adults. Before they submitted their responses, we brainstormed criteria for what would be considered a "quality" response. For example, a quality response is one that shows evidence of higher-order thinking, is supported with relevant details, and keeps the conversation going, etc.
Students also reviewed non-examples of sentences with semicolons and colons and corrected them.
On Friday, Oct. 29, the students will be dismissed at 12:00 p.m.

Week 10: Oct. 18-Oct. 22

2010-10-18T10:10:00.000-07:00

Weekly Writing Homework:
1 pg. response to the article, "Free Speech Versus Kids and Violent Video Games" due THURSDAY.
CORRECTION: Due to my absence on Wednesday and the short school week, we are going to extend this deadline until sometime next week. Please bring all materials for this assignment (summary notes sheet, 1/2 cover sheet including free speech definition) to class on Monday!

Criteria:
* In teams, write a summary. You will use your summary notes sheet to help you. Each team member will include the summary on his/her homework.
--Your summary needs to include a description of the 1st amendment (free speech).
* Do you support this proposed law (as described in the article)? Why or why not?
* Do you believe violent video games have a harmful effect on children? Why or why not?

PARENT/TEACHER CONFERENCES ARE THIS WEEK:
THURSDAY, 10/21 3:30-7:00
FRIDAY, 10/22 8:00-11:30

WEEKLY REVIEW:
This week, we looked at a couple of strategies to develop vocabulary: word questioning and the Frayer Model. To help us make sense of the weekly writing homework, we analyzed and summarized what the First Amendment says about free speech. We discussed censorship and how that concept relates to the students' lives. The students wrapped up the week by writing letters to their parents describing their 1st quarter progress, what we are learning, their strengths and weaknesses, etc. using proper friendly letter format.
Next week, we are going to continue discussing free speech using the same article, "Free Speech Versus Kids and Violent Video Games."

Week 9: Oct. 11-Oct. 15

2010-10-10T18:35:00.000-07:00

Weekly Writing Homework:
1 pg. response to the article, "The Future of the Electric Car" due FRIDAY.

Criteria:
* Write a summary. Don't forget the qualities of a GOOD summary.
* Would you be interested in buying an electric car? Why? Why not?
* Do you think the emergence of electric cars is a “false dawn?" Will they last, or are they a fad? Why? Why not?

REMINDER: Missing work is due on Wednesday, 10/13. The end of the quarter is Friday, 10/15.

We will turn in 3 journals this week (each should be 1/2 pg.):
--first impressions
--1st qtr. goals
--progress

WEEKLY REVIEW:
This week, we discussed how to compose simple and compound sentences and how to include colons and semicolons to achieve sentence variety in writing. The students were given a chance to learn more about dictionary skills by working in Acuity on "Dictionary: Level 7" and demonstrating their knowledge of those skills. Those students who successfully completed that task earned points to apply to their Dictionary Skills test grades. The students were also given the opportunity to redo/revise any work with which they were dissatisfied. For example, the students turned in three journals from 1st quarter. We talked about how to elaborate on those by providing relevant, specific details.
REMINDER: Next week is Parent/Teacher Conferences! I will be here to meet with you on Thursday until 7:00 and on Friday until 11:30.

Week 8: Oct. 4-Oct. 8

2010-10-03T14:22:00.000-07:00

Weekly Writing Homework:
1 pg. response to the article, "The Road to Resilience" due FRIDAY.

Criteria:
* Write a summary. Don't forget the qualities of a GOOD summary.
* Write about a time you or someone you know exhibited resilience during or after a difficult experience.

WEEKLY REVIEW:
This week, I shared the students' Acuity data (from Predictive A and Diagnostic 1) with them so they can keep track of their progress throughout the year. Some areas we targeted were using context clues to determine meanings of words and using semicolons to separate compound sentences. We also discussed the word root, 'med,' meaning "middle."
Reminder: The end of first quarter is Friday, 10/15. All missing work for my class is due on Wednesday, 10/13.

Week 7: Sept. 27-Oct. 1

2010-09-27T07:00:00.000-07:00

Weekly Writing Homework:
1 pg. response to the article, "Children of Cyberspace: Old Fogies by Their 20s" due FRIDAY.

Criteria:
* Write a summary.
* Does technology create more or less work for us? Why or why not?
* What is your opinion about online social networking?

WEEKLY REVIEW:
This week, we wrapped up our discussion on dictionary skills and practiced creating analogies that demonstrate the difference between connotation and denotation. We discussed why being aware of a word's connotation is essential when communicating in the real world.
Today (Friday), the students were assessed on their dictionary skills. The students also were given the opportunity to monitor their own progress by checking their grades and setting goals that they documented in their journals. Today, we also turned in the weekly writing homework and the "Using Dictionaries..." worksheet.
Have a great weekend!

Week 6: Sept. 20-Sept. 24

2010-09-20T09:44:00.000-07:00

Weekly Writing Homework:
1 pg. response to the article, "Inventions in 2009" due THURSDAY (no school on Friday due to teacher professional development)

Criteria:
* Rank the inventions in order of importance, one through twelve.
One=most important. Twelve=least important.
* Defend each answer. Which one did you pick as most important? Why? Which one did you pick as least important? Why?
* Which invention would BENEFIT YOU the most? Why?

WEEKLY REVIEW:
This week, the students put their summarizing skills to the test after we read the articles, "How Does a Word Get into a Dictionary? and "The Words You Love to Hate." The students are mastering dictionary skills, and next week we will discuss the power of words.

Week 5: Sept. 13-Sept. 17

2010-09-13T09:52:00.000-07:00

Weekly Writing Homework:
1 pg. response to the article, "Santa Clara County Says No to Fast-Food Toys," due Friday

Criteria (Choose 3 of the following questions to answer in your response):
Do you support this proposed law? Why? Why not?
Will this law work? Predict.
Are local governments responsible for our eating habits?
How do you think this law will affect fast food restaurants in your community?

WEEKLY REVIEW:
This week we focused on dictionary skills (using guide words, pronunciation keys, etymologies, etc.) We read and summarized the article, "How Does a Word Get into a Dictionary?" We also practiced these skills as a class and independently using a site called TV 411. We will start next week by reviewing our summaries, studying etymologies, and discussing the value of words.
Next week the students do not have school on Friday (9/24), so they will need to work diligently to get their weekly writing assignment completed by Thursday.
Have a wonderful weekend!

Week 4: Sept. 6-Sept. 10

2010-09-07T09:53:00.001-07:00

Weekly Writing Homework:
1 pg. response to the article, "One Day Your Pants May Power Up Your iPod," due Friday

Criteria:
What is the issue (summary)?
If this technology is perfected, how might it change our world?
Would you use this technology? Why or why not?

WEEKLY REVIEW:
This week, we focused on the root, 'mal,' which means "bad" or "wrong." The students used this root in several contexts. They were to email me their completed organizer/worksheet today (Friday). We also turned in our weekly writing homework today and DOLs. Next week, we will begin to review dictionary skills. On Wednesday, the students will be taking an Acuity test which will help us determine what specific skills we need to focus on this year.
I hope you all enjoy the weekend!

Week 3: Aug. 30-Sept. 3

2010-08-31T09:40:00.000-07:00

This week's homework assignment is to be a 1 page (min.) response to the article, "Football's Wounded Gladiators." Students were given a copy of this article in their reading classes, and it's also posted on my website under "Current Projects." Their response should identify the main issue (summary), identify a possible solution and explain their position/opinion on the issue. This assignment is due Friday with their Homework Cover Sheet attached.

Today, we reviewed how to access weekly agendas and DOLs on my website. Those are found on the "Current Projects" page at the very bottom.

Please let me know if you have any questions!

WEEKLY REVIEW:
This week, the students worked on completing their autobiographies (which hopefully do not include any private identity information, as we have studied). Students were able to share their root graphic organizers in their table groups to reinforce using context clues. The 1-page weekly homework was due today. We will continue this writing homework every week using a variety of texts. Grades are making their way into the gradebook, so please check often. If your student is struggling to understand concepts or feels like he/she doesn't have enough computer time in class, please let me know so we can work something out. Thank you. Have a wonderful, long weekend!

Week 2: Aug. 23-27

2010-08-23T19:26:00.000-07:00

The students received their first weekly homework assignment. We are studying the root, 'prim,' meaning 'first.' This assignment is due on Friday. CORRECTION: I'm extending the deadline for this homework until Monday, 8/30.
We started our DOL (Daily Oral Language) assignment today as well. This is work we complete and review together in class. To receive 100% on this assignment, students will need to make all the corrections and participate when we review those corrections. DOL will be turned in each Friday.

WEEKLY REVIEW:
This week, we focused on how to protect our safety while communicating online. We determined and discussed differences between private and personal information. When online, it is not safe to reveal private identity information (information that reveals who you are or where you can be located at any given time). We worked through real-life scenarios and brainstormed solutions. Students started to compose an autobiography with the stipulation that they may not reveal any private identity information. We will continue to work on this writing next week.

If you would like to donate supplies for classroom use, anything would be appreciated (hand sanitizer, tissues, pencils, paper, etc.).

Week 1: Aug. 18-20

2010-08-15T18:09:00.000-07:00

Technology User Agreements must be signed before students will be allowed on the computers. Get those signed ASAP. Click on the link if you need to print a new one from my website.

Supplies needed: 3-ring binder, spiral notebook, loose-leaf paper, pens & pencils, flashdrive (optional)