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August 31, 2005
Posted by Abrams at 07:43 PM
Materials:
Thesaurus
Overheads:
Word Expansion
Sentence Expansion
The lady went to the party.
Introduction to Narrative Writing
Warm Up:
Rambling Autobiography
Activity 1:
Students will review the writing process in Write Source pg. 4-28 using their scanning skills.
Activity 2:
Students will complete the free form map ( the one started on 8/31 about the Writing Process)
Activity 3:
Sentence Expansion OH (2)will be used to demonstrate the importance of using a thesaurus in the writing process. On the word expansion overhead students will see the difference a more specific word can make. Students will use the sentence on the sentence expansion overhead plus a thesaurus to improve the words: lady, went, and party.
Activity 4:
What stories have you seen or read that describe an exciting experience?
What made them exciting?
What experiences have you had that were exciting? What made them exciting?
What is an important learning experience you have had?
Personal narratives allow readers to experience the thrill of your life stories and learn from them.
Tells:
What you did
What happened to you
What you learned from the experience
When I… I learned…
Exit Pass:
List the steps in the writing process.
Homework:
Read for 30 minutes each night in a challenging chapter book
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily)
Topic:
Fine-tune "When I…I Learned…"
Posted by Abrams at 04:41 PM
August 30, 2005
Guidelines for Narrative Writing will explain to students each specific requirement of this assignment. Assessment pieces are included, as well.
Posted by Abrams at 09:20 PM
Write Source is the "best thing since sliced bread," when it comes to guiding students through each step of the writing process for each type of writing assignment. After using the book for the first day the books were available, 13 students (last year) asked if they could buy the text. 60 of my students bought the book to help them perfect their writing. The purchase of this book is optional.
Posted by Abrams at 09:03 PM
Overheads:
Directions for Sun Mandala
Handouts: Warm Up: Activity 1: Selecting the Sun Images These 7 symbols become the sun images of the mandala. The concept of the sun image arises naturally from the method of arriving at these images in a thoughtful, conscious manner, in “the light of the day” as we say. Activity 2: Suggested Core Sentence: Student Examples: I am most like a giraffe because, like a giraffe, my vision extends beyond my reach. Homework:
Posted by Abrams at 10:37 AM
Materials: Warm Up: Activity 1: Homework:
Posted by Abrams at 05:57 PM
Materials: Overhead: Warm up: Collected Papers: Activity 1: Activity 2: Homework:
Posted by Abrams at 05:41 PM
Materials: Overhead: Activity 1: Activity 2: Activity 3: Homework:
Posted by Abrams at 05:36 PM
Students will go to the media center to: Homework:
Posted by Abrams at 05:06 PM
Thursday, August 25 Warm Up: How many of you had someone special you wanted to see? Activity 2: Activity 3: Activity 4: Activity 5: Read for 30 minutes each night in a challenging chapter book. Be sure that the one-sentence summary on the reading log entry includes who, what, when, where, why.
Posted by Abrams at 07:10 PM
Materials: Warm Up: Activity 1: Activity 2: Activity 3: Activity 4: Collected Paper: Homework:
Posted by Abrams at 07:02 PM
Tuesday, August 23 Warm up: Activity 1: Students will read their chapter book for 30 minutes and complete an entry on their reading log (including who, what, when, where, why in their summary statement). Activity 2: Complete the chapter review exercises 25-33 in chapter 14 on nouns and pronouns pg. 310-311 with your table group. The class will discuss the answers.
Posted by Abrams at 10:34 PM
Materials: Overheads: Handouts: Warm Up: Returned Papers: Activity 1: Activity 2: Activity 3: Homework:
Posted by Abrams at 10:31 PM
Aerobics of the Mind Suggestions The information in this document will be presented to the students step by step in order to simplify this reading requirement.
Posted by Abrams at 09:37 PM
The reading log is the daily documentation students complete. The one sentence summary must include the answers to who, what, when, where, and why.
Posted by Abrams at 09:30 PM
Materials: Handouts: Warm Up: Share your best Night Write of the week with students at your table. Activity 1: Activity 2: 1. How can I use words effectively in my own writing? Students will share their answers with the students at their table. Activity 3:
Posted by Abrams at 06:53 PM
Materials: Warm up: Activity 1: Activity 2: Activity 3: Activity 4: Activity 5: Homework: standing HW assignment for the entire year
Posted by Abrams at 05:59 PM
Students will go to the MAC lab to register for the Prentice Hall site. This site goes along with the texts for this course. Students will be able to use tutorials with audio and video cli[ps to explain a concept and assist students through practice activities. Also, students will be able to enter their required writing pieces on this site and receive specific feedback in less than 30 seconds. Students will be able to use this information to improve their writing piece at school or at home. The site address is www.phsuccessnet.com
Posted by Abrams at 10:30 AM
These sites will help students identify 4 types of sentences. Students will also be able to practice capitalization and punctuation skills. http://palc.sd40.bc.ca/palc/Quiz/sent-type1.htm http://www.mce.k12tn.net/dogs/fern/sentences/online_lesson2.htm http://www.pb5th.com/test/writing/4sent_potc.htm#
Posted by Abrams at 09:12 PM
Materials: Warm up: Returned Papers: Activity 1: Students will read their chapter book for 30 minutes and complete an entry on their reading log. The one-sentence summary must include the answers to who, what, when, where, why. Activity 2: Activity 3: Activity 4: Activity 5: Activity 6: Exit Pass: Homework: Students will read their chapter book for 30 minutes and complete an entry on their reading log. Students will write for 15 minutes on any topic they select. By Friday students should have 3 to 5 pages of these night write entries.
Posted by Abrams at 09:01 PM
OH: Reading log with samples entries Handouts: reading log to be stapled in each student's agenda Students will receive a reading log. They must staple this to the inside of their agenda. Homework: Students will read their chapter book for 30 minutes and complete an entry on their reading log. Students will write for 15 minutes on any topic they select. By Friday students should have 3 to 5 pages of these night write entries.
Posted by Abrams at 09:57 AM
Handouts: Warm Up: Papers Collected: A literature and a grammar text will be issued today. Students are to put a cover on these two textbooks. Activity 2: Activity 3: Closure: Exit pass: Homework:
Posted by Abrams at 08:46 PM
Handouts: OH: Papers Collected: Warm Up: Activity 1: Activity 2: Students will complete the Carousel Brainstorming activity started on Monday, if necessary. Activity 3: Activity 4: Closure: Exit pass: Homework:
Posted by Abrams at 08:32 PM
Welcome to a stress free class! Opportunities to become proficient readers and writers abound in ways you can't even think of right now. Wednesday, August 10 Materials: Handouts: Activity 1: Activity 2: Activity 3: If Billy Threemonger were a tree, what kind would he be and why? The class will share the responses to each question. Activity 4: Homework-
Posted by Abrams at 07:13 PM
Instructions for the Sun-Mandala
Appetizers – pg. 5
Ask students to move into a quiet, receptive frame of mind, and write down their answers to the following questions on the sun mandala chart. There is no discussion at this point, but students will have ample opportunities to talk later.
What animal are you like most?
What plant are you most like?
What color are you most like?
What shape are you most like?
What number are you most like?
What mineral or gem are you most like?
What natural element are you most like: air, earth, fire, or water? (Students may n\select some aspect of the element or the entire category: breeze, hurricane, or tornado for air, for example; or mountain, desert, or beach for earth.)
Students are to complete the first column on the Sun Images chart
Students will write a sentence for each of their specific symbols.
Students may use the following core sentence as they think through their primary reason for selecting each of their sun images.
I am like the (sun image) because, like the (item), I _____________________.
I am most like the poison oak because, like poison oak, I am harmless until I’m stepped on.
Read for 30 minutes each night in a challenging chapter book
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily)
Topic:
Finish Core SentencesAugust 29, 2005
Write Source pg. 4-28
How does each step in the writing process help in creating a better final product?
Students will review the writing process in Write Source pg. 4-28.
Complete a free form map of the writing process.
Read for 30 minutes each night in a challenging chapter book
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily)
Topic:
When I…I Learned…
Literature book
Newsprint
Markers
Model of free form map
How does each step in the writing process help in creating a better final product?
Reading Log including to the number of books actually completed by 8/30 (including books read this summer with the proper documentation).
Students will read their chapter book and determine the attitude of the author (the tone) of their reading.
Working in table groups, students will complete the free form map (they began yesterday)of the key points in “Seventh Grade”.
Read for 30 minutes each night in a challenging chapter book. Be sure that the one-sentence summary on the reading log entry includes who, what, when, where, why.
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily).
Literature book
Newsprint
Markers
Model of free form map
Example of a Free Form Map
Warm up:
Appetizers - pg. 4
Review the vocabulary, characters, theme, conflict, tone, and idioms.
Complete the directed reading of the last 2 pages of “Seventh Grade”
Each table will draw 1 card from the envelope and answer that number question on page 121. Share with the class.
Model a free form map with overhead. Working in table groups, students will create a free form map of the key points in “Seventh Grade”.
Read for 30 minutes each night in a challenging chapter book. Be sure that the one-sentence summary on the reading log entry includes who, what, when, where, why.
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily). Students may select a topic for tonight's Night Write.August 25, 2005
1. find the reading level of their books
2. begin a study of computer terms
Read for 30 minutes each night in a challenging chapter book. Be sure that the one-sentence summary on the reading log entry includes who, what, when, where, why.
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily). August 23, 2005
Materials:
Literature book pg. 114-115
cloze activity overhead
cloze activity
DOL
Activity 1:
To help students appreciate the experiences of the main character of this story, ask students about their 1st day in 7th grade and the experiences so far in 7th grade. Students may refer back to three of their night writes that refer to this topic (within the last week).
Have you ever exaggerated your abilities to impress someone you wanted to know?
How many of you have ever done anything to get attention at school?
Write for 5 minutes about feelings and thoughts you have had remembering the 1st day of seventh grade.
The main character in the story you are about to read wants to impress a girl he likes What might happen?
What reasons do you think people might have for trying to impress others?
As a class students complete the cloze activity overhead.
Read aloud the 1st three sentences in the Background section on pg. 114.
Review the tone of a story (the writer’s attitude) on pg. 115. Review idioms and their importance in writing on pg. 115.
Discuss the vocabulary words at the bottom of pg. 115
Guide the reading of “Seventh Grade” by pointing out the idioms, vocabulary, tone, and reading comprehension.
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily). Fine-tune the topic begun in class: your 1st day in 7th grade
Write Source – pg. 4-28
Literature book pg. 114-115
LCD
Computer
Gary Soto’s narrative on the Prentice Hall website (video)
Immigration video from literature book
Portfolios
Appetizers – pg. – 3
Complete quiz on nouns and pronouns.
Model a free form map.
Review the Writing Process Write Source – pg. 4-28
In table groups students are to create a free form map emphasizing the key concepts in the writing process plus a 1 sentence summary in less that 15 words. Basically, answer… “What’s in it for me?”
Distribute portfolios to students, and have them write their name, etc. on the folder. Students will file their letter they wrote to me the first week of school.
Explain the background of “Seventh Grade” by showing the immigration video on the Prentice Hall website.
Quiz on nouns and pronouns
Read for 30 minutes each night in a challenging chapter book. Be sure that the one-sentence summary on the reading log entry includes who, what, when, where, why.
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily)
Topic::
Why is the writing process beneficial to use when generating a piece of writing?
August 21, 2005
Materials:
Write Source – pg. 4-28
WAG – chapter 14 (nouns and pronouns) review pg. 310-311 exercises 25-33
How will it help a writer to know the parts of speech when writing a sentence?
Quiz on parts of nouns and pronouns on Wednesday August 24.
Bring literature book to class on Wednesday, August 24.
Homework:
Read for 30 minutes each night in a challenging chapter book
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily)
Possible topic:
Getting used to this 7th grade language arts class has been ______________ because…
I know I will need to…
Or
Possible topic:
Why is the writing process beneficial to use when generating a piece of writing?
Maintain a reading list of books read
WAG chapters 14 pg. 294-307
Write Source – pg. 468-498
Reading log
Reading log (if necessary)
DOL
Share Night Writes completed at home last night with students at your table.
Quiz on the 4 types of sentences
Last week's Night Writes
Using the OH model review the completion of several reading log entries
Review “How can I use words effectively in my own writing?” (Write Source – pg. 468-498)
Review Chapter 14 in WAG pg. 294-307. In table groups students complete exercises 6-10 on pg. 300 and exercises 18-21 on pg. 309. The class will discuss the correct responses.
Quiz on parts of nouns and pronouns on Wednesday August 24.
Read for 30 minutes each night in a challenging chapter book
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily)
Possible topic:
When I am not in school, my favorite activity is_________________ because…
Maintain a reading list of books read
August 18, 2005
Write Source – pg. 468-498
WAG chapter 14 pg. 296-307
Quiz on the 4 types of sentences (pg. 87-88 in the WAG Workbook)
DOL
Quiz on the 4 types of sentences
Independently students will answer the following questions using Write Source – pg. 468-498. The following are a list of the questions with the answers.
Using nouns
Using pronouns
Choosing verbs
Describing with adjectives
Describing with adverbs
Connecting with prepositions
Connecting with conjunctions
2. What can I do with nouns in my writing?
a. Using concrete, abstract, and collective nouns
b. Using proper and common nouns
c. Using general and specific nouns
d. Show possession
e. Rename the subject
f. Make the meaning of the verb complete
g. Add specific information
3. How can pronouns improve my writing?
a. Avoid repeating nouns
4. How can I use pronouns properly?
a. Avoid agreement problems (Pronoun and its antecedent)
i. Agreement in number
ii. Agreement in person
iii. Agreement in gender
5. What else should I know about pronouns?
a. Make your references clear
6. How can I use verbs effectively?
a. Choosing verbs: Writers must constantly make choices, and one of their most important choices is which verb to use to express their thoughts clearly.
i. Action verbs
ii. Linking verbs
iii. Helping verbs
iv. Irregular verbs
b. Show powerful action
c. Create active voice
d. Show when something happens (past, present, future)
7. How else can I use verbs?
a. Show special types of action
b. Form verbals
i. Gerunds
ii. Participles
iii. infinitives
8. How can I strengthen my writing with adjectives?
a. Describing with adjectives
b. Comparative and superlative
c. Use sensory details
d. Form extra-strength modifiers
e. Include adjectives in the predicate
f. Be general or specific
9. How can I use adverbs effectively?
a. Describing with adverbs
i. Comparative and superlative adverbs
ii. Describe actions
iii. Add emphasis
iv. Express frequency
v. Be precise
10. How can I use prepositional phrases?
a. Add information (use as an adjective to describe either a noun or a pronoun
11. How can I use conjunctions?
a. Connect a series of ideas
b. Expand sentences (with coordinating conjunctions)
Review Chapter 14(pg 296-307)in WAG on nouns and pronouns.
Collected Papers:
Quiz on the 4 types of sentences
1 best Night Write of the week
Homework:
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily)
Possible topic: The grade I want in this class is ______________. I know I will need to….
Read for 30 minutes each night in a challenging chapter book and complete an entry on the reading log. The one sentence summary must include the answers to who, what, when, where, and why.
August 17, 2005
Write Source – pg. 518
WAG (Writing and Grammar)– Chapter 21 Section 1 Pages 456-458
Appetizers – pg. 3
Using Write Source – pg. 518 review the 4 kinds of sentences with students giving oral examples.
In table groups students are to write 4 sentences (one declarative, one interrogative, one imperative, and one exclamatory) describing the 1st two days in this class. Share with the class.
In table groups complete the exercise in Write Source on the bottom of pg. 518.
Each student goes through their initial letter to me and number each sentence. On a sheet of paper (or on the back of the letter) number you paper with the same numbers you placed on your sentences in the letter. Write the type of sentence for each of your sentences in your letter.
As a table group students will complete exercises 2-4 (Chapter 21 Section 1 Pages 456-458) in WAG
In table groups students are to complete Exercise 5 (page 459) and share with the class.
Find It in Your Reading Read this declarative sentence from Tiger: A Biography of Tiger Woods. Write an imperative sentence, an interrogative sentence, and an exclamatory sentence that might have been part of Earl Woods’s lecture to his son.
Earl’s lecture, delivered at decibels with which Tiger was unfamiliar, centered on the theme that golf owes no one anything, least of all success, and that quitting is a flagrant foul, intolerable.
Quiz on 8/19 on the 4 types of sentences
Read for 30 minutes each night in a challenging chapter book
Collect/respond/react/reflect daily in his/her Write To Learn (3-5 pages per week plus accurate completion of reading log daily)
Possible topic: After the 1st week of 7th grade, I have realized…
Maintain a reading list of books read
August 16, 2005
August 15, 2005
http://www.harcourtschool.com/activity/clubhouse/index_pre.html
Write Source – pg. 518
Overhead with different types of sentences
Appetizers – pg. 2
1st attempt at the exit pass: These may be corrected and turned in to me again.
Letter to Me
Brochure
Syllabus
Using Write Source – pg. 518 review the 4 kinds of sentences with students giving oral examples.
In table groups students are to write 4 sentences (one declarative, one interrogative, one imperative, and one exclamatory) describing the 1st two days in this class. Share with the class.
Using an overhead with different types of sentences, volunteer students will come up and place the type of sentence word with the example of the sentence. Then students will draw a type of sentence and give an oral example.
In table groups complete the exercise in Write Source on the bottom of pg. 518.
Each student goes through their initial letter to me and number each sentence. On a sheet of paper (or on the back of the letter) number you paper with the same numbers you placed on your sentences in the letter. Write the type of sentence for each of your sentences in your letter.
What do you think is necessary in order for a writer to produce a clear and coherent text? Why is the answer to this essential question important in the completion of your letter to me?
Students may go to the Tutorial/Learning Links category of this blog to find practice exercises on the 4 types of sentences.
Students will go to the media center to:
1. make a list of 10 items you dream/think about
2. select a chapter book that is on their independent reading level
3. learn how to complete a correct reading log entry
4. participate in a book swap to become familiar with making a challenging and interesting choice of book to read
August 11, 2005
How to Keep a Notebook
Appetizers pg. 1
Signed brochure
Signed syllabus
Summer Reading Activities
Activity 1:
Distribute and give students time to read and ask questions regarding the information on the “How To Keep a Notebook.” Show an example of a language arts notebook.
In table groups share best part of one of your summer reading selections, other than The Tiger Rising.
Write a letter to me explaining what you hope to get out of this class this year.
What do you think is necessary in order for a writer to produce a clear and coherent text? Why is the answer to this essential question important in the completion of your letter to me?
Letter to me explaining what you hope to get out of this class this year.
Bring summer reading activities to class. Using “How To Keep a Notebook” handout, set up your language arts notebook.
August 09, 2005
How to Keep a Notebook
What do you think is necessary in order for a writer to produce a clear and coherent text?
Signed brochure
Signed syllabus
Summer Reading Activities
What do you think is necessary in order for a writer to produce a clear and coherent text?
Review the information in the LA Brochure and share information about the behavior management plan. Distribute and give students time to read and ask questions regarding the information on the “How To Keep a Notebook.”
In table groups share best part of one of your summer reading selections, other than The Tiger Rising.
Write a letter to me explaining what you hope to get out of this class this year.
What do you think is necessary in order for a writer to produce a clear and coherent text? Why is the answer to this essential question important in the completion of your letter to me?
Letter to me explaining what you hope to get out of this class this year.
Bring summer reading activities to class. Using “How To Keep a Notebook” handout, set up your language arts notebook.
OH – List everything you have read in the last 24 hours.
OH of seat assignments
Large newsprint
Signs for the carousel brainstorm stations
Markers – 1 for each group
Language Arts Brochure
Syllabus
Warm Up:
List everything you have read in the last 24 hours.
Share responses with classmates at your table.
Make sure students are sitting in their assigned seats.
Welcome and share a few responses from warm up as a class
Distribute and give students time to read and ask questions regarding the information on the LA brochure and the syllabus. Show example. Show iMovie made by last year's students about Mrs. Abrams' language arts class.
Complete the carousel brainstorming activity that results in group summary paragraphs regarding The Tiger Rising. In table groups students rotate every 2 minutes to a station and answer the posted question. The following are the posted questions:
If Norton Threemonger were a vehicle, what type of vehicle would he be and why?
If Rob were a plant, what type would he be and why?
What advice would you give to Mr. Nelson?
What could be the theme song for The Tiger Rising and why?
If you were Rob’s doctor, what would be your diagnosis and why?
What advice would you give to Rob about how to deal with bullies at school?
“If you knew about something that was locked up in a cage, something big and beautiful that was locked away unfairly, for no good reason, and you had the keys to the cage, would you let it go?” (pg 93 Sistine asks Willie May). Why or why not?
In table groups students write a summary (5-7 sentences) of The Tiger Rising using the information generated from the Carousel Brainstorming activity. Each table will share their summary with the class.
Have the brochure and syllabus signed. Remind your parents to email me; therefore, I will have their email. Bring your summer reading assignments to class on Thursday.
