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October 30, 2005
Materials:
Book Chat Book
Sticky notes/flags
Write Source – pg. 291-292
Handouts:
Talking Points for the book chat
Character Chart, Focus Statement, and Outline for a Response to Literature
Overheads:
Talking Points for the book chat
Character Chart, Focus Statement, and Outline for a Response to Literature
Warm Up:
What is a response to literature?
Activity 1:
In table groups students will share the 1 Talking Points for the book chat they completed.
Activity 2:
Model the Character Chart, Focus Statement, and Outline for a Response to Literature
using “Cinderella.” Students are to complete the character chart from 3 characters in their book chat book.
Reading:
Read for 30 minutes each night in a challenging chapter book. Students may read the book they selected for the book chat. Complete an entry on your reading log. The book chat book will need to be completed by 11/12.
Night Write:
Complete one (which should be the 2nd talking point) of the Talking Points for the book chat.
Posted by Abrams at 08:55 PM
Materials:
Book Chat Book
Sticky notes/flags
Handouts:
Talking Points
Overheads:
Talking Points
Warm Up:
Last night I _____________________ in the neighborhood, and then I _____________.
Experiencing Halloween as a 7th grader _______________________________. A lesson learned from last night’s experience would be _____________________________. Showing a sense of responsibility was important, for the reason that____________________. Therefore, I _________________________________. All in all Halloween 2005 was _______________________, since__________________. Halloween 2005 will be remembered, because ___________________________.
Activity 1:
Go over the Talking Points for the book chat. Students are to read their book chat book for 30 minutes and place the sticky notes/flags in appropriate places.
Activity 2:
Students will have a book chat at their table discussing the following:
Title
Author
Exposition
Important statement (quote)
Memorable moment
Activity 3:
Students will read their chapter book for 30 minutes and answer the following:
What special words does the author use to help me visualize the story?
What pictures did the author leave in my mind?
What do I like about the way the author has written the story?
Papers Collected to be Graded:
Framed Paragraph Warm Up.
Homework:
Reading:
Read for 30 minutes each night in a challenging chapter book. Students may read the book they selected for the book chat. Complete an entry on your reading log. The book chat book will need to be completed by 11/12.
Night Write:
Complete one of the Talking Points for the book chat.
Posted by Abrams at 08:50 PM
Materials:
Write Source – pg.289-290
Sticky notes/flags
Overhead:
Talking Points
Warm Up:
Quick Writes – “That Girl” by Gary Soto
List 5 statements that come to your mind after reading this poem. Select 1 line in the poem; write as specifically all that comes to your mind, letting the line lead your thinking.
Activity 1:
Work through the sample response to literature with students, pointing out the elements that make this essay a good response to literature.
Ideas
Organization
Voice
Word choice
Activity 2:
In table groups students are to answer the “Respond to the reading” at the bottom of pg. 290. Share with the class.
Activity 3:
Go over the Talking Points for the book chat. Students are to read their book chat book and place the sticky notes/flags in appropriate places.
Graded Papers Returned:
Elements of Fiction Spelling Test
Homework:
Take a homework vacation, and be safe when trick or treating.
Posted by Abrams at 08:46 PM
student sample of narrative writing
Posted by Abrams at 08:44 PM
October 27, 2005
Organize and complete a rough draft including:Beginning paragraph3 middle paragraphsending paragraphStudents went through 8 different checkers on the Prentice Hall site and applied the suggestions to their personal narrativeAnalyze the first 10 sentences of the personal narrative forBeginning wordsUse of transitionsVivid verbsDescriptive adjectivesSimple and complex sentencesPeer editing was completed with a writing buddyStudents will apply the 5 elements of a plot to the short storyStudents needed to read their chapter book and collect data to synthesize a judgment in the material just readStudents needed to use available data on the Dream Series books to select one to read for the book chatStudents read their chapter book and used the inference formula to make 2 inferences from the materials read What I Learned+What I Know+ InferenceStudents apply each of the elements of fiction to their book chat book 3 completed rough drafts showing progress from the 1st to the 3rde-rater grade on the personal narrativee-rater grade on the personal narrative
Posted by Abrams at 10:42 AM
October 21, 2005
Warm Up:
Appetizers – pg. 19
Activity 1:
Students will take a spelling quiz on the vocabulary for the elements of fiction.
Activity 2:
Using their reading logs, students will update the number of books they have read. Students will report the number of books read so far toward the goal of 25. A minimum of 12 book should be read by winter break.
Papers Collected to Be Graded:
Spelling Quiz on the vocabulary for the elements of fiction.
Homework:
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Students are to take a writing vacation.
Posted by Abrams at 03:22 PM
Materials:
Write Source – pg. 351-352
Overheads:
Vocabulary for the Elements of Fiction
Warm Up:
Define the following:
Mood
Tone
Protagonist
Antagonist
Conflict
Setting
Activity 1:
Students will share examples of each element from a story or book they have read from last night’s night write.
Activity 2:
Using the Vocabulary for the Elements of Fiction overhead, have a casual conversation with students explaining the meaning of the terms. Students will need to know the meaning of these terms. Students will take a spelling quiz on these terms on Friday, October 28, 2005
Activity 3:
Students will read their chapter book and write down the issue causing the conflict, the antagonist, and the protagonist.
Homework:
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Students are to study the spelling of the vocabulary for the elements of fiction.
Posted by Abrams at 03:14 PM
Materials:
Write Source – pg. 351-352
Overheads:
Vocabulary for the Elements of Fiction
Warm Up:
List the elements of a plot.
Activity 1:
Share the examples of theme from last night’s night write.
Activity 2:
Using the Vocabulary for the Elements of Fiction overhead, have a casual conversation with students explaining the meaning of the terms. Students will need to know the meaning and the spelling of these terms. Students will take a spelling quiz on these terms on Friday, October 28, 2005.
Activity 3:
Display the Plot Line overhead and have students give examples of each element from “Cinderella.”
Collected Papers To Be Graded:
Examples of theme from last night’s night write
Graded Papers Returned:
Reflection Log for Personal Narrative
Book Selection
Homework:
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Students are to give examples of each Vocabulary for the Elements of Fiction
from a story or book they have read.
Posted by Abrams at 02:44 PM
Overheads:
Talking Points
Warm Up:
Develop a definition of theme.
Activity 1:
Students will read their chapter book for 30 minutes looking for inferences. Students are to write for 2 inferences found in their reading using the following formula:
What I Learned
+What I Know
= Inference
Activity 2:
Students will discuss the Talking Points giving examples of each one from the information they just read.
Papers Collected to Bo Graded:
Inference Formula
Homework:
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Students are to name books or stories they have read that contain similar themes (This homework assignment will be collected for a grade.):
Family and friends are valuable gifts.
Growing up means accepting responsibility,
Understanding one’s culture and heritage often leads to greater self-insight.
People can accomplish great things by working together.
Posted by Abrams at 02:40 PM
Book Chat Parent Letter and Talking Points will give you insight into the activities of this special learning experience.
Posted by Abrams at 02:38 PM
These Summaries of Book Choices will assist you in the selection of the book for the book chat. There are 4 new titles that I will add to this site soon. All of these books are available in the school store for $10, or they may be checked out of the media center.
Posted by Abrams at 02:35 PM
These Talking Points will provide a guide for the discussion during the book chat on 11/14.
Posted by Abrams at 02:33 PM
Materials:
Write Source – pg. 287-288
Book Chat book
Overheads:
Understanding Theme
Warm Up:
Appetizers – pg. 18
Activity 1:
Return “Nail-Biting warm-up from Friday and have students share with their table group. Ask a few students to share their response with the class.
Activity 2:
Write a paragraph describing why you selected the book that you did for the book chat. Share with the table groups. A few students can read their paragraph aloud to the class.
Activity 3:
Show the Understanding Theme overhead, and walk students through the definition and examples of theme. Encourage students to be looking for the theme in their novel as they are reading.
Papers Collected To Be Graded:
Reflective Log For Personal Narrative Unit
Graded Papers Returned:
Reading Log
Rough Draft
Personal Narrative Essay – students may rework, correct errors, and resubmit for a higher grade.
Homework:
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Students are to revise, edit, and resubmit their personal narrative to e-rater (if your score was 4 or 5). All students scoring a 6 may take a writing vacation.
Posted by Abrams at 02:28 PM
October 16, 2005
Handouts:
Reflective Log For Personal Narrative Unit
Overheads:
Talking Points For Book Chat
Warm Up:
Nail Biting Quick Write
Warm Up:
Nail Biting Quick Write – Students will read the story on the orange sheet on their table. Students are to write 5 “I Learned” statements about information read in the story. Then students are to write for 3 minutes about a bad habit they or someone they know can’t break. Please collect these papers.
Activity 1:
Students will complete a reflection log on the personal writing unit of study. This will be collected for a test grade.
As a class, go over each item on the test with examples:
1. This piece shows that I’m able to use_________, _________, ________ in my narrative writing because…
Ask the class to give criteria or guidelines that are specifically for writing a personal narrative. Some of the answers should be:
3 types of dialogue
a lesson learned
beginning, middle, and ending paragraphs
sensory details
2. This piece shows I really understand the content because…
Ask the class to give some specific examples of responses. . Some of the answers should be:
I used…
3 types of dialogue when I explained…
a lesson learned which was…
beginning, middle, and ending paragraphs when I…
sensory details to describe…
3. If I could show this piece to anyone, I would show it to _______________ because…
Students need to explain specifically what they have included in this paper that they have not in any other piece of writing.
4. People who knew me last year would never believe this piece because…
What evidence does the student explain in their writing that shows improvement in their writing from last year?
5. The most challenging part of this writing piece was ____________ because…
Students need to identify the most challenging part of writing this paper. Explain why this part was such a challenge.
6. My (parents, friend, teacher)(Circle one.) liked this piece because…
When students conferred (talked with) a peer, a friend, a teacher, a parent; what was a positive comment made on this piece of writing?
7. One thing I have learned about myself is…
Students are to identify and explain the work ethic involved in the completion of this assignment. What was involved in completing each of the steps in the writing process?
8. I still have questions about…
What are some of the areas of the writing process or the specific criteria for writing a personal narrative that needs more work? “None” is not an answer.
Comments:
Students are to write any comments they want me to know in order to improve the teaching of this unit or comments in the areas of this unit that were the most helpful.
Activity 2:
Go over the Talking Points (with examples) as a whole class. Students are to complete this assignment as they are reading the selected book chat book.
1. A quote (or quotes) from this book that has the most impact on my life is (are) ...and explain why.
As students are reading their book chat book, they are to put a sticky note by a quote they feel has an impact on their life. As they read the book, students will have more than one quote. Upon the completion of the reading of the book, students will have to prioritize their quote selections.
2. If the author of this book were here today, I would ask him or her the following questions.
Some suggestions for questions to the author might be:
What event and/or person in your personal life was/were influential in the writing of this book?
3. "Do unto others as you would have them do unto you," is one of life's little lessons. Some of "life's lessons" I learned from this book are...
What was the message the author wants to give to the reader? This is the same thing as the theme of the book.
4. The character(s) in this book that I can personally identify with are ... and explain why.
Examples:
Same hobbies
Same age
Similar physical appearance
Similar personality
Similar relationship with parents
5. A testimonial for this book would be...
A testimonial is a brief (one sentence will do) statement that names a character and gives a hint about the theme of the book. Testimonials include opinions such as: This book is a page turner because…
This book will keep you on the edge of your seat, because…
6. The most amazing part(s) of this book is (are)...
Explain the event that became an “ah-ha” moment?
7. An incident or incidents from this book to share would be...
In your opinion describe the most exciting incident in the book that you feel a peer and/or parent would enjoy reading.
8. The themes about life presented in this novel relate to my daily life in the following ways:
Identify the theme of this book and describe how the lesson relates to your life.
Homework:
Students are to have Book Chat Parent Letter and Talking Points signed, if they did not have it signed yesterday. Also, students need to ask an adult to be their reading buddy for the book chat on 11/14 and decide on the book that will be read.
• Read for 30 minutes each night in a challenging chapter book. Students may read the book they selected for the book chat. Complete an entry on your reading log.
Night Write: Complete, proofread, and fine-tune the reflective log assignment.
Posted by Abrams at 06:37 PM
Students will go to the media center to check out books and to continue their study of technology terms necessary for research.
Papers Collected to Be Graded:
Reading Log
Homework:
Students are to have Book Chat Parent Letter and Talking Points signed, if they did not have it signed yesterday. Also, students need to ask an adult to be their reading buddy for the book chat on 11/14.
• Read for 30 minutes each night in a challenging chapter book. Students may read the book they selected for the book chat. Complete an entry on your reading log.
Posted by Abrams at 06:35 PM
October 09, 2005
Materials:
Summaries of Book Choices
Book Chat Parent Letter and Talking Points
Warm Up:
DOL
Activity 1:
Share the results of the submitted essays. Students may go back into the Prentice Hall site and make corrections. This corrected essay may be submitted again.
Activity 2:
Author visit and book chat assignment information will be shared.
Activity 3:
The class will discuss the completion of the Narrative Writing Reflection Log. Students will complete the Narrative Writing Reflection Log for a test grade.
Collected Papers To Be Graded:
Narrative Writing Reflection Log
Homework:
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
Night Write:
• Students are to finish the reflective log, if they did not complete it in class.
Homework:
Students are to have Book Chat Parent Letter and Talking Points signed. Also, students need to ask an adult to be their reading buddy for the book chat on 11/14.
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Students are to write why they selected the reading buddy that they did.
Posted by Abrams at 03:23 PM
Students will go to the Writing Lab and type in their final copy of the personal narrative onto the Prentice Hall site. Students will need to print a final hard copy of their personal narrative and then submit their essay into e-rater. I will share the results with each student on Wednesday, October 19.
Papers Collected to Be Graded:
3 rough drafts
Homework:
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write: Take a writing vacation, if you have submitted your personal narrative.
Posted by Abrams at 02:40 PM
Materials:
Literature text – pg. 412-422
Warm Up:
Appetizers – pg. 15 Students are to have 3 minutes to complete this activity. Ask a student to present this test item to the class.
Activity 1:
Review the beginning of “Rikki-tikki-tavi” and review the elements of plot.
Activity 2:
Following the step-by-step guide the teacher presents, students will read silently and discuss the story from the introduction of the character Nag on page. 411 to Rikki’s pride in himself on pg. 422.
Activity 3:
As a whole class discuss the literary analysis of the story on pg. 423 of the text.
Activity 4:
Assign each table one of the “Thinking About Literature” items on page 422. Give the table groups 5 minutes to complete the answer to their question. Have one person from each table present the answer to the question to the rest of the class.
Homework:
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Students are to finish revise and edit their 3rd rough draft of their personal narrative.
Posted by Abrams at 02:39 PM
Materials:
Each student will need their chapter book.
Making Judgments Bookmark
Warm Up:
Appetizers – pg. 14 Students are to have 3 minutes to complete this activity. Ask a student to present this test item to the class.
Activity 1:
Students will read their chapter book for 30 minutes and complete an entry on their reading log. Students will remain in their assigned seats for this activity.
Activity 2:
Students are to complete the questions on the Making Judgments Bookmark
on the bookmark. Please collect these papers.
Please tell students to bring their literature book to class on Thursday.
Homework:
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Students are to finish revise and edit their 3rd rough draft of their personal narrative.
Posted by Abrams at 02:28 PM
For a review of the literature analysis and a self assessment of the story, click on Prentice Hall site.
Then arrow dow to "Rikki-tikki-tavi" and click. Click on "Review and Assess." Arrow down to the bottom of this page and click on "Self-Assess". There will be 5 questions for you to answer. Enjoy!
Posted by Abrams at 02:20 PM
Activity:
Students will go to the writing lab and type their 3rdd rough draft of their personal narrative onto (if they didn't finish on Monday) Prentice Hall Site for E-Rater.
Each student will go through each section of the revision checker with their rough draft. Students will copy and paste their personal narrative into Microsoft Word. After each end mark, students are to press enter twice. Students will need to print out this 3rd rough draft. Students will submit their final copy on Tuesday, October 18.
Homework:
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Students are to finish revising and editing their 3rd rough draft of their personal narrative. Students need to make sure that transitions are used to prevent any 2 sentences beginning with the same word and they have 1 beginning paragraph, 3 middle paragraphs (refer to the information in the blocks in the middle of the writing outline handout, and an ending paragraph.
Posted by Abrams at 01:52 PM
How does a writer explain and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning?
How does the use of sensory details enhance a piece of writing?
Why does a writer need to know the parts of speech?
What is a personal narrative?
What are the steps in the writing process, and why is the writing process beneficial to the final product?
What is chronological order?
What is dialogue?
What are sensory details
What are 3 requirements in a personal narrative?
What are the requirements for a rough draft?
How can the use of transitions assist in ensuring no 2 sentences begin with the same word?
What is the organization for a personal narrative?
What is a clincher or closing sentence?
Posted by Abrams at 12:56 PM
Construct a graphic map
Respond to the impact of size, color, design, and the content of the text
Engage in close observation as they peruse the text for validating comparisons and contrasts
Stretch for their symbols synthesizing their impressions and ideas
Analyze and organize their ideas
Identify and apply the following in a personal narrative:
Action verbs
Linking verbs
Helping verbs
Narrowing down and completing the selection of a topic
Construct a writing outline
Construct a rough draft
Identifying and applying at least 4 sensory details in the personal narrative
Identifying and applying transitions to the personal narrative.
Writing a beginning, middle, and ending paragraphs that contain the requirements for these paragraphs in a personal narrative
Including a clincher/closing sentence in each paragraph of the personal narrative
Metacognitive Aspect of Creating a Sun-Mandala (map- making)
Students are to be comfortable with the physical aspects of using color, shape, and understand the relationship of what they draw to what they think, say, or write.
Quiz
Journal writing
Rough draft of personal narrative
Specific topic
Quality and completion of a writing outline
Quality and construction of a rough draft
Completion of a sensory detail chart for their personal narrative
Personal narrative
Personal narrative rough draft
Posted by Abrams at 12:53 PM
Compare and contrast with specific criteria
Synthesizing
Symbolism
Analyze and organize ideas
Action verbs
Linking verbs
Helping verbs
Requirements of a personal narrative writing piece
Selection of a topic
Outline
Requirements of a rough draft
Sensory details
Transitions
Organization of a personal narrative
Clincher or closing sentence
Posted by Abrams at 12:52 PM
October 08, 2005
Activity:
Students will go to the writing lab and type their 3rd rough draft of their personal narrative onto Prentice Hall Site for E-Rater.
Homework:
• Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
• Night Write:
Students are to finish revising and editing their 3rd rough draft of their personal narrative. Students need to make sure that transitions are used to prevent any 2 sentences beginning with the same word and they have 1 beginning paragraph, 3 middle paragraphs (refer to the information in the blocks in the middle of the writing outline handout, and an ending paragraph.
Posted by Abrams at 10:47 AM
The Author Visit and Book Chat Nov. 14, 2005 will be an experience of a lifetime. A summary and the reading level of each of the books are explained in the attached document.
Happy Reading
Posted by Abrams at 10:24 AM
