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December 21, 2005
Warm Up:
What is research?
Overheads:
Anticipation Guide
Research Plan Made Simple
Handouts:
Research Topics
Research Made Simple
Writing Fair Application
Materials:
Write Source pg. 381-386
Activity 2:
Distribute the Topics handout and discuss the possibilities. Turn the handout over and complete the graph narrowing down the topic.
Activity 3:
Read your chapter book for 30 minutes and answer the following:
How do you feel about the way the story is told?
Is there anything about the way the author wrote that gave you enjoyment or cause you irritation?
What do you feel is the most significant passage from you reading? Page? Paragraph? Sentence?
Why is this passage important to you?
What makes this passage significant to the story?
Homework:
Reading
Read for 30 minutes and complete an entry on your reading log.
Night Write
Complete Narrow Down the Topic on the back of the possible topics list. Prioritize your choices of topics.
Posted by Abrams at 07:45 PM
Overheads:
Research Plan Made Simple
Research Framework (Working Outline) Research Framework (Working Outline) Warm Up: Activity 1: Activity 2: Graded Papers Returned: Homework: Reading
Posted by Abrams at 07:43 PM
Students will go to the media center and fine tune research skills. Homework:
Posted by Abrams at 09:53 AM
Materials: Activity 1: Activity 2: Homework:
Posted by Abrams at 09:52 AM
Warm Up: Activity 1: What impressions are you forming in your mind of people and places in the story? What pictures do you have in your mind’s eye? Are you able to see in your mind the characters and the places where the events take place? What in the text helps you see a picture? What sort of vantage point or perspective do you seem to have? Homework: Night Write: What pictures do you have in your mind’s eye? Are you able to see in your mind the characters and the places where the events take place? What in the text helps you see a picture? What sort of vantage point or perspective do you seem to have? Homework: Night Write:
Posted by Abrams at 09:49 AM
Materials: Overhead: Students will take a spelling test on lesson 20 words on Thursday, December 22 Warm Up: Activity 1: Activity 2: Activity 3:
Posted by Abrams at 08:20 PM
Materials: Overhead: Activity 1: Activity 2: Night Write:
Posted by Abrams at 07:41 PM
Materials: Overheads: Warm Up: Activity 1: Activity 2: Activity 3: Activity 4: Activity 5: Activity 6: Activity 7: Homework: Night Write:
Posted by Abrams at 07:46 PM
LA 4 The warm up was to write down a sentence and write the parts of speech above it. Mrs. Abrams did the warm up today. The entire class to day said the part of speech out loud. Mrs. Abrams Said it is easier to find out the parts of speech by diagramming the sentence. Mrs. Abrams tells each of the steps of the diagram and what they are there for. As Mrs. Abrams described the diagram while all of the students wrote down what she said. She next explained where a predicate goes on a diagram. A direct object is a noun or pronoun. You put a prepositional phrase right below the predicate. We started talking about food and some students asked if we could have an earlier lunch. She asked many students if they could identify the part of speech in a snap. We next got out our final copy of the response to literature.
Posted by Abrams at 04:34 PM
LA 5 Warm up:
Posted by Abrams at 04:32 PM
Materials: Handouts: Warm Up: Activity 1: Activity 2: Activity 3: Papers Collected To Be Graded: Homework: Reading: Night Write:
Posted by Abrams at 07:06 PM
Warm Up: Activity 1: What impressions are you forming in your mind of people and places in the story? What pictures do you have in your mind’s eye? Are you able to see in your mind the characters and the places where the events take place? What in the text helps you see a picture? What sort of vantage point or perspective do you seem to have? Homework: Night Write: What pictures do you have in your mind’s eye? Are you able to see in your mind the characters and the places where the events take place? What in the text helps you see a picture? What sort of vantage point or perspective do you seem to have?
Posted by Abrams at 07:05 PM
A reflective log is a student assessment of their work. Activity 1: 2. This piece shows I really understand the content because… Beginning, middle, and ending paragraphs 3. If I could show this piece to anyone, I would show it to _______________ because… 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… 8. I still have questions about… Comments: Collected Papers To Be Graded: Homework:
Posted by Abrams at 06:56 PM
The green portfolio contains examples of the writing process for specific writing assignments. Activity 1: Activity 2: Collected Papers To Be Graded: Homework: Night Write:
Posted by Abrams at 06:55 PM
Check out this fabulous response to literature.
Posted by Abrams at 05:57 PM
Dec. 6, 2005 LA3 Warm Up: We read our chapter books for 30 minutes, complete an entry on your reading log, and answer the following: Warm Up: Warm Up: Warm Up:
Posted by Abrams at 10:09 AM
Thursday, December 8 Media Center Homework:
Posted by Abrams at 03:47 PM
Posted by Abrams at 03:46 PM
Posted by Abrams at 02:39 PM
http://www.nacs.k12.in.us/resources/research/CHSResearchPaperHelp.html
Evaluating a Website
http://school.discovery.com/schrockguide/evalmidd.html
Tips on Searching
http://www.lkwdpl.org/study/research/research.htm
How do I take notes from sources?
http://www.scs.k12.tn.us/SCS/subject-areas/Research_paper/notes.htm#looks
How do I take research notes?
http://www.ehow.com/how_2853_research-notes.htmlHandouts:
Research Plan Made Simple
Materials:
Write Source pg.
Quick Write – pg. 32 “First Television”
Share responses on Framework (Working Outline) with students at the table.
Go over the Resources handout that will be used in the media center on 1/13/06.
Selection of Research Topic
Students will need 60 3" x 5" index cards on Friday, January 13.
Read for 30 minutes and complete an entry on your reading log.
Night Write
Complete Framework (Working Outline), if it is not already finished. Students will need to be ready to start documenting the resources they will be using on Friday 1/13, when they go to the media center.
December 15, 2005
Read for 30 minutes and record this reading on your reading log.
Everyday Spelling – pg. 98-99
Everyday Spelling Lesson 20 Words, Vocab-o-gram, and Overheads
Lesson 20 words in envelopes
Overhead:
Lesson 20 vocabulary words
Warm Up:
Appetizers – pg. 31
Students will complete "Drawing Conclusions" on page 99 in Spelling Essentials and reviewed the spelling and meaning of the words and Latin roots.
Students will take a spelling test on lesson 20 words today
Read for 30 minutes and record this reading on your reading log.
Which of the Everyday Spelling Lesson 20 Words, Vocab-o-gram, and Overheads
are a challenge for you?
Students will take a spelling test on lesson 20 words on Thursday, December 22
Read your chapter book for 30 minutes, complete an entry on your reading log, and answer the following:
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.
Students are to write the answers to the following questions about tonight’s reading:
What impressions are you forming in your mind of people and places in the story?
Read for 30 minutes and record this reading on your reading log.
Record 1 incident in tonight’s reading of a problem that occurred and the solution for that problem.
December 14, 2005
Everyday Spelling – pg. 96- 97
Everyday Spelling Lesson 20 Words, Vocab-o-gram, and Overheads
Lesson 20 words in envelopes
Word Trees for each table
Lesson 20 vocabulary words
Appetizers – pg. 32
Working in table groups students will categorize the words in the envelope.
Each table group will generate 1 Everyday Spelling Lesson 20 Words, Vocab-o-gram, and Overheads.
Working in a table group students are to complete # 1-20 on page 97 in Everyday Spelling.
Everyday Spelling – pg. 96- 99
Everyday Spelling Lesson 20 Words, Vocab-o-gram, and Overheads
Lesson 20 words in envelopes
Everyday Spelling Lesson 20 Words, Vocab-o-gram, and Overheads
Warm Up:
Appetizers – pg. 31
Working with a partner, students complete page 1 of Everyday Spelling Lesson 20 Words, Vocab-o-gram, and Overheads
to introduce students to the Latin roots: ject, rupt, duct, and pend. Discuss a few of the responses with the entire class.
Students will be asked the following:
How many of you see words on the overhead you know?
How many of you see words on the overhead you know, but can not explain them to a younger brother or sister?
How many of you see words on the overhead you don’t have a clue?
Does anyone see a word they can pronounce? Students will pronounce the words.
Does anyone see a word they can describe and give an example in a sentence of that word to the class? Go through the words until all have been discussed.
Homework:
Read for 30 minutes and record this reading on your reading log.
Describe the most successful strategy you use to learn new vocabulary words.December 13, 2005
Reader’s Handbook pg. 294-305
Reader’s Handbook – pg. 8 and 119
Describe your own reading process. Use overhead pg. 8.
Discuss responses to the warm up questions, making sure “before, during and after” steps are discussed. Refer to Reader’s Handbook pg. 294-305. Take a few minutes to get an idea what the story is about. What process will you complete in order to get this idea?
Have you ever wondered what you were supposed to get out of a story/piece of reading? Ask yourself what you might find in the story/piece of reading. You could turn the title into a question. Have students turn the title “Charlie” into a question. Have students determine what they might find in the story. The purpose for reading the story “Charlie” might be “Who is Charles, and what is he like?
Refer to the preview checklist in Reader’s Handbook pg. 295. Using the text and the overheads, preview the story by pointing out the boxes in the margin and the highlighted text. This will guide students through the previewing checklist (Reader’s Handbook pg. 295).
What information did you learn in the preview? Use overhead pg. 119.The process of previewing this story should take no longer than 2 minutes. The information you gained from the previewing will help you make a plan to get the information you want about Charles. Finding out about him is your purpose for reading the story. Think of a way to get the information and to remember this information. Refer to the questions at the bottom of page 304 in Reader’s Handbook.
Focus on 1 part of the story. During your reading of this story, put a sticky flag by everything that has to do with Charles. Mark what when he first appears in the story, what he says, what is said about him, and what details are given about him.
How did the main character in your book chat book change from the beginning of the book until the end? When reading “Charles” you will need to look for the changes in this character. By looking at the changes in the character, you will get an idea of what the author is trying to say.
Make a list of graphic organizers students have used in any of their classes. Refer to the story organizer chart in Reader’s Handbook pg. 305. Students are to set up this chart.
Read for 30 minutes and record this reading on your reading log.
Describe 3 key events that show the change in Charles from the beginning of the story until the end of the story.
December 09, 2005
12/9/05
12/9/05
The green portfolio contains examples of the writing process for specific writing assignments.
The- adjective green- adjective portfolio- noun contains- action verb examples- noun of- adjective the- adjective writing- action verb process- noun for- linking verb specific- adjective writing- action verb assignments- noun
We also diagramed the warm up sentence.
We are turning in our packets for our five paragraph essay and power points. December 08, 2005
Student portfolio
Reflection on Portfolio
List 3 things you do or think about when you reflect on a past experience?
Give One/Get One – Students have 2 minutes to go around the room and share one answer with a classmate and give one answer to a classmate until each student has 6 responses to the warm up question. Then ask for 6 fabulous answers and write them on the overhead.
Go over the Reflection on Portfolio
and model each item.
Students are to complete the Reflection on Portfolio
Reflection on Portfolio
Graded Papers To Be Returned and Filed in Portfolio:
Response to Literature Rough Draft
Response to Literature Final Copy
Response to Literature Reflection Log
Bring sticky flags to school on Thursday
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.
Students are to complete the rest of the Portfolio Reflection, if this was not completed in class.
Appetizers – pg. 29
Read your chapter book for 30 minutes, complete an entry on your reading log, and answer the following:
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.
Students are to write the answers to the following questions about tonight’s reading:
What impressions are you forming in your mind of people and places in the story?
Handouts:
Response To Literature Reflective Log
Warm Up:
Students will identify the parts of speech for each word in the following sentence:
Students will complete Response To Literature Reflective 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 response to literature because…
Ask the class to give criteria or guidelines that are specifically for writing a response to literature. Some of the answers should be :
Focus statement
Theme
3 events that show the character learning from the theme
Beginning, middle, and ending paragraphs
Ask the class to give some specific examples of responses. . Some of the answers should be:
I used…
Focus statement which was:
Theme which was:
3 events that show the character learning from the theme which were:
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.
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?
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.
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.
Response To Literature Reflective Log
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.
Night Write:
Take a writing vacation
Warm Up:
Students will identify the parts of speech for each word in the following sentence:
Students will fine tune their Response to Literature projects. Students who wrote a 5 paragraph essay must submit this to e-rater today in class. Students who completed a PowerPoint or webpage must turn in a printout of the presentation.
Students will share their projects with students at their table.
Rough drafts
PowerPoint printout
Webpage printout
Script for iMovie
Reading:
Read for 30 minutes each night in a challenging chapter book. Complete an entry on your reading log.
Students are to work on the completion of their final copy of the response to literature assignment, if they did not turn this in to me in class. Other students may take a writing vacation.December 07, 2005
Appetizers – pg. 28
Today we talked about deaf dogs and what their activities and their skills. M.C. was the presenter today. The skills we learned to day were that were summarizing and generalzation.
We are also sharing what we read today and what are book is on and how we can relate to the book. And what were are impressions on the book that we are reading.
What impressions are you forming in your mind of people and places in the story? Well different people have different perspective on the book that they are reading. But my character is going through a hard time where he is having to make all on his own.
What pictures do you have in your mind’s eye? Him and his friends are all on their own and he is feeling all alone.
Are you able to see in your mind the characters and the places where the events take place? Yes because it is vary detailed
Dec. 6, 2005 LA4
Appetizers – pg. 28
For the warm-up we learned about generalizations in a passage about deaf dog. Between the warm-up and activity one we talked about the books we read last night for 5 minuets, in our table groups. (In the five minuets I observed many people off task) After we talked about our books Mrs.Abrams asked us to tally up the number of books we have read so far and give her the number. You need a reading log to give her the number for proof.
Activity 1:
Read your chapter book for 30 minutes, complete an entry on your reading log, and answer the following:
What impressions are you forming in your mind of people and places in the story? Most of the early presidents didn’t do a good job taking care of the white house and didn’t do a very good job as president.
What pictures do you have in your mind’s eye? A lavish mansion that has running water and a stove, and secret service men guard the president and his house all the time.
Dec. 6, 2005 LA5
Appetizers – pg. 28
To start the day off we did a warm up on deaf dogs and the main skills we learned was generalization and summing up what the paragraph was about.
Book chat;
In class today we are doing a book chat on the books we read last night for 30 min. This will help you will knowing what book you think you will like that someone at your table shared with you.
Activity 1:
Read your chapter book for 30 minutes, complete an entry on your reading log, and answer the following:
What impressions are you forming in your mind of people and places in the story?
The people I am forming in the book the grim Grotto is Sunny a little infant who has four big teeth and has and loves to cook. Klaus is a kid about 13 and always has a common place book. Violet is the oldest and has a ribbon in her hair most of the time.
Dec. 6, 2005 LA 6
Appetizers – pg. 28 We answered questions on the skills of generalization and summarizing.
Activity 1: We discussed the book we read last night and described what happened.
Activity 2:The class tallied up our total number of books for a grade.
Activity 3: Read your chapter book for 30 minutes, complete an entry on your reading log.December 02, 2005
Focus: Finding specific information on the Internet
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.
Night Write:
Students are to work on the completion of their final copy of the response to literature assignment. The final copy (submitted to e-rater) is due by Friday, December 9.
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.
Night Write:
Take a writing vacation.December 01, 2005
