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August 31, 2006
Posted by Abrams at 10:54 AM
Posted by Abrams at 10:53 AM
Today in class we started with a warm-up. This warm-up was; What are the 1st signs that something strange is happening on Maple Street? How do these signs initiate the conflict on Maple Street?
Share the Night Write responses with the students at the table. Share the responses to the warm up, too.
Review the key events in the play so far. Students are to read the 1st twenty lines of the play on pg. 672 to make the following prediction:
How do you think Tommy will fare in the face of the crowd’s growing irritation with him?
Students will read the 2nd half of pg. 672 to determine what hint does Steve’s comment give about how characters will react later in the play?
Students will read the 1st half of pg. 673 to determine what forces are in conflict now? How has the nature the conflict changed?
Read the 2nd half of pg. 673 to determine what happens to Goodman’s car?
Read the bracketed stage directions aloud. Ask students to paraphrase the main idea of this passage. Read the rest of pg. 674 and page 675 to answer the following:
Why is the problem with Les Goodman considered part of the rising action of the plot?
What does Charlie accuse Goodman of?
Students will turn in their handouts for a grade.
The homework over the weekend is :
1. Read fro 30 mniutes and fill out an entry in your reading logs.
2. How do the people on Maple Street single out Les Goodman? What qualities of his cause the reaction? What does this really suggest what is happening on Maple Street?
Posted by Abrams at 10:52 AM
Materials:
Writing and Grammar
Portfolio
Warm Up:
"Flaws"
Activity 1:
Students will read their chapter book for 30 minutes focusing on the 5W's and an H on the information they just read. This assignment will be collected for a grade.
Activity 2:
Students will file their base line writing piece (letter to me) in their portfolio.
Students will be turning in their reading logs this Thursday.
Students will need to select and read a nonfiction book, if they have not already.
Homework:
Read a chapter book for 30 minutes and complete an entry on your reading log.
Write to Learn:
Students may select a topic of their choice.
Posted by Abrams at 10:33 AM
Materials:
Writing and Grammar
Warm Up:
"Flaws?"
Activity 1:
Posted by Abrams at 10:30 AM
Materials:
Writing and Grammar
Portfolio
Warm Up:
"Flaws"
Activity 1:
Students will read their chapter book for 30 minutes focusing on the 5W's and an H on the information they just read. This assignment will be collected for a grade.
Activity 2:
Students will file their base line writing piece (letter to me) in their portfolio.
Students will be turning in their reading logs this Thursday.
Students will need to select and read a nonfiction book, if they have not already.
Homework:
Read a chapter book for 30 minutes and complete an entry on your reading log.
Posted by Abrams at 10:22 AM
August 30, 2006
Review of the 8 Parts of Speech
http://www.uottawa.ca/academic/arts/writcent/hypergrammar/partsp.html
Prepositions
http://www.edhelper.com/language/prepositions3804.html
Pronouns
http://owl.english.purdue.edu/handouts/grammar/g_pronuse.html
Adjectives and Adverbs
http://owl.english.purdue.edu/handouts/esl/esladjadv.html
Conjunctions
http://www.uottawa.ca/academic/arts/writcent/hypergrammar/conjunct.html
Grammar Gym (information and review on all 8 parts of speech)
http://athena.english.vt.edu/~IDLE/Gym2/workout10/w10.stretch1.html
Posted by Abrams at 06:22 PM
August 26, 2006
Materials:
Writing and Grammar (WAG)
Parts of Speech for Podcasts handout
Warm Up:
Appetizers – pg. 4
Activity 1:
Share the Write to Learn from last night’s homework.
Activity 2:
The Parts of Speech for Podcasts should be completed, if not done so already. Students may work on the completion of the storyboard for their part of speech.
Activity 3:
When students have had their completed storyboard checked by me, the group may begin writing the script for their podcast.
Homework:
Reading-Students will read their chapter book for 30 minutes and complete an entry on their reading log. Students should be reading a nonfiction book presently or about to start one.
Write to Learn- While working on the part of speech podcast, I realized….
Posted by Abrams at 12:09 PM
Materials:
Writing and Grammar (WAG)
Parts of Speech for Podcasts
handout
Warm Up:
Quick Write
Activity 1:
Share the Write to Learn from last night’s homework.
Activity 2:
Students may work on the completion of the storyboard for their part of speech.
Activity 3:
When students have had their completed storyboard checked by me, the group may begin writing the script for their podcast.
Homework:
Reading-Students will read their chapter book for 30 minutes and complete an entry on their reading log. Students should be reading a nonfiction book presently or about to start one.
Write to Learn- Students may write on a topic of their choice.
Posted by Abrams at 12:04 PM
Wednesday, August 30, 2006
Materials:
Writing and Grammar (WAG)
Parts of Speech for Podcasts
handout
Warm Up:
List the 8 parts of speech.
Activity 1:
Using the flipchart review the 8 parts of speech.
Activity 2:
One student in each work group will draw 1 part of speech from the box. That work group will be responsible for developing a 1-2 podcast that will explain to the viewer all of the information a writer will need to know about that specific part of speech.
Activity 3:
Each work group will begin researching and brainstorming about their Parts of Speech for Podcasts. Students may begin the completion of the storyboard for their part of speech.
Homework:
Reading-Students will read their chapter book for 30 minutes and complete an entry on their reading log. Students should be reading a nonfiction book presently or about to start one.
Write to Learn-Students should complete the following sentence starter:
When I work in a group, I tend to…
Posted by Abrams at 12:01 PM
Warm Up:
How will you demonstrate your knowledge of the 8 parts of speech in your writing?
Papers to Be Collected Today:
5 W’s and H questions answered from the information in the text read in the chapter book in class.
Students will need to bring their Writing and Grammar (WAG) to class on Wednesday.
Activity 1:
Textbooks will be issued. Students will write a list of any damages on their books at the present time.
Activity 2:
Students will share their Write to Learn with their table group and the class.
Activity 3:
Students will read their chapter book and answer the following about the text they just read: who, what, when, where, why, and how. The title and author of the book will need to be on this assignment, before it is turned in to me.
Homework:
Reading-Students will read their chapter book for 30 minutes and complete an entry on their reading log. Students should be reading a nonfiction book presently or about to start one.
Write to Learn-Students should complete the following sentence starter:
When writing I will try to use a variety of vivid verbs, descriptive adjectives, adverbs, etc. because...
Posted by Abrams at 11:59 AM
Materials:
Checklist for Sun-Mandala handout
Warm Up:
Appetizers – pg. 3
Graded papers that have been returned so far:
Summer Reading
Types of Sentences Quiz
Number of Books Read So Far
Papers Collected Today for a Grade:
Sun-Mandela Project
Checklist for Sun-Mandala
Activity 1:
Students will share their completed projects with the students at their table. A few students will be asked to share their project with the entire table.
Activity 2:
Students will complete the Checklist for Sun-Mandala.
Homework:
Reading-Students will read their chapter book for 30 minutes and complete an entry on their reading log. Students should be reading a nonfiction book presently or about to start one.
Write to Learn-Students should complete the following sentence starter:
When identifying any of the 8 parts of speech, I…
Posted by Abrams at 11:56 AM
Standards
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
3 - Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
8 - Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
This site gives a specific lesson plan including a handout that will provide a meaningful lesson in summarizing, which therefore increases reading comprehension.
http://www.nwrel.org/assessment/lessonplans.php?odelay=2&d=2&search=1&grade=0&trait=0&l=15
Posted by Abrams at 10:37 AM
This activity makes summarizing "easy breezy" and meaningful for students.
Posted by Abrams at 10:31 AM
These files will be benficial when preparing students to write interview questions that will generate meaningful and informative answers.
Posted by Abrams at 10:19 AM
The following document will offer several suggestions to guide students to memorable memories through journaling.
Posted by Abrams at 10:16 AM
August 23, 2006
Materials:
Grammar Book
Warm Up:
Appetizers- pg. 2
Activity 1:
Textbooks (grammar and literature) will be distributed to students. Students will complete a list of damages existing today.
Activity 2:
Students will share their Sun Mandela with the students in their work group. A few students will share with the class. Students will turn this finished product in, along with the chart, sun sentences and shadow sentences.
Activity 3:
Students will be introduced to the next unit of study: the 8 parts of speech.
Parts of Speech Podcast
Each work group will draw a part of speech out of the container. The work groups will begin to discuss and create the storyboard.
Posted by Abrams at 08:05 PM
August 16, 2006
Materials:
Unlined paper – 1 sheet per student
Markers
Crayons
Handouts:
Checklist for Sun-Mandala
Warm Up:
Quickwrites – My Life
Activity 1:
Within the framework of a circle, using color and shape, but no words, students will draw or symbolize all of their sun images and all of their shadow images. These images may be arranged any way the student wants. Students may want to consider how they place things in relation to each other or consider only the way the colors and shapes look together. The artistry of the mandala is not important. Students are encouraged to use symbols, if they can not draw well. For example, a simple drawing of the footprint if a bear can stand for a bear. Students will discuss how to symbolize something they can not draw. During this activity students will need to consider relationships among the symbols (depicted by size, color, placement, interaction), deepening insights into the character.
Homework:
Reading-Read for 30 minutes each night in a challenging chapter book and complete an entry on your reading log.
Write to Learn- Complete your sun mandala using the items on the Checklist For the Sun Mandala.
Posted by Abrams at 08:28 PM
Overheads:
Directions For the Sun Mandala
Handouts:
Directions For the Sun Mandala
The sun mandala chart can be found in this file.
Warm Up:
Quickwrites – My Life
Activity 1:
To fill out the 2nd column, students need to express the single characteristic or quality that represents the underlying reason for each choice and place that “quality” word in the 2nd column in the chart. This activity will require thinking. Using a dictionary, a thesaurus, or each other will be beneficial in finding the most appropriate. A lot of discussion needs to occur at this point, so students can help each other select words with the right nuances and connotations. Students may find that another student has selected the same animal; however, their reasons for that selection are very different. One student may be like a lion because of its strength, another because of its voraciousness.
Activity 2:
After the completion of the 2nd column, students are ready to move to the idea of opposites. At this point students are asked to move outward, or sun images, to the inward aspects of their lives and generate a shadow image for each of the 7 categories that will make up the mandala.
Students are to look at the quality they wrote to their animal image. Using a thesaurus as a guide, students should fill in line 1 in the 3rd column with an antonym of the word used in the 2nd column. Make sure that these two words are the same part of speech. For example, if their sun quality is intense, for the panther, their shadow quality might be lethargic rather than lethargic.
Students write the name of an object that is most like (has the quality of) the adjective written in the 3rd column. For example, the word lethargic might have been written in the 3rd column. Now the student thinks of the most lethargic animal they know. This could be a cow. The word cow would be written in the 4th column.
Activity 3:
Students will write shadow sentences using a core sentence, such as “Inwardly, I am like a _______________________________________________ because
_______________________________________________.”
Activity 4:
Within the framework of a circle, using color and shape, but no words, students will draw or symbolize all of their sun images and all of their shadow images. These images may be arranged any way the student wants. Students may want to consider how they place things in relation to each other or consider only the way the colors and shapes look together. The artistry of the mandala is not important. Students are encouraged to use symbols, if they can not draw well. For example, a simple drawing of the footprint if a bear can stand for a bear. Students will discuss how to symbolize something they can not draw. During this activity students will need to consider relationships among the symbols (depicted by size, color, placement, interaction), deepening insights into the character.
Homework:
Read for 30 minutes each night in a challenging chapter book and complete an wntry on your reading log.
Write to Learn:
Finish the Sun-Mandala sentences for the 15 min. of Night Write.
Posted by Abrams at 08:17 PM
Handouts:
Genre Chart
Activity 1:
Student will go to the media center. Mrs. Hendrix will explain how to select a challenging chapter book. She will give examples of each of the genres on Genre Chart.
Activity 2:
Students will check out a challenging chapter book.
Homework:
Reading-Students are to read their chapter book for 30 minutes and complete an entry on their reading log.
Write to Learn- Students may write for 15 minutes on a topic of their choice.
Posted by Abrams at 08:16 PM
Materials:
Directions For the Sun Mandala
Aerobics of the Mind
Warm Up:
Why is it important for an author to use a variety of parts of speech in their writing?
Activity 1: Share your sentencess to the sun images.
Activity 2:
Students will read a chapter book for 30 minutes focusing on the setting (time and place)in the action read in class. Students will complete a reading log entry.
Activity 3:
Explain the Aerobics of the Mind
Activity 4:
Students will share their core sentences with the students at their table.
Homework:
Reading-Students will read their chapter book for 30 minutes and complete an entry on their reading log.
Posted by Abrams at 08:04 PM
Overheads:
Directions For the Sun Mandala
Handouts:
Directions For the Sun Mandala
The sun mandala chart can be found in this file.
Warm Up:
"A Slice of Life"
Activity 1:
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.
Selecting the Sun Images
1. What animal are you like most?
2. What plant are you most like?
3. What color are you most like?
4. What shape are you most like?
5. What number are you most like?
6. What mineral or gem are you most like?
7. 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.)
8. Students are to complete the first column on the Sun Images chart
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:
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.
Suggested Core Sentence:
I am like the (sun image) because, like the (item), I _____________________.
Student Examples:
I am most like the poison oak because, like poison oak, I am harmless until I’m stepped on.
I am most like a giraffe because, like a giraffe, my vision extends beyond my reach.
Homework:
Reading:Read for 30 minutes each night in a challenging chapter book.
Write to Learn: Complete the sentences for your 7 sun images.
Posted by Abrams at 07:35 PM
August 12, 2006
Materials:
Write Source – pg. 468-498
Handouts:
Quiz on the 4 types of sentences
Information/order form for Write Source
Warm Up:
Appetizers – pg. 2
Share Night Writes completed at home last night with students at your table.
Activity 1:
Quiz on the 4 types of sentences
a. Add information (use as an adjective to describe either a noun or a pronoun
2. How can I use conjunctions?
a. Connect a series of ideas
b. Expand sentences (with coordinating conjunctions)
Students will share their answers with the students at their table.
Collected Papers:
Quiz on the 4 types of sentences
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: The grade I want in this class is ______________. I know I will need to….
I am/am not…
Maintain a reading log of books read
Posted by Abrams at 01:34 PM
August 11, 2006
Be sure to play the video welcome I made for you this year!
Posted by Abrams at 10:30 AM
August 09, 2006
Guidelines and Checklist for Narrative Writing
Posted by Abrams at 04:09 PM
August 08, 2006
Materials:
Writing Analysis
Warm up:
Why must an author use a variety of types of sentences in order to capture your attention?
Activity 1:
Review 4 types of sentences from the following websites:
http://www.pb5th.com/test/writing/4sent_potc.htm#
http://www.mce.k12tn.net/dogs/fern/sentences/online_lesson2.htm
http://palc.sd40.bc.ca/palc/Quiz/sent-type1.htm
http://www.harcourtschool.com/activity/clubhouse/index_pre.html
Activity 2:
Students will complete a quiz on the 4 types of sentences.
Activity 3:
Using the letter written on Wednesday to me, complete a Writing Analysis.
Papers Collected:
Quiz on the 4 types of sentences
Homework: standing HW assignment for the entire year
Reading:(30 minutes) Read for 30 minutes each night in a challenging chapter book and an accurate completion of reading log
Writing:(15 minutes)After the 1st week of 7th grade, I have realized…
Posted by Abrams at 06:13 PM
Handout:
Reading Log
Overhead:
Reading Log
Warm Up:
How should you select a book on your appropriate independent reading level?
Activity 1:
Demonstrate how to access my blog.
http://mabryonline.org/blogs/abrams/
Activity 2:
Demonstrate how to complete an entry on a reading log.
Activity 3:
Discuss what you do to select a book to read.
Activity 4:
Students will participate in a book swap.
Activity 5:
Distribute textbooks as students read in a selected book.
Activity 6:
Students will staple a reading log in the front of their agenda.
A quiz on the 4 types of sentences will be given on Friday (tomorrow).
Posted by Abrams at 06:04 PM
Materials:
Write Source – pg. 518
Overhead with different types of sentences
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.
Warm up:
Appetizers – pg. 1
Activity 1:
Write a letter to me explaining what you hope to get out of this class this year.
Activity 2:
Using Write Source – pg. 518 review the 4 kinds of sentences with students giving oral examples.
Activity 3:
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.
Activity 4:
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.
Activity 5:
In table groups complete the exercise in Write Source on the bottom of pg. 518.
Activity 6:
Students will interact with the following websites to review the 4 types of sentences. Students will work in their table groups:
http://www.pb5th.com/test/writing/4sent_potc.htm#
http://www.mce.k12tn.net/dogs/fern/sentences/online_lesson2.htm
http://palc.sd40.bc.ca/palc/Quiz/sent-type1.htm
http://www.harcourtschool.com/activity/clubhouse/index_pre.html
Closure:
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?
Exit pass:
Letter to me explaining what you hope to get out of this class this year.
Posted by Abrams at 06:02 PM
Handouts:
How to Keep a Notebook
Introductory Letter
OH:
What do you think is necessary in order for a writer to produce a clear and coherent text?
Papers Collected:
Signed brochure
Signed syllabus
Summer Reading Activities
Warm Up:
What do you think is necessary in order for a writer to produce a clear and coherent text?
Activity 1:
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.”
Activity 2: Students will complete the Carousel Brainstorming activity started on Monday, if necessary.
Activity 3:
In table groups share best part of one of your summer reading selections, other than The Tiger Rising.
Activity 4:
Write a letter to me explaining what you hope to get out of this class this year.
Closure:
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?
Exit pass:
Letter to me explaining what you hope to get out of this class this year.
Homework:
Bring summer reading activities to class. Using “How To Keep a Notebook” handout, set up your language arts notebook.
Posted by Abrams at 05:53 PM
