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March 29, 2007
Homework:
Reading- Students will read their chapter book for 30 minutes and complete an entry on their reading log answering the 5Ws.
Reading logs will be collected on Friday, April 13 to update the number of books read and to check 4 consecutive days of reading entries 4/9-4/12.
Students will be working in the MAC lab today.
Activity 1:
Students will share the persuasive strategies they found in their piece of writing from yesterday with each other. Go through each persuasive strategy and ask students to share any examples they found in their persuasive pieces with the whole class.
Activity 2:
Students will be continuing to write their argument on why students should sit where they want in the classroom.
Activity 3:
Distribute the Persuasive Writing Assessment http://www.readwritethink.org/lesson_images/lesson56/assessment.pdf with students and read through each category. Explain that you will be using this rubric to help evaluate their essays. Reassure students that if they have questions or if part of the rubric is unclear, you will help them.
Activity 4:
Students will get started started on their persuasive writing by using the interactive Persuasion Map http://www.readwritethink.org/materials/persuasion_map/. This online graphic organizer is a prewriting exercise that enables students to map out their arguments for a persuasive essay.
Have each group enter a name and topics on the opening screen.
The goal or thesis is the claim or stance that they are taking on the issue.
Students should then brainstorm three reasons to support their claim, and facts and examples to support each reason.
Students will be reminded to print their maps before exiting as they cannot save their work online.
Activity 5:
Students will begin writing their persuasive essays, using their printed Persuasion Maps as a guide. Students will write their essays with their partner. As they are working, students will be asked
Activity 6:
Students will be asked to identify the persuasive strategies they are using.
Students should use a variety of persuasive strategies.
Make sure students are using their Persuasion Map as a guide
Writers must have facts to support each opinion.
Students will need to write an interesting beginning and ending.
Students will be encouraged to read their paragraphs to and provide feedback to other pairs of students.
Posted by Abrams at 04:10 PM
Warm Up:
How can a writer/speaker persuade an audience?
Homework:
Reading:
Read for 30 minutes and complete an entry on your reading log answering the 5Ws.
Night Write:
Ask students to revisit their persuasive piece from http://www.readwritethink.org/lesson_images/lesson56/homework1.pdf Persuasion Is All Around You. This time they will use Check the Strategies to look for the persuasive strategies that the creator of the piece used.
Reading logs will be collected on Friday, April 13 to update the number of books read and to check 4 consecutive days of reading entries 4/9-4/12.
Graded Papers Returned:
Technical Writing Quiz
Activity 1:Students will share their night write with the people at their table.
Activity 2:
Students will have a chance to examine the arguments that they made yesterday to find out what strategies they already know how to use.
Activity 3:
Distribute the <a href="http://mabryonline.org/blogs/abrams/Persuasive%20Strategy%20Definitions">Persuasive Strategy Definitions to each student. Each definition will be explained through Persuasive Strategy PowerPoint.
Activity 4:
Students will discuss the meaning and how students used those strategies in their arguments during in the game yesterday in their table groups.
For example, imagine the reward for the winning team was 10 extra minutes of recess. Here is one possible argument:
“Our classmate Sarah finally got her cast taken off. She hasn’t been able to play outside for two months. For 60 days she’s had to go sit in the nurse’s office while we all played outside. Don’t you think it would be the greatest feeling for Sarah to have 10 extra minutes of recess the first week of getting her cast off?”
This group is trying to appeal to the other students’ emotions. This is an example of pathos.
Activity 5:
As the class discusses the examples from the yesterday's group work, have students write them in the box next to each definition on the Persuasive Strategy Definitions sheet to help them remember each meaning.
Activity 6:
Students will read their chapter book for 30 minutes focusing on the persuasive techniques the author uses.
Posted by Abrams at 03:43 PM
Warm Up:
Why is writing persuasively a popular type of writing?
Homework:
Distribute http://www.readwritethink.org/lesson_images/lesson56/homework1.pdf Persuasion Is All Around You. Students are to find an example of a persuasive piece from the newspaper, television, radio, magazine, or billboards around town and be ready to report back to class tomorrow.
Reading logs will be collected on Friday, April 13 to update the number of books read and to check 4 consecutive days of reading entries 4/9-4/12.
Activity 1:
Post a chart with "Winter is the best season" written at the top. One column title will be "Agree" and the 2nd column title will be "Disagree." Distribute sticky notes, and ask students to write their names on the notes. Call students up to the chart to place their notes in the column that expresses their opinion.
Activity 2:
After everyone has had a chance to put their name on the chart, look at the results and discuss how people have different views about various topics and are entitled to their opinions. Give students a chance to share the reasons behind their choices.
Activity 3:
Once students have shared, explain that sometimes when you believe in something, you want others to believe in it also and you might try to get them to change their minds. Ask students the following question: “Does anyone know the word for trying to convince someone to change his or her mind about something?” "persuade"
Activity 4:
Students will play a game that will help them understand how persuasive arguments work.
Each table group will choose a recorder. The recorder's job is to write down the group's arguments.
Students will work together as a group for 15 to 20 minutes to come up with the best reason why the class should be able to select their own seats. Their reasons can be serious or playful.
Each group will present their arguments.
Posted by Abrams at 03:26 PM
March 28, 2007
Warm Up:
CRCT Prep items
Homework:
Reading-read for 30 minutes and complete a reading log entry answering the 5Ws.
Activity 1:
Students will take a quiz on Technical Writing .
Posted by Abrams at 07:05 PM
Warm Up:
CRCT Prep items
Homework:
Reading-read for 30 minutes and complete a reading log entry answering the 5Ws.
Technical Writing Quiz - on Friday
Activity 1:
Working in table groups students will use Reader's Handbook and Writer's Handbook to obtain the information needed to create a free form map focused on technical writing.
Activity 2:
Students will complete a Technical Writing Study Guide
Posted by Abrams at 07:00 PM
March 24, 2007
Warm Up:
CRCT Prep items
Graded Papers Returned:
Adjective/Noun list from silent reading on Tuesday
Homework:
Reading-read for 30 minutes and complete a reading log entry answering the 5Ws.
Activity 1:
Working in table groups students will use Reader's Handbook and Writer's Handbook to obtain the information needed to create a free form map focused on technical writing.
Posted by Abrams at 05:01 PM
Warm Up:
CRCT Prep Items
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log answering 5Ws.
Night Write If you have not presented your oral oration, prepare for this. Other students may have a writing vacation.
Activity 1:
Oral Presentations
Activity 2:
In small groups students continued to work on Compare and Contrast showing the similarities and differences of technical writing and other kinds of writing according to specific criteria.
Activity 3:
Students will use the information from Compare and Contrast to write a paragraph that answers the question: What are the similarities and differences of technical writing and other types of writing?
Graded Papers To Be Returned:
Last Monday's Night Write
Posted by Abrams at 04:37 PM
March 22, 2007
Warm Up:
CRCT Review Overhead
Homework
Reading-Students are to read for 30 minutes and complete a reading log entry answering 5Ws.
Activity 1:
Oral Presentations
Activity 2:
Students will read their chapter book for 30 minutes and focus on descriptive adjectives. As students read, they are to write a list of 10 super duper describing adjectives in their reading. They are to write the noun that the adjective modifies. This assignment will be collected for a grade.
Posted by Abrams at 03:43 PM
March 20, 2007
Warm Up:
What are the similarities and differences of technical writing and other kinds of writing?
Homework:
Night Write- What are the characteristics of technical writing?
Reading- Read for 30 minutes and complete an entry on your reading log answering 5Ws.
Activity 1:
As a whole group students will complete Compare and Contrast showing the similarities and differences of technical writing and other kinds of writing according to specific criteria.
Activity 2:
Using the information on the graphic organizer students will work in groups to write a paragraph answering, "the similarities and differences of technical writing and other kinds of writing."
Activity 3:
Oral Presentations
Posted by Abrams at 02:49 PM
March 10, 2007
Activity 1:
Students who have not presented their oral report will do so today.
Activity 2:
In small groups students continued to work on Compare and Contrast showing the similarities and differences of technical writing and other kinds of writing according to specific criteria.
Graded Papers To Be Returned:
Monday's Night Write
Posted by Abrams at 10:12 AM
Students will go to the media to:
find reading levels
check out a book
learn more about how technical writing impacts them
learn guidelines for technical writing
Posted by Abrams at 10:10 AM
3/20
Warm Up:
What are the characteristics of technical writing?
Homework:
Night Write-What are some examples of technical writing?
Reading- Read for 30 minutes and complete an entry on your reading log answering 5Ws.
Activity 1:
Students will read their chapter book for 30 minutes focusing on types of persuasion used in the text.
Activity 2:
Oral Presentations
Posted by Abrams at 10:08 AM
3/19
Materials:
Reader's Handbook pg. 265-272
Warm Up:
What is technical writing?
Homework:
Night Write- How do you utilize technical writing in everyday life?
Reading- Read for 30 minutes and complete an entry on your reading log answering 5Ws.
Activity 1:
Oral Presentations
Activity 2:
• Students will use prior knowledge to open discussion about technical writing
• Teacher will provide examples of various forms of technical writing, noting:
Characteristics
Types
Real life applications
Activity 3:
Students will participated in a guided reading and discussion with the technical writing information found in Reader's Handbook pg. 265-272.
Posted by Abrams at 10:05 AM
Posted by Abrams at 09:45 AM
March 09, 2007
Warm Up:
What are the similarities and differences of technical writing and other kinds of writing?
Homework:
Night Write- What are the characteristics of technical writing?
Reading- Read for 30 minutes and complete an entry on your reading log answering 5Ws.
Activity 1:
Oral Presentations
Activity 2:
As a whole group students will complete a Compare/Contrast Chart
showing the similarities and differences of technical writing and other kinds of writing.
Activity 3:
Using the information on the graphic organizer students will work in groups to write a paragraph answering, "the similarities and differences of technical writing and other kinds of writing."
Posted by Abrams at 02:03 PM
Warm Up:
What are the characteristics of technical writing?
Homework:
Night Write-What are some examples of technical writing?
Reading- Read for 30 minutes and complete an entry on your reading log answering 5Ws.
Activity 1:
Students will read their chapter book for 30 minutes focusing on types of persuasion used in the text.
Activity 2:
Oral Presentations
Posted by Abrams at 02:00 PM
March 05, 2007
Warm Up:
Why is it important to speak differently to different audiences? Why is knowing the audience an important part of preparing and delivering an oral presentation?
Homework:
Reading-Students are to read their chapter book for 30 minutes and complete an entry on their reading log answering the 5 Ws.
Night Write-Students will work on their oral presentation.
Activity 1:
Students will receive a guide to assist them in completing a "gift of words" for each presentation. Review of the guide will occur.
Activity 2:
Students who signed up to present today will share their story.
Activity 3:
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.
Activity 4:
As a whole class work through the Plot Diagram Explanations using Inspiration and the Promethean board.
Posted by Abrams at 04:06 PM
Warm Up:
What kind of preparation goes into the making of a good presentation?
Homework:
Reading-Students are to read their chapter book for 30 minutes and complete an entry on their reading log answering the 5 Ws.
Night Write-Describe 3 key events that show the change in Charles from the beginning of the story until the end of the story (if this assignment was not completed for Wednesday's Night Write. Students will work on their oral presentation.
Activity 1:
Students will receive a guide to assist them in completing a "gift of words" for each presentation. Review of the guide will occur.
Activity 2:
Students who signed up to present today will share their story.
Posted by Abrams at 03:14 PM
Warm Up:
How can electronic techniques assist the writer in preparing and presenting?
Homework:
Reading-Students are to read their chapter book for 30 minutes and complete an entry on their reading log answering the 5 Ws.
Night Write-Describe 3 key events that show the change in Charles from the beginning of the story until the end of the story. Students will work on their oral presentation.
Activity 1:
Students will receive a guide to assist them in completing a "gift of words" for each presentation. Review of the guide will occur.
Activity 2:
Students who signed up to present today will share their story.
Activity 3:
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?
Activity 4:
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?
Activity 5:
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).
Activity 6:
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.
Activity 7:
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.
Activity 8:
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.
Activity 9:
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.
Posted by Abrams at 01:05 PM
Jekyll Week
Posted by Abrams at 12:58 PM
March 01, 2007
Warm Up:
What are 3 most important items a presenter must keep in mind in the preparation and the delivery of their oral presentation?
Homework:
Reading-Students are to read their chapter book for 30 minutes and complete an entry on their reading log answering the 5 Ws.
Night Write-Students will work on their oral presentation.
Activity 1:
Using Criteria For Oral Presentation students will get down to the "nitty gritty" in the preparation for their oral presentation.
Activity 2:
Students will review the grade sheet that will be used for their oral presentation.
Activity 3:
"Show and Tell" with Gift of Words will occur.
Activity 4:
Students will read their chapter book for 30 minutes focusing on 3 sentences that were crucial to the story. For each sentence from the book, students are to write a brief explanation as to why did they select that particular sentence. Students will then paraphrase the sentence. This will be collected.
Posted by Abrams at 01:17 PM
Warm Up:
Over the past week I realized ...
Homework:
Reading-Students are to read their chapter book for 30 minutes and complete an entry on their reading log answering the 5 Ws.
Night Write-Students will work on their oral presentation.
Reading logs will be collected tomorrow (Tuesday, March 13) to update the number of books read so far this year.
Story boards will be graded.
Activity 1:
Using Criteria For Oral Presentation students will get down to the "nitty gritty" in the preparation for their oral presentation.
Activity 2:
Students will review a copy of the grade sheet that will be used for their oral presentation.
Activity 3:
Students will discuss and review PPT.
Posted by Abrams at 01:13 PM
Warm Up:
Appetizers pg. 41
Homework:
Reading-Students are to read their chapter book for 30 minutes and complete an entry on their reading log answering the 5 Ws.
Night Write-Students will work on their oral presentation.
Media Grids will be graded.
Activity 1:
Using Criteria For Oral Presentation students will get down to the "nitty gritty" in the preparation for their oral presentation.
Activity 2:
Students will receive a copy of the grade sheet that will be used for their oral presentation.
Posted by Abrams at 10:19 AM
Students went to the media center to work on a "Read Across America" initiative, including a review of work cited formats and summarizing.
Posted by Abrams at 10:17 AM
