Writing and Grammar texts were collected today.
Literature texts were collected today.
All graded papers have been returned at this time.
Students who have a D or F were given a progress report today.
posted on: May 21, 2007
Warm Up:
On a scale of 1-10, with 10 being the highest, how would you rate Rod Serling’s “ The may 11 on Maple Street” Act 1? Explain.
Reading:
Read for 30 minutes and record the following on their reading on your reading log.
Night Write:
Who are the "monsters" on Maple Street?
Do you believe people are usually treated as if they are innocent until proven guilty? Explain.
Activity 1:
Go over the Night Write: 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?
Activity 2:
Students are to read the bracketed text silently. What perspective is created during the opening of Act II?
Prediction: Do you predict that the neighbors watching the Goodman house will or will not discover anything suspicious? Explain.
Students will read page 676 silently.
Activity 3:
So far the suspicion has been cast on Goodman.
Prediction: Do you predict the suspicion will end with Goodman? Why or why not?
Students will read page 677 silently.
What does Don reveal about Steve to their neighbors?
What is the tone of Steve’s speech?
What type of conflict does Steve’s tone suggest?
Activity 4:
Students will read pg. 678-679 silently to find the answer to the following:
How do Don’s actions advance the plot to the climax?
What happens to the dark figure that is walking down Maple Street?
Prediction: Is the dark figure an alien?
Activity 5:
Read the 1st twelve lines on page and describe the atmosphere.
Prediction:
What do you think will happen next on Maple Street?
Students will read the rest of pg. 682 silently.
Activity 6:
Students are to read the 1st eight lines on page 683. Turn to pg. 667 and reread the opening camera shot of Maple Street. Compare the way the viewer first sees Maple Street and the way it appears now.
Students will read the rest of pg. 683-684 silently to find out who is watching what is happening on Maple Street?
Where are they watching from?
Students will turn in their handouts.
posted on: May 10, 2007
Warm Up:
What are the 1st signs that something strange is happening on Maple Street? How do these signs initiate the conflict on Maple Street?
Reading:
Read for 30 minutes and record the following on their reading on your reading log.
Night Write:
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?
Activity 1:
Share the Night Write responses with the students at the table. Share the responses to the warm up, too.
Activity 2:
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?
Activity 3:
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?
Activity 4:
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?
Activity 5:
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.
posted on: May 10, 2007
Warm Up:
What are the 1st signs that something strange is happening on Maple Street? How do these signs initiate the conflict on Maple Street?
Reading:
Read for 30 minutes and record the following on their reading on your reading log.
Night Write:
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?
Activity 1:
Share the responses to the warm up at the tables and a few to the whole class..
Activity 2:
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?
Activity 3:
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?
Activity 4:
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?
Activity 5:
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 written responses.
posted on: May 10, 2007
Warm Up:
What is the difference between prejudice and suspicion?
Reading:
Read for 30 minutes and record the following on their reading on your reading log
Night Write:
Take a writing vacation.
Activity 1:
Review a summary of the play: Hysteria is caused by the community’s prejudice and suspension.
Explain that the narrator’s speech is the one that Rod Serling used to introduce each episode of The Twilight Zone.” Read this paragraph aloud to the students.
Activity 2:
Review the importance of stage directions when reading a play. Students are to reread the stage directions silently on pg. 667 to identify the kinds of directions the stage directions contain.
What is the fifth dimension?
The fifth dimension is the dimension of the imagination.
Activity 3:
Students are to reread the 1st bracketed section on pg. 668 to describe the setting. Why do you think Rod Serling chose this kind of place for the setting of the story?
Prediction: Will the people be able to continue their ordinary lives after the flash in the sky? List the evidence used in determining this prediction.
Activity 4:
Students are to reread the bracketed stage directions on pg. 668 to determine what is happening to the people mentioned in the stage directions.
Activity 5:
Students are to read pg. 668 silently to answer the following:
Do you think the events described in the stage directions are included to move the action forward or to hint that something strange is happening? Explain.
Activity 6:
What is the exposition in the elements of fiction? Students will read pg. 669 silently and answer the following:
How does the playwright use dialogue as the exposition?
What is the inciting incident of the play?
What function does the dialogue serve in the plot? (Read the bracketed passage.)
What strange event occurs just before Maple Street loses electricity?
Activity 7:
3 students will be selected to read the parts of Steve, Tommy, and Charlie. Students are to follow along and answer: What opposing force is introduced here?
Predict what kind of conflicts might result from the threat of an alien presence.
How does a conflict relate to the plot?
Activity 8:
Remember: Foreshadowing gives readers clues about events to come in a literary work.
Students are to read the 1st eight lines on pg. 671. What might these lines foreshadow?
How do Tommy’s words intensify the uneasiness people are feeling?
Identify the element of the plot this text contains.
Rising action
Have students guide a student recorder through the completion of a plot diagram using information read in this play. Use chart paper on the easel to complete this activity.
Students are to read pg. 671 and answer the following:
What does Tommy tell Steve, Don, and Charlie?
posted on: May 10, 2007
Reading:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
If you were a resident on Maple Street, how would you have responded to the strange events?
Literature pg. 664-665
Warm Up:
I just heard this morning that the state of Georgia will be extending the school day beginning this August. Write a paragraph explaining your response to this issue.
Activity 1:
Share warm-up responses with the students at your table.
Activity 2:
Play the game of “Gossip.”
Activity 3:
Your emotional response to the warm up and the results of the “Gossip” game are similar to the characters in “The Monsters Are Due on Maple Street.”
Activity 4:
What is the difference between prejudice and suspicion? Discuss this as a whole class.
Activity 5:
Tell a summary of the play: Hysteria is caused by the community’s prejudice and suspension.
Explain that the narrator’s speech is the one that Rod Serling used to introduce each episode of The Twilight Zone.” Read this paragraph aloud to the students.
Activity 6:
Explain the importance of stage directions when reading a play. Students are to read the stage directions silently on pg. 667 to identify the kinds of directions the stage directions contain.
What is the fifth dimension?
The fifth dimension is the dimension of the imagination.
Activity 7:
Students are to read the 1st bracketed section on pg. 668 to describe the setting. Why do you think Rod Serling chose this kind of place for the setting of the story?
Prediction: Will the people be able to continue their ordinary lives after the flash in the sky? Students will need to list the evidence used in determining this prediction. Students may work on this in their table group.
Activity 8:
Students are to read the bracketed stage directions on pg. 668 to determine what is happening to the people mentioned in the stage directions.
Activity 9:
Students are to read pg. 668 silently to answer the following:
Do you think the events described in the stage directions are included to move the action forward or to hint that something strange is happening? Explain.
posted on: May 09, 2007
Warm Up:
How has revising and editing improved your writing this year?Homework:
Reading-Students will read their chapter book for 30 minutes and complete a reading log entry answering 5Ws.
Night Write- Complete the portfolio reflection log, if not completed in class.
Activity 1:
Have 2 students pass out the student portfolios and to collect these portfolios at the end of class. After reminding students to put their name on Reflection on Portfolio, read each of the items on the handout to the students. Ask a couple of students to give an example of an answer that would be appropriate for each item.
Using their portfolio, students will complete Reflection on Portfolio. It is imperative that students use their individual portfolio to answer each question with specific detail.
posted on: May 08, 2007
Warm Up:
Why is the use of different sentence openers important when writing a paper?
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log answering the 5Ws. If you have turned in documentation for reading 25 books, you no longer must maintain a daily reading log.
Reading logs were collected May 8 for a book update.
Night Write- For extra credit students may use the letter generator (http://readwritethink.org/materials/letter_generator/) to copy and paste their persuasive essay on this website. Students will need to add some information (such as an address) to the letter generator. Students will need to pring and turn in a final copy of this letter to me on Friday, May 11.
Genre charts will be due on 5/11.
Activity 1:
Complete and go over Writing and Grammar Workbook pg. 91 and 92 on using different sentence openers.
Activity 2:
Review how to improve short sentences by adding details. Working independently students will complete Writing and Grammar Workbook pg. 93 and 94 on improving short sentences.
Activity 3:
Students will need to update their genre chart and turn it in to me for a grade.
posted on: May 08, 2007
Warm Up:
What elements of writing must be included in a persuasive essay?
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log answering the 5Ws. If you have turned in documentation for reading 25 books, you no longer must maintain a daily reading log.
Reading logs were collected May 8 for a book update.
Night Write-Students will need to submit their essay into e-rater, if this was not completed in class. A printed final copy should be given to me at the end of class today.
Genre charts will be due on 5/11. These have been kept in the student portfolio. Time was given in class today to update these charts.
Papers Collected To Be Graded:
Persuasive Writing Rough Draft
Persuasive Writing Revising and Editing
Persuasive Writing Essay
Genre Chart (if completed)
Activity 1:
Students will have time to update their genre charts.
Activity 2:
Working in table groups students will answer:
Why is it important for no 2 sentences to begin with the same word?
Why is this a challenge for you when writing an essay?
Review using different openers including transitions, subjects, adjectives, adverbs, prepositional phrases, independent, or dependent clauses.
Working independently students will complete pg. 91 and 92 in the Writing and Grammar Workbook.
Activity 3:
Students will go to the book fair for 20 minutes.
posted on: May 08, 2007
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log answering the 5Ws. If you have turned in documentation for reading 25 books, you no longer must maintain a daily reading log.
Reading logs will be collected May 8 for a book update.
Night Write-Students will need to submit their essay into e-rater, if this was not completed in class. A printed final copy must be given to me.
If students will type their persuasive letter and save it to the following site, access to the essay will be available at home and at school.
http://www.pearsonsuccessnet.com/authoring/login/login.jsp. The final copy of the persuasive writing letter will be due Tuesday, May 8.
Genre charts will be due on 5/11. These have been kept in the student portfolio. Time was given in class today to update these charts.
Activity 1:
Working in the MAC lab students will work on submitting their persuasive essay to e-rater.
posted on: May 07, 2007
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log answering the 5Ws. If you have turned in documentation for reading 25 books, you no longer must maintain a daily reading log.
Reading logs will be collected May 8 for a book update.
Night Write-Students will revise and edit their persuasive essay.
If students will type their persuasive letter and save it to the following site, access to the essay will be available at home and at school.
http://www.pearsonsuccessnet.com/authoring/login/login.jsp. The final copy of the persuasive writing letter will be due Tuesday, May 8.
Genre charts will be due on 5/11. These have been kept in the student portfolio. Time was given in class today to update these charts.
Activity 1:
Working in the MAC lab students will work on submitting their persuasive essay to e-rater.
posted on: May 07, 2007
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log answering the 5Ws. If you have turned in documentation for reading 25 books, you no longer must maintain a daily reading log.
Night Write-Students will revise their persuasive essay using the information completed on page 6 of the revising checklist handout and page 7 of the editing checklist.
If students will type their persuasive letter and save it to the following site, access to the essay will be available at home and at school.
http://www.pearsonsuccessnet.com/authoring/login/login.jsp. The final copy of the persuasive writing letter will be due Tuesday, May 8.
Genre charts will be due on 5/11. These have been kept in the student portfolio. Time was given in class today to update these charts.
Warm Up:
Appetizers pg. 52
Activity 1:
Students will complete review the completion of pages 1-6 of the revising handout and continue to make revisions in their rough draft.
Activity 2:
Students will review 7 of the editing checklist handout. Please refer students to the Write Source book pg. 232-245 to assist in the final revising and editing of this persuasive writing piece. Pages 1-7 of the guidelines and checklist will be collected on Monday, May 7.
posted on: April 29, 2007
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log answering the 5Ws. If you have turned in documentation for reading 25 books, you no longer must maintain a daily reading log.
Night Write-Students will revise their persuasive essay using the information completed on page 6 of the revising checklist handout and page 7 of the editing checklist.
If students will type their persuasive letter and save it to the following site, access to the essay will be available at home and at school.
http://www.pearsonsuccessnet.com/authoring/login/login.jsp
The final copy of the persuasive writing letter will be due Tuesday, May 8.
Genre charts will be due on 5/11. These have been kept in the student portfolio. Time was given in class today to update these charts.
Warm Up:
Appetizers pg. 51
Activity 1:
Students will complete 6 of the revising checklist handout. Students may use a thesaurus and "The Wonders of Writing" notebook to assist them in the revising of their persuasive paper.
Activity 2:
Students will complete 7 of the editing checklist handout.
posted on: April 29, 2007
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log answering the 5Ws. If you have turned in documentation for reading 25 books, you no longer must maintain a daily reading log.
Night Write-Students will revise their persuasive essay using the information completed on pages 2, 3, and 4 of the revising checlist handout.
Genre charts will be due on 5/11. These have been kept in the student portfolio. Time was given in class today to update these charts.
If students will type their persuasive letter and save it to the following site, access to the essay will be available at home and at school.
http://www.pearsonsuccessnet.com/authoring/login/login.jsp
Warm Up:
Appetizers pg. 49
Activity 1:
As students complete their first drafts, they will get with their writing buddy to make sure the graphic organizer and the 4 middle paragraphs are completed correctly. Using the information gathered during the research time, students will create a thesis (opinion) statement, the three main reasons to support their thesis, and facts and examples to validate each reason.
Students must state their problem/issue in the center of their graphic organizer. The 4 key words that will facilitate the completion of this graphic organizer are:
Describe the Problem
Cause
Effect
Call to Action- What can I do to solve this problem?
Activity 2:
Students will work with a writing buddy they have not worked with before to check the strategies that your writing buddy is using to build their argument. The writing buddies will need to check each other's "Guidelines For Writing a Persuasive Essay," making sure the paragraphs are in the correct order and each sentence is in the correct order. Be sure to highlight the clue word in each topic and closing sentence.
Activity 3:
Students will complete pages 2, 3, and 4 of the revising checlist handout.
posted on: April 29, 2007
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log answering the 5Ws. If you have turned in documentation for reading 25 books, you no longer must maintain a daily reading log.
Night Write-Students will finish writing a first draft of the 6-paragraph persuasive letter. Students should be reminded to follow the outline provided on the Persuasive Writing website, if they did not complete this assignment on Friday or Monday. Students should use the following persuasive verbs: may, could, must, should, ought, and would. Students should be reminded to follow the outline provided on the Persuasive Writing website or "How to Write a 5-Paragrasph Persuasive Essay"
http://www.geocities.com/SoHo/Atrium/1437/pers.html
Students will need to write he first draft of the introductory paragraph and the concluding paragraph. The first rough draft including 6 paragraphs were due on Monday.
If students will type their persuasive letter and save it to the following site, access to the essay will be available at home and at school.
http://www.pearsonsuccessnet.com/authoring/login/login.jsp
Genre charts will be due on 5/11. These have been kept in the student portfolio. Time was given in class today to update these charts.
Have your progress report signed, if you have not done so already.
Warm Up:
Appetizers pg. 48
Activity 1:
As students complete their first drafts, they will get with their writing buddy to make sure the graphic organizer and the 4 middle paragraphs are completed correctly. Using the information gathered during the research time, students will create a thesis statement, the three main reasons to support their thesis, and facts and examples to validate each reason.
Students must state their problem/issue in the center of their graphic organizer. The 4 key words that will facilitate the completion of this graphic organizer are:
Describe the Problem
Cause
Effect
Call to Action- What can I do to solve this problem?
Students will work with a writing buddy they have not worked with before to check the strategies that your writing buddy is using to build their argument. Jot down their reasons in the Notes section of the "Peer Editing" handout http://www.readwritethink.org/lesson_images/lesson56/observation.pdf to use as examples later.
Activity 2:
Students will read their chapter book for 30 minutes focusing on any persuasive strategies used by the author.
Activity 3:
Students will update their genre charts. The completed genre charts are due Friday, May 11.
posted on: April 29, 2007
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log answering the 5Ws. If you have turned in documentation for reading 25 books, you no longer must maintain a daily reading log.
Night Write-Students will finish writing a first draft of the 6-paragraph persuasive letter. Students should be reminded to follow the outline provided on the Persuasive Writing website, if they did not complete this assignment on Friday. Students should use the following persuasive verbs: may, could, must, should, ought, and would. Students should be reminded to follow the outline provided on the Persuasive Writing website or "How to Write a 5-Paragrasph Persuasive Essay"
http://www.geocities.com/SoHo/Atrium/1437/pers.html
Students will need to write he first draft of the introductory paragraph and the concluding paragraph. The first rough draft including 6 paragraphs were due on Monday.
If students will type their persuasive letter and save it to the following site, access to the essay will be available at home and at school.
http://www.pearsonsuccessnet.com/authoring/login/login.jsp
Have your progress report signed, if you have not done so already.
Warm Up:
Since we have just a few more weeks of school, I need to ...
Activity 1:
As students complete their first drafts, they will get with their writing buddy to make sure the graphic organizer and the 4 middle paragraphs are completed correctly. Using the information gathered during the research time, students will create a thesis statement, the three main reasons to support their thesis, and facts and examples to validate each reason.
Students must state their problem/issue in the center of their graphic organizer. The 4 key words that will facilitate the completion of this graphic organizer are:
Describe the Problem
Cause
Effect
Call to Action- What can I do to solve this problem?
Students will work with their writing buddy to check the strategies http://www.readwritethink.org/lesson_images/lesson56/observation.pdf that your writing buddy is using to build their argument. Jot down their reasons in the Notes section of the Peer Editing http://www.readwritethink.org/lesson_images/lesson56/observation.pdfhandout to use as examples later.
_____
posted on: April 26, 2007
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log answering the 5Ws. If you have turned in documentation for reading 25 books, you no longer must maintain a daily reading log.
Night Write-Using the completed persuasion maps, students will begin writing a first draft of the 4 middle paragraphs essays. Students should be reminded to follow the outline provided on the Persuasive Writing website, if they did not complete this assignment on Thursday. Students should use the following persuasive verbs: may, could, must, should, ought, and would. Students should be reminded to follow the outline provided on the Persuasive Writing website or "How to Write a 5-Paragrasph Persuasive Essay"
http://www.geocities.com/SoHo/Atrium/1437/pers.html
Students will need to write he first draft of the introductory paragraph and the concluding paragraph. The first rough draft including 6 paragraphs will be due on Monday.
Have your progress report signed.
Activity 1:
Have students access the Persuasive Writing website independently or with a partner to further introduce them to this genre of writing. This website is an excellent resource that walks students through the process of writing a persuasive essay. Students should take notes on the three main sections of a persuasive essay (i.e., introduction, body, and conclusion).
Activity 2:
Label three sheets of chart paper with the three main sections of a persuasive essay. Once students have finished reviewing the website and taking notes, have each student add a detail from his or her notes to the appropriate sheet of chart paper.
Activity 3:
Review with students the main components of a persuasive essay as presented by students on the chart paper.
Activity 4:
Students will meet with their writing buddy to make sure the graphic organizer and the 4 middle paragraphs are completed correctly. Using the information gathered during the research time, students will create a thesis statement, the three main reasons to support their thesis, and facts and examples to validate each reason.
Students must state their problem/issue in the center of their graphic organizer. The 4 key words that will facilitate the completion of this graphic organizer are:
Describe the Problem
Cause
Effect
Call to Action- What can I do to solve this problem?
Students are to transfer their graphic organizer to MS Word, save, and print.
Activity 2:
Using the completed graphic organizer, students will begin writing a first draft of their essays. Students should be reminded to follow the outline provided on the Persuasive Writing website or "How to Write a 5-Paragrasph Persuasive Essay"
http://www.geocities.com/SoHo/Atrium/1437/pers.html
Activity 3:
As students complete their first drafts, they will get with their writing buddy for peer review and conferencing.
Activity 4:
Students should continue with the writing process as they work through revising their first draft.
Activity 5:
Students can then meet with a different peer for additional feedback using the “Conferencing with a Peer” handout, if time allows.
letter generator
http://readwritethink.org/materials/letter_generator/
posted on: April 22, 2007
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log answering the 5Ws. If you have turned in documentation for reading 25 books, you no longer must maintain a daily reading log.
Night Write-Using the completed persuasion maps, students will begin writing a first draft of the 4 middle paragraphs essays. Students should be reminded to follow the outline provided on the Persuasive Writing website. Students should use the following persuasive verbs: may, could, must, should, ought, and would.
Graded Papers Returned:
5Ws and H from DEAR
Persuasive Chart
Activity 1:
Students will create a graphic organizer using Inspiration. Using the information gathered during the research time, students will create a thesis statement, the three main reasons to support their thesis, and facts and examples to validate each reason.
Students must state their problem/issue in the center of their graphic organizer. The 4 key words that will facilitate the completion of this graphic organizer are:
Describe the Problem
Cause
Effect
Call to Action- What can I do to solve this problem?
Students are to transfer their graphic organizer to MS Word, save, and print.
Activity 2:
Using the completed graphic organizer, students will begin writing a first draft of their essays. Students should be reminded to follow the outline provided on the Persuasive Writing website or "How to Write a 5-Paragrasph Persuasive Essay"
http://www.geocities.com/SoHo/Atrium/1437/pers.html
Activity 3:
As students complete their first drafts, they will get with their writing buddy for peer review and conferencing.
Activity 4:
Students should continue with the writing process as they work through revising their first draft.
Activity 5:
Students can then meet with a different peer for additional feedback using the “Conferencing with a Peer” handout, if time allows.
posted on: April 20, 2007
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log answering the 5Ws. If you have turned in documentation for reading 25 books, you no longer must maintain a daily reading log.
Night Write-Students need to continue researching their topics and bring in notes taken.
Activity 1:
Students will have time in the computer lab to access the environmental websites "Environmental Education For Kids" http://www.dnr.state.wi.us/org/caer/ce/eek/index.htm, http://www.epa.gov/students/ EPA Student Center, http://epa.gov/climatechange/kids/index.html EPA Global Warming Kids Site, http://audubonaction.org/audubon/home.html Audobon Action, http://environet.policy.net/ National Environmental Trust and find supporting evidence for their essays.
Activity 2:
Students are to take notes on Inspiration and print relevant information that they locate to support their thesis. All notes and printed materials will need to be submitted with the final copy of the essay.
Students must state their problem/issue in the center of their graphic organizer. The 4 key words that will facilitate the completion of this graphic organizer are:
Describe the Problem
Cause
Effect
Call to Action- What can I do to solve this problem?
posted on: April 20, 2007
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log answering the 5Ws. If you have turned in documentation for reading 25 books, you no longer must maintain a daily reading log.
Activity 1:
Students will read their chapter book for 30 minutes and write down the answers to:
who
what
when
why
how
This paper will be collected for a classwork grade.
Activity 2:
Read and discuss as a group Write Source pg. 244 and 245 to ensure that all of the students know the voice to use when writing a persuasive paper. As a table group students will complete the "Try It" activities on both pages. Then this information on voice will be discussed as a group.
posted on: April 20, 2007
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log answering the 5Ws. If you have turned in documentation for reading 25 books, you no longer must maintain a daily reading log.
Night Write-Select a topic for your persuasive letter. Make a 2-column chart. One side should have the heading
Information I Already Know About__________
Information I Need To Know About_________
Class will be held in the MAC lab.
Activity 1:
Begin the class by asking, “What makes a good argument?” Have students share their ideas about making a good argument.
Activity 2:
The Role Play Activity will be conducted by two student volunteers to read the parts of parent and child in Scenario 1 and two student volunteers to read the parts in Scenario 2. Once the readings are finished, compare the two scenarios and discuss which one provided a better argument. Ask students to identify what made the argument better.
Activity 3:
Review the genre of persuasive essays by reading aloud the sample persuasive essay Should Marine Mammals Be in Captivity? printed from the Internet. Prior to reading, engage students in a brief discussion about whether they think marine mammals should be kept in captivity. Students should respond by stating their opinions on the topic and providing a few reasons to support their opinions. (This step will be completed as a journal writing activity.)
Activity 4:
Students will participate in a discussion in response to the essay. Do students agree or disagree with the author of the essay? Were any students swayed from their previous thoughts on this topic? Students should use information presented in the essay and/or background knowledge to support their opinions as they type in their responses to these questions.
Activity 5:
Have students access the Persuasive Writing website independently or with a partner to further introduce them to this genre of writing. This website is an excellent resource that walks students through the process of writing a persuasive essay. Students should take notes on the three main sections of a persuasive essay (i.e., introduction, body, and conclusion).
Activity 6:
Label three sheets of chart paper with the three main sections of a persuasive essay. Once students have finished reviewing the website and taking notes, have each student add a detail from his or her notes to the appropriate sheet of chart paper.
Activity 7:
Review with students the main components of a persuasive essay as presented by students on the chart paper.
posted on: April 20, 2007
Homework
Reading- Students will read their chapter book for 30 minutes and complete an entry on their reading log answering the 5 Ws.
Night Write- Students are to finish their persuasive song or poem using the 4 amazing facts researched in class and several of the persuasive strategies taught in class.
Activity 1:
With the use of laptops in the classroom or the MAC lab students will work with a partner to complete a poem or a song on "TV or No TV" using http://www.mcps.k12.md.us/schools/stonemilles/thirdgrade/tvturnoff.htm, which supplies the resources and guides students step by step through the process of writing a persuasive argument.
posted on: April 12, 2007
Homework:
Reading-Read for 30 minutes and complete an entry on your reading log answering the 5Ws.
Classes will be shorter this week due to CRCT testing; therefore, the assignment to be completed today may need to be extended to Tuesday.
Graded Papers Returned:
1. Reading Logs-completion for 4 consecutive days and update on total number of books read so far this year
2. Night Write from 4/12
Activity 1:
Groups will work to complete their small group persuasive essays.
Activity 2:
As each group presents, students will mark off the strategies they hear in each presentation.
posted on: April 12, 2007
Homework:
Reading-Read for 30 minutes and complete an entry on your reading log answering the 5Ws.
Activity 1:
Groups will complete their small group persuasive essays, if the essay was not completed on Monday.
Activity 2:
As each group presents, students will mark off the strategies they hear in each presentation.
Activity 3:
Students will assess the essay they wrote with the rubrik handout.
Activity 4:
With the use of laptops in the classroom or the MAC lab students will work with a partner to complete an essay on "TV or No TV" using http://www.mcps.k12.md.us/schools/stonemilles/thirdgrade/tvturnoff.htm, which supplies the resources and guides students step by step through the process of writing a persuasive argument.
posted on: April 12, 2007
Students will go to the media center to:
1.Students will check out a challenging chapter book and obtain the reading level.
2. Discuss the art of persuasion
3. Review the strategies used in persuasion
4. CRCT review on research skills.
Collected Materials to Be Graded:
reading log
Night Write from 4/12
posted on: April 05, 2007
Warm Up:
CRCT Prep Items
Homework:
Reading-Read for 30 minutes and complete an entry on your reading log answering the 5Ws.
Night Write-Students are to write about something new they have learned about persuasive arguments and something they want to work on to become better at persuasive arguments.
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:
Groups will present their written argument to the class. Before students present, hand out the <a href="http://www.readwritethink.org/lesson_images/lesson56/homework2.pdf">Check the Strategies sheet. Students will mark off the strategies they hear in each presentation.
Activity 2:
After each group presents, ask the class to share any persuasive strategies they heard in the argument.
Activity 3:
With the use of laptops in the classroom or the MAC lab students will work with a partner to complete an essay on "TV or No TV" using http://www.mcps.k12.md.us/schools/stonemilles/thirdgrade/tvturnoff.htm, which supplies the resources and guides students step by step through the process of writing a persuasive argument.
posted on: April 05, 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 on: March 29, 2007
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 on: March 29, 2007
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 on: March 29, 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 on: March 28, 2007
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 on: March 28, 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 on: March 24, 2007
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 on: March 24, 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 on: March 22, 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 on: March 20, 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 on: March 10, 2007
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 on: March 10, 2007
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 on: March 10, 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 on: March 09, 2007
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 on: March 09, 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 on: March 05, 2007
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 on: March 05, 2007
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 on: March 05, 2007
Jekyll Week
posted on: March 05, 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 on: March 01, 2007
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 on: March 01, 2007
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 on: March 01, 2007
Students went to the media center to work on a "Read Across America" initiative, including a review of work cited formats and summarizing.
posted on: March 01, 2007
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.
Activity 1:
Using Criteria For Oral Presentation students will get down to the "nitty gritty" in the preparation for their oral presentation.
posted on: February 25, 2007
Warm Up:
Appetizers-pg. 37
Homework:
Reading:-Students will read their challenging chapter book for 30 minutes and complete an entry on their reading log answering the 5 Ws.
Night Write-Students should work on their storyboard for their oral presentation. Students should put their presentation date on their home calendar.
Activity 1:
Begin working on your story board with your writing buddy.
Activity 2: Students will read their chapter book for 30 minutes focusing on the who, what, when, where, why, and how of the text they just read. This will be collected for a grade.
posted on: February 25, 2007
Warm Up:
Appetizers-pg. 36
Homework:
Reading:-Students will read their challenging chapter book for 30 minutes and complete an entry on their reading log answering the 5 Ws.
Night Write-Students should work on their media grid their oral presentation. Students should put their presentation date on their home calendar.
Activity 1:
Review/share media grid with your writing buddy.
Activity 2:
Students signed up for their presentation date.
posted on: February 20, 2007
Warm Up:
According to my completion of the revising and editing handouts, I would give myself a grade of _________ on my research paper, because...
Homework:
Students will read their challenging chapter book for 30 minutes and complete an entry on their reading log answering the 5 Ws.
Take a writing vacation, if you have already submitted yor research paper to e-rater.
Activity 1:
Panic, Preparation, Practice, and Panache Intro-3.ppt will introduce the oral presentation unit.
Activity 2:
Using manila paper 11" x 24" students will begin making a media grid for their oral presentations.
Activity 3:
Students will sign up for presentation dates with actual presentations beginning on 3/12.
posted on: February 20, 2007
Appetizers - pg. 35
Homework:
Reading- Students will read for 30 minutes and add an entry to their reading log answering the 5Ws.
Writing- Students are to complete any unfinished parts of their research paper.
Research papers will begin to be submitted to e-rater on 2/16. Final due date for submission ( "Expository: Obeying the Law") and turning in a printed copy of the paper is 2/22.
Activity 1:
Students will work on the typing f their research paper. Their work cited page must be turned in today, if it has not been turned in already. By the end of class on 2/22 students should have:
• printed a final copy of their research paper in MS Word (including the work cited page)
• submitted their research paper to e-rater
posted on: February 20, 2007
Warm Up:
Get out all of your revising and editing handouts. Select the one that helped you the most. Explain why and how this revising/editing handout was beneficial to the "polishing" of your research paper.
Homework:
Reading- Students will read for 30 minutes and add an entry to their reading log answering the 5Ws.
Writing- Students are to complete any unfinished parts of their research paper.
Research papers will begin to be submitted to e-rater on 2/16. Final due date for submission and turning in a printed copy of the paper is 2/22.
Activity 1:
Students will share their response to the warm up with the students at their table.
Activity 2:
Students will work on the typing their research paper. Their work cited page must be turned in today, if it has not been turned in already. By the end of class on 2/22 students should have:
- printed a final copy of their research paper in MS Word (including the work cited page)
- submitted their research paper to e-rater
posted on: February 20, 2007
Warm Up:
I am ________________ about giving an oral presentation, because...
Homework:
Reading-read a chapter book for 30 minutes and complete an entry on your reading log by answering the 5Ws.
Night Write-make final preparations to submit your research paper to e-rater tomorrow 2/16.
Have progress report signed, if you did not on Wed.
Activity 1:
Students will complete the Expository Reflective Stems handout. This assignment will be collected for a grade.
Students will complete Expository Reflective Stems. This will allow the students to self-assess themselves in the research unit.
1. This piece shows that I'm able to use...in my expository writing because...
Students should be able to list at least 3 out of the following elements:
choosing a topic
finding resources
key words
paraphrasing
taking notes
writing a thesis statement
making an outline
writing a 1st draft
documenting sources
creating a work-cited page
2. This piece shows I really understand the content, because...
Answers should reflect specifically how the student completed any of the above elements.
3. If I could show this piece to anyone, I would show it to _______________, because...
4. If I could show this piece to anyone, I would show it to ___________________, because...
5. The most challenging part of this writing piece was__________________(Students should write one of the elements listed above), because...
6. My (parents, friends, teacher) liked this piece, because...
7. One thing I have learned about myself is..... (include the use of one or more of the above elements)
8. I still have questions about...
Which of the following elements are still a challenge for me?
9. Comments:
The pacing of this unit was...
The handouts for this unit were...
The instructions given during this unit were...
Activity 2:
Students will make final preparations to submit your research paper to e-rater tomorrow 2/16.
Activity 3:
Intro to Oral Presentation will be discussed, including signing up for a specific delivery date beginning 3/12.
posted on: February 08, 2007
Students will type their research paper and submit it into e-rater.
Whew!
posted on: February 08, 2007
Warm Up:
Now that my research paper is ready to be submitted to e-rater, I feel ______________________ because...
On a scale of 1-10, with 10 being the highest, how would you grade yourself for your efforts on the research paper_______. Explain why you gave yourself the grade you did.
On a scale of 1-10, with 10 being the highest, how would you grade yourself on completing assignments (each of the baby steps) on time_____. Explain.
Homework:
Reading- Students will read for 30 minutes and add an entry to their reading log answering the 5Ws.
Writing- Students are to complete any unfinished parts of their research paper.
Research papers will begin to be submitted to e-rater on 2/16. Final due date for submission and turning in a printed copy of the paper is 2/22.
Activity 1:
Answer questions regarding the completing of the research paper.
Activity 2:
Students will complete Expository Reflective Stems. This will allow the students to self-assess themselves in the research unit.
1. This piece shows that I'm able to use...in my expository writing because...
Students should be able to list at least 3 out of the following elements:
choosing a topic
finding resources
key words
paraphrasing
taking notes
writing a thesis statement
making an outline
writing a 1st draft
documenting sources
creating a work-cited page
2. This piece shows I really understand the content, because...
Answers should reflect specifically how the student completed any of the above elements.
3. If I could show this piece to anyone, I would show it to _______________, because...
4. If I could show this piece to anyone, I would show it to ___________________, because...
5. The most challenging part of this writing piece was__________________(Students should write one of the elements listed above), because...
6. My (parents, friends, teacher) liked this piece, because...
7. One thing I have learned about myself is..... (include the use of one or more of the above elements)
8. I still have questions about...
Which of the following elements are still a challenge for me?
9. Comments:
The pacing of this unit was...
The handouts for this unit were...
The instructions given during this unit were...
posted on: February 08, 2007
Warm Up:
How can a writer locate, gather, and present research information?
Homework:
Reading- Students will read for 30 minutes and add an entry to their reading log answering the 5Ws.
Writing- Students are to complete any unfinished parts of their research paper.
Research papers will begin to be submitted to e-rater on 2/16. Final due date for submission and turning in a printed copy of the paper is 2/22.
Graded Papers Returned Today:
RESEARCH OUTLINE
READING LOG
Activity 1:
Students will read their chapter book for 30 minutes focusing on the use of vivid action verbs. Students will make a list of 10 action words found during their reading.
Activity 2:
Answer questions regarding the completing of the research paper.
Activity 3:
Students will have time to finish polishing up their research paper.
posted on: February 08, 2007
Materials:
Editing Checklist
Warm Up:
"School Daze" quick write
Research outlines will be collected today for a grade.
Homework:
Reading- Students will read for 30 minutes and add an entry to their reading log answering the 5Ws.
Writing- Students are to complete pg.8, which will guide the students through the editing process for their research paper.
Research papers will begin to be submitted to e-rater on 2/16. Final due date for submission and turning in a printed copy of the paper is 2/22.
Activity 1:
Share responses to the warm-up with the students in your table group.
Activity 2:
Answer any questions regarding the completion of the research paper.
Activity 3:
Using pg. 7 of handout, students will revise their paper focusing on the use of prepositions.
Activity 4:
Students will begin the editing process for their paper using pg. 8 of the handout.
posted on: February 08, 2007
Citation Machine
http://citationmachine.net/
Students will work in the MAC lab to generate their Work Cited page for their research paper.
Research outlines will be collected for a grade on Monday.
posted on: February 05, 2007
posted on: February 03, 2007
Materials:
Expository Checklist on pages 6 and 7 of this file.
Warm Up:
Appetizers pg. 34
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log asnwering the 5Ws.
Night Write- Complete the Expository Checklist on pages 6 and 7 of this file.
Activity 1:
Several students from the class will share their research paper.
Activity 2:
With their writing buddy students will begin analyzing their rough draft by using pages 6 and 7 of Expository Checklist
posted on: February 03, 2007
Materials:
Expository Checklist
Warm Up:
Appetizers pg. 33
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log asnwering the 5Ws. Reading logs were collected today. Students should have at least 5 consecutive days (2/1 - 2/8) of entries. Be sure to include the reading level.
Night Write- Complete the Expository Checklist on pages 5 and 6 of this file.
Research outlines will be collected on Monday, 2/12.
Activity 1:
Several students from the class will share their research paper.
Activity 2:
With their writing buddy students will begin analyzing their rough draft by using pages 5 and 6 of Expository Checklist
posted on: February 03, 2007
Materials:
Expository Checklist
Revising Checklist
Warm Up:
I feel _______________ about my research paper, because __________
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log asnwering the 5Ws. Reading logs will be collected on Thursday. Students should have at least 5 consecutive days (2/1 - 2/8) of entries. Be sure to include the reading level.
Night Write- Complete the Expository Checklist on page 3 of this file.
Activity 1:
Several students from the class will share their research paper.
Activity 2:
With their writing buddy students will begin analyzing their rough draft by using page 3 of Expository Checklist and Revising Checklist
posted on: February 03, 2007
Materials:
Great Source pg. 402, 403-403
Framework For Research
Expository Checklist
Warm Up:
Why research?
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log asnwering the 5Ws. Reading logs will be collected on Thursday. Students should have at least 5 consecutive days (2/1 - 2/8) of entries. Be sure to include the reading level.
Night Write- Complete the Expository Checklist on page 2 of this file.
Activity 1:
Several students from the class will share their research paper.
Activity 2:
With their writing buddy students will begin analyzing their rough draft by using page 2 of Expository Checklist and Revising Checklist
Activity 3:
Students will read their chapter book for 30 minutes focusing on the research the author had to do in order to write the book.
posted on: February 03, 2007
Materials:
Great Source pg. 402, 403-403
Framework For Research
Expository Checklist
Revising Checklist
Warm Up:
Now that I have completed my 1st rough draft, I feel I have accomplished...
The concepts (elements of a research paper)I feel comfortable with are...
Homework:
Reading- Read for 30 minutes and complete an entry on your reading log asnwering the 5Ws. Reading logs will be collected on Thursday. Students should have at least 5 consecutive days (2/1 - 2/8) of entries. Be sure to include the reading level.
Night Write- Complete the Revising Checklist
Activity 1:
Students will complete Framework For Research
Activity 2:
Several students from the class will share their ending paragraph to be analyzed according to the criteria in Great Source pg. 402.
Activity 3:
Students will begin analyzing their rough draft by using page 1 of Expository Checklist and then get with their writing buddy and complete Revising Checklist
Activity 4:
Students will work in table groups to complete a work cited page.
posted on: February 03, 2007
Materials:
Write Source: p.402
Writing a Research Paper pg. 76-80
Framework For Research
Parts of a Paragraph
Warm Up:
What are the key elements of a research paper?
Homework:
Reading-
Students will read their chapter book for 30 minutes and complete an entry on their reading log answering 5Ws.
Night Write-
Students will need to finish writing the entire rough draft for their research paper, if this was not completed on Thursday.
Remember: Each topic sentence must include a clue word from the list on the handout.
Activity 1:
Using Write Source: p.402 and Writing a Research Paper pg. 71-74, students will learn the guidelines for writing the concluding paragraph of a research paper.
Activity 2:
Using Parts of a Paragraph students will make sure that each of the middle paragraphs meet the criteria on this document.
Activity 3: Students will complete Framework For Research
posted on: January 30, 2007
Students will go to the media center and study "Documenting Sources."
posted on: January 26, 2007
Materials:
Write Source: p. 399-401
Writing a Research Paper pg. 76-80
Framework For Research
Parts of a Paragraph
Warm Up:
How do you select key words?
Homework:
Reading-
Students will read their chapter book for 30 minutes and complete an entry on their reading log answering 5Ws.
Night Write-
Students will need to finish writing the rough draft for the beginning paragraph of their research paper, if this was not completed on Tuesday. Students will need to complete the writing of the rough draft for the middle paragraphs of their research paper.
Remember: Each topic sentence must include a clue word from the list on the handout.
Activity 1:
Using Write Source: p. 398 and Writing a Research Paper pg. 71-74, students will learn the guidelines for writing the body paragraphs of a research paper.
Using Parts of a Paragraph students will make sure that each of the middle paragraphs meet the criteria on this document.
posted on: January 26, 2007
Materials:
Write Source: p. 398
Writing a Research Paper pg. 71-74
Framework For Research
Warm Up:
What is the difference between primary and secondary sources?
Homework:
Reading-
Students will read their chapter book for 30 minutes and complete an entry on their reading log answering 5Ws.
Night Write-
Students will need to finish writing the rough draft for the beginning paragraph of their research paper.
Activity 1:
Using Write Source: p. 398 and Writing a Research Paper pg. 71-74, students will learn the guidelines for writing the beginning paragraph of a research paper.
Activity 2:
Students will complete the 1st item on question 4 on Framework For Research.
Activity 3:
Students will read their chapter book for 30 minutes focusing on the descriptive adjectives.
posted on: January 26, 2007
There will be Research Help session on Monday and Tuesday of next week at 8:15 AM.
Warm Up:
What is the difference between plagiarism and paraphrasing?
Homework:
Reading-
Students will read their chapter book for 30 minutes and complete an entry on their reading log answering 5Ws.
Night Write-
Students will complete the outline of the research paper.
There will be Research Help session on Tuesday at 8:15 AM.
Activity 1:
Using the software program Inspiration, students will complete a graphic organizer using their notecards. The end products will be a web and an outline to be used for the writing of the first rough draft. Students will print a hard copy of the web and the outline.
posted on: January 25, 2007
Materials:
Framework For Research
http://clv.cobbk12.org Cobb Virtual Library: Students received a sticker with the password to this site. The sticker should be on the inside cover of their agenda.
On Tuesday, January 16, students received a copy of these calendars.
January Timeline (Print Shop software is needed to open this file.)
February Timeline (Print Shop software is needed to open this file.)
On last week's blogs I posted several sites that would be a student's personal tutor for guiding them through the research process.
Write Source
Warm Up:
Appetizers pg. 32
Homework:
Reading-
Students will read their chapter book for 30 minutes and complete an entry on their reading log answering 5Ws.
Night Write-
Students may take a writing vacation.
Reading logs will be collected to update the number of books read so far this year. By the end of this marking period, students should have read 20 books.
There will be Research Help session on Monday and Tuesday of next week at 8:15 AM.
Activity 1:
Using the software program Inspiration, students will complete a graphic organizer using their notecards. The end products will be a web and an outline to be used for the writing of the first rough draft. Students will print a hard copy of the web and the outline.
posted on: January 21, 2007
Materials:
Framework For Research
http://clv.cobbk12.org Cobb Virtual Library: Students received a sticker with the password to this site. The sticker should be on the inside cover of their agenda.
On Tuesday, January 16, students received a copy of these calendars.
January Timeline (Print Shop software is needed to open this file.)
February Timeline (Print Shop software is needed to open this file.)
On last week's blogs I posted several sites that would be a student's personal tutor for guiding them through the research process.
Write Source
Warm Up:
Appetizers pg. 31
Homework:
Reading-
Students will read their chapter book for 30 minutes and complete an entry on their reading log answering 5Ws.
Night Write-
Students will complete Framework For Research, which was started in class.
Reading logs will be collected to update the number of books read so far this year. By the end of this marking period, students should have read 20 books.
Activity 1:
Framework For Research will be explained and students will work on the completion of this document.
Activity 2:
Students will put their notecards into 4 stacks according to the 4 key words used to gather information, if this was not completed on Wednesday.
Activity 3:
Using the software program Inspiration, students will complete a graphic organizer using their notecards. The end products will be a web and an outline to be used for the writing of the first rough draft.
posted on: January 21, 2007
Materials:
http://clv.cobbk12.org Cobb Virtual Library: Students received a sticker with the password to this site. The sticker should be on the inside cover of their agenda.
On Tuesday, January 16, students received a copy of these calendars.
January Timeline (Print Shop software is needed to open this file.)
February Timeline (Print Shop software is needed to open this file.)
On last week's blogs I posted several sites that would be a student's personal tutor for guiding them through the research process.
Write Source - 382-386 and 394
Writing a Research Paper pg. 48-53
http://www.nacs.k12.in.us/resources/research/Thesis.html
Warm Up:
Appetizers pg. 30
Graded Papers Returned:
Pop Quiz taken on Tuesday 1/23.
Homework:
Reading-read your chapter book for 30 minutes and complete a reading log entry answering 5Ws.
Write to Learn- Make sure you have written a thesis statement according to the guidelines in class.
Reading logs will be collected to update the number of books read so far this year. By the end of this marking period, students should have read 20 books.
Activity 1:
Students will put their bibliography cards in one stack and make sure they have at least 4 sources for their research information. Then students will stack their notecards into 4 stacks with all of the notecards with the same key word in one stack The end product should be 1 stack of bibliography cards and 4 stacks of notecards with key words.
Activity 2:
Using Write Source Write Source - 382-386 and 394, Writing a Research Paper pg. 48-53, and http://www.nacs.k12.in.us/resources/research/Thesis.html students will write a thesis statement for their research paper.
posted on: January 21, 2007
Materials:
http://clv.cobbk12.org Cobb Virtual Library: Students received a sticker with the password to this site. The sticker should be on the inside cover of their agenda.
On Tuesday, January 16, students received a copy of these calendars.
January Timeline (Print Shop software is needed to open this file.)
February Timeline (Print Shop software is needed to open this file.)
On last week's blogs I posted several sites thast would be a student's personal tutor for guiding them through the research process.
Warm Up:
What are the 3 parts of a paragraph?
What are the 3 names for the last sentence in a paragraph?
This warm up was collected as a pop quiz.
Homework:
Reading-Reading-The reading you do for your research paper may count for your 30 minutes of reading. No entry on the reading log is required.
Write to Learn- Make sure you have at least 50 note cards completed correctly by Wednesday.
Reading logs will be collected on Thursday to update the number of books read so far this year. By the end of this marking period, students should have read 20 books.
Activity 1:
One student will come to the Promethean board and draw one of their notecards on the board, discussing their thinking process along the way.
Students will turn in one notecard to be graded for format.
Activity 2:
Students will read their chapter book for 30 minutes and complete a reading log entry.
Reading logs will be collected on Thursday in order to update the total number of books read so far this year. By the end of this 9 week marking period, students should have documentation for having read 20 books.
Activity 3:
Students will use laptops to complete notecards.
posted on: January 21, 2007
Materials:
http://clv.cobbk12.org Cobb Virtual Library: Students received a sticker with the password to this site. The sticker should be on the inside cover of their agenda.
On Tuesday, January 16, students received a copy of these calendars.
January Timeline (Print Shop software is needed to open this file.)
February Timeline (Print Shop software is needed to open this file.)
On last week's blogs I posted several sites thast would be a student's personal tutor for guiding them through the research process.
Warm Up:
The topic I selected to research was ______________ because...
Now that I have completed a bibliography card and some notecards on this topic, I feel ____________________ because...
The pacing of this unit so far has been...
Homework:
Reading-The reading you do for your research paper may count for your 30 minutes of reading. No entry on the reading log is required.
Write to Learn- Make sure you have at least 40 note cards completed correctly by Tuesday.
Reading logs will be collected to update the number of books read so far this year. By the end of this marking period, students should have read 20 books.
Activity 1:
One student will come to the Promethean board and draw one of their notecards on the board, discussing their thinking process along the way.
Activity 2:
Students will use laptops to complete notecards.
posted on: January 21, 2007
Materials:
<Framework For Research
Information File:
Paraphrasing vs. Plagiariam pg. 11 of this file
Information File:
Gathering and Organizing Information pg.26 of this file
Information File:
Research Plan Made Simple pg. 25 of this file
http://www.nacs.k12.in.us/resources/research/CHSResearchPaperHelp.html
Evaluating a Website Tips on Searching How do I take research notes? Evaluating a Source pg. 2 of this file Writing a Research Paper pg. 40-47 Warm Up: Homework: Activity 1: Activity 2: Activity 3:
posted on: January 18, 2007
Materials: Information File: Information File: Information File: http://www.nacs.k12.in.us/resources/research/CHSResearchPaperHelp.html
Evaluating a Website Tips on Searching How do I take research notes? Evaluating a Source pg. 2 of this file Writing a Research Paper pg. 40-47 Warm Up: Homework: Activity 1: Activity 2:
posted on: January 12, 2007
Materials: Information File: Information File: Information File: http://www.nacs.k12.in.us/resources/research/CHSResearchPaperHelp.html
Evaluating a Website Tips on Searching How do I take research notes? Evaluating a Source pg. 2 of this file Write Source pg. 381-393 Writing a Research Paper pg. 18-23 Homework: Materials Needed For the research paper: Collected Paper to Be Graded: Warm Up: Activity 1: Activity 2: Activity 3:
posted on: January 12, 2007
Warm Up: Homework: Report cards will be sent home today and will need to be signed and returned to the homeroom teacher. Materials Needed For 1/16/07: Activity 1: Information File: Information File: Information File: http://www.nacs.k12.in.us/resources/research/CHSResearchPaperHelp.html
posted on: January 09, 2007
Students will go to the media center where Mrs. Hendrix will give instruction on: Homework:
posted on: January 09, 2007
Materials: Warm Up: Some of the responses may be: Activity 1:
http://school.discovery.com/schrockguide/evalmidd.html
http://www.lkwdpl.org/study/research/research.htm
http://www.ehow.com/how_2853_research-notes.html
Students will be going to the media center. Mrs. Hendrix will guide the students in the completion of their resource handout and the framework outline handout.
In a paragraph describe to a younger sibling how to complete a note card for research.
Reading-read your chapter book for 30 minutes and complete a reading log entry answering 5Ws.
Write to Learn- Make sure you have at least 30 note cards completed correctly by Monday.
A demonstration on the completion of a bibliography card and a note card will be shown on the board.
As a class we will discuss taking notes using Writing a Research Paper pg. 40-47. Students will work individually on taking notes.
Students will research and complete note cards individually.
<Framework For Research
Paraphrasing vs. Plagiariam pg. 11 of this file
Gathering and Organizing Information pg.26 of this file
Research Plan Made Simple pg. 25 of this file
http://school.discovery.com/schrockguide/evalmidd.html
http://www.lkwdpl.org/study/research/research.htm
http://www.ehow.com/how_2853_research-notes.html
Students will be going to the media center. Mrs. Hendrix will guide the students in the completion of their resource handout and the framework outline handout.
In a paragraph describe to a younger sibling how to complete a note card for research.
Reading-read your chapter book for 30 minutes and complete a reading log entry answering 5Ws.
Write to Learn- Make sure you have at least 10 note cards completed correctly.
As a class we will discuss taking notes using Writing a Research Paper pg. 40-47. Students will work as a whole group to complete an example of a note card. This action will be repeated as students practice writing a note card with the students at their table.
Students will research and complete note cards individually.
<Framework For Research
Paraphrasing vs. Plagiariam pg. 11 of this file
Gathering and Organizing Information pg.26 of this file
Research Plan Made Simple pg. 25 of this file
http://school.discovery.com/schrockguide/evalmidd.html
http://www.lkwdpl.org/study/research/research.htm
http://www.ehow.com/how_2853_research-notes.html
Students will be going to the media center. Mrs. Hendrix will guide the students in the completion of their resource handout and the framework outline handout.
Reading
Read for 30 minutes and complete an entry on your reading log.
Night Write
Students will need to completeEvaluating a Source pg. 2 of this file they will be using for documentation in their research paper.
100 lined index cards 3x5
1 gal. zip loc bag
1 rubber band for the notecards or a sandwich bag
pencil
Choices of Topics and Key Words
Read Writing a Research Paper pg. 18-22. Write 5 "I Learned" statements about what you learned by reading this information.
Working in table groups students will complete Writing a Research Paper pg. 23 on locating sources for research.
As a class students will discuss Write Source pg. 381-393 demonstrating a sample research paper, gathering grid (organizing details), note cards, avoiding plagiarism, and keeping track of your sources.
Students will read their chapter book for 30 minutes and will be asked to answer the 5Ws about the pages they just read. Students will share this information with the students at their table.
After reading "Recipe for Success-How to Cook Up a Great Research Paper," write 10 steps for a writing a successful research paper that will apply to you as an individual.
Reading
Read for 30 minutes and complete an entry on your reading log.
Night Write
Students will need to complete the information on the resources they will be using for documentation in their research paper.
100 lined index cards 3x5
1 gal. zip loc bag
1 rubber band for the notecards or a sandwich bag
pencil
Guide students through the importance of the following websites and files.
Paraphrasing vs. Plagiariam pg. 11 of this file
Gathering and Organizing Information pg.26 of this file
Research Plan Made Simple pg. 25 of this file
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.html
Students will be going to the media center. Mrs. Hendrix will guide the students in the completion of their resource handout and the framework outline handout.
1. Finding Sources
2. Evaluating Sources
3. Key Words
4. Selecting a Challenging Book
Reading-
Students will read for 30 minutes and complete a reading log entry answering the 5Ws.
Night Write-
Work on fine-tuning response to literature essay.
Research Topics pg.1 of this file
What is the purpose of research? Write 3 answers to this question.
o To see how academics relate to life
o To find answers; finding answers is not difficult once one has mastered some basic research techniques
o To learn more information about a topic
o To make an educated decision about a major purpose
o To write a paper or essay for class
o To prepare a talk or presentation
o To take part in a debate
o To take part in a class discussion
o To satisfy your curiosity
Homework:
Reading - Students will read their chapter book for 30 minutes and complete an entry on their reading log answering the 5Ws.
Night Write - Resubmit the response to literature essay to the Prentice Hall site. Students must decide which topic will be the one they research.
Students will go around the room giving and getting responses to the question, so that at the end of two minutes, each student will have a total of 6 responses to the initial question. Students are