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Class notes for 5/11/06

Today in class we started with a warm-up. This warm-up was; What is the difference between prejudice and suspicion?
Students will need to bring their Literature Books for the rest of this week. Students will 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.
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.
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? List the evidence used in determining this prediction.
Students are to read the bracketed stage directions on pg. 668 to determine what is happening to the people mentioned in the stage directions.
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.
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?
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?
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.


The homework for tonight is:
1. Read for 30 mniutes and fill out an entry in your reading logs.
2. Night Write:
Write at least a paragraph on, If you were a resident on Maple Street, how would you have responded to the strange events?

posted on: May 11, 2006

Class Notes for April 10

Today in class we began with a warm up. The warm up haad to do with stating the main idea and making inferences. After we were done with our warm up, moved on to looking at the Write Sourcce bok on pages 240-249. These pages showed us what we needed to do to revise our paper.

posted on: April 10, 2006

Class notes for 3/27/06

Today in class we started with a warm-up. This warm-up was; Appetizers – pg. 46 Students will read and discuss the keys to effective writing. We will then determine which ones we need to complete now. Students will then read “Getting the Big Picture” on page 233. Review what specific information must be included in each paragraph. The class will take out a sheet of notebook paper and fold it into fourths. Label each section with the 4 ways to start an opening paragraph. Students will write 4 different lead paragraphs for their persuasive paper.
1. Ask a question
2. Quote someone
3. Share an experience
4. Give background information
Students will ask their writing buddy which lead is the most effective for the essay.
Students will write the 1st draft of their beginning paragraph to their problem-solution persuasive essay. Be sure to: Use the lead that your writing buddy suggested
introduce the problem,
put your opinion statement as the last sentence, and
make sure this paragraph has 5-7 sentences.

The homework for tonight is:
1. Read for 30 minutes and fill out an entry in your reading logs.
2. Students will complete the 1st draft of their problem-solution persuasive essay. Be sure to:
• Use the lead your writing buddy suggested
• Introduce the problem
• Put your opinion statement as the last sentence
• Make sure this paragraph has 5-7 sentences.

posted on: March 27, 2006

Class Notes for March 27

Today in class we began with a warm up. The warm up had to do with, identifying the best summary and recognizing the authors point of view. We then started to write four beginning paragraphs. This way you could see what one you would like to use. We did this for the rest of class.

For homework tonight, make sure that you finish writing your four beginning paragraphs. Also make sure that you read for thirty minutes and create an entry on your reading log.

posted on: March 27, 2006

Class notes for 3/24/06

Today in class we started with a warm-up. This warm-up was; Why is it necessary to write clear and focused statements? Students then read and discussed the necessity of writing clear and focused statements on pg. 231. An opinion statement names the problem and proposes a solution. Students will use the following formula to write an opinion statement. Students will see the example of a completed Organized List for a persuasive essay. We then used the following directions to guide them in generating an organized list for their essay:

Directions Organized List
Write your opinion statement.
Summarize the problem.
List facts and details.
Propose the solution.
List facts and details.
Continue the solution.
List facts and details.
Students reading logs were taken up for a grade.

The homework over the weekend is:
1. Read for 30 minutes and fill out an entry in your reading logs.
2. Students will need to complete their organized list. This list will be used as a guide with the writing of this essay.

posted on: March 26, 2006

Class notes for 3/23/06

Today in class we started with a warm-up. This warm-up was; What is the purpose of an opinion statement? Since a problem can be solved with several possible solutions, making a list of possible solutions would be beneficial. You will need to begin with a sentence starter. Students will need to use a sentence starter to state their problem and ends with “unless” or “until.” They will be able to refer to their research paper and write as many solutions as they can. Put a star by the solution you feel is most suitable for your paper. Students will now need to figure out how the solution will work. In order to persuade your reader to believe in your solution, you will need to complete the following chart:
5W’s and H Chart
Gathering Details About the Solution:
Who-
What-
When-
Where-
Why-
How-

The homework for tonight is:
1. Read for 30 minutes and fill out an entry in your reading logs.
2. To complete the Sentence Starter Solutions and the 5W’s and H Chart.
3. Be sure to fill out your reading logs because Msr.Abrams will be cheking them tomorrow.

posted on: March 23, 2006

Class notes for 3/22/06

Today in class we started with a warm-up. This warm-up was ;What is a problem-solution persuasive essay? Studentswill then read and analyze the example of a persuasive (or problem-solution) essay on pages 225-226.
When analyzing the piece of writing, students will be asked to answer the following:
1. Paragraph 1: What is the problem?
2. Paragraph 2: Why is it important?
3. Paragraph 3: What is a solution? Why will it work?
4. Paragraph 4: How can the reader help?
5. Paragraph 5: Why might someone think the solution will not work?
6. What does the writer want the reader to do?
7. What details convince the reader to take the problem seriously?
8. What details persuade the reader to help solve the problem?
9. Which paragraphs deal with the problem?
10. Which paragraphs deal with the solution?
11. What words or phrases make the voice of the writer persuasive?
We then reviewed the keys to effective prewriting on pg. 227.
We then got out our concept maps, and compared it to the concept map (called a “topics cluster” in Write Source). Using the information on our concept map, students then completed a gathering chart. You will need to refer back to your research paper for more information.

The homework for tonight is:
1. Read for 30 minutes and fill out an entry in your reading logs.
2. To complete the gathering chart that was started in class.

posted on: March 22, 2006

Class notes for 3/20/06

Today in class we started with a warm-up. This warm-up was; Why is it important to make sure you have content and organization when writing an informational piece? Students then shared their night write from last Friday with their table groups. We then read “How to Read Nonfiction” reviewing for: Purpose and audience, Content and organization,and Response and evaluation. Students then read and discussed the information on pg. 21-22 on response and evaluation. After reading pages 21-22 students then anwered the following questions;

1. What is the author’s purpose?
2. Did the author achieve her purpose?
3. Give specific examples from the article to support your answer.
4. What are some of the strengths in this article?
5. What are some of the weaknesses of this article?

The homework for tonight is:
1. Read for 30 minutes and fill out an entry in your reading logs.
2. Anwser the following questions for the night write:
What is the author’s purpose?
Did the author achieve her purpose?
Give specific examples from the article to support your answer.
What are some of the strengths in this article?
What are some of the weaknesses of this article?

posted on: March 20, 2006

Class Notes for March 20

Today in class we began with a warm up. The warm up was, Why is it important to make sure you have content and organization when writing an informational piece? After we did our warm up, we then moved on to working in our Nonfiction books.

For homework tonight, answer 8 questions that are on the worksheet given to you last week. Also make sure that you read for thirty minutes and create an entry on your reading log.

posted on: March 20, 2006

Class notes for 2/15/06

Today in class we started with a warm-up. This warm-up was What are the elements in a nonfiction writing piece? Students will share their responses on Anticipation Guide for Cyberspace with their table group. Students will skim “Where Is Cyberspace?” to review the information. In table groups students will complete the “Review and Interpretation” on the story. Students will read Best Nonfiction: 13-15 and discuss “Purpose” and “Audience” of this nonfiction piece of writing. In table groups students will answer the questions in Exercise 1 on pages 15 and 16.

The homework for tonight is :
1. Read for 30 minutes and fill out an entry in your reading logs.
2. Select a topic that you already have a great deal of knowledge or have recently researched.

posted on: March 15, 2006

Class notes for 3/13/06

Today in class we started with a warm-up. This warm-up was Appetizers – pg. 46. Students received a Anticipation Guide for Cyberspace. With a partner students will complete the 1st column of the Anticipation Guide. The student responses will be shared with the entire group. We then had an introduction of the nonfiction story “Where Is Cyberspace?”. Students will read the pasage and get a sense of the author’s purpose, content, and organization of a piece of nonfiction. Students will learn how to evaluate and respond to nonfiction writing. Students will preview the story to by answering the following questions:
What is the article about?
What can I learn from reading “Where Is Cyberspace?”

The homework for tonight is:
1.Read for 30 minutes and fill out an entry in your reading logs.
2. Using the Night Write from the weekend add 15 minutes more to the writing.


posted on: March 13, 2006

Today, March 8, 2006

For the Warm-Up today, students were to pick 5 of the most challenging words for them. The list is posted on this blog. Also, their will be a test on Friday on these words, so study!
Some of the harder words to understand are:
1.Subject-Verb agreement
2.Etymology
3.Pronoun-Antacedant agreement
4.Salutation letter
5.Multi-Meaning words

Remember, your peers are making flash cards on these key words, so don't freak out!

Activity 1: Student's worked on their flash cards for 20 minutes. They were ot be done at the end of the 20 minutes, because the students need to start studying.
Remember you must have:
A defintion
A picture
An example

posted on: March 08, 2006

Today in Class, March 7, 2006

Today was a very productive day.

Students started out with a warm-up about "Whales Near Extinction"

Then Mrs. Abrams talked with students about the skill of the week, which is Conflict.

Make sure you look for the conflict while reading and writing tonight.

Then students read for 45 minutes, making sure they labeled their conflict.

Have a great week.

Remember you can find the skill of the week questions on this blog.

posted on: March 07, 2006

Today in Class, March 2

Today was a great day!

In class, we had our oral presentations. Student's have been spending a lot of time and effort on their project, and it has all paid off. They have 3 minutes of fame and then it is all over, what a relief!

Next all the students got out their Portfolio. They were to re-organize it, and pull out their "Genre Chart." From that chart, students were to fill it out.

Then we went to the media center, and talked about the chart, and, that we must have all the criteria and 25 books done.

Homework: to read for 30 minutes and fill out an entry in their reading log. If you have already presented, you have a writing vacation.

Happy reading and writing!

posted on: March 03, 2006

Class notes for 2/27/06

Today in class we started with a warm-up. These warm-ups were, What is an indirect object? Where is my Genre Chart? How complete is this chart?
Using the “Smart Board” the students will have an interactive review lesson on indirect objects. In our table groups students completed the Writing and Grammar Workbook pages 61 and 63.

The homework for tonight is:
1. Read for 30 minutes and fill out an entry in your reading logs.
2. To work on your oral presentation, if you have not yet presented.
3. Study for the indirect object quiz which is tomorrow.

posted on: February 27, 2006

Class notes for 2/15/06

Today in class we stared off with a warm-up. This warm-up was, How do you identify indirect objects in a sentence? After the warm-up we had done some presentations that students needed to share. We then used the “Smart” board, to complete the exercises on page 415 in Writing and Grammar.
Students need to remember:
1. There is never an indirect object unless there is a direct object.
2. Indirect objects and objects of the preposition are not the same.
3. Indirect objects can be found easily by rewording a sentence to include the word to or for.
4. An indirect object is a noun or a pronoun.

The homework for tonight is:
1. Read for 30 minutes and fill out an entry in your reading logs.
2. Be sure to record on your reading logs because Msr.Abrams is going to check them.
3. To work on your oral presentation.

posted on: February 15, 2006

Class notes for 2/14/06

Today in class we started with a warm-up. This warm-up was an appetizers on page 42. We then took a quiz on direct objects. Students then read their chapter book for 30 minutes and answered the following questions about the characters in their reading:
Who are the main characters/people in the story/text?
Do I like them? Why or why not?
Do any of the characters /people change in the story/text? How?
Does a character/person do things that are good or bad? What kind of things?

The homework for onight is:
1. Read for 30 minutes and fill out an entry in your reading log.
2. Be sure to fill out your reading logs every day this week because Mrs.Abrams is going to grade them.
3. To prepare for your oral presentation.


posted on: February 14, 2006

Class Notes for February 14

Today in class we began with a warm up. The warm up had to do with use of context clues and distinguishing between fact and opinion. After the warm up, we finished our workbook pages 55,57, and 59. After everyone finished their workbook, we took a quiz over direct objects. The quiz was page 56 in your workbook. Once everyone was done with their quiz, we did DEAR. We read our chapter books for the rest of class.

For homework tonight make sure that you read for thirty minutes. Also if you are presenting this week, you need to be working on that. We will begin presentations tomorrow.

posted on: February 14, 2006

Class notes for 2/13/06

Today in class we started off with a warm-up. This warm-up was, What is a direct object? After the warm-up students reviewed complements and direct objects on pages 410 and 411 in Writing and Grammar. Using the “Smart” board, students will complete the exercises on pg. 412-413 in Writing and Grammar. In our table groups we completed pages 55, 57, and 59 in our Writing and Grammar Workbook. We will be having a quiz on direct objects on Tuesday, so you need to study.

The homework for today is:
1. Read for 30 minutes and fill out an entry in your reading logs.
2. To prepare for your Oral Presentation.
3. To study for the quiz if needed.

posted on: February 13, 2006

Class Notes for February 13

Today in class we began with a warm up. The warm up was, What is a direct object? After warm up, we then moved on to looking at direct objects in sentences. After Mrs. Abrams was done explaing direct objects to us, we moved on to working on our workbooks. We did this for the rest of class. If you did not finish it in class today you will get a chance to work on it more tomorrow in class.
We will also have a quiz tomorrow over the direct objects. Make sure that you study if you don't understand it!

for homework tonight, make sure that you read for thirty minutes. Also make sure that if you are presenting soon to be working on your power point or whatever you are doing.

posted on: February 13, 2006

Class notes for 2/10/06

Today we started off with a warm-up. This warm-up was an Armadillo’s eating habits worksheet on predicting outcomes, and to recognize author’s point of view. After the warm-up we were given a worksheet called “Checklist for an oral Presentation” that helped us prepar for our oral presentation. Students were to then, write on the back of their paper, 20 statements. These statements were things that we need to remember for our oral presentation.

The homework over the weekend is:
1. Read for 30 minutes and fill out an entry in your reading log.
2. To work on completing your to do list.

posted on: February 12, 2006

Class Notes for Febuary 10, 2006

Warm-Up: Armadillo’s eating habits worksheet on predicting outcomes, and to recognize author’s point of view.

*Students, you need to start preparing for your oral presentation.*
If you need help, here are some pointers:
A. Talk clearly, loudly, and at a regular pace (speed)
B. Use expression (visual aids, pictures, charts, colorful posters)
C. Be in a good mood and don’t stress over your presentation.
D. Wear better clothes than your audience. This will make you stand out.
E. Use gestures and make eye contact.
F. Use, in your paper, an advanced vocabulary, as this will grab the reader’s attention.

Students were then given a worksheet called “Checklist for an oral Presentation”. They MUST write down the date of their presentation on the top right hand corner of their paper as a reminder to take the checklist in on that date. You must have while presenting.

Students were to then, write on the back of their paper, 15 statements. These statements are there “to do list” over the weekend.

Nigh Write: Work on completing your to do list.

Reading: As always, read for 30 minutes each night/day and fill an entry in your reading log.

posted on: February 11, 2006

Class Notes for February 9

Today in class we began with a warm up. The warm up was, Why is it important for a speaker to show changes in the delivery? The answer was, to keep the audiences interest, to have a variety of hand motions, and also so that people can understand you when you talk. For example if you talk to fast people they won't understand you and if you talk to slowly people will get bored. After we were done with warm up we moved on to looking at our criteria for our presentation, to see what we needed to change to make it better.

For homework tonight make sure that you read for thirty minutes and finish your criteria work sheet.

posted on: February 09, 2006

Class Notes for February 7

Today in class we began with a warm up. The warm up was, What are the purposes of giving an oral presentation. After we were done with our warm up, we then got out our story board. As we move forward our story board will become our outline. Mrs. Abrams then gave us a worksheet that had the criteria that we need for our oral presentation. We then took five minutes to look at our beginning paragraph and see how we can re-write it to meet the requirements for the oral presentation. We then made a visual chart that showed what you were going to use for your presentation. Refer to page 425 if necessary. We then had DEAR time. We read our chapter books for the rest of class.

For homework tonight you need to finish the chart and the outline. Read for thirty minutes.

posted on: February 07, 2006

Class notes for 2/3/06

As a class, for the warm-up we went on a student's blog and added constructive criticism to their writing piece. Students will then work on typing their papers into e-rater in the writing lab. If we had finished our research paper we were able to peer-edit someones paper and they could peer-edit our's. When we went back to the classroom Mrs.Abrams told us that we will sign up for a presentation date beginning 2/13.

The homework over the weekend is:
1. Read for 30 minutes and fill out an entry in your reading logs.
2. To complete the entire revising checklist which will be collected for a grade.

posted on: February 05, 2006

Class Notes for February 3

Today in class we went to the writing lab. We finished typing our research papers. After you are done typing, you need to revise and edit your paper again. You are going to have someone else edit and revise it. If you do not finish editing and revising your paper in class you will need to finish it at home. Make sure that you type your paper under chapter 11 which is the research report. It needs to be double spaced. Also make sure that you save you paper often, so that you don't lose it.

For homework this weekend you need to finish editing and revising your paper. You also needto read for thirty minutes and create an entry on your reading log.

posted on: February 03, 2006

Class Notes for Febuary 3, 2006

Materials:
A.Computers in Writing Lab
B.Research packet

Activity 1: Students went to the writing lab again today. Their top priority today was to complete their research paper on phsuccessnet.com. After that, students were to copy and paste their paper into Word. Once they have completed their checking in Word they must double space and print their research paper.

Activity 2: After printing, students were to give their paper to their writing buddy. Their writing body must revise and re-edit the paper.

Activity 3: The paper then went back to the original students and they were to complete the changes in phsuccessnet.com.

A Glance Ahead: Sometime after Febuary 13th students will be able to sign up for their presentations.

Homework:
A. The homework for tonight is to revise and edit your 3rd rough draft.
B. As always, you must read for 30 minutes and fill an entry in your reading log.

posted on: February 03, 2006

Class notes for 2/3/06

Students were go to the Writing Lab. There we typed our research papers on the computer. We were to go over the revision checkers to make sure our story was the best that it could possibily be. If you have a computer at home finish revising and editing.If you don't, revise your story using a thesuarus, or dictionary.

The homework for tonight is:
1. To read for 30 minutes and fill out an entry in your reading logs.
2. Try to finish revising your research paper.

posted on: February 02, 2006

Class Notes for February 2

Today in class we went to the writing lab. We worked on typing our papers. We went to phsuccessnet.com to type it. You need to type your paper under chapter 11, which is the research report. Make sure that your paper is double spaced.

For homework tonight you need to make sure that you read for thirty minutes and create an entry on your reading log. Also make sure that if you didn't finish typing your paper on phsuccessnet, that you finish that tonight.

posted on: February 02, 2006

Class Notes for Febuary 2, 2006

Materials:
A. Research Packet
B. Reading Log

Activity 1: Today was an easy but productive day. Students were to go to the Writing Lab. Here they typed their research papers on the computer. They were to go over the revision checkers to make sure their story was the best that it could possibily be.

Activity 2: Students were to get their reading log out. Mrs. Abrams collected and graded them. I

Homework:
A. IF you have a computer at home finish revising and editing.
B. If you don't, revise your story using a thesuarus, or dictionary.
C. As always, read for 30 minutes and fill an entry in your reading log.

posted on: February 02, 2006

Class Notes for February 1

Today in class, our warm up was a little different. We first read someone's first two paragraphs, then we analyzed what they could change to make it better. We then wrote our changes down on paper. After we were done with commenting on this person's paper, we moved on to getting out our rough draft and our revising checklist. Mrs. Abrams then had some of the students read what they had as one of their topic sentences and some of their concluding sentences. After some of the students read what they had, we stapled our research checklist to our rough draft. We then got another research checklist so that we can peer edit. We then moved on to editing each other's papers.

Homework
If you do not finish editing this in class you need to have someone at home edit it where the other person left off. Make sure that you reda for thirty minutes and create an entry on your reading lof.

posted on: February 01, 2006

Class notes for 2/1/06

Today in class we worked on a warm-up. This warm-up was a little different, we corrected a paragraph from a student’s writing.As a class we added constructive criticism to their writing piece. all of the students will work on editing the rough draft of the research paper. Students will then begin completing the Handout: Revising Checklist.

The homework for tonight will be:
1. Read for 30 minutes and fill out an entry in your reading logs.
2. Be sure to complete your reading log because you'll never now when Mrs.Abrams will check it.
3. Tonight’s Night Write for 15 minutes will be to complete the entire Handout: Revising Checklist.

posted on: February 01, 2006

Class Notes for January 31

Today in class we started with a warm up. The warm up had to do with implying a main idea and making generalizations. AFter we finished with the warm up, we then moved on to looking at our paper with a revising checklist. We did te first two headings: Ideas and organization. We then moved on to reading our DEAR books. We read for thirty minutes.

Homework for tonight is to read for thirty minutes and create an enrty on your reading log. Also make sure that you finish the checklist.

posted on: January 31, 2006

Class notes for 1/30/06

Today in class we had started by doing a warm-up. After the warm-up we started working on our rough draft. For the first 25 minutes we worked alone to try to finish as much as possible. After the 25 minutes, we were able to ask Mrs.Abrams or Mrs.Morton to help us with our research paper.Today the class will focus on revising the research paper from the introductory paragraph, through the 4 middle paragraphs, and the concluding paragraph.

The homework for tonight is:
1. To read for 30 minutes and fill out an entry in your reading logs.
2. To revise the entire 1st rough draft of the research paper.

posted on: January 30, 2006

Class Notes for January 30

Today in class we started with a warm up. The warm up had to do with the elements of a story and sequential order. We then looked at the blog and Mrs. Abrams then explained to us how you may comment on other classmates work. After she was done explaining to us how to do that, we then moved on to finishing revising. We took about twenty minutes and worked silently without getting up or asking questions. After the twenty minutes were up we still worked on revising but we were then allowed to get up and ask questions.

For homework tonight, make sure that you finish revising if you did not finish in class. Also make sure that you read for thirty minutes and make an entry on your reading log.

posted on: January 30, 2006

Class Notes for January 27

Today in class we started with a warm up. The warm up was, What is a work cited page? After we answered the question we then moved on to creating one. Make sure that you have all of your bibliography cards in alphabetical order. You will then make your work cited page. You may look on page 404 of your Write Source Book. After we created a work cited page we got with a partner and read over what we had already written. While with our parners you will revise your paper.

Tonight for homework make sure that you read for thirty minutes and create an entry on your reading log. Also if you did not finish editing and revising you need to do that at home.

posted on: January 27, 2006

Class Notes for Wednesday, January 25, 2006

Warm-Up:
Students where to answer the following questions:
A. How can you recognize persuasive devices?
B. How can you make inferences?
C. The students used a passage about a famous Texan to answer the questions.

Activity 1: Students were to pull out their introductory paragraph about their research project. Then, they were to share their paragraph with the people at their table. Mrs. Abrams stressed to us to make sure that we skip lines. Then, Mrs. Abrams picked a select few to share with the whole class.

Activity 2: Students were to pull out their "power outline". Using the "power outline", students got the rest of the class to start their 4 middle paragraphs (one for each key word). Just remember to do the following things:
A. Make sure your paragraph has a topic sentence that covers one main idea
B. Make sure you have at least three supporting details that support one main idea.
C. Have a concluding/clincher/closing sentence that summarizes the information in the paragraph and/or answers the question "so what".
It is important that you take the details for each key word and put them into sentences in your paragraph. Try not to put the same information in separate sentences. Try to complete the concluding/clincher/closing sentence for every paragraph.

Homework:
A. Finish all middle paragraphs
B. As always, read for 30 minutes in a challenging chapter book, and fill an entry in your reading log.

posted on: January 25, 2006

Class Notes for January 24

Warm Up: Why do students research? If you would like a students example, go to the "student scribes" section of this blog.

Materials:
A. Write Source Book pages 394-398
B. Power Outline
C. Note Cards
D. Book
E. Reading log

Activity 1: Students were to have their Write Source book out on page 394. Here the book talked about making a thesis statement. First, the student would take an interesting subject and add a special part to emphasize. Then, after doing that, the student would get a thesis statement.

Activity 2: Students were to have their Write Source book out on page 398. Here it talked about the introductory paragraph, which is what the students used while doing their introductory paragraph. If you would like notes on how to do the introductory paragraph, look in the "student scribe" section of this blog. If you would like an example of an introductory paragraph, look in the "student scribe" section of this blog.

Activity 3: Students were to read for 30 minutes in class, and they were to fill an entry in their reading log.

Homework:
A. Finish introductory paragraph if you didn't in class today
B. Read for 30 minutes and fill an entry in your reading log.

posted on: January 24, 2006

Today in L.A.

Today in Mrs.Abrams' class, we completed a warm-up. The warm-up was "Why Research?"
The answers were the following:
a.To be able to inform someone.
b. To be able to learn more.
c. And to be able to find more research.

Right after the warm-up, we are going to be writing a Thesis-Statement, and here is mine.

Thesis Statement:
"Even though teen smoking is hard to control, can we all overcome the addiction?"

The options on how to write the first sentence in the introductory paragraph are:
a. Find an interesting fact.
b. Find an interesting question.
c. And find an interesting quotation.

Now in class, we are supposed to share our thesis statement with our table groups for three minutes.
Now we are doing things to help us begin our first paragraph. We are to write our first two sentences of our paper. Here is mine....

Did you know that over 442,000 youths die from smoking cigarettes every year? What do you think we can do to stop it?

The first two sentences should do the following things to the reader:
a. Grab the reader.
1. To do this the writer may need to have 1 very interesting fact.
2. Or begin the sentence asking a question.

b. Tells the subject of the research.
c. Gives a hint about what topics may be covered.
d. Uses key words.
e. Have supporting details.
f. Has a concluding statement.
And now we are going to write four more sentences to have the first paragraph done. You should have at-least 6 sentences when you are done, and don't forget to use your thesis statement at the end. Here is mine:
Did you know that over 442,000 youths die from smoking cigarettes every year? What do you think we can do to stop it? Teen smoking is usually used by runnaways, rebelious children, and kids that want to just look cool. One reason that youths use cigarettes is because they want to look older. Which it does, it gives them wrinkles. Even though teen smoking is hard to control, can we overcome it?

After you write down your first rough first paragraph, your table group will share their paragraph with you.
Now, after writing, the class is going to have D.E.A.R. ( Drop Everything And Read) and read for 30 minutes.
Our home work will be to read for 30 minutes, fill out your reading log, and to write for 15 min.
This can be to either finish everything you need for class, your note cards, class work, or even writing about anything.

posted on: January 24, 2006

Class Notes for January 23

Warm Up:
A.Why do students research?
B.What is the difference between paraphrasing and plagiarism?

Activity 1: First, the students were to put their 4 bibliography cards in alphabetical order by the first letter in the card. Then, students were to put their note cards in order by how they wanted them to turn out in their research paper.

Activity 2: Students were then to take the note cards and make a “power outline” on all of their notes. They were to take the information from each note card and put it, in order, on a piece of paper. If you would like an example of this activity please refer to “Power Outline on the Research Topic” in the “Student Scribes” section of this blog.

A glance ahead: The “anticipation guide” and the “writing outline” are due by Wednesday

Homework:
A.Finish the “power outline”
B.Read for 30 minutes and fill an entry in your reading log

posted on: January 23, 2006

Class Notes for January 20

Materials:
A. note cards
B. bibliography cards
C. computer (as a source)
D. work cited bibliography form
E. “anticipation guide”
F. “source sheet”

Activity 1: Students went to the media center today. Here they worked on researching their specific subject. They used the computers for most of the work.

Activity 2: If finished with the 50 note cards, students then went to their “anticipation guide” and their “source sheet”. They must complete them by Tuesday.

Homework:
A. The students must finish the note cards, at least 50 of them, by Monday.
B. Also, their “anticipation guide” and their “framework outline” is due Tuesday.
C. As always, read for 30 minutes and fill an entry in your reading log.

Have a great weekend, and happy reading!

posted on: January 20, 2006

Class Notes for January

Today in class we went to the media center. We looked up information about our research topic. While we were at the media center we used our resources such as a book, an encyclopeida, the website, and a magazine article. You can use the internet to find a magazine article if you go to elibrary.

You will need to have these three worksheets done by the end of class tomorrow. They include the four resources, Framework which is a working outline, and the anticipation guide for research writing. On the working outline you will need to have that completly filled out except for the last question that has to do with the conclusion. For the anticipation guide you will need to have the verification collumn filled out and if the statement is false you need to change it to make it a true statement.

Make sure that you have 50 notecards plus the 4 bibliography cards. We will be going to the media center for the last time this week tomorrow.

posted on: January 19, 2006

Class Notes for January 19

Materials:
A. “anticipation guide”
B. “working outline”
C. 4 “source” sheet
D. note cards/ bibliography cards
E. bibliography forms (given by Mrs. Hendrix)
F. computer (as a source)

Activity 1: Students went to the media center today. They were to work on finishing 30 note cards by the end of class. Also, they worked on the 4 bibliography cards.

Activity 2: After finishing the 30 note cards, students were to look, using the reference materials given from the media center, at their anticipation guide. They needed to make sure that the anticipation guide was filled out correctly. If the students needed help they could ask Mrs. Hendrix.

A glance ahead: Students now have the chance to write their stories or their night write on their very own blog. There was a meeting this afternoon, and there could possibly be a once in a lifetime experience to write with the author’s of books they have read.

Homework:
A. Students must have their anticipation guide completed by tomorrow.
B. Students must have their working outline completed by tomorrow.
C. Students must have 50 note cards and 4 bibliography cards completed by tomorrow.
D. As always, students must read for 30 minutes and fill an entry in their reading log.

*Make sure that you have at least 10 note cards completed for each key word while doing your research*

posted on: January 19, 2006

Class Notes for January 18

Today in class we went to the media center. We were there for the whole class period. While we were there, we started looking up some facts or information about our research topic. You will need to have a bibliography card for a magazine article, an encyclopedia, a website, and a book. You must have one for each of those sources. You will also need to have 50 notecards plus the 4 bibliography cards by the end of class on Friday. We will be starting our rough draft of our research paper on Monday. You can also do some research at home. If you do not have internet access then you will need to come in early. So make sure that you have 50 notecards and 4 bibliogreaphy cards by friday after noon.

The homework for tonight is to read for 30 minutes and fill out and entry on your reading log.

posted on: January 18, 2006

Class notes for 1/18/06

On Wednesday we went to the Media Center to find more information on our research topic. When we were in the Media Center one of our teachers, Mrs.Morton, had given the class directions on how to write our bibliography cards. Mrs.Morton had also explained to us that by the end of the day on Friday we have to have four bibliography cards and at least fifty note cards on our topic. Each note card should only have two notes with eight words per note.


The homework for Wednesday, January 18 is:
1. To read for 30 minutes and fill out an entry in your reading logs.
2. To work on our note cards.

posted on: January 18, 2006

Class Notes for January 18

Materials:
A.Note cards
B.“Source” sheet
C.Work cited bibliography form (given from Mrs. Hendrix)
D.Practice passage from a magazine (given from Mrs. Hendrix)

Graded Papers:
A.“Source” sheet

Activity 1: Students went to media center today. Then, Mrs. Hendrix taught the students how to fill out bibliography cards correctly using the “work cited bibliography form” that can be found on Mrs. Hendrix’s blog. Students also used the practice passage from the magazine to practice the bibliography forms.

Activity 2: Students then were to make 4 bibliography cards (one four each source on the “source” sheet). From the bibliography cards, students were to fill out note cards. *Remember, only 8 words per note card*.

A glance ahead:
A. Students are to complete 4 bibliography cards and 50 note cards by Friday.
B. Students must have the “anticipation guide” finished.

Homework tonight:
A.Start note cards on your research subject, work for 15 minutes or more
B.As always, read for 30 minutes in the book of your choice, fill out a reading summary on your reading.

posted on: January 18, 2006

Class notes for 1/17/06

On Tuesday we started our class by completing a warm-up exercise. This warm-up reviewed the skills of predicting, making inferences, and testimonials. Next we read for 30 minutes and completed an "Author and You" assignment. If you had forgotten the questions, you were able to go on Mrs.Abrams blog under January 17. You will also need to complete the "Four Sources" that Mrs.Abrams handed out to you on Friday, January 13, if you had not completed it over the weekend.

The homework for Tuesday is:
1. To finish the five questions on our book
2. Read for 30 minutes and fill out an entry on your reading log.

posted on: January 17, 2006

Class Notes for January 17

Warm-up:
1. Students were to answer questions on the following topics: predicting outcomes, making inferences, and recognizing persuasive devices.

Activity 1: Students were to read for 30 minutes in the chapter book that should follow them everywhere they go.

Activity 2: After reading, students were to answer questions about the book and how it was written. The five questions are:
1. How do you feel about the way the story is told?
2. Is there anything about the way the author wrote that gave you enjoyment or cause you irritation?
3. What do you feel is the most significant passage from your reading?
4. Why is this passage important to you?
5. What makes this passage significant to the story?

Activity 3: Fill out your reading log on today’s reading.

A glance ahead:
1. Students will be going to Media Center on Wednesday, Thursday, and Friday.
2. By Friday students will need 50 note cards and 4 bibliography cards done.
3. By Friday students need to have their “anticipation guide” and “sources for research” done.

Tonight’s homework:
1. If you didn’t finish the 5 questions on the way your book was written, do so.
2. As always, read for 30 minutes and complete an entry in your reading log.

posted on: January 17, 2006

Class Notes For January 17

Today in class we started with the warm up. The warm up had to do with predicting,making testimonials, and making inferences. After we finished with the warm up we moved on to reading our chapter book. We read for 30 minutes and then after we finished reading, we answered questions that had to do with the author and you. If you did not finish these questions, you must finish them for homework. These questions will be taken up tomorrow in class for a grade.

Also you need to remember to finish the worksheet that had to do with the four sources that you will be using to help with your research. This worksheet was given to us yesterday.If you are unable to finish it you will have time tomorrow to finish it while in the media center. We will be going to the media center for the rest of the week to find out information on your chosen topic. You will need to have 50 notecards by the end of class Friday plus 4 bibliography cards.

posted on: January 17, 2006

Class Notes for January 13

On Friday in class, we received a handout to be used for our research paper. We then went to the media center. Using books, websites, encyclopedias, and magazines we researched our topic. Then we filled out the worksheet.

posted on: January 15, 2006

Class Notes for January 13

Handouts:
A. Worksheet on different types of sources that students will use during their research.
B. Student survey

Returned Paper:
A. Warm-Up from yesterday on “First Television.”

Activity 1: Students took a short survey on “Life at School.” The survey only took us about 25 minutes.

Activity 2: Students then went to the library and found out the four ways to use sources for research. They are: magazine, book, encyclopedia, and a website. The websites could be from Cobb Virtual Library or any major search engine like Google, Dog pile, or Mamma.

Homework:
A. Complete the worksheet on sources used during research.
B. Read for 30 minutes in a chapter book of your choice and complete an entry on your reading log.

posted on: January 13, 2006

LA 4 12/09/05

LA 4
12/9/05

The warm up was to write down a sentence and write the parts of speech above it. Mrs. Abrams did the warm up today. The entire class to day said the part of speech out loud. Mrs. Abrams Said it is easier to find out the parts of speech by diagramming the sentence. Mrs. Abrams tells each of the steps of the diagram and what they are there for. As Mrs. Abrams described the diagram while all of the students wrote down what she said. She next explained where a predicate goes on a diagram. A direct object is a noun or pronoun. You put a prepositional phrase right below the predicate. We started talking about food and some students asked if we could have an earlier lunch. She asked many students if they could identify the part of speech in a snap. We next got out our final copy of the response to literature.

posted on: December 09, 2005

LA 5 12/09/05

LA 5
12/9/05

Warm up:
The green portfolio contains examples of the writing process for specific writing assignments.
The- adjective green- adjective portfolio- noun contains- action verb examples- noun of- adjective the- adjective writing- action verb process- noun for- linking verb specific- adjective writing- action verb assignments- noun
We also diagramed the warm up sentence.
We are turning in our packets for our five paragraph essay and power points.

posted on: December 09, 2005

Class Notes for January 17

Warm-up:
1. Students were to answer questions on the following topics: predicting outcomes, making inferences, and recognizing persuasive devices.

Activity 1: Students were to read for 30 minutes in the chapter book that should follow them everywhere they go.

Activity 2: After reading, students were to answer questions about the book and how it was written. The five questions are:
1. How do you feel about the way the story is told?
2. Is there anything about the way the author wrote that gave you enjoyment or cause you irritation?
3. What do you feel is the most significant passage from your reading?
4. Why is this passage important to you?
5. What makes this passage significant to the story?

Activity 3: Fill out your reading log on today’s reading.

A glance ahead:
1. Students will be going to Media Center on Wednesday, Thursday, and Friday.
2. By Friday students will need 50 note cards and 4 bibliography cards done.
3. By Friday students need to have their “anticipation guide” and “sources for research” done.

Tonight’s homework:
1. If you didn’t finish the 5 questions on the way your book was written, do so.
2. As always, read for 30 minutes and complete an entry in your reading log.

posted on: January 01, 1970

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