AM Classes Finish Drafting research reports.

PM Classes:  OCCTs

AM classes: OCCTs

PM Classes:  Practice the strategy of using an outline to draft the body of a research report.  Write at least one paragraph about each main point.

 

AM classes: worksheets pages 125-129.  Practice the strategy of making an outline.

PM Classes:  OCCTs

OCCTs in the AM.

Afternoon classes:  Worksheet pages 125-128.  Students practiced the strategy of making an outline.

Students practiced the strategy of how to choose a topic, survey some sources, and make a 3 Ws Chart.  They went on to make notecards. 

Students were not in class today.  Students were reviewing for OCCTs.

Students went to the library after a review of the Dewey Decimal System.

Students began researching their topics.

Students filled in a 3 W's chart.

What are some of my questions?

What do I already know?

Where can I find answers/explanations?

Students spent the rest of the hour in the library finding books to answer their questions.

 

Students began by reviewing the grading rubric.

Audience:  Does the introduction make the audience want to read further?

Organization:  Does the writer organize the report into main points and subpoints?

Elaboration:  Does the writer use information from experts to appropriately support the main points.

Clarification:  Does the writer clearly uand completely cite sources?

Conventions and Skills:  Does the writer include both compound and complex sentences that have been formed correctly?

 

Students went to the computer lab to begin researching their topics.

Students also were given three notecards to get them started, and they were told to bring note cards by the end of the week.

We began researching for our research reports.  Students viewed Rosa Park's Story, The Children's March, and America's Civil Rights Movement.

Students took notes, and narrowed down a topic for a research report dealing with a civil rights topic.

Students reviewed the grading rubric:

Audience:  How well does the writer instruct the readers?

Organization:  How well does the writer organize the writing into sequential steps?

Elaboration:  Does the writer use transition words, pictures, and/or diagrams to add to the explanation?

Clarification:  Does the writer explain all technical terms completely?

Conventions and Skills:  Does the writer use appositives correctly?

Students made sure they covered all areas of the rubric before turning in their papers.

Students came in with their drafts completed.  Students began Revising and Editing their papers after a quick review of Friday's Revision and Editing.

 

Students used their sequence chains to draft their papers. 

Students also Revised (Elaborate by adding pictues and time order transition words to help the audience follow the steps in the process, and Clarified by making sure all jargon was explained.) another student's work.

Students then completed the Editing stage (Checking to make sure all appositives have been separated from the rest of the sentence with commas) on another student's work.

Students will Revise and Edit their complex process papers on Monday.

Expository Writing.

Review the example together.

Students gathered the information for the process they choose to explain.

Students created a sequence chain for their process.  The sequence chain requires students to break the process steps down into smaller steps.  The class worked together to gather notes and make a sequence chain for how to complete this assignment.  The notes are as follows:

                        How to complete the process assignment

  • Think about the assignment
  • Gather supplies
  • Gather information on the subject
  • Make a sequence chain

Step 1--Think about the assignment

               a.  Read the directions in the book.

               b.  Read the directions on the writing packet.

Step 2--Gather supplies

               a.  Pencil

               b.  Paper

Step 3--Gather information on the subject

               a.  Instructions--review the information in the book

               b.   Think about and choose subject

               c.  Begin taking notes on steps of the assignment

               d.  Break steps down into substeps

Step 4--Make a sequence chain

               a.  Review the chain in the book.

               b.  put the steps into order and add substeps

               c.  make a chain

First Hour had to take a Safe School Survey.  This survey took the entire classtime.

2nd and 4th hour Students demonstrated how to make peanut butter and jelly sandwiches.  Mrs. Woolbright read the student's writing, and the students completed each step in front of the class.

--Lesson five appositives--finish up.

 

Continue w/Expository Writing--Directions from school to home.

Continue Appositives--Finish CS 18-19.  Lesson 5 Overhead.

 

Write a television commercial for zippy sneakers, the fastes shoes in the world.  Remember to describe what the viewers will see on the screen as well as what they will hear.

Expository Writing--introduction of Expository writing. (Page 183)

Expository Writing--How to make a peanut butter and jelly sandwich.

Appositives--CS 18 & 19

 

*Pop Quiz*

  1. ___ pump blood throughout the body.
  2. She always looks in the mirror because she is so ____.
  3. Look at the weather ____ to figure out where the breeze is coming from.
  4. I love to ____ hats.
  5. Do you know _____ I can buy a straw hat?
  6. Our ____ is dedicated to important educational _____.

Quiz Word Bank-- Principal, Principle, Vane, Vein, Vain, Where, Wear.

D.E.A.R.

Scholastic Action magazine.  Read the magazine for twenty minutes.

Guidance

Students spent thirty minutes with Mrs. Chandler discussing friendship.  Defining what a friend is and how a friend should behave were the focus of the discussion.

 

 

Commonly Confused Words

The words Vane, Vein, and Vain sound the same but have different meanings and spellings. 

Vane is a noun and is "a swinging pointer that shows the wind's direction."

Vein is also a noun and can mean "a blood vessel," "a narrow tube in a leaf," or "a mineral deposit."

Vain is an adjective and means "conceited" or "thinking too much of oneself."  It can also mean "useless," "unsucessful," or "worthless."

The words wear and where may sound the same, but they have different meanings and spellings.  Wear is a verb and means "to be dressed in something" or "to carry something on the body."  It can also mean "to deteriorate."  Where is an adverb that asks a question about the place or position of something.  It can also be a subordinating conjunction meaning "in the place that" or a noun meaning "location."

The words principle and principal sound the same but have different meanings and different spellings.  Principle is a noun that means "an idea, basic truth, law, or belief" or "a rule that governs a person's behavior."  Principal is a noun meaning "a school administrator" or an adjective meaning "primary," "main," or "most important."

Students worked with the teacher to answer all questions about the Television Commercial Advertisement Packet.

Lessons 21 and 22 of the commonly confused words packet were also topic of discussion.

Tomorrow students will group together to produce their commercials.

 

These are the lessons left for the substitute teacher on February 22, 23, 24, 25, and 27th

  1. Read pages 164-165.
  2. Do pages 94-95.
  3. Read pages 166-169.
  4. Do pages 96-99.
  5. Read pages 170-171.
  6. Do pages 100-101.
  7. Read page 172.
  8. Do page 102.
  9. Read page 173.
  10. Do page 103.
  11. Read pages 174-175.
  12. Do pages 104-105.
  13. Commonly Confused Words Packet
    1. Lesson 21
    2. Lesson 22
    3. Lesson 23
    4. Lesson 24
    5. Lesson 25
    6. Lesson 26
    7. Lesson 27
    8. Lesson 28
    9. Lesson 29

      Do the "learn" section of the confused words packet first.  Read the review.  Do the practice section. Do the apply sections.

 

"No child can escape his community...The life of the community flows about him, foul or pure; he swims in it, goes to sleep in it, and wakes to the new day to find it still about him.  He belongs to it; it nourishes him, or starves him, or poisons him; it gives him the substance of his life."  Joseph K. Hart, author

1.  Write this quote on a piece of paper.

2.  In a short essay discuss this quote.

3.  Use examples from A Place at the Table and Children's March to back up your opinion.

Students began the test writing packet.  Today they learned how to read and analyze a writing prompt.  Students completed page 138 of the writing packet.

Students learned how to use a graphic organizer to organize ideas.  After filling in the organizer, students will check the scoring guide to make sure they've covered everything the prompt asked them to cover.

Writing prompt--

The school board is considering lengthening the school day or adding Saturday morning classes in your district.  How do you feel about this proposal?

Write a letter to persuade your school board to adopt your opinion.  Use facts and examples to support your reasons.  Be sure your writing

  • clearly states your opinion for the reader.
  • is well organized.  You should state a point of view, give a new reason in each paragraph, and restate the opinion.
  • includes facts or examples that support each reason.
  • leaves out unnecessary ideas to make sure the reasons are sound and to the point.
  • uses the conventions of language and spelling correctly.

Outline (graphic organizer)

Opinion-- List your opinion of lengthening the school day or adding Saturday morning classes to your district.

I.  The most important reason.

   A.  One fact or example to support the reason.

   B.  Second fact or example to support the reason.

II.  The second important reason.

   A.  One fact or example to support the reason.

   B.  A second fact or example to support the reason.

III.  The third important reason.

   A.  One fact or example to support the reason.

   B.  A second fact or example to support the reason.

 

Students learned about a group of teens from Birmingham, Alabama who played a major role in President Kennedy ending segregation.

Students watched The Children's March and participated in class discussion about the power of peaceful protest and the power of teens.

We began the test writing unit by reviewing the rubric.  We also discussed the upcoming writing test.  The 8th grade class will take the state writing test on Tuesday, February 22.

Students read pages 138-147 of the text book.

A Place at the Table

Students learned about tolerating others by watching and discussing the Teaching Tolerance video, A Place at the Table

 

Scholastic Action--Read silently.

Text Book--pages 102 & 103.

Descriptive Writing Packet-- pages 62 & 63.

Descriptive Essays are due Monday.

Review the descriptive writing rubric.  Take special notice of the instructions to use MANY figurative language examples in your assignment.

Computer Lab--Scavenger Hunt.

Students visited http://humanities.byu.edu/rhetoric/silva.htm

Students wrote the definition and an example for each of the following figurative language terms.

1.  Alliteration

2.  Metaphor

3.  Onomatopoeia

4.  Personification

5.  Simile

And students answered the question, "How do these figures of speech contribute to the 'mental picture' seen by the person reading the poem or essay."

Descriptive Essay--finish drafting.  Make sure to include MANY examples of figurative language.

 

Students were handed back papers and their long awaited graded historical fiction stories.

Students who did not do an historical fiction story, worked on those today.

Students who were done with all past assignments, continued to draft the descriptive essay assignment that is due on Friday.

 

Descriptive Essay--

Prewrite--Gather information (notes)

                  Organize information (web)

Drafting--use your web to begin drafting your essay.

Descriptive Writing Packet--pages 56,57,58,59, and 60.

Synonym Poem-- Students used the thesaurus and the on line dictionary to find ten synonyms for their chosen adjective.  Students put their lists into poem form and presented the poetry to the class.

Example:

I'm talking big!

I'm talking massive, mammoth, sizable.

I'm talking substantial, super colossal, vast,  .

I'm talking walloping, whopping, humongous.

I'm talking big!

Descriptive Writing Unit--pages 97, 98, 99, 100.

Warm up--  Listening/Memory assignment.

Figurative Language--Simile, Metaphor, Personification, etc. were the topics of lecture.  Students took definition notes for a future figurative language quiz.

Students created a simile with an illustration and then made the simile into a metaphor.  They did this twice.

What's a cliché?  Even though most students didn't think they knew what a cliché was, after a group discussion, students realized they new loads of clichés.

Descriptive Essay-- Pages 90-96 of the book were covered.

1.  Warm up-- Write about the scariest moment you've ever had.  Try to make the   reader feel as if he/she is experiencing it with you.

2.  Write your own haiku.  Groups created haiku on Monday.  Today students will work on their own haiku.

3.  Introduction of descriptive writing genre.

4. Descriptive writing--pages 90-95

5.  CS 10-11 Comparative and Superlative forms of adjectives and adverbs.

Warm Up--Write ten interview questions for future teachers.

Descriptive Writing--

Students spent fifteen minutes outside writing down descriptive words for sky, air, trees, ground, insects, birds, and creek.

After coming back into the room, students shared their lists and made a master list.

Students broke into groups and used the master list to create a haiku.

Each group shared a haiku with the class.

Tomorrow we begin gathering information for descriptive writing essays.

 

William Berhardt guest speaker.

 

We started class with William Bernhardt's Silent Justice.  Students participated in a bit of reader's theater.  They read aloud interviews Bill has given in the past.  The interviews deal with his writing.  Story ideas and plot development are focused on in the interviews.

Magazine--

Careers and Colleges

Haiku--to prepare for our descriptive writing assignment, students will create a haiku on Monday.  We will spend twenty minutes outside on Monday to take field notes for the haiku.

 

Our classes visited the Career Expo in Shawnee.

 

Japan Trail -- Write a short paragraph about what you liked and didn't like in the Japan Trail video.

Lessons 15,36,37, and 38.

 

(We had a substitute on this day.)

Finish the Japan Trail video.  Finish notes.

Making Friends--

 

The Power of Writing--

TDK JapanTrail 2001 Video (Students took notes over what they liked and didn't like in the video)

 

Solve a Riddle (Handout)

Historical Fiction...finish it up!

What do I turn in?

Packet

Rough draft

Final Copy

 

Cat-sup Caper -- some students did not finish this yesterday. 

Quiz--Proofreading marks, story map, and dialogue.

Historical Fiction--

Students should have already gathered information and organized the information into a story map.

Drafting--begin by describing the setting and theme of the story.

After drafting, students need to do the following:

1.  Elaborate--add historical details from their notes.

2.  Clarify--check the character's speech.  Make sure it reflects the time and place in which the characters live.

3.  Proofread--Check to see that you have enclosed a speaker's exact words in quotation marks and punctuated the quote correctly. 

Peer editing is strongly recommended!

Cat-sup Caper

As the comic strip shows, a food that is delicious to one person may not be so appetizing to another.  Describe one of your favorite snacks or meals that others might not like.  When did you first try this food?  What could you say to others to convince them to try it?  Share your answers with the class.

Historical Fiction--

Students should have already gathered information and organized the information into a story map.

Drafting--begin by describing the setting and theme of the story.

After drafting, students need to do the following:

1.  Elaborate--add historical details from their notes.

2.  Clarify--check the character's speech.  Make sure it reflects the time and place in which the characters live.

3.  Proofread--Check to see that you have enclosed a speaker's exact words in quotation marks and punctuated the quote correctly. 

Peer editing is strongly recommended!

 

Parent Letter

CS 2 & 3

Sub/Verb handout.

Complete and grade all work.

We took notes for our historical fiction stories.

Begin CS 2-3.

Sub/Verb handout.

Tall Tales:

Why do you think Garfield is telling Jon about mutant spiders and giant tidal waves?  Can you tell if he is trying to trick Jon?  Does his trick work?  How does Jon react to Garfield in each frame of the comic strip?

Keep Going:

What if one of Garfield's wild stories were really true?  Write a newspaper story about mutant spiders crushing the city, a tidal wave striking, or some other incredible event.  Be sure to answer the questions who, what, when, where, why, and how.  Give your news story a headline and draw a picture to go with it.

Narrative Writing:

Students began researching for their historical topics.  Students took notes and organized the notes on a story map.

Continue: CS 2 & 3 and Making subjects and verbs agree.

Cat got your tongue?

Do you agree that if cats could talk, nobody would like them?  Why or why not?  What would cats say if they could speak?  How would talking cats compare with other creatures?  If all animals could speak, which do you think would be the funniest?  The friendliest?  The grouchiest?

Students used a comic strip to practice the use of dialogue.  Taking a Garfield comic strip, students used what Garfield and Jon had to say to one another to practice proper punctuation for dialogue.

Write a short story in which a talking animal is the main character.  You may feature Garfield as the animal or create a character of your own.

Historical Fiction--Review the rubric.  Begin the writing packet.

Continue CS 2 and 3.

Continue the subject verb agreement handout.

 

Monday Blues:

How do you feel about Mondays?  Explain why you like or dislike them.  List the seven days of the week.  Write one reason why you like each day.  Is there something you look forward to doing on particular days?  Which day of the week is your favorite?

Mission Statement:

Completed and signed by the class.

Narrative Writing:

The class reviewed a model example of an Th graders historical fiction story.

CS 2 and 3:

Punctuating dialog--review the rules.  Class worked the first four together, and then had independent practice for the remaining 20 problems.

Making subjects and verbs agree--handout Lesson 35.

 

Rise and Shine!--writing assignment.

Do you think Garfield is a morning "person"?  Are you a morning person, an afternoon person, or a night owl?  Tell which time of day you like the best--and which time you like the least.  Based on this information, would you and Garfield make good house mates?

Do you agree with Jon that breakfast is the most important meal of the day?  What do you usually eat for breakfast?  What is your favorite breakfast food?  Do you ever skip the morning meal?  If so, how do you feel during the day?

Parent letter with averages and blog site address.

Subject/Verb Agreement (CS 8-9)

Mission Statement Continued.

 

We worked on our class mission statements today.  We hope to finish by next week, so students may sign them, and I will post them in the room.

Dream On--writing assignment.

What is the strangest dream you remember having?  Write a story telling what happened in your dream.  Include as many details as you can, such as the setting or location of your dream, the characters in your dream, and even how you felt.

We took the rest of the class time to get to know our text book. 

 

Welcome back, students!

We are starting slowly to motivate students to get back into writing form.

1.  Students began class by writing a debate between Garfield the cat and Odie the dog.  Students had each animal argue why he deserves the title "The country's favorite pet." (10 pts.)

2.  Agreeable Park:  Students worked with a handout to refresh their memories of proper subject/verb agreement.  (12 pts.)

3.  Letter to parents:  Students wrote letters home to describe their expectations for 8th grade English class.  Students also included a supply list at the end of the letter.  Students who return letters signed by parents, will get five bonus points.

Letter:

Dear Mom and Dad,

I am in my 8th grade English class.  My teacher's name is Mrs. Woolbright. 

I expect.......

I hope.........

I hate.........

I will need pens and paper, and a folder with pockets

(5 bonus points)

LAST DAY OF CLASSES!!! (YEAH!!!)

 

Let's have a party!  :)

Inner/Outer Circle The Giver

Grade CS 18, 19, 20 & 21.