Archived+Unit+II+Oct-Nov+HW+and+Notes

Nov 27: Happy Thanksgiving break! No homework UNLESS you owe a cover letter or resume. EMAIL your Exchange City teacher over break to submit. Students who were absent should try to get the work in before the end of break.=

Students in my blue and green classes will have a little time on Monday to complete ORQs if necessary. Other classes already had two periods during our short week. Anyone who was absent for any part of the test should plan on staying after up to TWO days next week (preferably Monday and Wednesday) to complete both sections of the assessment.

Class Notes: Classes took Vocab and poetry comprehension test and ORQ. At the end of a few classes we had time to share some of the journals related to the food drive. They showed empathy and creativity. I hope to share more next week.

=Nov 25:= =-= Class Notes: Green class took voc and ORQ test. If you did not finish and your per 4 teacher lets you work on homework during the extended final period tomorrow, you may ask to return to my room to finish the ORQ portion only. If you did not finish and you have an aclab, you may also come back to have an additional 10 minutes. If you did NOT do a planner for the ORQ as I STRONGLY advised, you likely ran out of time to write--as I warned you you would.
 * HW: **
 * 1. All classes EXCEPT green class-- **__ Complete planners for ORQ on the poems __** . See prompt in Nov 22 entry. You will probably NOT be able to complete your test within the time limit if you do not adequately prepare by knowing WHAT points you want to make and the ORDER you will make them in. You may use the planner and your poems during the ORQ portion of the test. **
 * 2. __Review the vocabulary words__ and terms briefly --I KNOW you chunked your studying so that you have already practiced with all the vocabulary multiple times over the weekend and late last week when the homework was light. **
 * 3. Complete your __ cover letters for Exchange Ci __**ty and turn them in TOMORROW.

Other classes had mini-lesson reminder on the need to TNT the ORQ question--it has LOTS of layers you need to respond to. We also reviewed a strategy for brainstorming, finding connections between details to use as topic sentences, and filling in an organizer to select quotations from the poems to support your points. Students had some time in class to work on the organizers and should finish them for homework.

= Nov 22: The field trip was a success and students seemed to truly enjoy the production.=

I have not forgotten about parents who asked for copies of material I handed out at the evening "Writing Tips" to use to help at home session. I am making additional copies and will get them out next week.

==** HW: CHunk your studying for QUIZ--if you did not already complete the vocabulary review packet--do so over the weekend. I also recommend putting together a brainstorm and an organzer to help you answer the ORQ prompt. As discussed in class, __the question will be__**== //Imagine that Mrs. Ready could only teach one of the three Soto poems, ("How you Gave up Rootbeer", "How to Sell Things" or "Oranges" ) to NEXT year's seventh graders. Identify which of the three Soto poems you think is the best poem, and explain why you believe it is the best poem. Support your opinion with specific lines and events from the poem. Compare and contrast your choice with specific details from at least one of the OTHER poems. Consider poetic elements such as the tone the author used, effective figurative language or sound devices, and whether the poem surprised you or made you think. Respond in ORQ format (2-3 paragraphs/ no opening or closing paragraph necessary). Be sure to use clear topic sentences to introduce each major point.// ORANGE CLASS--quiz moved to Tuesday since assembly prior to trip used review time. MON: GREEN class will still take test since that class does not meet again next week due to half-days. TUES: Red, yellow and orange classes take quiz/test; WED: Wed Blue class takes quiz/tet.
 * **You will be able to use any brainstorm or graphic organizer you do for homework on the day of the quiz for the ORQ ONLY.**
 * **The vocab portion and poem comprehension portions of the test will __NOT__ be open note or open book.**


 * COVER LETTERS for exchange city DUE FOR ALL classes by Wed of next week**. Exchange City will not meet, so get your letter to your Exchange City teacher before homeroom.

** Extra credit items I might add onto next week's quiz/test ** 1. Thanks to Mary Mitchell, we all learned that
3. Dickens' character then called on a young boy actor he called "**Oliver"** and noted that the kids might like a story with a **"twist".** This is a reference to **ANOTHER Dickens novel //Oliver Twist.//**
 * =====the word **//theater// comes from the Ancient Greek** word **//theatron//**: which means "**a place for viewing".**=====
 * **//Theatron//** is derived from the root **//theaomi//** which means **"to see, watch' to observe"**
 * 2.** During today's performance, the character playing Dickens began to tell his story with the words //**"It was the best of times. It was the worst of times..."**// This line is actually the famous beginning of **another Dickens novel, //A Tale of Two Cities.//**
 * 4. DIckens wrote 34 complete books in his lifetime, including 24 novels for adults and one mystery he did not complete before his death.**

= = =Nov 21:= =FIELD TRIP tomorrow.=

=
Dress neatly. NO electronics on bus or at theater. Respectful and appreciative behavior AT theater. Polite applause and appropriate laughter--as we reviewed in class **YOU are not the show, so do not do anything to call negative attention** to yourself or the school. **You are great kids** so show everyone that. You will have regular per 1 and per 6 and 7. Lunch when we return.=====


 * HW:**
 * 1. Finish the vocab review packet**. See yesterday's entry to reprint if you need one.
 * 2. EXHANGE CITY** resumes were due today! If you did not get yours to your teacher today, do so before we leave on the field trip to avoid losing credit. Even though we do not have another Exchange City class before Thanksgiving, we still need to get your cover letters next week to grade and give feedback before interviews. MY Exhange City students must submit the letter to my "homework" bin before the end of the day next Wednesday to get homework credit.

Class NOTES: We passed back last test and reviewed areas students might want to study harder for next time, as well as some test taking strategies for reading questions more carefully. WE reviewed TONE: Some of the these notes should help you prepare support for your opinion when you answer the ORQ portion of next week's quiz about which of the three Soto poems you liked best and why.


 * TONE //__is the author's attitude to the characters and the events__// in a piece of writing**. This will be a literary term to know by heart on a future test--(not next week's).

TONE comes through word choice and the kinds of events and characters an **author chooses to include**. Students worked in small groups to analyze the different tones in the poems. We discussed that there are a lot of precise words to help describe tone: peaceful, serious, defeated, desparing, argumentative, dramatic, questioning, amused, sympathetic, uncertain, informational.... Examples of applying the def of tone to poems we read: Soto maintained a humorous, amused tone in "How You Gave Up Rootbeer"--students found evidence in his use of slang and silly informal images and words like "donkey boy" and "wobbly fat" "squeegied the foam"

Soto kept a more peaceful, content tone in "Oranges" as he described the boy and girl and the orange representing a bright warm moment of first love on a cool December night.

The tone in "How to Sell" is more complicated. Students noted he showed humor in the lines describing the dog with "feet in the air" and the speaker faking looking patheti--by pretending to "shiver like a leaf". Soto ALSO however, conveys a serious tone, making the reader feel sympathy for the boy who is poor trying to get the rich lady to buy an orange for a mere 5 cents. It makes the reader think about poverty and "have and have-nots." The subject matter is a little more serious than in the "Rootbeer" poem and the author's attitude is a little more serious. The effect on the reader is more thought-provoking.

These are some of the things that students might **explore in preparing ORQ response outlines for next week's ORQ question.**


 * //Test Extra credit to be added tomorrow.//**

=NOv 20= =HW: ELA: Due FRIDAY--Vocab Practice packet.=

=
SInce I will not be able to check this before the test for most classes due to Friday field trip, I will collect it on the day you are tested. THis means you may have extra time over the weekend to complete it, but **I would do it tonight and tomorrow to better CHUNK your test review.**=====

This packet will be an excellent review tool for the vocab portion on next week's test.
= = Exchange City: RESUMES are due tomorrow (Thurs).

See yesterday's HW entry for link to helpful sample formats, templates, etc.
Class Notes:

=
Students worked most or all of each class on the following prompt (reprintable from the box below) in their journals. This is NOT to be finished for homework. Most students were very creative and proud of the product. We will share some before Thanksgiving break.=====

[[file:2013 journal 6 food drive.doc]]
= = Thursday we will review poem content and discuss planning for ORQ next week.

A few pointers about vocab words from yesterday's review for test:
//**Ambi**// is a root that means "all around." I drew a circle with arrows pointing clockwise and counter clockwise to show the meaning.

**//Ambidextrous//**: able to use both hands or sides of the body equally well--paraphrase= "coordinated all around--on BOTH sides of body. **//Ambivalent//** -- unsure. paraphrase= not feeling strongly about any single side of an issue, thoughts/feelings are "all over"-- the opposite of having "conviction".

**//ambiguous//**: vague, indirect, unclear paraphrase + "mom speak"--when you ask for something and are told "We'll see"--it could go either way.

**//Tiered//** means stacked up but in "steps" --not directly. like layers on a wedding cake, or displays of fruit in a grocery store.

**//Rouge//** is a NOUN. It is make-up that women wear--it is NOT a synonym for the adjective red.

When using an **ABSTRACT NOUN** ( which is a noun that expresses an idea-rather than a person, place or thing you can touch and see) it is often helpful to pair the abstract noun with the words This will help you use the abstract nouns on this week's list more fluidly in a sentence.
 * show(s)
 * with
 * Have, has, had
 * his hers its
 * The boy **SHOWED** //conviction// that he had made the right decision by stamping his feet.
 * The lion roared **WITH** //ferocity//, scaring the crowd.
 * The bully **had** //ferocity// in her voice as she threatened the smaller kid in the class.
 * **Her** //conviction// in her own ability helped her tackle the tough assignment.

When crafting sentences, be aware of part of speech. Pair up words that WORK together in a sentence--the way peanut butter and jelly work together to make a better sandwich.
 * Grammar Tip for test: The //peanut butter and jelly// approach to grammar and clear writing:**
 * TO be sure you are using an adjective correctly, pair it with a noun, since a major job of adjectives is to DESCRIBE things. EX. The hissing snake bit her. //Hissing// is an adjective in this sentence--describing the noun snake.
 * To be sure you are using an ADVERB correctly, pair it with a verb--since a major job of adverbs is to tell how a verb in the sentence is being done. EX: She crept sheepishly out of the room after knocking over the stack of tiered books. The adverb //sheepishly// describes HOW the girl did the verb //crept.//
 * //If you keep adjectives NEAR nouns, and Adverbs NEAR verbs, you can be sure your sentence is gramatically correct. This is certainly not the only way to use adjectives and adverbs, but the strategy will help when you are just learning and trying out new words.//

NOv 19:
=No new ELA homework. I will update classnotes later this evening. Work on __Exchange City resumes-due Thursday!__= =Link to site we used in class with job descriptions, a powerpoint on tips for resume writing, and the black and white and color templates to use to fill in all necessary information is= []

=NOV 18:=

Homeroom
Field Trip permission slips STILL MISSING from about half of the class. Food Drive still underway until Friday Signed Report card envelopes DUE

ELA: No new homework.
Vocabulary Test will be NEXT Mon, Tuesday or Wednesday --depending upon WHEN I see each class on the half day schedules. The test will be on the 8 words you made cards for: conviction, scowl, sheepishly, elective, ferocity, hissing, tiered, rouge. I will also test on the root " ambi"-- more on that tomorrow in class. Test will also include short comprehension questions related to the poems "How You Gave Up Rootbeer" "How to Sell" and "Oranges". There will be an ORQ you should PREPARE an organizer for to bring TO the test that will ask you to compare and contrast the three poems and explain WHY you like whichever poem you liked best. NO one stayed after to show me that they had revised poorly done sections of last week's homework. Grades will go into the book tomorrow after the 20 minutes--last chance to show me is then.

=Nov 15: REMEMBER field trip permission slip and $. Missing more than half the class still. = Remember canned goods/non-perishables/ toiletries for food drive HW: If you were NOT properly prepared for the homework quality check today, REVISE to show you can follow EVERY written direction properly. Show me corrections on Monday during 20 minutes after lunch or after school and I will remove the 0 I have in my book before I enter it into Powerschool!!! Don't waste this THIRD chance to get last week's work right! Read yesterday's homework for a review of what item you needed to do and read ALL directions on each worksheet to be sure you have completed each page properly.

No NEW homework. - Groups **reviewed and added to notes about two poems responding to the bulleted directions that were on the board** (which are reprinted in yesterday's class notes.) I MAY give a pop quiz Monday that will allow you to use your notes as a way to measure whether you are taking notes in an effective way during group discussion.


 * Homework check**: I spoke **individually with as many students as possible in each class about HOW to improve the quality** of homework.

We learned the word "ambivalent" and the root "ambi" in a few classes. Ambi means "all around" "either way"-- so ambivalence is showing no preference for one thing over another. Our vocab word "conviction" is the OPPOSITE of having ambivalence. Classes that did not have this discussion should remind me to review so you can add this to notes for a future test item.

= = = NOV 14: Remember permission slips and cash for field trip. Remember to bring Food Drive contributions.=

HW: Complete any of the following classwork from earlier in the week. 1. 8 vocabulary cards for "Seventh Grade" and "Oranges" 2. "Oranges Pre and Post Reading" worksheet (reprintable from yesterday's entry 3. Snow Journal prompt reprinted below:

**Title: Journal #5--Snow** Write this in the Journal Section of binder.

 * ====Brainstorm FIRST: Shoot for two bullet points each about 1) how you felt when you saw the snow; 2) description of what the scene looked like; 3)personal connections to past first snows.====
 * ====Circle the most interesting items on the brainstorm—number the order you might use them in====
 * ====Turn your brainstorm into a paragraph of 5-6 sentences or more. This is JUST a draft to get ideas/reactions on paper. We may revise later.====

Class NOtes: Moved into groups to begin small group discussions about literature. Students must show they can work productively with peers or they lose the privelege of group work. Students who do not do homework on time cannot contribute --- so homework will become even more critical to success this term.

Students followed the following directions 1. Read two poems by Gary Soto independently and silently using Active Reading strategy we learned. (First time read straight through for meaning--second time jot down 2 or 3 notes or symbols to react to the text.) 2. Still working independently, 3. Read each poem out loud. Take turns so that every one in the group gets practice reading poetry. It is MEANT to be heard, not just read. 4. Discuss and take notes on the following: One person in each group will record the whole group contribution. THe recorder will change each day. The recorder will also note whether the group worked well or if there are any issues that are blocking productive work each day. ALL group members should take notes in the poetry section of their binders. There will likely be questions on the next test similar to the questions your group discusses. Complete all of the discussion questions for ONE poem before starting the next. We will finish this work and report out to the class on ALL results tomorrow.
 * Underline and label examples of figurative language and
 * circle and label sound devices ( at least 2 of EACH in each poem.)
 * Use the pink Poetic Language reference sheet in the poetry section of your binder to refresh your memory on the types and definitions of poetic language.
 * GROUP work:**
 * FOR EACH POEM**
 * Discuss any questions you each had as you read--passages or poetic language you could not understand; vocabulary you are not sure about...Try to help each other with answers.
 * Write down at least three general observations. What struck you as interesting or odd in each? What common themes, plot lines, or characterizations among the poems did you notice?
 * HIGHLIGHT 3 "WOW" lines--lines that really impressed, entertained, or affected you.
 * Which Soto poem do you like best and why? "Oranges" "How to Sell" or "How you Gave up Rootbeer"--there is no RIGHT answer--you need to show that you can use EVIDENCE and inference to support your opinion.

= Nov 13: = = Parents/ Guardians: Looking forward to meeting parents at Writing Tips Workshop in my room (220) this evening at 6:30-7:30. =
 * === Permission slips went home for field trip next Friday to see "A Christmas Carol" as part of our upcoming drama unit. Please sign BOTH sides of slip and return slip with $10. If finances are an issue, me know or the main office know and scholarship will be arranged. ===

**HW:** CLasses should work at least 20 minutes to finish the class work from yesterday and today: I. 8 vocabulary cards with words from Build Voc boxes for "Seventh Grade" and "Oranges" II. 5-6 sentences in Journal about your reaction to yesterday's snow III. BOTH sides of "Oranges" Pre and Post reading worksheet. File is below if you misplaced yours.

If you put in 20-30 minutes and STILL do not finish, have a parent/guardian signature noting that you worked with focus for the required time and finish tomorrow night.



Class Notes: All classes received permission slip for field trip. See me if you were out today. (Also see Exhange City teacher if you were out and missed today's Exchange City Unit test.) All classes worked all period on tasks listed above to be finished for homework.

= Nov 12: = HW: NO ELA homework. EXCHANGE CITY UNIT TEST 5 extra points for complete vocabulary cards with Exchange City Unit 2 words on them.

= = =PARENTS: If you would like a parent teacher conference and have not yet signed up on line--do so through the link = http:www.ptcfast.com/schools/John_J_Ahern_Middle_School Conferences will be held Mon Nov 25 from 12:15-3:15 and Tues. Nov 26 from 5:00-8:00 pm. A few slots remain.

**PARENT WRITING TIPS WORKSHOP:** I am offerening an evening of suggestions about how to help your child with writing projects this year on **Wednesday NOV 13 from 6:30 -7;30** in my room (220). Please email readyd@foxborough.k12.ma.us if you plan to attend. = NOV 8: = **HW:** Finish first 5 Vocabulary cards from "Seventh Grade"if not done in class. Three more cards will be due WEDNESDAY from the poem "Oranges" if you want to get ahead. You MUST use the words tiered and hissing as adjectives--not verbs. This is the grammar check portion of the work. Remember that adjectives are generally paired with nouns, so insert the word "hissing" in front of a thing that hisses, and then finish the thought with a DIFFERENT verb and you will have done it correctly. "The hissing cat clawed at the mouse." You cannot use THAT exact sentence (except for the student who worked on it with me in class today.)

Class Notes: I. Students had short lesson on some features of a poem that make poetry a different GENRE and FORMAT than other writing. We noticed that in traditional poetry
 * every line begins with a capital letter (This may confuse you as you try to find the beginning of sentences in the poem for you vocabulary work.)
 * lines break in the middle of sentences
 * poetry is often NOT written in complete, gramtically correct sentences. (Poets get to have all the fun.)

To indicate how sentences in poetry are formatted on the page, you insert a slash where the poet ended each line. When you copy the sentence in which Soto used the word "hissing" in the poem, you will write "Outside/A few cars hissing past/ Fog hanging like old/Coats between the trees." This is the cxorrect way to quote lines of poetry in OTHER writing fornmats (essays; ORQs; Vocabulary notes!)

II. I also introduced the concept of a participle--the grammatical term adding and ED or ING ending to a verb and using it as an adjective--See the example for HISSING above in the HW explanation. We will do a lot more work with this in the coming weeks.

III. Students had the rest of the period to finish the first set of vocabulary cards and begin the next. I met individually with as many students as possible to check finished work and give corrections and revision instruction as necessary.

IV. A handful of students finished all 8 cards and began pre-reading notes on the poem "Oranges".

= NOv 7: I was out sick. Students had entire period to work on detailed vocabualry cards for 5 words from "Seventh Grade". No HW = = = = NOV 6: = HW: NONE

Class Notes: Students had a portion of the period to **complete their ORQ written assessments**. Many also came back during the 20 minutes or after school. Time is now up for this assignment unless a student was absent for one or more of the test days.

We reviewed the COMPLETE and complex directions for preparing vocabulary cards for words from the Literature Text. I am VERY particular about how the cards are done. What a surprise! **If done correctly, you will analyze not only the meaning of words, but also learn grammar, punctuation, and learn how professional writers vary their sentence structure and use words in effective ways in different positions in a sentence**, depending on the part o f speech. You will also **practice reading and following directions** and **rechecking steps** in a process to get things right!
 * Why do I make everything take a hundred steps?**

The **vocabulary card instructions** and a sample card are **reprintable by clicking** Reprints. There is also a sample finished card on that page. **You MAY NOT use the same picture (step III) or own sentence with clue (Step IV) as the sample.** You may do the work on notebook paper or copy and past the sample and save it to your own documents to work on-line. --1 PAGE PER word--do NOT write on back.

Students who finished the test during class began the cards for the 5 Build Vocbulary words in the text for "Seventh Grade". We will finish these in class tomorrow. They **are not homework** yet.

= = = Nov 5: = =HW: COMPLETE any necessary notes to finish the ORQs on the story "Seventh Grade".= ====Students who did NOT prepare adequately for today's ORQs have a second chance tonight. Students will have 20 minutes or so to complete their ORQ responses. **An alarming number of students did not do ANY of the preparation I suggested in class and posted in yesterday's homework** notes. DO ALL of the steps in yesterday's homework entry and you will **breathe easier tomorrow.**====

A number of **students finished with 15 or 20 minutes to spare**--these were students who

 * ====HAD gone through all their homework and highlighted or prepared organizers that bullet details from the story to use to answer the questions.====
 * They were not plowing through binders and folders trying to find the correct notes.
 * They had already skimmed through all the notes and KNEW which details from the notes might help answer one of the prompts I POSTED and reviewed in class.
 * PREPARATION is the key to writing quickly and clearly under pressure.**

= = = Nov 4: = = HW: Prepare homework and notes for open NOTE portion of test. You will write 2 or 3 ORQ responses (2-3 paragraphs each) to questions about the story "Seventh Grade". =

Ways to prepare:

 * ====**Skim read** the story one more time====
 * ====**Put ALL your notes and homework from the story into one packe**t so you are not flipping through folders and binders during precious writing time. You can also print out any pages from this website that may help you. The most useful homework assignments to refer to would be __**the Two-column Active Reading graphic organizer with your notes on details**__ that show how SOTO used **real-life details from his life and from a typical school routine** to make the setting and events believable. You will also use the __**answers to the Critical Thinking**__ questions you did for last Friday.====


 * ====**Put a star, or highlight the BEST details** you could use to answer the questions you know in advance. I will post the two topics I have already warned you in class and on-line are likely to be among the options for tomorrow's ORQs.====
 * ====You may **use your notes to answer these questions, but not the text** book. Because you have access to your notes, I expect that your responses will use SPECIFIC and relevant examples, and choose the **MOST significant examples and evidence,** not just any detail.====
 * ====You will not need exact quotations, but if you have one or two, that makes for a more COMPLEX and COMPELLING response.====

Class Notes:
===**If you were out MONDAY for Part I of the test, plan on staying after Wednesday to make it up.** You should come prepared for the ORQ portion tomorrow. Grades close this week so WED will be the only opportunity for makeup. See me immediately if Wednesday is not an option for you. I cannot stay Tuesday due to a conflict.===


 * All classes took the FIRST day--closed notes portion of the test.** There is **NO extra time** for this portion. Many students finished with 10-15 minutes to spare and did well. I suspect that they studied for more than one night, and did some ACTIVE review such as making flashcards and practicing, reviewing by writing and out loud, and making connections to help remember terms and examples. Many students struggled with the features of a text portion of the test. I suspect that these students did NOT practice for the test seeing if they could find page numbers for the information that I told you I would look for when I reviewed the possible test topics and posted on the EVENTS and HOME page of this site.


 * There will be 4 options to answer tomorrow and you will choose 2 or 3. Below is the text of 2 of the prompts** you will have. I need to leave SOMETHING to surprise you with!

Option 1
In his story “Seventh Grade,” does Gary Soto create a believable, realistic picture of **what life is like on the first day of school for a seventh grader?** Support your opinion with specific evidence from the story that uses details from Soto's own life as well as details from Victor's first day that are familiar to you as a current middle school student.


 * Option 2 :** Describe specific ways that Victor and Michael each try to make a false impression and appear to be something they are not. What did Mr. Bueller do to make a false impression on someone when he was in college? Explain why they did not show their true selves. After reading the story, what would you advise a friend at the Ahern to do in a similar situation?

= = = Nov 1: = =HW: Study Actively! Test topics listed on calendar under EVENTS icon AND at bottom of home page. Test Mon and Tues.=

Class Notes:
 * I.** I **handed back the Study Skills test** and went over a few trouble common issues. See me Monday if you were out Friday.

Most students did very well. Points were lost because students did not have the KEY WORDS from the definitions I provided for the terms alliteration and infer. Paraphrasing the definition or giving an example earns only partial credit. I also need to see the KEY WORDS (the ones I underline when I give you a literary term definition).

Points were also lost when students misidentified a rhyme as an alliteration. Alliteration is the same consonant sound at the BEGINNING of words in a line of text. Rhymes are similar at the END.


 * II.** I **reviewed each Comprehension and Critical Thinking Homework and told each student about issues that would lead to a point deduction** on the open response portion of the test next Tues. Review the tips I listed for completing the homework in the Thursday oct 31 entry.


 * III.** I **assigned a journal** for students to work on as I circulated correcting homework. Students brainstormed and began composing a NARRATIVE journal about any event from last week. It is NOT yet homework. Students need to include at least 4 sensory details, and a hook.

===** Below are the possible extra credit questions ** I may put on the test Monday. THis is your gift for checking the website. You have to look up the answer to the first. The rest you should know from reading the story.=== 1. //The Daily Two// had a quote from Sir Arthur Conan Doyle last week. What famous character did Sir Arthur Conan Doyle invent?

2. What does the word compelling mean?

3. How hot does it get in Fresno in the summer?

4. Where did Michael get the GQ magazine?

5. According to Mr. Bueller, what does “populace” mean?

6. Name one class does Victor has after French, and before he goes to the library?

= OCT 31: = =Yes--I am the witch that is haunting you with homework on Halloween, but you DO have a test on this material Monday.=

**HW:** __**Answer the following questions from page 127 in the text. Follow ALL of the directions**__ I gave in class and outline below.
**---** Class notes: == We carefully reviewed ALL homework directions above. We also clarified that __Question 3 under Critical Thinking can be confusing.__ It is asking you to give a specific example of how Victor, Michael, and Mr. Bueller EACH pretended to be something or someone they are not to impress a girl. Write a separate sentence or two for EACH character and include specific details that show you read the text. Conclude with what Soto may be trying to say about the results that often happen when we are not our true selves. ==
 * == //**Check Your Comprehension Questions**// 1-5. Answer EACH question in **one or two COMPLETE SENTENCES __AND__** ==
 * == //**Critical Thinking**// Questions 1-5. Answer EACH question using **2-3 sentences** per response. ==
 * You MUST write in **grammatically correct** sentences--**Capitalize** names and other proper nouns, as well as the first word in each sentence. Use **periods** at the end.
 * You MUST **use specific names**, (not just initials) the first time you mention a character in EACH response.
 * You must **Turn the QUestion Around** (TQA) so I can tell what the question was and who it asks you to discuss without my reading the question.
 * **Copy spelling and punctuation that is IN the question correctly into your response.** For example, when answering the question about Victor's goals, be sure to use the apostrophe before the "s" to show possession. Be sure to spell the NAMES correctly that are RIGHT in the question. Be sure to give more than ONE goal, since the question asks for plural goal__**s.**__
 * **Spell //TRIES// correctly--Too many of you are making the elementary school mistake of "forgetting" to change the //Y// to and //I// before adding the ending when changing //Try// to //Tries.// This is a careless error that I will get you to correct by deducting points.**

We also reviewed a few random plot maps from last night's homework to show how to correct them to include the MOST significant events and ENOUGH detail to have great notes for any future essay. Below is a file that gives a sample of effective answers--it is not the ONLY way to fill in the map correctly. NOte that I have starred (**) the points in the plot that are the THREE embarrassments that build to the climax.



Oct 30
A __significant event__ would be //"Michael scowls to attract girls"// because it helps show the THEME.
 * HW: **
 * I **. __**Complete the Story Map handout**__ we started in class. Use the homework you did LAST night and choose the plot events that are MOST significant to build the steps in the story map.
 * You can have one or two MORE items or one or two LESS than the number of blanks in the RISING ACTION section, but MUST have at least 8 and no more than 12. If you have too many or too few you are not finding the MOST SIGNIFICANT events.
 * ===A way to determine whether an event is significant is to ask yourself-===
 * **Does the event help show the THEME**--that "Young people try to fit in and often embarrass themselves to be liked and belong."?
 * **If the event were removed from the story, would the series of events still make sense?**

An __INsignificant event__ would be //"The principal gave announcements during homeroom."//


 * __II. Review for the test next MONDAY. Design a way to review for a CHUNK of what you need to know for Monday's test.__** I will NOT check this--this is the honor system. If you review a little each night, you will do better on Monday's test and you will be less stressed Sunday. If you do NOT--it is your choice. You SHOULD remember that ACTIVE review works much better than just oral quizzing or reading notes over. Create a rhyme to help you remember; teach some vocabulary to someone else; draw pictures and paraphrase definitions, look for patterns....


 * Below is a file with the Story Map handout with the portions we filled in during class.**



Class Notes: I checked hw. Better rates of competion than past two days.

We reviewed EVERY item that will be on Monday (and Tuesday's) test. Students were shown (again) how to use the "events" icon on this page and the bottom of the home page to see the list of topics on upcoming assessments. Students put sticky notes on EACH page in their binder that has notes to review for the test.

We reviewed that plot map, story map, and literary triangle are ALL synonyms for the same diagram used to show how key events build tension to the climax in a story. We **discussed HOW to determine a climax in literature** and **defined Exposition--**which may be a new term for many. We will do MUCH more with these items in future classes.

We filled in portions of the Story Map and reviewed that **there are MANY conflicts on the way to the climax** and **that the climax itself is usually a long-drawn out moment--time seems to stand still** for the characters--making it more intense. In our story, when Victor "pleads with his eyes" for Mr. B not to let Teresa know he does not know any French, Soto uses a column of text for what might only have taken 20 seconds or less in real time.

= Oct 29: =

Exchange CITY: HW due THursday-- Test on Nov 13-begin studying vocabulary.
====I. Complete the consumer advice letter. You may reply to one of the examples on the handout or make up your OWN letter from a consumer for a product you care and know about: boots? headphones? smart phones? video games? footballs? ==== ==== Have some fun with it, but be SURE to include FOUR of the factors we reviewed from the "Factors that Influence Consumer Choices" sheet. It should also warn against one common mistake consumers make when buying the product. ====

Do NOT do the "Letter to a Sixth Grader" option.
I know I also handed out the "Letter to a 6th grader" option--but frankly, I do not think it will prepare you for the test as well as the friendly consumer advice letter. Anyone who wants to do the letter to a sixth grader can do so for 5 extra credit points.

== ELA HW OCT 29 : Complete the LEFT-hand column of the worksheet you started last night. A copy of the file is in yesterday's entry. Fill in at least TWO significant plot events for each column of text from the story "Seventh Grade". Use THREE events in the box for p 126 col 2 as noted on the sheet. For this you are NOT making connections to the events--you are just listing the key plot events that make the "skeleton" of the story.== -- CLass Notes:

THings to be careful about: As we corrected and reviewed today's homework, we saw students making the SAME mistakes I warned about in yesterday's entry. Tonight be SURE to
For these notes, you are NOT making any connections to the text--you are paraphrasing the main events in each section of the story. Choose events that BUILD toward the climax where Victor, Teresa, and Mr. B are in the room and V. hopes he will not be embarrassed in front of his "crush". Remember the "Rule of THREE" --there is a pattern in literature of having 3 (or so) events build to the climax. **Make sure your paraphrases include EACH time Victor embarrasses himself up to the French room scene.**
 * Use **specific character names!** not "he" "she" "they"
 * Use a **specific detail from the text**!!! Not //"He was weird"// but instead //"M. scowled to get girls and looked odd to V."//

WHen paraphrasing plot, think of the key events you would tell someone at home to retell a funny event at school. Think of the example we used in class--**If you were retelling a story about drama at lunch, you's first tell WHO was there (characters), where they were (setting) and then what STARTED the drama (Girl annoying boy). THEN you would say WHO DID WHAT --and then....and then...and then...** In your paraphrase-name the character(s) and use clear verbs to tell what they DO that CAUSES or leads to the next event.

** Oct 28: **
**HW:** All classes are to do the RIGHT-hand column only of the note-taking "Active Reading Notes on "Seventh Grade" handout. The LEFT hand column will be filled in for tomorrow. All students were told to label the homework on BOTH sides to indicate what is due tomorrow and Wednesday.

As noted at the top of the page, you are to reread the story AGAIN (skim read this time) and find examples of how Soto used real-life details to bring the story to life and make it believable. The handout has the first 3 boxes done for you as a model.
 * You can take notes on details that you can tell he based on his own experience based on your reading of the "About the Author" notes--such as the details about living in Fresno--where the temp may reach "110 in the shade" in the summer.
 * You can ALSO take notes on items that show Soto know the daily routines and issues kids face in an average middle school. The handout gives the example that kids often wear new clothes on the first day.


 * Handout is below if you forgot it at school. Fill in at least ONE detail for every empty box.** The page and column number are written in the right hand column. The details you write TOMORROW in the left-hand column do not have to coordinate with what you take notes on from each page tonight.



_--- Class Notes Oct 28: We reviewed the sticky note homework and discussed how to improve notes using student samples. Key issues included the need to write ENOUGH so that you could use the notes on an open-note test. Many notes were so vague they would not help at ALL on a test in a week when you had forgotten some details from the text.
 * II. Students who DID NOT complete the weekend homework (and there were FAR too many) may do so tonight for half credit tomorrow.** To receive the credit you may see me after school or during the 20 minutes after lunch. Do not take up valuable class time showing me work DURING instructional class time. That is not fair to the kids who fulfilled their responsibilities on time.
 * ALWAYS use the character's name or at least initials--not "he" "she" "they"
 * Always refer to a specific in the text, do not just say "THAT was weird" "He was nice"
 * Always use page numb and col number for this text so you don't have to reread a whole page or story to find examples to use in essays.
 * Use the symbol to help. Students who had marked questions with a ??? could quickly skim notes today to ask about things they did not understand. Kids who used the STAR * I said to use for STYLE could quickly find examples of great phrases that show Soto is an effective professional writer.

We answered questions students had starred to help students comprehend items that were unfamiliar because they are details about school in California, or school 20 years ago when technologies were simpler.

We also discussed clues Soto gives about potential class differences between Victor and Teresa, and how the character's Mexican American heritage might affect the plot.

We then reviewed How to do tonight's homework and that students should check the EVENTS icon above to begin studying topics for the test next week.

Class notes for Oct 25--These did not save and post last Friday when I entered but FORGOT to save. Even I make mistakes!
HW for Friday was on the board. All classes were to do the Active Reading with sticky notes assignment described in detail in the homework entry for Oct 24 for the red class. Red class members were to REVISE their sticky note homework to improve note-taking after rereading directions.

We looked at the **Table of Contents** at the front of the text and saw that it was not the easiest way to find the page a particular story is on. This is true of most literature text books. **The BEST way to find the story is actually to use the Index of Titles and Authors--most Literature and poetry books are organized this way.** We also noticed that in the index, **italiziced page numbers indicate that the author the page gives "about the author" type of info, while non-italicized page numbers give that starting page of the poem or story the** author wrote.
 * I.** We discussed features of a text. Know this for the test!

Students saw that the **Table of Contents includes a few pages where all of the selections are broken down into genre**. This page might be useful if you are asked to find a poem to compare to a short story or myth.

Other indexes and glossaries at the back of the book have useful resources. Students can use the
 * Index of Skills** to find
 * **commonly "confused words":** such as **//too/to/two//** or //**than/than**//
 * **Reading Strategies:** Notes on how to find main points or cause and effect
 * **Vocabulary words from stories:** tells where to find meanings for affixes and roots. I test on these.
 * **Writing Skills Tips:** items include "persuasive wrods" How to organize writing or include dialogue.

The test will ask you to USE the correct index to find different kinds of information

====**Be able to apply the definition.** You will be asked to refer to genre and sub-genre (realistic fiction, science fiction) as well as format (essay, short story, article) all year in essays and ORQs about literature.====

Students should note that this is **DIFFERENT from the definition on the poster at the back of my room AND than the definition in the text.** As we discussed in class, the poster at the back of the room separates out Folktale as a MAJOR genre, even though we did not see why it would not be a sub-genre of fiction. Apparently the state of MA agrees with us! Whenever you have multiple choices of definition for a literary term, **use the one I give you from the STATE since that is most likely the one that will be used in developing MCAS** and other state assessment that count a lot.


 * III.** We briefly reviewed where to look on the website for the topics on the next test. Check the EVENTS icon above or the bottom of the home page.


 * IV.** We reviewed how to use the **first 5 steps in from the Active Reading handout to do your homework**.

= Oct 25 = Hw notes did not save. Apologies. That's what I get for trying to leave by 4. = = = Oct 24: HOMEROOM: LAst day to turn in BoxTops for Education. =
 * ELA HW: Red Class only (per 2 today): (other classes will have this assignment over the weekend**--you may want to get it out of the way if you understand the written directions before I give the in-class instruction and modeling.)

**I. Practice using sticky notes to Actively RE-read the story "Seventh Grade"**
In class we reviewed PART I (the easy part) of the green handout on active reading strategies to help you focus while reading something for the FIRST time. I will refer to thePart I strategies as Active Reading Steps 1-5. The handout can be reprinted or viewed by clicking on the file below:

The first 5 steps are ways to get you to react and emotionally connect to what you read--which we discussed LAST month is a great way to get your brain to pay attention and retain. We will use stickies for this as a strategy for when you can't write directly on what you are reading because it is in a text.

I. As you reread the story, put a sticky next to 1 or 2 lines per PAGE or column of text that shows ONE of the 5 possible reactions listed as items 1-5 on the Active Reading sheet

 * 1) **happy face if you are familiar with or agree** with something
 * 2) **sad face if a detail in the story seems ridiculous and unbelievable**--or if a character's actions make you angry
 * 3) **Star--if there is a phrase or line that is written with style--**maybe it is phrased in a way that makes you laugh, or uses a great simile or metaphor, or words you WISH you might have thought of.
 * 4) **Stop sign**, or just a **WOW! if a line or paragraph makes you STOP and think**--makes you see something in a new way.
 * 5) **??? next to any part of the text that you just do NOT understand** and want to ask about in class.
 * II. Try to have about 11 or 12 notes in all for the entire story.** Having TOO many is likely to make you read with too MANY interuptions to the flow of the story. You are trying to stay FOCUSED--not overwhelm yourself.

Class Notes:
 * III. On each sticky, write the page and column number and something about the line you had marked.** For example, possible sticky note content might include:
 * a smiley face and the words "p122, col1 Story set in Fresno-where Soto is from"
 * a Star for style and the words p. 126, col 1 "wewe gee in September." = funny fake French
 * A stop sign and the words p. 124, col 1 "They had to pick grapes to get clothes--at age 12!"
 * IV. Once you have marked the page number and VERY brief reference to the line you are reacting to, take the sticky notes OUT of the text you keep at home, and transfer them (in the correct page order) to a sheet of notebook paper** in the Lit Notes section of your binder. **Title the page "Active Reading Steps 1-5 for "Seventh Grade" Oct 24**
 * I. POP QUIZ on first reading of "Seventh Grade."** Students corrected these in class but I have collected them to review corrections and enter grades. **If you missed this quiz due to absence, you must make it up at the start of class tomorrow.**
 * The quiz will count for 20 points as a homework check.** I told all classes that **getting 4-5 out of 5 correct means you are reading carefully enough** the first time through. **If you scored lower** and actually DID the reading, **see me to discuss reading strategies** to help you focus on the right things as you read and retain. You may also just need help reading the EXACT language of the questions correctly.


 * If you did not read, you know that NOT reading is NOT permissable in ELA.** We cannot have meaningful discussions about stories if you do not read them with SOME focus. Items on the quiz may turn up again on a future test or homework related to the story.

In Most classes we continued discussion of steps to follow at the VERY START of any writing project. If we think about what WE do when we write, it helps to understand the choices that professional writers like GARY SOTO make when they write.
 * II.** We discussed that **names of the MAIN characters are VERY important.** Students corrected the spelling of character names so they will have CORRECT spelling for FUTURE work. I did NOT take points off for spelling at this stage, but expect correct spelling of character names in homework and on final tests. There is **no excuse for misspelling a character name while doing homework, because the names are right in front of you to recheck**. If you have not paid much attention to the names in the past, **this year you MUST know character names to be able to write in enough specific detail about literature.**
 * III. FAP**
 * Before writing, all writers must first consider Format; Audience and Purpose.**

We also discussed that a good note-taking strategy for new terms is to ALWAYS leave plenty of space between new terms in a notebook to insert definitions, examples, and maybe even go back and add pictures or other explanation that you hear during class discussion that would help you learn and remember.
 * Class Activity:** In most classes students worked in pairs to give their current best understanding of the definitions and examples to show the meaning of FAP. After peer sharing, we reconvened and developed the notes and put them in the Writing Tips section of the binder with today's date.

A major point of confusion for many students was over the term "Format". While format often does refer to the way you set up a page (title in the upper left, skip lines, etc.) The "Format" in FAP refers to the TYPE of writing you will use to express yourself.

FAP Oct 24 What writers consider BEFORE writing a word
The format determines how much information you might include, and the level of word choice, and detail
 * Format: **
 * Def : The genre or type of writing
 * Ex: essay; story; poem; ORQ/paragraph; narrative/description; non-fiction article; speech; play; letter; poster; captions; twitter entries; research paper


 * Audience: **
 * Def: the people who will read your work
 * Ex: the teacher; peers; community; employer; children; someone you want something from; self; parent
 * Matters because writers might change tone, or word choice, or length or choose different specific details to include or leave out for different audiences


 * Purpose: **
 * Def: The reason you are writing; your TASK
 * Ex: compare contrast; show cause and effect; explain facts; entertain; persuade; argue; inform
 * Matters because writers might change tone, or word choice, or length or choose different specific details to include or leave out for different purposes

Oct 23:
Read the story "Seventh Grade" in the purple text. Use the index to find the page number. You do not need to take notes--I want you to enjoy the reading AT LEAST this once. We will have a basic pop quiz to check that you stayed awake and understand the basic events, but I will not ask picky questions. We WILL take notes later. --- Class Notes: Topics covered included
 * **how to review the journal prompt for CONTENT**
 * Marked up journal draft to be sure all parts of the prompt were answered and response uses key topic words from prompt (Mark TS or TOPIC in margin)
 * marking up journal draft to determine any need to add details, subtract less relevant details, or explain/elaborate more on the significance of the the details. (Mark D and EXP in margins)
 * Mark CL or CONCL if a final sentence wraps up the significance of the details in the paragraph
 * Went back to rewrite as necessary after marking up.
 * We discussed that **not EVERY detail is created equal**. In the story of Cinderella, it is important to describe her beauty and her sweet nature, but it is not important to know what she eats for breakfast. **Have REASONS/details that connect clearly to the main topic**--just because something is a fact and is related does not mean it is always the BEST CHOICE to use to elaborate on a topic.
 * We also briefly reviewed the what **FAP and COWS** stand for.
 * **FAP**= Consider the **Format**, **Audience** and **Purpose** of a writing assignment before beginning.
 * **COWS=** When revising, FIRST revise to get clearer **Content** and **Organization**. Second Revision should be for **Word Choice** and **Sentence Flow** (style). If the Content and Organization are not clear, complete and correct--then colorful word choice or smooth flow don't matter. The ideas must MATTER and be understandable to get at least a B. If you then ADD great style points-you get the A. But you cannot earn an A on style alone. We will talk in great depth about each of these all year. Today was a quick intro.
 * **Some classes had introduction of first 5 steps in Active Reading**. These are the steps on the GREEN handout that should be in your binder in the Literary Notes section. These steps are just suggestions of ways to REACT to what you are reading to stay awake and focused while reading something the first time. These are NOT the most important note-taking steps which will come the SECOND time you read. We will review more on Active Reading tomorrow--no need to USE these steps yet.
 * The RED class received a quick "tour" of the elements of the text--There are a lot of useful indexes and glossaries. We also discussed genres of writing. Other classes will have this in future classes.


 * All classes now have texts. We have VERY few extra books. Let me know if I need to ORDER a second text for you to have at home if you split time during the week**

= Oct 22: = Homeroom: If you have any BoxTOPS for Education lying around (or still attached to a cereal box or soup can in the pantry) please send them in THIS WEEK so we can turn them into cash for the school.

=

 * ELA HW:** Finish the journal prewrite sheet and 7-10 sentence entry about a fib or lie you or someone else told to impress someone if you did not finish in class yesterday or today. Click below for handout used in class Monday and today for this prompt and prewriting directions.=====

[[file:2013 fib+journal+draft.doc]]
Class Notes:


 * Handed out**: Text books to 3 of 5 classes. Per 1, orange and 6,red will get books tomorrow. Texts will be kept at home. I need to see if we have enough texts to be able to give a second text to students who spend time at different houses during the week. We have more students this year than last, so stay tuned...

Class time was spent on a quick review of WHY I asked the prereading questions I asked and how to approach today's continued work.

Students followed these directions from the board, after oral review of the steps.
 * 1. Journal on “a little fib”…**Be sure this is in the JOURNAL section of binder
 * Spend 10 minutes on the Journal work from yesterday. Be sure EVERY section of the prewriting planner is filled in.
 * Turn the BEST of the ideas from the planner into a DRAFT paragraph or two. Your finished draft must be at least 7-10 sentences but can be longer. Be sure you responded to ALL parts of the prompt. Double space so you can revise later.
 * Do not yet worry about revising or editing—just get ideas down in sentence form.


 * 2. Prereading questions**
 * Click on file below for copy of handout used in class for pre-reading**
 * Be sure you answered parts A, B, AND C according to ALL directions. These should be on white-lined paper in the Lit Notes section of your binder.
 * Be sure Part B.1. is the EXACT theme sentence I gave you in quotes. For grade 7 ALL themes are to be written as complete sentences—not just as topics.
 * Be sure you have made a PERSONAL connection to the theme by giving an example of a real person (you or someone you know) trying to fit in.
 * For Part C—be sure you paraphrased definition in your OWN words. If you just copied the book’s definition of tone, add a paraphrase under the book’s definition to show you understand it.
 * 3. Read the story “Seventh Grade” through once to enjoy it.** This will help you understand the general plot line of events and the personalities of the characters. Do not take notes yet.
 * As you read, think about the **THEME and the real-life details** that Soto uses to make the story believable (credible).

=Oct 21: I was out. No HW= = = = Oct 18: =

Home Room: __Progeria research charity drive__:
=== To coincide with the release of a movie featuring a former Ahern student who has progeria, and whose parents are at the forefront of research for treatment, Patriot's owner Bob Kraft has offered a challenge to the community to match his major contribution by Sam's birthday later this month. If you would like to be part of this community effort, please send any donation with your child and the money will be forwarded as the school's contribution. ===


 * __ HW: Revise and edit Social Studies essay. __**

** Writing Tips reviewed in class Friday **

 * The tips we shared Thursday were aimed at making your draft meet the FIRST 3 Cs of writing— **
 * Make it //Clear, Complete, and Correct// **

THINK ABOUT HOW YOU **ORGANIZE** YOUR IDEAS

1. Did you think about the **order of your body paragraphs**? Your strongest points generally go in the first or last body paragraphs—not in the middle. Either start strong or end strong but DON’T just let the thoughts land in some random order.

2. Does **the final sentence of your opening paragraph** clearly connect to your claim and sum up the connection between your three reasons? This makes the writing more clear as the reader launches into the body of the paper.

3. Check your **transitions**. Replace simple transitions such as “first”, “second” and “Lastly”, with transitions that have more meaning and show how the ideas relate to one another.


 * Perhaps you introduce the paragraph with the STRONGEST reason with a phrase like “Most signicantly” or
 * if two reasons are similar, try “Not only did farming…..but it also….” Or
 * if ideas are different “In contrast to..” Or
 * if one idea leads logically to another, try a tranisiton that implies cause and effect like “Because farmer improved….., societies also could ….”

Make it **//complex//** and **//compelling//**
 * NOW you need to think about the last 2 Cs of writing— **

1. Do you **use synonyms for the topic words you repeat throughout the pape**r?
 * VOCABULARY VARIEY**

If you use the simple phrases “farming was a good idea” or “bad idea” in the opening, find DIFFERENT and more sophisticated ways to repeat the topic without just repeating the same words. Discuss whether “agriculture had a positive or negative effect” or “planting and plowing civilized society” …

2. Look for lines that read like something you could have written in grade 3 and use more vivid and precise Nouns, and verbs.

Instead of “There were more diseases”… add specific nouns and ACTIVE verbs such as “Nomadic Hunter gatherers **roamed** to areas with abundantly available food. Farmers in populated villages **spread** disease through waste disposal in close proximity to cultivated fields.“

**EDIT**

 * Read the entire piece out loud, or have someone read it back to you. Stop the reader and make a mark places to go back and edit**


 * Look for any sentence that seems to be missing a word or phrase
 * Look for any sentence that makes you stop for breath a few times, or which has more than TWO “Ands”. This is probably a good place to add commas and periods.
 * Break down sentences where you have jammed too many ideas together. Create separate clear sentences.
 * Look for common typos—do you often confuse than and then? There, their, and there? Do a search for wherever you have used these words and be sure you used the correct one. (Than is used to compare—“I am bigger than you”---THEN is used to mean “Next” )
 * Check correct spelling using spell check AND your gut. You usually know when you need to look up a word, so take the time to do it! Spell check does NOT pick up all spelling errors
 * Capitalization: Check to be sure titles of quoted articles are capitalized, and beginnings of sentences
 * Punctuation: Check end punctuation for period and questions marks in the right places
 * Commas should follow introductory phrases and clauses such as “Although farming created more permanent villages, “Before the advent of farming, “
 * Beware of fragments… Avoid starting sentences with “and” “but” “like” or “which” ---this often leads to an incomplete thought—a fragment.
 * Be sure your INDENTED paragraphs!

OCT 17
= HW: No new ELA HW. Use the 20 minutes you WOULD have spent on ELA to complete your draft Social Studies essay and revise it! Bring copies to class to finish revising and begin to edit. = --- =Class Notes:= ====In class we TNTed the prompt (TNT explained below) and directions for the journal quick write we did on the proverb. We marked up some sample responses to show how you would revise to add missing elements and improve other elements. Most students realized they needed to make some or all of the following changes:====
 * ====Since the TOPIC IS the proverb, students needed to use the proverb in an opening sentence BEFORE explaining what it means to make the topic clear to the reader====
 * ====Some students added clearer paraphrase explaining the proverb's meaning.====
 * ====Some students had to add clear and SPECIFIC examples to show HOW to actively succeed as the proverb suggests. Specifics might include changing "I tried hard" to "I practiced an hour a day for a year".====
 * After making at least two revisions, students turned in the revisions. I will NOT grade them for quality, just to see whether studnets understand how to make a meaningful revisions.

II. After revising the Journal, we followed the following directions to begin evaluating and revising the draft Social Studies essays.
 * How to begin to EVALUATE and REVISE after COMPOSING a first draft. **

After PREWRITING and COMPOSING you should have a “skeleton” of sentences or paragraphs that include the basic elements of a paper that answers the prompt you have been given. This “skeleton” may not have all the bones connected correctly yet (organizational issues), and there may not be much “muscle” to your writing yet (strong specifics, clearly and richly developed), but at least you have something to work with. ** Evaluating: step 1 **


 * REREAD the directions, FCAs and the prompt** or question you are responding to.

Some students think in class that you reread your paper first—But you need to back up even further! Reread the PROMPT, directions and FCAs before rereading your paper. If you only reread your paper without checking the assignment specifics, you MAY have a well written and interesting essay that DOES NOT give a clear and COMPLETE answer to the question.

You SHOULD have “TNTed” the prompt BEFORE you did your prewrite—reread your markup.
 * Use some TNT! **
 * Identify Topic, Number, and Task words in the prompt and directions.**


 * How to TNT a prompt and directions:**


 * Topic: __Underline__** words in the prompt that MUST be in your writing to show you are on __topic.__


 * Number:** **Circle** numbers and words that imply a number of items or elements to include for a COMPLETE answer.


 * Sometimes the numbers are obvious, as in “Describe TWO characters”
 * Sometimes the directions are more subtle as in “**//List specific action//****// s about//** **//__ a __character and describe trait//****//__ s __.”//**
 * The plural **//actions//** and **//traits//** tells you your paper must discuss MORE than one specific action and trait, but the article **//a//** before **//character//** specifies you should ONLY discuss ONE character.


 * Task:** Put a **box** around the different **jobs the prompt asks you to do** as you write: The task words are usually **verbs such as //Explain, Describe, Give// an example, //Define, Identify...//**. Most prompts in grade 7 and beyond ask the writer to accomplish MORE than one job. Explaining is different than just describing.


 * Be sure you do EVERYTHING a prompt asks to give a COMPLETE and CORRECT answer.**

** Evaluate Step 2 **

NOW you are ready to look at your draft.
 * Chunk IT! Review the opening paragraph first.** Don’t try to change language yet, just make marks in the margin to note where you have included what you need from the prompt and FCAs, and where you need to add or improve.


 * Questions to ask yourself f****or an argument paper**
 * **Is there a HOOK** that would make someone who did not HAVE to grade the paper want to read it? A quote that relates to the topic? A sensory description that helps the reader picture or feel a situation related to the topic? If so, in the margin write **H** **√ if it is there or H ?** if it needs work to be clearer or is missing.
 * **Is there a clear CLAIM statement**---mark it **CL√** if it is there or **CL ?** if it needs work to be clearer or is missing.
 * Are there 3 reasons (without details) that you will elaborate on in the body of the paper introduced in the opening? Mark them R1, R2, and R3. (OR is there also a Counterclaim? –mark it **CC**)
 * **Is there a strong concluding statement** that echoes the claim to wrap up the opening and lead into the body? Mark it CONCL **√** if it is there or **CONCL** **√ ?** if it is missing or needs work


 * STOP AND THINK about the 3 reasons you have included**.
 * Are they STRONG and do they relate CLEARLY to proving your point?


 * Are the reasons actually 3 separate and distinct reasons? Did you just split one idea into three parts?

Without reading ANYTHING else, just **check out the TOPIC SENTENCES** of the body paragraphs. A topic sentence should be the first or second sentence in a body paragraph.
 * Do the **TOPIC SENTENCES of the body paragraphs correspond with the 3 Reasons** you indicated you would elaborate on in your opening?
 * Do they **unfold in an ORDER that echoes the opening?**


 * After marking what you need to do, start revising! This can involves adding sentences or phrases, moving information or deleting.**

= Oct 16 HR Picture Day is Friday! Students have flyer in backpacks to give parents! = --  EXCHANGE CITY TEST tomorrow--hope you have been filling in study guide, ORQ planner, and practicing ACTIVELY with vocab. Below are review sheets if you neglected to bring them home.

ORQ planner

Vocab reviews 1, 2, and 3

Study questions

ELA HW: Oct 16
====I. All students should bring a **printout of whatever they have drafted so far for the Social Studies essay** on farming. It does not have to be a complete draft. You will be graded on improvement from draft to final--so you may want to save a draft version of the document as a separate file.====

---
===II. IF you did not compose a one paragraph draft reflection on the "Success is a ladder you can't climb..." prompt, you MUST complete one for homework, so you will have something to revise in class tomorrow.=== Class Notes:
 * COMPOSE a draft paragraph:** Choose ONE of the two examples you thought of in the part B. section of the BRAINSTORM/Prewrite box. (see yesterday's homework entry for how we did the prewrite boxes.) Then write a paragraph that answers the prompt below, using the example about your OWN success, or someone else’s—but NOT both. I am looking for DEPTH of specifics. This is a quick write--it does not have to be perfect, but it should get most of the content from your brainstorm into sentences.
 * **PROMPT:**
 * //Reflect on the proverb “Success is a ladder you cannot climb with your hands in your pocket.”//**
 * //Explain what you think the proverb means and give an example that “proves” it is true.//**

Review of yesterday's discussion put in Writing Tips section of notes. Students were to add paraphrases and examples to the notes copied from the board. (Board notes are ALL in yesterday's class notes entry)

Great writing needs GREAT CONTENT as well as engaging STYLE.

 * ===Always support with specifics/ Write what you know or you won't have enough support===

Students copied the following chart into binders in the **Writing Tips Section**:


 * **The 5 Cs of Great Writing ** ||
 * // Goals for grade 6—BE: // || // Goal for grade 7--add: // ||
 * **Clear ** ||  **Compelling **  ||
 * **Complete ** ||   ||
 * **Correct ** ||  **Complex **  ||

**In grade 6** we are strive to be **clear, complete** (answer ALL parts of a prompt or question; give enough details and evidence to support a topic) and **Correct** (recheck sources for information-don’t just depend on memory).

If we do all of the above, the paper is solid but may not be great.

**By grade 7** we need to be


 * Compelling: ** This means a reader is “compelled” to read—**drawn in as though by a magnetic force!** If no one wants to keep reading your ideas, it does not matter how clear, complete or correct you are. We make our writing compelling by adding more interesting facts or details, digging deeper ,or reaching conclusions that make the reader think and want more time with your ideas.

We engage the reader through vivid word choice, connections and comparisons, and figurative language that brings ideas to life. We organize the sentences and paragraphs with a flow that leads the reader through the ideas and does NOT confuse or frustrate.

**COMPLEX:** <span style="font-family: 'Verdana','sans-serif';">In the same way that your brain is no longer engaged by baby puzzles with 3 pieces, or baby board books--we need to move up to more complex and challenging content. **//Complex//** is not the same thing as **//confusing//**. I t means that you need to dig deeper for your ideas, be **more specific and vivid**. Use richer source material-quote the text and comment on it. <span style="font-family: 'Verdana','sans-serif';">By grade 7 o**ur sentences should be more complex and have some variety**--not all start the same way. We don't want strings of short choppy sentences, or loops of 4-line sentences connected by "and" and "so".

<span style="font-family: 'Verdana','sans-serif';">Students drew a picture or gave an example(s) to illustrate what **//Compelling//** and **//Complex//** means in their notes:

<span style="font-family: 'Verdana','sans-serif';">Student examples:



===The final picture of the square vs. the interesting design is a great way to show that just because something is as __simple and complete as a square, it might be more engaging to add some complexity and detail__--show creativity and originality. We expect that from the authors we read but sometimes do not realize that a grade 7 writer can do it too!===

__**Using the 5 C's:**__
====__T__omorrow, we will evaluate our draft paragraphs using both sides of the 5 Cs chart--first we must be sure the content is clear, and complete and correct. Only AFTER we revise for the basics do we then look at issues of STYLE--to make it compelling and complex.====

====**No KARDASHIAN writing--if your paper has "flash" and style, but no substance--it is still NOT a good paper. We need "smarts" and substance before we add style.** A great paper builds on a solid skeleton and muscle structure to bring ideas to life.====

<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">Oct 15
<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">We began Unit 2 for the year today. If you need to consult any homework or classwork from earlier in the year, all prior entries are archived on the page titled Archived Unit I Sept-Oct HW and Notes. ===<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">HW : Yellow CLASS only: finish journal prompt about Success Proverb if you did not finish composing a "quick-write" in class. No need to revise yet.===

Class Notes: Students who took last week's test during the final period of the day--who did NOT get the 20 minutes after lunch to finish, received extra time today.

Overlap with Social Studies Writing assignment
We discussed that I will be **using SOME class time Thursday and Friday for students to use to evaluate and revise their SOCIAL STUDIES arguments** on farming. We will review questions to ask yourselves and strategies for creating more EFFECTIVE writing. **Print out whatever you have done on the essays** (preferably double-spaced) and **bring it to ELA** Thurs and Fri so you can work on the hard copy during class.

Journal Prewrite and discussion As we work on the SS paper, we will also begin a review of how to approach ANY writing assignment this year. In most classes we discussed that

Effective writing MUST

 * == CLEARLY communicate information and idea; the reader needs to UNDERSTAND specific content. ==
 * == ENGAGE the reader's mind--make the reader THINK and care about the content ==

**TWO commonly asked questions:**
When writing for ELA, students often ask, **//"Can I just make up examples? "//** and **//"Do I have to use specifics?"//** After class and peer discussion, we hopefully NOW agree that good writers:
 * __**KEEP IT REAL!!!** ALWAYS connect to what you know in real life to begin your writing.__
 * WHen you "make up" specifics, you often run out of specifics to support a point so your ideas are less developed
 * When you make things up--you tend to sound less believable the deeper you get into a topic. You MUST be credible (believable) for the reader to trust you enough to keep on reading.
 * __**Use specifc evidence to support ideas**__
 * Ideas are CLEARER and More engaging (our two criteria for effective writing listed about) when a writer has specifics to illustrate and support a point.

1. **Copy the definitions** below (that **MAY be on next test**) into the **vocab section** of your binder. You only need to copy the __underlined__ portions—but MAY choose to copy all and **add your own paraphrase or examples.**
 * II. The Journal exercise**: For most classes we covered some or all of the following. Other classes will complete items below tomorrow.
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Paraphrase //****<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">: __to Put in your OWN words without repeating exact words or phrases of author.__ **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">A paraphrase chunks the author’s ideas into sections.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">It may be nearly as long or even longer than the original words.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">It is NOT a summary, but can be used to develop a summary


 * //Proverb//**<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**:** __a short well-known saying that offers advice,__ or expresses a message, or truth
 * ___**

Lesson on HOW to begin writing:

 * Steps for a journal you can use as a brainstorm to write from:**


 * 2.** Copy the proverb below **into the journal section of binder and title it** Success: Journal 2 Oct 15”
 * //“Success is a ladder that you can’t climb with your hands in your pockets.”//**
 * Journal Prompt #2:** Reflect on the proverb. Explain what you think it means and give an example that “proves” it is true.**

Prewrite
The proverb about success means that….
 * **BRAINSTORM : Use bullet points** ||
 * **A. Paraphrase** the prompt:


 * **B. Give Examples** to “prove” saying is true. Use one example from your OWN life and one that involves someone else—a celebrity, family member, historical figure…)
 * **B. Give Examples** to “prove” saying is true. Use one example from your OWN life and one that involves someone else—a celebrity, family member, historical figure…)


 * 1. ME:** What I did?
 * HOW
 * HOW


 * 2. Someone else: what someone else did?**
 * HOW
 * HOW ||

**Step 2**

 * COMPOSE:** Choose ONE of the two examples you thought of in the part B. section of the BRAINSTORM/Prewrite box above. Then write a paragraph that answers the prompt below, using the example about your OWN success, or someone else’s—but NOT both. I am looking for DEPTH of specifics. This is a quick write--it does not have to be perfect, but it should get most of the content from your brainstorm into sentences.
 * PROMPT:**
 * //“Reflect on the proverb “Success is a ladder you cannot climb with your hands in your pocket.”//**
 * //Explain what you think the proverb means and give an example that “proves” it is true.//**

<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">Oct 10
<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">No HW =All classes took Study Skills test. __If you were out__, plan on seeing me during the 20 minutes after lunch to begin, and/or staying after on Wed to make up the test.=

<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">HW REVIEW!!!
====Use the worksheets and on-line notes to review each of the 5 topics of the test for about 5 minutes each. Be able to explain each of the terms, and remember key details from the diagrams. You may want to review the Vocab at the beginning AND again at the end of your review session, since we spent less time reviewing that in class than we have spent on the other topics. Remember to sleep and eat well.====

Class Notes:
We thoroughly reviewed the 5 vocabulary words. Students SHOULD have filled in boxes as we reviewed and should finish tonight to complete their review.

es on FAP and Soto short story and poems