Archived+Unit+I+Sept-Oct+HW+and+Notes

= This page contains everything posted on my site from the start of school through the end of the first test on study skills given Oct 10. Use it for reviewing for the final. =

= OCT 9 =

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.

Oct 8
====HW: **Use any or all of the handouts I gave out today to study for Thursday's quiz/test**. Come with any final questions you need answered about any items on the test at the beginning of class. **I will NOT check the homework**, but your score on the Quiz/Test will probably tell me whether you used your time wisely to **CHUNK review and FOCUS to prepare and learn for LIFE.**====


 * Handout 1.** Click on file below for a handout to **ACTIVELY connect and practice with the __vocabulary__** that will be on the QUest. You will not need to know the definitions word for word, but should use key words from the definitions (which are the underlined portions of the definitions).
 * For all except M.O., do NOT look up yourself--use the definition I provided so you have the RIGHT usage for this class.
 * You must look up M.O. on google yourself.


 * Handout 2:** Click on the file below for the **handout to help you summarize and paraphrase** the main idea and details related to **"Dale's Cone of Experience"** to prepare for the Quest.


 * Handout 3: I also handed out a packet of six student generated homework practice sheets** that will help you review the "11 Ways to Train Your Brain to Retain" list. I cannot load these as a file because I did not create the files. I hope you remembered to take them home to work on the items from the list that you still struggle to remember or apply.

Class Notes

 * I. Homework Return and Late HW:**
 * A.** I **passed back the "11 Ways to Train Your Brain" homework** from last Friday. A few stragglers handed them in TODAY--that is better than not doing it at all, however, in the future I cannot give credit for work that is MORE than a day late. Do it anyway to learn--but it is FAR better to get it in on time. It is not very productive to do the work AFTER we have gone over all the answers since you don't have to think very hard that way.


 * If YOU WERE OUT TODAY--LOOK FOR RETURNED PAPERS** in your class's colored folder in the blue bin on the front table.


 * B. We looked at ALL of today's handouts (listed above in HW section) and discussed how to use them to study for the QUEST**.

**II. Review and connect to posters**
Students actively reviewed what we ALREADY have covered by connecting what they know about the Rule of Remembering and the Rule of 8 and 28 to two posters that read "Use it or Lose It--Just Do IT" and Do More Today and There's Less Left in your Way. This was done independently and then with a partner, then we reported out to class. This uses the principles of ACTION ( saying and sharing) and SOUND. If students took notes on what they heard--that adds active WRITING. This is also another REPETION on a new day in a new way.


 * III. ALL classes reviewed Dale's Cone of Experience: //"ACTION Speaks Louder Than Words"//**
 * A.** Students silently and independently took bullet point notes on what they believe **the MAIN IDEA of the diagram is.** Then they **recorded a few details they thought they should remember from the diagram**.They could mark up the diagram itself or take notes on separate paper. This is **READING AND ACTIVELELY focussing to make connections to meaning.**
 * B.** THEN students **discussed and shared** observations with a partner--adding to their notes as needed. This is **ALSO active learning**--instead of just reading or listening to me.

T.K. in the yellow class connected this diagram to the phrase **"Actions speak louder than Words".** We noted in class that **while listening PASSIVELY to the teacher's or your classmates words might START helping you understand, it is not until YOU act** (by writing, speaking yourself, doing homework, teaching or summarizing it for someone else) **that the learning STICKS.**
 * C.** We then **marked up the CONE as a class.**

IV. The BLUE class reviewed the "Curve of Remembering and Forgetting" that other classes discussed yesterday. BLUE class members should print out the file in yesterday's Class Notes for a summary of the MAIN IDEA and a few DETAILS to remember about the "Curve"

HW: Quiz/test has been moved to THURSDAY.
====I will be after school Wed for students who have questions or want to study with peers. I will not be RETEACHING after school. This entire unit was meant to teach you how to review effectively on your own, without a teacher telling you what to do every step of the way.====
 * SUGGESTED HW: USE one or two the the 11 Ways to Train Your Brain to Retain to CHUNK preparation for Thursday's quiz/test.** I will not be checking this, but today's lesson should have shown that doing a little each night is more effective than cramming on Wed night.

Since MOST classes spent time on the **Curve of Remembering and Forgetting**, it might make sense to do a 10 minute review of that--starting by READING the class notes below and looking at the Study notes file that summarizes what you all tried to put into your notebooks during class. THEN do a 4-5 minute review of the list of 11 Ways--concentrating on the items you have the most trouble remembering. Bring in QUESTIONS if you have any.

The class that reviewed more on **Dale's Cone of Experience** should do open the file below with a worksheet to review that--or come up with your own review.

Class Notes:

MOST classes began with a quick tour of how to properly use this site. THis is about the fifth time I have done this and will hopefully be the last.

LAST CHANCE NAG: READ ALL of my website--
 * It IS the textbook.
 * Rereading IS part of studying. Repeating what you learned during class by simply reading MY summary is preparation for tests and quizzes. If you go farther and mark up items, take notes, or just jot down questions you have taken ACTION--which deepens the learning.
 * Reading the website is an EXPECTATION--not an extra step.
 * 21st life DEMANDS that you learn to use the internet to HELP YOURSELF--- and finding information, sorting through lots of text and information to get what you need. THAT is a life skill and and ELA skill that working with this site may teach you.
 * We timed my reading ALL of Friday's entry out loud (which probably takes longer that reading in your head) and it took all of 1 minute and 54 seconds to get through all of it. Can you SPARE less than two minutes of focused, quiet review as the price for LEARNING FOR LIFE!!! ??? It's a pretty easy way to review.

I asked how many people knew exactly what would be on the test and how they could have found out. A SURPRISING majority of students admitted that they barely skim the HW portion of this website if they look at any of it. That is how they MISSED critical info about how to find a short list of test topics if you do not understand from just listening and taking notes in class.

IF YOU DON'T HAVE INTERNET AT HOME... You are likely reading this at school. I told classes that anyone without internet access has FIRST priority to jump on a computer and print out what you need to review for quizzes and tests during the 20 minutes of directed study after lunch--or consider staying after school to do so. Unfortunately, those without internet will have to be more responsible to properly write down homework directions each day.

I will cease ranting and raving about the NECESSITY of using the site. THose who use it are likely to do better than those that don't. That is your choice.

II. We discussed the Rule of 8 and 28 and how it relates to the Curve of Remembering and Forgetting.

Main Idea: Pay now or Pay MORE later!

 * For most people, it takes 8 exposures to new information, over at least 8 separate days, for learning to "stick" long-term (Not just for a test next week, but for a test in 6 months, or a year, or 20 years.)
 * If you do NOT concentrate when you are first learning get new information incorrectly stored in your brain, it takes the average person 28 MORE exposures to the info in different ways over many days to re-learn it correctly.
 * === Details to remember ===
 * Thinking HARD on the FIRST homework assignment you have on a topic will make it easier to build on CORRECT knowledge.
 * Listening closely in class and taking notes EACH day--then reviewing a little in a different way over a week (about 8 days) SHOULD lead to less stress and effort closer to the test.
 * It is harder to break and REBUILD connections in your brain that it is to build them correctly.

This relates to the "Curve of Remembering" chart which shows that a student who chunks studying into repeated sessions--that each get a little SHORTER--is likely keep MUCH more information in their head than a student who crams a whole lot on a single night. Since tests are usually several weeks after information is first introduced--and since FINAL exams will become a way of life after this year--it makes sense to learn things for the LONG-TERM so you don't have to RESTUDY in depth later on-- a short review will do.

If you did not complete your own summary at the end of class, below is a file with SUMMARY of Main Idea and Details to remember about the "Curve of Remembering and Forgetting." I use BROWN for main idea --like the trunk of the tree that connects everything and runs through a whole concept; details are green --like the separate leaves that give life and expand the trunk.

ONE class concentrated more on the Cone of Experience. Below is a worksheet to help you review and practice with the MAIN IDEA and details to know about the "CONE."

Tomorrow I will review the remaining items not yet reviewed for the test.

OCT 4
== HW: NO NEW homework but you are STRONGLY advised to use some of your free time this weekend to study (using a few of the 11 strategies) for the quiz/test on how to learn. The topics on the quiz are listed in the calendar section of this website which you get to by clicking on the calendar icon next to the word "events" in the red bar at the top of this page. The same information also appears in paragraph form at the bottom of the HOME page of this site. (Cick on HOME link.)==

The quiz is LIKELY to be moved to next Wed, but do not count on it--do a little review over the weekend to CHUNK your studying.

Class Notes: I showed students that those with questions about how to do the homework SHOULD have helped themselves by referring to yesterday's detailed instructions on this site, which included a sample of a finished product. Students who did the work incorrectly, but made an effort that showed they put in at least 20 minutes will get full credit. Students are encouraged to REDO work the correct way--after seeing some samples in class today-- as a way to study.

We took a PREQUIZ for no credit to chunk studying into WHAT I KNOW/What I NEEED to LEARN. Students should have color-coded or highlighted items from the list of 11 study strategies that they NEED to focus on this weekend. Save reviewing what you already know for Monday.

We then chunked and categorized the 11 terms into 5 groups and color-coded and filled in the attached chart. Students might organize their OWN chart differently, but the filled in chart is one way to think about the items.

Students then used BODY MOVEMENT/ACTION. They paired up with someone they had not worked with before to come up with an action to go with each of the 11 study strategies. We shared a few of them. It was FUN--so they SHOULD have learned that they can make their studying enjoyable and creative and it may be require MORE thinking than just filling in some worksheet I design--but it will stick.

One student who had practiced hand-movements for his homework last night knew all 11 items for today's prequiz. It is extremely effective for most kids to try this, but most never do.

ELA hw:
====You will be tested next week on what you have learned so far this year about HOW to help yourself learn. Part of the test will be to be able to LIST all 11 of the items in bold on the "11 Ways to Train Your Brain to Retain" handout. You can reprint the handout below if you forgot it at school. ==== ==Tonight's Assignment is to CREATE a homework assignment that uses at least TWO items on the "11 Ways to Train Your Brain" sheet to help your classmates learn the list. Your finished product will have two parts:== ====**Part I:** Create an instruction sheet giving directions to students. IT can be typed or handwritten. The directions should clearly state WHICH strategy your homework is asking the students to use. EX: //Use "VISUAL" connections and ""FInd Patterns" to connect each of the 11 terms to ......//====


 * Part II:** a sample ANSWER sheet of what you would expect a student to do to provide a correct answer to your homework. The Sample Answer sheet should show how the student would use the study strategy to **connect to at LEAST 4 of the items on the list of 11 strategies.**
 * IF the finished homework would involve acting something out--write a summary of what you would expect to see the student do.**
 * If you want to use MORE than 4 of the items on the list--that is fine.
 * If you want to use MORE than the minimum of 2 strategies, that is also fine.

You can create two SEPARATE assignments to practice two skills, or have ONE assignment that uses a few skills. For example, today we discussed how MY assignment to have you learn something from my "Class Expectations" letter had you use the strategy of "Use Action, Experience it" to teach someone ELSE at home something from the letter; AND it used "Write IT" AND "Repeptition"--becuase you wrote down what you discussed. Below is a sample of what a finished homework assignment might look like. My hope is that we can TRADE some assignment sheets tomorrow, and assign each other different KINDS of homework to study for the test.



Class Notes:
 * We took a POP QUIZ worth 50 points on what students RETAINED** **about my "Expectations.**" Students who did the homework carefully most likely retained more than students who rushed through it.

This quiz will COUNT--because it will help you make a **PERSONAL CONNECTION to the importance of HW** in ELA this year.
 * If you did well on the pop quiz, you should feel GREAT about doing homework and proud of yourself.
 * If you feel a little dissapointed in yourself, or anxious about a poor grade that might get you in trouble at home, that is ALSO an important EMOTIONAL CONNECTION that should remind you to put an HONEST effort into every assignmet.

I then took out the homework done by a student who received a perfect score on the quiz. Interestingly, that student had highlighted significant items, written notes in the margins making personal connections and paraphrasing key ideas, and had completed all of the blanks on the homework.


 * The student who did more marking up of the reading retained more than students who did not mark it up and make connections in the margins.


 * MOST interesting was that the student recalled MORE items on the quiz that were related to PERSONAL CONNECTIONS she made, than she recalled from some of the information she had written into the blanks on the worksheet.

The rest of class we reviewed sample ideas of HOW to do tonight's homework.
 * WHAT THIS MEANS**:
 * We have to __**do our homework with focus to learn**__ and take extra steps.
 * **Making personal connections** ON TOP of tradition kinds of practice (answering questions, highlighting) **is extremely effective**.
 * The student who did **the EXCELLENT job on the homework said she spent about 10-15 minutes**--not much longer than kids who just surfed through the letter, rushed through the answers, and PRETENDED to discuss specific items with someone at home.
 * I use homework as the basis for tests and quizzes--it PAYS OFF to do it with thought.

** Class Notes: **

 * We reviewed the "11 Ways to Train Your Brain" reference sheet. Students divided into groups to show THEIR particular Learning Style (a preference for Body Movement; Music; language; etc) and tried to connect their own strengths with strategies for study that go BEYOND simple reading and repetition. **
 * In most classes we looked at the drawing of the tree we used yesterday (see Class Notes from Oct 1) to help learn the parts of an essay. Students worked in pairs to identify HOW we used many of the 11 ways to Train Your Brain by using the tree to think about parts of an essay. Most concluded that the visual, the color-coding, the connections, the patterns of similarities between the design of a tree and of a great essay....ALL helped us understand more deeply. Just looking at a written outline of parts of an essay, or hearing me explain it would NOT have been as powerful a learning tool--and would have been less fun. The message is for students to find ways to study more creatively EVEN when a teacher does not design the method for them. **

Homeroom:

 * === Bring in magazine orders for first turn-in day. Win prizes and support the field trip to see a play in Providence that we HOPE to be able to afford this year. ===
 * **Student Council:** We tried to whip up some enthusiasm for running for student council. Be a PART of the community you learn in! __**Parent signatures are due on nomination forms**__ tomorrow.

** ELA HW: **

 * Close Reading Practice:**
 * Below are the two handouts to use for homework. You can reprint these if you forgot them or were out today and don't want to fall behind.**

[[file:expectations HW 2013.doc]]
Tonight's homework is practice using the four steps below. The directions on the "signature Sheet" are proof that you did steps 3 and 4 below. Markup of the text is proof of completing step 2. When I ask you questions in class, you will show you did step 1. Most of us read for homework and do step one only--that will NOT be enough in grade 7 and beyond.


 * Step 1: Read once for BIG Picture **


 * Step 2: REREAD and focus **

How do YOU focus? Students in classes listed some of the following options--mark up your reading using at least ONE of these methods:
 * highlight a few MAIN ideas and interesting details AND put them in your OWN words (paraphrase) in the margin
 * Take notes putting main ideas on separate sheet of paper
 * highlight and DRAW or CHART to visualize some important points
 * Place sticky notes at important points in text and paraphrase items on the stickies
 * COLOR-code different CATEGORIES of ideas in the paper (ex: blue for behavior info; red for Homework tips)
 * write a TITLE that will capture the topic and the point of each section of the piece
 * ANYTHING else that makes you pay attention as you read!


 * Step 3: DISCUSS and TEACH! **

Put MAIN ideas, Sub-ideas(branches) AND details(leaves) into your own words (Paraphrase) and talk about them with someone at home. Teaching someone else and answering THEIR questions makes you think harder and retain more. Fill in the section with "details" on the homework worksheet and have a parent or guardian sign to prove you did this step.


 * Step 4: Make it Matter **

Write how you can apply and CONNECT what you read to YOUR own life. Fill in the last two blanks on the worksheet to prove you did THIS step. Be as SPECIFIC as possible. DO not just say "I will try harder" or "I will do homework". Think of a specific assignment you have in another subject or may have in ELA (vocabulary test, essay, etc.) and say HOW you will apply one fo the tips for success in the letter. Or note what you will NOT do to ensure you succeed. Class Notes: I. Handouts: In addition to the Expectations reading and homework (available for reprint above) I distributed the following handouts to be put into the ELA binder. "Curve of Remembering and Forgetting" "Dale's cone of Experience" "11 Ways to Train You Brain To Retain" "BIG TEN ways poets use language" Active Reading Parts I and II I am NOT loading these for reprinting today because they are printed on color-coded paper. Any student who was absent needs to SEE ME for the correct handouts at start of class tomorrow. YEllow docuements go IN FRONT of everything in the binder; Pink goes in the Poetry section of binder; Green goes in "Lit Notes" sections of binder.

II. BENCHMARKS: Anyone who has been absent during any of the in-class writing days should plan to stay after to finish Wed.
====All classes Except red class had 10-15 minutes to complete the benchmark essay in class. Students also had the 20 minute after lunch and could have come after school. The final chance to write any more for all except red class will be tomorrow during 20 minutes and after school.====

Topics covered today: ====We discussed that the benchmark writing shows that finding separate categories to develop into paragraphs is difficult. For most students it was easy to FIND lots of facts to support an argument, but difficult to GROUP facts together into separate paragraphs. This is an advanced skill using the prefrontal cortex section of the brain--that's the part we noted in class that is not highly developed in teens. We need to practice and practice to TRAIN the brain to sort ideas into logical groups to make writing easier.====
 * III. Categorization and writing **

====We practiced characterization by sorting the handouts into topics. In some classes we also sorted toys into categories--showing the many "RIGHT" options you could come up with. THis is part of what makes writing hard--there is no ONE right way to explore a topic.====

IV.TREES and parts of an essay: ====We looked at the following picture of a tree in many classes and students had to discuss how they thought the parts of an essay could be compared to parts of the tree diagram. We came up with the following..====


 * Categories within in essay:**

Trunk: Main topic and Main Idea About the TOPIC (I will call this the WHAT and the What About IT -WAI- this year)

 * ex:** Topic is //police--WHat About IT? Police are your friends. You could have a totally different essay on the topic of police that explores "The History of Policing" or "Why speeders fear police" You need the "What About IT)//

**BRANCHES: the GENERAL REASONS that support** your //"What About It"// trunk.
//The tree NEEDS the branches to give it life and support it--carrying nutrients back and forth--like an essay needs supporting ideas to convey the truth of a main idea. EXAMPLES OF REASONS you might explore using details in separate paragraphs include://
 * "police protect our property"
 * police provide safety
 * police risk their lives to bring order

===**LEAVES: the details and explanations that make your thinking clear to a reader and "PROVE" points logically**. The following are just a few of the TYPES of details you might use under the GENERAL REASONS that would be the topic sentences of your paragraphs.===
 * Protection--number of arrests for burglary or violence/ increase or decrease in crime depending on number of police/ crime rates in areas with fewer police/ number of traffic deaths/accidents when there is little enforcement through ticketing.
 * Safety-- statistics on houses sold in "safe" areas/ examples of people alive because a policemen stopped a crime in progress/ comparison with conditions BEFORE police forces were organized
 * Order--traffic enforcement statistics and decrease in traffic jams/ description of crowds in police monitored vs. no police monitored public events/ description of police role in keeping order during terrorist bombing

===ROOTS: THe planning, thinking, and questioning that builds the base required for an essay that MATTERS. Without STRONG ideas and taking time to develop a central message/theme--the tree will not survive long or be much to look at.===

**V. HOMEWORK explanation and modeling**:
I explained all the steps outlined above in the homework section. I explained that this assignment is a "training wheels" assignment--used to show you HOW to apply the same procedures as readings get longer and more difficult. We do not ride unicyles before we get the basics of walking down. If this is a little too easy for you--be aware it is a building block to use when the readings get more abstract and a lot more complex.

HW: NONE!
==

== Class Notes: Students have been working on an IN-CLASS argument benchmark essay. Because this is a benchmark and meant to mimic MCAS long comp essay testing, students CANNOT work on this at home. The essay will not count in Powerschool, however, it will be used to design lessons that to fill gaps in essay writing skills before MCAS season in March. Students have worked on this part of Thursday's class, all of Friday and all of Monday. They will have about 10 minutes tomorrow to do final revisions and edits.

=== Students who were __ABSENT Thursday, Friday, or today__ will have MORE time to complete the test by coming in during the 20 minutes after lunch tomorrow and planning to stay after on Wednesday if more time is necessary. ===

I hope to finish fall benchmarks tomorrow and FINALLY get back on track for our first quiz/test next Tuesday on Study Skills. I will thoroughly review what will be on that test over the next few days.

Sept 25 == HW: LIST (bullet points are fine) 3 strategies the magazine sales presenter used to "argue" that you SHOULD sell magazines during the school's two week magazine drive. Think about our class discussion of the ways Mr. Gill and Mr. Williams video on the Daily 2 tried to persuade (argue) that kids should join the Frisbee club.==

Class Notes:

 * I. Classes labeled 5 sections of ELA binders**. Students who did NOT have dividers with them should do this at home.
 * Tabs for ELA binder**
 * ===Lit Notes===
 * ===Vocab===
 * ===Journal===
 * ===Poetry===
 * ===Writing===


 * II. In Writing notes, students then labeled a page as follows and responded to the prompt individually**:

__**Frisbee Argument 9/25**__
 * List 3 ways the video this morning tried to convince you to join the Frisbee club.

We discussed that ARGUMENT in school is a little different than what we may think of as arguing at home. We are not having angry disagreements at school! **An ACADEMIC ARGUMENT is simply when a person tries to persuade another person to understand his or her points, to accept information and SEE the speaker or writer's point of view.**
 * III.** **Introduction to Argument as an ELA term**

NEARLY EVERYTIME we speak or write in a class, we are making an "argument" of a sort. We are trying to convince the teacher or our peers that we understand a subject and have our own insights. ALL YEAR we will be discussing arguments, analyzing the arguments made through stories and articles, and writing and orally presenting our OWN arguments.

Yesterday we discussed that way the average seventh grader's brain works--concentrating on 3 active areas in particular. Below is a SUPERSIMPLIFIED overview of what we covered:
 * IV. A BRAIN MAP of the Average Teen**
 * the base of the brain: governs involuntary actions and "fight or flight" responses; instinctive or "gut reactions". It tells us to run (take flight) from an oncoming train, or struggle to grab a branch (fight) if we are falling down a cliff. This is the "oldest" most primitive part of the brain. Natural instincts help us survive. We cannot always take time to weigh pros and cons. Sometimes we trust our instincts.
 * the EMOTIONAL part of the brain--this part of the brain is the "loudest" most active center for most people between about 11 and the early 20s. Our need for social interaction, what makes us happy, sad, anxious, angry etc sends LOTS of electrical impulses that can "drown out" other signals and activity in the brain.
 * the LOGICAL/Rational processing center of the brain is the most evolved part of a human brain and it. Activity here helps us weigh pros and cons, plan ahead, consider the consequences of actions and cause and effect in our lives. Unfortunately, it is a fact of biology, that for teens, this section is LESS active and engaged than the emotional center.


 * WHY SHOULD WE CARE ABOUT HOW THE BRAIN WORKS?**
 * **We need to WORK AGAINST biology a little to learn in school.** Your brain is wired to let social problems and mood swings drown out the little voice that says "PAY ATTENTION"--"DO HOMEWORK"-- "PLAN for the FUTURE. " This does NOT mean you are not capable of learning, it just means you should understand that it is a normal inclination to get off track and you have to WORK at focusing. It does not just come naturally. You have to TRAIN your BRAIN to pay attention.


 * **Because the emotional center is "yelling" over the logical center, it can affect homework**. If you do homework in a place with social distractions--the distractions will win. You will focus on the drama on TV, or outside among kids in the yard, or on your siblings fighting, or on the texting you are doing as you attempt to work. YOU have to let the logical side of the brain get down to business by **finding the right corner of your house or staying after at school to focus.**


 * ALSO because the emotional center is so strong, **if you get frustrated doing work, you need to set limits.** Try VERY hard to answer all questions for **about half an hour per subject**, but take a break if you are getting upset. Working for 3 hours may actually make the logical part of your brain SHUT DOWN. **Getting more and more anxious makes it harder to think clearly**. Take a breath, take a short walk, ask an adult for a clue to get over a "hump" or obstacle, and if all else fails--have a parent write a note that you spent an HONEST, focused half hour and will finish the work the next day.
 * **Make PERSONAL and EMOTIONAL Connections to material to "trick" your brain into focusing.** MAking emotional and personal connections uses that part of your brain that is "on fire" anyway. If you are reading a book--make it as though you are having a "social" experience. Think of people in your life who act like the characters, imagine whether you would want to have lunch with a character or work with a character. Connect new vocab to examples of things you LOVE in your own life. Whether you find connections to baseball, or video games, or One Direction--it will make work more fun--and if your brain is wired to seek fun--you learn in spite of yourself. Your teachers try to connect to your world but only YOU can make your own TRULY personal connections.

Extra Credit info for a future test: I mentioned that we would be discussing arguments //"**ad nauseum"**// and a student asked what the phrase meant. Knowing the bullet points above will be an extra credit option at the end of some future quiz. It is NOT essential--but fun to know and is an example of how much of our language comes from Latin.
 * "ad nauseum" **
 * Latin phrase
 * means "to the point of making you sick; repeatedly
 * Ex: Mrs. Ready talks "**//ad nauseum//**." Some teens can listen to "one Direction" **//ad nauseum//**.

**IV. Answers students gave for the strategies used in Frisbee video. **

 * **Humor:** appeals to the emotional part of the brain to keep our attentionn
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Showing NOT telling**: they demonstrated catching and throwing, and held up props like the hammer and pancake. Visuals and ACTION capture a listener's attention. If a listener is not focusing, it doesn't matter how useful the information is.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Building trust and believability (credibility**) Mr. W and Mr. G **proved** they could catch and throw and understand kids enough to make the club fun. If you believe you can TRUST a speaker, the argument is more convincing. If we don't LIKE a speaker, or if they do not seem to be authorities on their subject, we sometimes don't pay attention. That is the "emotional" part of the brain working hard again.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Provided USEFUL content** about when and where the club meets that was useful to the listener.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Hooked listeners** in before giving the necessary information
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Used TONE of language** that showed they understand their audience--in this case kids.
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Established a CLEAR purpose and message **
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Made the reader THINK--figure out a puzzle**--at first the connection between a hammer and the club was surprising. **Making a listerner concentrate a little makes the message STICK.**
 * <span style="font-family: Arial,Helvetica,sans-serif;">**CONNECT the unfamiliar by discussing the familiar**--folks may not have known about tricks in Frisbee called //hammers// and //pancakes//, but we all know what an actual hammer or pancake ingredient box is.

<span style="font-family: Arial,Helvetica,sans-serif;">Tonight's homework should use similar bullet points related to how the magazine drive presenter "argued" effectively to make kids want to WORK for her company and the school to sell magazines.

<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">Sept 24:
__**Parents and guardians:**__ If you have not yet expressed interest in an evening session on how to help your student help themselves with writing assignments, please let me know THIS week. A copy of the "Interest" handout I sent home with kids last week is posted under Sept 18th HW below. You need only email me, if you do not have the form. I will email the day and time once I have them. I will also post it here and on the calendar.

<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">HW: NONE!! <span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">---

We spent the period learning some science!
==We examined how the brain works in adolescents. I will write up key conclusions from today's discussions tomorrow. Below is ONE of the items we reviewed to help students better understand how to learn for the long-term, not just for the next test.== We literally make connections when we think. In most classes we have looked at the picture of a neuron in the brain to see the "arms" that branch out to connect to other information. The more connections --or "arms" that touch neurons with simlar information, the more space that idea holds in your brain as it grows. Items we do not connect to anything get tossed out each night.
 * We looked at this Picture of a Brain Cell---**
 * That is why ** repetition in different WAYS ** --to make a variety of connections to a topic ** over SEVERAL days or weeks ** --helps build and strengthen memory. Connecting to a vocabulary word by drawing it sends an "arm" out to connect the new word to a neuron with a visual your brain already has --which may be connected to other info to build a stronger web. Then writing the definition connects to the storehouse of written words with similar letter patterns or meanings. Then using it in a sentence sends and arm out to another set of info in the brain.....

<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">Sept 23
== HW: See below--same as Sept 20 HW. While the extra credit is NOT required, it is HIGHLY recommended that students attempt it since there is no other required work for those who finished the "Learning Styles Assessment" in class.== -- Class Work All year --and for the rest of your life--- you should read carefully. I noted that because my son read a long, boring contract for his new job--he discovered that he would have lost a bonus if he did not talk to his boss about one item before starting! Today not reading may cost you points, but later in life not reading could affect safety, salary, family .....
 * 1.** We finished the **"Crash" presentations** in most classes.
 * 2.** I reviewed how to **ANALYZE directions** to receive full credit on assignments. Students marked up the directions for the **Extra Credit on the Scavenger Hunt** to note HOW MANY separate items I am asking for as well as the specific FORMATS for the answers. ALWAYS mark up questions to be sure you know
 * ALL specific content that has to be in the answer
 * HOW to present the content--(complete sentences, lists, charts, typed, etc. )


 * Students who had not done the extra credit correctly at first have tonight to redo it for full credit.**
 * 3.** Students had time to **complete the Scavenger Hunt in cla**ss. **__Anyone who has not yet completed it must come in during the 20 minutes after lunch tomorrow to finish up.__** There will be no more class time.

4. Some students had time to discuss results of Hunt with a peer and to look up some of the extra credit info.

<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">Sept 20

Homeroom: Return the "Cloud" permission slip.

<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">HW : The results do NOT save so if you do not print out the page(s) that show your top three learning strengths, you have to answer all 56 survey questions again. It took most students about 5-10 minutes to finish this in class. We will discuss WHY we did it next week.
 * Complete the "Learning Styles Assessment" found on the "Links to Websites and More" page of this site
 * PRINT OUT THE "FIND MY STRENGTHS" page if you did not do so in class.

EXTRA CREDIT option-- If you would __** like to earn up to 15 extra credit points **__, do the two research questions listed on the Scavenger Hunt worksheet (one is on the topic of what an "M. O." is and the other is about the "Four Freedoms in history AND in my room."

A few people have attempted these so far but most have not done it correctly. **READ the EXACT questions from the Scavenger Hunt sheet. Each question has SEVERAL parts to it.** You are not just looking up "M.O." and "Four Freedoms"--you are also relating them to the way the classroom will operate.

Also,you must __**put any definition you find on the internet into your OWN words to show you understand.**__ Below is a file with the Scavenger Hunt worksheet so you can reread the extra credit questions which are in the middle and at the end of the 3 pages. You cannot answer other questions from home since the hunt requires you to walk around the classroom.

Class Notes:
All classes returned to the computer lab today to complete the
 * Galileo reading benchmark
 * SRI reading benchmark
 * Learning Styles Assessment
 * Log on to my homework website and SAVE to favorites for easier access from school network

Some students also had time to complete the extra credit from the Scavenger Hunt.

Homeroom: Return the "Cloud" permission slip.
<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">HW :

No new homework.
===Parents should be sure they SAW the green handout offering an evening session for parents/guardians interested in learning the best way to help with writing assignments at home. If you did not get a copy it can be reprinted by clicking on the file posted in YESTERDAY's class notes and then send the paper back in with your child. You can also just email to express interest.===

= Class Notes: = ===All classes went to lab to take ELA comprehension benchmark. I also showed students how to log in to this web site and save it as a favorite to cut down on all the clicking around it takes to get there. I encourage you to ALSO save this site on a home computer.===

<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">Sept 18
HOMEROOM notes: Return the "Cloud" site use permission slip. A few are still missing.

<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">HW: FINISH summer reading project if you did not do so in class. No one stayed after with me today so I can only assume there are no issues to prevent turning these in on time at the start of class tomorrow.

It was good to see so many parents at open-house. If you have questions or were unable to attend, you can check the Mostly for Parents page of this site for handouts and a powerpoint overview.
In ELA classes, students continued working hard on projects. I am impressed with the "on-task" behavior and the fact that students are seeking input to improve work, not just to be done. The "Artifacts" presentations have all been very good so far. Students seem comfortable speaking, and are prepared with interesting items that clearly link to significant events and themes. Many have shown great creativity and have chosen unique observations and insights.

=
**Handouts:** Students should have brought home a green handout inviting parents to a session that will help parents and guardians know what to do if they are helping with writing assignments at home this year. Students whose folk(s) came to open house already have the green sheet and did not need to take it home. Below is a copy you can download and reprint. ===== ___

<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">Sept 17
HOMEROOM notes: Return the "Cloud" site use permission slip. - ===<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">HW: Work on summer reading if you think you will need more than 15 minutes of class to finish up tomorrow. All projects to be turned in at START of class on Thursday .===

---
Class Notes: Students had the full class to work on summer reading projects. I checked in with students to offer suggestions for revisions as necessary. Some students changed their project choice several times over the past two working days and will need to do a little work for homework to finish on time.

A copy of the project descriptions and the grading rubric are downloadable below.



=<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">Sept 16 = ===<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 27px; line-height: 40px;">HW: None, unless you will need more than the one hour we will have in class to finish the summer reading projects during class on Tues and Wed. All projects EXCEPT "Artifacts" project will be due at the start of class THURSDAY. Plan accordingly. I will be after school for last minute help on Wednesday.===
 * ===If yo<span style="font-family: Tahoma,Geneva,sans-serif;">u are doing the <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif;">"Artifacts" option <span style="font-family: Tahoma,Geneva,sans-serif;">, you should be prepared to present your explanation of your artifacts during the <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif;">second half of class on Wed <span style="font-family: Tahoma,Geneva,sans-serif;">. ===

<span style="color: #0000ff; font-family: Tahoma,Geneva,sans-serif;">--
====<span style="color: #0000ff; font-family: Tahoma,Geneva,sans-serif;">Class Notes: All classes went to lab for SRI reading comprehension standardized testing. Results are not part of grade, but help us identify reading levels and focus attention on students who may need more work on reading strategies. This is only one test of many ways we try to guage student needs for the coming year. This is not a timed test, so students who did not finish will have time over the next few days in class to complete the assessment.====

Students who finished early used the time to work on summer reading projects and try out their log-in information for Powerschool.