archived+Unit+Sept+2014

Homework and class notes from Sept 2014

span style="color: #ff0000; font-size: 150%;">**Sept 29, MON**

ELA HW: NO HW EXCEPT to put literature text book away at your house. = Class Notes: = = ALL classes took __Study Skills and Vocabulary test__. See me to make it up AFTER School TUESDAY if you were out. = = __HANDED OUT:__ Literature Text books. See me if you were out. =

=Key Concept= =IF you studied several DIFFERENT ways over several days--and pretested yourself by writing answers to everything on the study guide as part of your studying--you PROBABLY did quite well today. If you did not USE the study strategies--you know what you have to do in the future to excel in my class (or ANY class).=

**Sept 26, Friday** = ELA HW: __Study for Monday's test.__ = = I strongly suggest you __pretest yourself__ by writing your OWN test using what the study guide tells you I will ask you on Monday--this uses the strategies of REPEAT and ACTION/EXPERIENCE IT from the list of 10 strategies for learning for LIFE--not just cramming for a test. = = Below is a powerpoint of ALL the KEY CONCEPTS from the past month. = = = **---** = Class notes: = = We pretested ourselves on remembering the 10 study strategies on the yellow "Train your Brain" sheet. Using this practice method, I modeled for you a way to study for ALL sections of the test. After the pretest I encouraged students to mark what they were weak on and study that FIRST and MORE than what you are secure about. = = = = I AGAIN reviewed the content and the WAY I will test you Monday--as described in detail on the STUDY GUIDE = = = = We broke into groups to finish the paraphrasing exercise. Students used their homework paraphrasing their section of the speech to discuss the main points and supporting details on their page. These were recorded on chart paper using different colors for main points and supporting details. We will post these on the board TUES after test and then write a summary based on the MOST important points in the paraphrase. =

=Key concept: = =When paraphrasing: HIGHLIGHT a single line or sentence that BEST expresses the overarching idea that all the details in that section add up to.= =Paraphrase THIS line into your OWN words.= =Then find the 1-3 most powerful details that support each main idea.= = = =EXAMPLE:= = "NO Kid success in school = NO hope for future US-not just about you =
 * = no science success for kids--no cure for sickness or inventions for adults later =
 * == no ELA work now= no great books or scripts for future ==
 * == no SS thinking= no solutions to poverty by future gov ==

**Sept 25, Thurs---PREPARE for MONDAY's TEST**

= ELA HW --NONE! You CAN use this time to CHUNK your studying for __**Monday's test**__ by just focusing on ONE or TWO of the four sections from the Study Guide I passed out today. OR do 5 minutes on each section and repeat tomorrow night and once more during the weekend! USE the strategies to vary the WAYS you learn the material for the test. = = = = DOWNLOAD STUDY GUIDE below if you misplaced yours. = = = = The brief (7 sentence) Extra Credit writing is a WAY to study, since you need to connect some of the 10 strategies you need to memorize to the Magazine Drive. That is already using the strategy of MAKE A PERSONAL CONNECTION. Extra Credit is DUE TOMORROW BEFORE END of the Daily 2--put in my HW basket. Full instructions in file in SEPT 24 entry below. =

= Class Notes: = = __Handed out: Study guide for test Monday.__ See file above for copy = = Passed back two classes of paraphrased speech homework that I used to determine common problems and we shared some examples of great approaches students had. There are several ways to do a great job--not just one correct answer. = = = = __Brain photo:__ I showed picture of a neuron in the brain literally growing connections to previously learned material. = = = =__ Study Guide review: __= = We reviewed study guide for Monday's study skills strategy test and reviewed what students need to know. We then reviewed for Section I (the easiest portion) which is just to use the 10 strategies to learn a list--we are practicing WITH the strategies list. We have used most of the strategies on the list so far, but had not yet done "Finding Patterns". We then worked in pairs to find connections and patterns between items on the list to group the list of 10 into 3 or 4 section- (chunking it --another strategy.) Students shared results. = = = = __**Student clever connections:**__ = = = = __I shared PATTERN-- of color-coding__ =
 * = One student said he would group "visualize, sound, and Action/experience because they all relate to making a movie. =
 * = Others connected repeat and sound because they made a PERSONAL CONNECTION to the Rhianna song that REPEATS " My Umbrella--ella--ellla!" =
 * = I color-coded the first three items (//personally connect/focus/repeat//) red--since I had to slow down to do them; =
 * = //visual, sound, action// green because they were all active "go" type strategies; =
 * = //chunk and find patterns// blue--they both call or taking ideas apart and looking for connections and differences; and =
 * = last two (//paraphrase/summarize and eat and sleep right//) purple because they did not seem to belong in any ot her category. =


 * = By remembering just ONE of my red, or blue, or green, or purple words, I trigger the others. I shared the color-coded list as a dowwnloadale file in yesterday's class notes. =

=__ PARAPHRASING: __= = Students switched gears to revisit how they paraphrased from two nights ago and work in groups to settle on ONE set of paraphrased notes for ONE of the two pages they focused on for homework (more chunking) to present THEIR piece of the speech to the class tomorrow. =

=KEY CONCEPT (no slide today)= =Research shows that the THREE MOST POWERFUL study skill tools are= = = =These work the BEST because they use MORE in-depth thinking and therefore __//connect//__ more parts of your brain to work together to understand and retain.= =(Retain means to KEEP something for good!)=
 * =Make Personal and Emotional Connections=
 * =Find Patterns (compare and contrast-look for common categories and repetition)=
 * =Paraphrase and Summarize (explain main ideas and key examples in your own words)=

**Sept 24, Wed**

=** ELA HW--ALL classes **=
 * NO HW due tomorrow. IF you did not complete your paraphrasing homework correctly, (listing at least two specifics that SUPPORT the main ideas you put in the right-hand margin)--then correct the work. **


 * EXTRA CREDIT: **
 * The file below contains a complete explanation of the Extra Credit opportunity I am offering for students to connect the Magazine Drive Assembly to how we learn, and real-life use of ARGUMENT STRATEGIES you will all be learning about this year. **



__Handed Out:"Top 10 Ways to Train Your Brain to Retain" (yellow sheet).__
== This summarizes the strategies I EXPECT you to apply to make MORE connections to new material ALL year. You will not use EVERY strategy on every assignment, but you SHOULD try to connect to any single important piece of information in 3 or 4 ways to learn it. ==



= __**COLLECTED:**__ __Paraphrasing HW__ from blue and green classes. Checked homework in other classes. = = = = NOTES ADDED TO BINDER = = Students reviewed yesterday's definition of paraphrasing. They copied the three items from the "Paraphrasing" slide I posted in YESTERDAY'S homework and class notes into the space for bullet points about paraphrasing on Part 2 of the GREEN Active Reading sheet in the front of the ELA binder. = = We noted that it helps to know the WHAT, HOW, and WHY of a term like paraphrasing. As they copied they noted: = = = =__** Common areas that NEED IMPROVEMENT **__= = We looked at how students paraphrased and found the MOST common problem is that students gave the big idea behind each section, but __did not bullet point the most significant details they would use to show how the writer SUPPORTED each big idea of each SECTION of the speech.__ = = = = The slides below sum up the rest of the class lesson and give "Paraphrase Pointers" on how to get a little more MEAT into paraphrased notes and how to keep them brief, in your own words, AND more informative. =
 * = WHAT: Paraphrasing is when you "put key ideas into your own words" =
 * = HOW: TRANSLATE using synonyms or short phrases to PROVE you understand =
 * = WHY: Paraphrasing CHUNKS big ideas into PIECES of a puzzle =

=These slides ARE the KEY CONCEPTS for the day: I will no longer have then in black with a "Key" picture because it was causing the site to crash! Let me know if you can not access and read these! There should be 5 slides.=

**Sept 23, Tues**

=** ELA HW--ALL classes **= = = =** Paraphrase the two-pages you were assigned of the First Day of School speech **=

=** Follow four steps : **= = = = Below is a copy of how we did this for the first page of the speech in class. =
 * 1) = __**Reread the TWO pages**__ you were assigned (you are not paraphrasing the entire speech) If you "forgot" to write down your pages, do pages 5 and 6 and the little bit on page 7. =
 * 2) = __**Highlight the line or two that best states the point of each sub-topic**__ on each page you are assigned. This chunks pages into separate major ideas. (You might want to draw a line or bracket where the topic changes) . Most pages have between 2 and 3 main ideas supported by a few paragraphs of examples and explanation. =
 * 3) = Put the __**main idea of each section INTO YOUR OWN WORDS**__ and **__underline this as the "title__**" you would give these paragraphs. =
 * 4) = __**BULLET point a few supporting details the President used to support the main points**__ you used as titles. Use your OWN words in the bullet points. You may add a doodle or two to help you remember or visualize the supporting details. =

= = = = =---= = Class Notes: = = 1. Difference between paraphrases and summaries: The BIG PICTURE = = We looked at a drawing (very poor one) of a house with kids, adults, dog, tree, sun... = = = = Paraphrases are short--but NOT as short as a summary. They ZOOM in on the most significant points AND supporting evidence. =
 * = I cut it into sections to look like a puzzle. =
 * = Think of a summary as naming the ENTIRE picture: "Happy suburban family life". =
 * = THe PIECES--the kids, dog, tree, sun, house, ADD UP to that big idea. =
 * = A Paraphrase looks at the PIECES a chunk at a time to build better understanding of the whole. =

= Summaries ADD up the pieces to make a whole--like a SUM in math. = = = = We looked at the definition of a paraphrase and HOW and WHY we do it. (See slide below.) = = = = 2. We practiced HOW to paraphrase, first with a sentence. = = = = To paraphrase the sentence "They are perspicuous and sagacious young ladies" we need to SHOW we know what all the words-especially the complex words, actually mean. That is why you TRY to use DIFFERENT words (either very precise synonyms or short phrases). = = = = OPTIONAL ways to paraphrase "They are perspicacious and sagacious young ladies." = = = = 3. HUMPTY DUMPTY activity: = = Students worked in pairs to "translate" the following into a paraphrase without using ANY of the key words All, kings, men, horses, put, back together. = = = =All the king's horses and all the king's men= =Couldn't put Humpty Dumpty back together again.= || =**__Paraphrase options:__**= =1. Every single one of the ruler's best soldiers= =using the animals they rode= =were unable to repair Humpty Dumpty= = = =2. No one, not even the military who worked for the most powerful leader, using powerful working animals= =succeeded in reassembling Humpty Dumpty.= || ==We noted that not ANY synonym will show you understand. Some students used "lord" instead of king--but that would not be correct because the point is to show that the MOST powerful person could not make things better. Other student's used "slave" instead of "soldier"--which would show they did not understand that the "King's Men" refers to his soldiers.==
 * 1) = The girls are perceptive and wise. OR =
 * 2) = Those adolescent females are WICKED smart and really see into things clearly. " =
 * =__**Original**__=

= 4. WE ended class by paraphrasing the first page of the "Back to School" speech to model what students need to do for homework. THis is posted above. =

= = =Below is a slide used in class with KEY CONCEPT definition of paraphrase.=


 * Sept 19 AND 22 **
 * Mrs. Ready was out sick on Friday. All classes took a diagnostic essay test to determine writing skills and gaps. If you were out, please see me after school Tuesday and/or during the 20 minute Directed Study period after lunch to make up the work. **

= HW ELA--All classes = = NO homework = = --I did not complete paraphrasing lesson in class which was NEEDED for homework, so if you wrote the assignment from the board into your agenda and did not have time to cross it out at the end of class, please hold off on this work until tomorrow. =

= Class Notes: = =__ Essay revision time __= = = = Students had REVISED the list of strategies they have learned about writing GREAT essays that keep readers reading. On Friday, I had asked for this information and many of you wrote that you remember to use punctuation and check grammar--While grammar and punctuatiohelp make writing clear, they are certainly NOT the things that make us want to read more!! I have never selected a book based on whether I thought the author used commas correctly. = = We wrote NEW lists or built on what we listed Friday to include items such as = = Students then added and revised Friday's essay work to show what they know about IMPROVING a good essay. Students had about 10-15 minutes to add or make some changes. = = = = Student who missed class today MUST see me during 20 minutes or after school to do the revisions. =
 * = "Write an introduction that makes the reader see, hear and feel a moment; =
 * = Use carefully selected details that help the reader understand topics that are new to him or her; =
 * = avoid overusing the same tired words =

= III. In some classes we began a discussion and exercise on how to paraphrase. THis will continue tomorrow. =

=Key Concepts:=
 * =Great writing is about much more than grammar and punctuation=
 * =Every piece of DRAFT writing, no matter how good, can be revised and made better=
 * =Take adavantage of every MINUTE you have to write and revise=
 * =THINK about and apply what you have learned in prior years.=

= If you **__did NOT finish Galileo standardized test__** in computer lab today, log on in your classroom during the 20 minutes after lunch tomorrow to complete it. See me if this is not possible and we will finish on Monday. =
 * Sept 18 **

= ELA HW: ALL classes-- =
 * == Read the "welcome letter/homework policy" I handed out today. ==
 * == React to the text on BOTH sides of the handout using 2-4 Reaction symbols PER page. The Reaction Symbols (1-5) are on the green Active Reading reference sheet, Part I. (the happy, sad, WOW, star, ??) ==

=__** Issues from last night's homework: **__=
 * == READ and FOLLOW DIRECTIONS carefully-- ==
 * == some people did NOT put symbols in the __**left margin**__ only. We are saving the right margin for something else. ==


 * == DO NOT underline entire paragraphs or use MORE than 4 symbols. If you highlight EVERYTHING--you do not identify key points to work with in the future. ==


 * == USE the symbols--do not just underline. You need to know WHY you underlined something! ==

**welcome letter/ homework policy handout**


= Class Notes: = = Handed out: Class Expectations letter/homework policy (Titled "Where Effective Effort = Excellence in English) = = I. Reviewed homework for tonight and common problems with last night's work (see above). Checked all homework. =

= II. Took Galileo standardized diagnostic reading comprehension test in computer labs. Most students finished. =

=Key Concept:= =READ and REREAD directions. (You have heard this one before!)= =Get the easy parts right --then the hard parts often into place right behind.= =Minor points taken off today for not following directions--Major points next time.=

== ELA HW: ALL classes--do PART I only (the first three bullet points) of the "Active Reading with First Day of School Speech" Directions. We modeled how to do it in class for pages 1-2. I have attached the markup for you to refer to. ==
 * Sept 17 **

As noted CLEARLY in the directions:

 * == __mark up the WHOLE speech__ using the Part I "Reaction symbols" from the Green Active Reading handout. ==
 * == Use __2-3 symbols per page--__no more. On the __LAST PAGE you may do just one__ symbol since it is a short page. ==
 * == __Underline__ the line or phrase you are reacting to. ==

Sample pages from class




**VIDEO to read along with:**
==**IF you prefer listening WHILE reading:** Click here to go to my Links to Websites and More and scroll down to the picture of the President talking to hear the speech as you read. The text starts about 3 minutes into the video.==

== Part II will NOT be due until Friday or later---Make that change to the instructions sheet if you did not do so in class. I have to model the instructions for Part II and did not have time to finish in class. ==

Monkey Brain vs Human Brain
Students **worked in pairs to practice CRITICAL THINKING and INFERRING**. They looked at a picture of connections showing how a chimp processes new info and how a human being does. They made three observations and then wrote HOW to USE what they observed to study more efficiently. Observations included:

__** Sample Observations: **__
 * Human Brain makes MORE connections to a single idea.
 * Human brain has more pathways between connections, while chimp brain follow a straight line.
 * Both form connections to process.
 * The human brain makes large and small connections.

__** Sample Conclusions: **__
 * When I study, I will __**try to connect new material to things I learned in the past and am learning now.**__ This will help me retrieve and retain information more quickly since it is stored in many places and along many pathways in my brain.


 * The human brain is like the internet--lots of connections all working together as resources that can be quickly accessed. I should not give up when something is hard--__**there is likely something to connect to if I give myself a little time.**__


 * I need to **MAKE different connections in different ways** to have more to draw upon--connect through **__visuals, sound, movement, memories.__**...I Won't just study by looking over notes the night before a test.


 * __**I am human so I am capable of VERY complex thought.**__

= **II. We reviewed the green Active Reading Sheet: Part I**. = === We discussed that SINCE __emotional connections help us focus and retain__, we should actively REACT to what we read the first time we read it. The green sheet gives symbols to use to show different reactions. Just marking up a paper helps us focus a little more as we read and avoid drifting away. This is NOT going to give you deep understanding--but it does get you through a first reading. In future classes we will learn the MORE important steps for reading things a SECOND and THIRD time and paraphrasing and summarizing. ===

We modeled how to **__react to text using the symbols__** in the left-hand column only. **__This will be a STANDARD reading practice for handouts all year.__**

= KEY Concepts = == = = = = = = = =
 * =Connect to new material in __MANY WAYS and repeat different connections over MANY DAYS__--do not just cram the night before a test.=
 * =ACTIVELY READ: __**REACT emotionally**__ to help you focus=
 * =WRITING on the page is a physical action that may help wake you up as well as help you remember=
 * =Look for **__STYLE points--what techniques would you like to "steal"__** from effective authors and speakers. Notice and mark passages to remember.=
 * =Use a **__question mark for items you need to reread later__**, or look up, or discuss.=
 * ==__Do not get bogged down__ or stop on a first reading because you hit a passage that is hard to understand. You can **__refocus and clarify on the NEXT reading__**, after you get the overall gist (main ideas and purpose) of the entire piece.==

==** HOMEROOM: Students interested in representing room 220 on student council took nomination forms. The job involves telling the class about activities like the food drive and asking for suggestions for community service or spirit projects. We had 3 interested people for 2 positions. If you decide to run, take a green form from my front table. Short speeches on Thursday and voting on Friday. **==
 * Sept 16 **

ELA HW: Orange Class only--
== I. Write down TWO phrases that alliterate with "carrot-colored" or "carrots". Try to relate the alliteration to have something to do with learning, success, or ELA. A student gave an example you CANNOT use: the "Creative Carrots". ==

== As discussed in class, the definition of alliteration states that only CONSONANTS (not vowels) that repeat at the beginning of words--so we cannot alliterate with ORANGE because it starts with a vowel. ==

II. OTHER HOMEWORK that all classes took as handout today is POSTPONED because I did not model how to do it yet. If will be due FRIDAY--not Thursday.
- Class Notes: SHORT notes tonight...Rejoice!

1. __**We practiced SAYING and doing goofy hand-movements to remember the key words in the definition of alliteration.**__ This was ACTUALLY studying for the vocabulary portion of the first test. We are starting with an easy and probably familiar term to model how YOU will attack learning more complicated terms on your own in the near future.

__**Common error:**__ Students shared homework and corrected the most common errors--some students work TOO quickly and confuse rhymes and alliteration. Remember that __alliteration is about the FIRST sound and rhyming is about the LAST sound.__

We compiled a list of the most interesting and memorable alliterations for each class so we can choose class names. This models that USING and applying a definition for something you relate to yourself helps you remember. JUST memorizing without thinking about WHAT you are writing or reciting is a waste of your valuable time. In MANY(not all) classes I posted the cartoon below to remind you to __**THINK--never just be a "birdbrain" and merely memorize.**__

2. We reviewed how the __**adolescent brain works--EMOTIONAL connections are firing off in your brain more than LOGICAL, "Plan ahead" connections.**__ When we do silly hand movements together--if they make you smile--your brain is focusing a little more; if they annoy you--your brain is STILL a little more focused. **__Find a way to connect emotionally to recall. If you have to study anyway, find a way to enjoy it.__**

3__**. Hashtag notes: (this is actually just a version of summarizing main ideas, but it IS a little more fun,no?**__ We practiced summarizing using the Scavenger Hunt document. I asked students to note important inferences about my expectations and how ELA will go this year by jotting down 3-4 #take-away ideas. The summary items should get at why I had you FIND things around my room and think about what hangs up, instead of just TELLING you or giving you a handout with rules and procedure.  Some of the results were as follows:
 * 1) Mrs. Readys ELA # Getindependent #get grit# focus# DIY# Itgets harder# What'swith the stuffed animals?# DIGDEEPER#MAKE MISTAKES#SEE/DO/Fun#READ# WRITEmore#freedom#bepositive# LOTS OF WORDS

4. __**SOME classes got to examine the monkey brain connections picture vs. the human brain**__ connections picture and INFER how the difference should influence how we study and USE what our brains are capable of. I will post results tomorrow after all classes do this in-class activity.

5. __**PROCEDURAL NOTE ON HOMEWORK--ALWAYS use full size paper and WRITE extra-credit answers down. I do not give credit for carrying ideas in your head--I need to see them**__. If I collect HW, **__small slips get lost.__**

__**ALWAYS COPY MY definitions for literary terms.**__ __**Do NOT use a regular dictionary**__ for these--I use the definition language the State of Massachusetts puts in our teaching standards and the wording is often a LITTLE different from other sources. I want you to be sure you learn the version you are most likely to be tested on as you continue through Massachusetts schools.

==Summarizing SIFTS through LOTS of information to get to the main ideas--the big "takeaways." Try to summarize what you have learned EACH CLASS to help chunk studying and give your brain a message to store information.==

Don't be the goldfish with the 30 second memory that has to keep relearning the same simple things over and over.

 * Sept 15 **
 * All students received their personal log-in directions for Powerschool Access. Students should keep a copy of the password info since teachers do NOT have this info. **

An ALLITERATION is __the repetition of the first consonant__ (NOT vowel) __SOUND__ (not JUST letter) in pair of words.

 * ==// EX Rich Writers, Jumping Jacks, Jumping Giraffes...//==

EX:

 * 1) ==//Pink Perfectionists//==
 * 2) ==//Perceptive Pinks//==

= __In the near futureYou WILL be tested on whether you can write the Definition of Alliteration and give examples__, so this homework is also practice and studying for an item on the next test. =

--- Class Notes:

Handed out: **GREEN reference sheet on Active Reading.** Students were directed to put it at the front of their binders with the 5 pages we will devote to Study Skills Notes.

= Weekend "Check WEBSITE" assignment: =
 * 1) Classes reviewed the weekend homework from the Website. Those who did not do the work because they did not check the website should now understand that they MUST check each night--preferably after 4 when I can complete lengthy homework entries. Short entries are ready earlier.
 * 2) Those who did __**ALL steps**__--(showing good comprehension skills) receive __5 extra credit points__. Those who did most of the steps but __**did NOT follow the final step to turn the work in during homeroom, receive 2 points**__. Those who did not do it THIS TIME do not lose credit, but do not get any extra credit.
 * 3) __**NEXT time I check web use, it will count as a regular homework grade--not extra**__. Therefore, as I explained in class, if you LOSE internet connectivity, you should bring a signed note explaining that is WHY you could not do the required website check--or you will receive a 0 for that assignment.

= __Reviewed def of Alliteration and Alliteration homework__ (All but Orange class) =
 * 1) === __**We WROTE the definition of alliteration**__ in the Vocabulary Section of the binder. This is a study skill--writing while THINKING about what you are writing helps print info on the brain. Copying WITHOUT thinking about what you are writing is not worth much of anything. ===
 * 2) === __Alliteration is the FIRST literary term we will be testing on. Students MUST memorize the key words in the definition--which I always underline when I give a new literary term definition.__ Students MUST know the definition (all key words---not just a paraphrase) AND know how to apply the definition to reading and writing. Tonight's homework about a class name is practice applying--which should deepen your memory come test time. ===
 * 3) === IF your class or you did NOT __copy the definition of alliteration into the VOCABULARY notes section__ of ELA binder and underline the key words I underlined, do so for homework. If you do not have your binder at home, do this when you enter class tomorrow. ===
 * 4) === __We used the study skill of using MOVEMENT AND SOUND AND the VISUAL of a sad bird puppet to recite the definition__ a few times. I will do this with classes that missed this tomorrow. This was to show you that __JUST reading and rereading definitions will NOT give you Long-term retention__ of info. You need to connect to new material in LOTS of ways. Also, we discussed that making studying a little more goofy makes it more fun and therefore connects to the "happy" center of your brain. The emotional center of an adolescent's brain is generally very active--so that will help you store the info--since your brain connects emotion to important stuff! ===

__ Reported out on Strongest Learning Styles from the on-line learning styles assessment. __

 * 1) === **__Some students could not participate because they NEVER COMPLETED the assessment.__** That cannot happen again. ===
 * 2) === Students who shared a "top" learning style stood in different areas in the room. ===

**General conclusions:**

 * === The assessment showed that few, if any students, showed a preference/strength for "language" --as a learning style. The few who scored high in Language are more likely to learn most easily or enjoyably through words--written, read, or heard. MOST school work asks you to learn through language-word processing. Knowing that this is not the PREFERRED way most kids look forward to working tells you that learning can be challenging and that you should do MORE than JUST read and write to really retain info. ===


 * == __Reading and writing ARE ESSENTIAL__--but they are not the only ways to focus your brain on new information. Kids WHO JUST reread material are helping themselves--but probably need to do more to make that homework time a really good investment. ==

=You need to discover and DO what helps you learn best.=
 * ==__** A LARGE percentage of most classes scored highest in body movement, with many also scoring high in music and nature. **__==
 * === The assessment is NOT all that scientific, but it does underscore that MOST of you would prefer to explore the world and new ideas by staying active, or talking or by making connections to music or just listen to music to spark ideas or a calm your mood. ===

=KEY CONCEPTS from Learning Styles Assessment Review of Results=
 * =__We all learn a little differently__--=
 * ===Teachers use lots of different methods which may not always appeal to YOUR style--but you still need to give the work a shot===
 * =__**TRY to find a way to connect even "boring" homework to a preferred learning style to get the info to stick.**__=


 * ==If you are a __**"Body movement" learner**__--and most kids had that in the top 5 styles for them in the assessment results--then maybe you need to think of hand movements to connect to concepts; or walk and recite; or exercise--(get fresh air and run a little) between chunks of review or homework.==
 * ==__**Social learner**__--get a"study buddy" and review out loud. Most kids say they use flashcards but most of us don't use them well. Do NOT just write and read silently back to yourself--Move cards around--into piles of "Know" "Don't KNOW" or quiz WITH someone.==


 * =Use your strengths but also try NEW approaches to strengthen weaker areas. The MORE strengths you develop, the easier and more rewarding schoolwork gets.=


 * ==We will discuss MORE specific ways to apply what we are learning about the brain to how YOU might want to study as the week progresses.==

= Sept 12 = **HOMEROOM:** Kids SHOULD give parents notice of Openhouse next WEDNESDAY, Sept 17 from 6:15-8:00. Parents/guardians will need the notice to follow the student's schedule, which kids copied onto the notice today. Openhouse gives parents an introduction to this year's teachers, rooms, and curriculum and the PACE of changing classes for grade 7. Hope to see lots of folks that night!

**ELA HW:** Prove that you read this--which IS your homework EVERY night. **On an 81/2" by 11 piece of paper (no tiny notes) write the following:**
 * **Your NAME**
 * **Class color** (on odd days per 1 is orange; per 2 is green; per 3 is yellow; per 5 is blue; period 6 is red)
 * **Write** the phrase, **//" I am awesome! I read and follow directions! AND I help myself by checking the website!"//**
 * Put it in my homework basket __**BEFORE first period**__ for extra credit! This will show you read this AND that you can remember how to get credit after a fun weekend.

Anyone who had an extension due to illness or absence, but who was present on Friday, should turn in a **Crash** project on Monday. If you were for Thursday AND Friday, you have more time--see me. --- Class Notes:

Student were told to ACTIVELY listen to 8 minutes of a speech on video and be prepared to discuss main ideas and a few supporting details.

 * == Nearly ZERO students took notes ==
 * == Nearly ALL had trouble recalling details ==

The activity showed that ACTIVE LISTENING in school involves MORE than being an attentive kid--we need to write and discuss to RETAIN information.

 * == TAKE notes--EVEN when your teacher does not remind you to. If the speech had been classroom instruction and I gave a test on the content in a week--most of you would have failed. Look how much you could not recall even one minute after hearing the info!! ==

== We then took notes in hashtag form in most classes--to try out a fun way to take short notes. I will post the notes and KEY CONCEPTS summary on MONDAY afternoon, because the blue class has not had this lesson yet--too many presentations in the class! ==

Homeroom: Still missing a few permission slips to allow your child to attend after-school activities any time this year.

**ELA HW:** __**COMPLETE**__ __**Summer Reading Projects.**__ ARTICFACTS projects will be presented in class tomorrow. All other projects are turned in for a grade--but not presented. __**If you need to email a project**__ because you do not have a printer--please do so. A link to my email is near the top of this page in blue. **BEFORE class: PUT RUBRIC sheet on TOP of project to hand in.** Be sure your name is on the project and rubric sheet.
 * AS I said and posted on board during class, **REREAD the instructions AND the rubric and CHECK OFF required elements** to be sure you earn all the points you can.
 * I will **not accept late projects UNLESS I have already spoken with you** about extra time due to missed class period work time.
 * __I will NOT accept parent/guardian notes about having worked 30 minutes and not finishing IF you were one of the MANY students who had NOT prepared over the past week . You were supposed to have come to class WED having__ reread sections of the text and with a project option selected and ideas about which scenes to use. That is why we reviewed the project thoroughly last Friday. **I also noted students NOT using class time wisely.** If you have EARNED the outcome of having to spend hours on this tonight--please learn your lesson and **be more productively engaged in your own learning for the remainder of the year.**
 * ====** Many of you are doing a very thorough and creative job--Good for you! **====

= Class Notes: =

I. REPEATED some nagging . DO YOUR HOMEWORK!!!

 * == ALL House B teachers have noted too many students NOT doing homework or not doing all PARTS of homework. That cannot continue. Check THIS site and ALL homework websites EVERY night to be SURE you entered the information correctly in your __**agenda.**__ We will offer special AFTER SCHOOL sessions in HOW to get organized and settle down to work for anyone who needs one. ==

= __**II. Locker Breaks: Too many students are not coming to class with required materials**__ and yet are ALSO going to lockers during inappropriate times. =
 * = STARTING MONDAY--PLAN AHEAD! No going back to lockers. Leaving class for locker visits means you miss instruction AND disrupt other students. If you do not have needed materials, you will have to do class work for homework. =
 * = If you need help getting organized to meet this expectation--stay after for advice. =

=__**III. We spent most of the class on the Crash projects.**__=
 * ==I checked in with as many students as possible to ensure they have enough specifics from the text to PROVE they read carefully and THOUGHT about the book and how it relates to them. MOST problems were solved when a student REREAD the chapter they are focusing on for the project and noted SPECIFIC evidence to use.==

= Today's Key Concepts =
 * =Read Directions. Do Your Homework=
 * =When analyzing literature, ALWAYS reread and focus on a few specific plot events.=


 * =ZOOM in on significant details instead of just retelling a LOT of details.=
 * ==Carefully select the details that are the "TELLING DETAILS"-- the ones that help the reader understand the main TRUTHS about life and about people that the author is trying to convey through the events. You show you understand when you can select the most important details.==
 * =When EDITING--__check for capitalized character__ names and titles.=
 * =__Separate ideas in "stringy sentences" into separate sentences.__ If a sentence runs more than 3 lines and has more than one "and" or "but" in it--see if you can simplify it to make your writing more clear.=

Sept 10 Homeroom: Still missing a few permission slips to allow your child to attend after-school activities any time this year.

**ELA HW:** We finished MOST SRI tests today--see me to finish or make up if you were absent. They cannot be accessed from home.

1. __**Work on Summer Reading Projects if you do not think you will be able to finish during the 40 minutes of class you will have tomorrow.**__
 * DO NOT leave projects at home to work on. You MUST bring it for me to conference with you tomorrow so I can suggest any necessary revisions.


 * They are due Friday as you enter class. MANY students had NOT chosen the option they wanted or jotted down notes on evidence from the novel to use for the project. THESE students will likely need to work at home for about 30 minutes tonight to catch up to peers.

If you finished today, bring an independent reading book for class tomorrow. 2. If you were one of the people who did NOT print out the results of the "Learning Styles Assessment" (see yesterday's homework notes)--you have time to do it tonight. --

**__I. I gave my "Don't build me half a bridge..." homework speech.__** If I hired you to build a bridge and you said you only completed half, you would not get paid and people might plummet to an ugly and soggy end.
 * __ Class Notes: __**

**Homework is your bridge** to get concepts and habits from class into your brain for permanent use. __**When you skip steps**__ or do not finish, valuable bits of __**knowledge and know-how end up nowhere.**__ I do __**not give credit if steps in homework are skipped**__ (unless a parent or guardian writes a note that clearly states that the student spent 20-30 FOCUSED minutes thinking and working hard and still could not complete the work). Remember that 5 out of 10 possible points is still an F. I do not deduct points if you have an incorrect answer in your homework, but I DO not accept that you cannot attempt ALL parts of an assignment.

Some people said they took the survey last night but did not print the results AS REQUIRED IN THE WRITTEN on-line directions and as I told you to do twice during yesterday's class. THAT is half a bridge, since a goal of the homework was for you to demonstrate
 * **ability to navigate websites** and use technology to complete a project.
 * that you had **learned to use my website** to check steps in an assignment AND
 * that you read with FULL comprehension and focus.

20 minutes after lunch to do so.
__** III. Students worked on Crash projects **__ I checked in to ensure students had logically prepared to do the work by

**A. Highlighting important steps on the instruction sheet** and marking any NUMBERS in the directions for their project that specify how many events or characters must be included, or any specific length an answer should take.

**B. Students then PREWROTE--bullet pointing or creating a chart of specific pieces of evidence** to include **AND explanation** of HOW the evidence relates to the novel's theme of acceptance.

**__C. Students were specifically directed to reread__ the scenes** they would use for the project to ensure they have **specific and relevant details** and that they have found the **MOST SIGNIFICANT** details--not just any details.

__**NEVER just depend on your memory when you have text in front of you and time to read more closely.**__

I circulated redirect and clarify directions as needed.



** Today's Key Concepts **
> = SHOW what you KNOW!!! =
 * ** __Don't Build HALF a bridge__ to knowledge--DO ALL steps in homework **
 * ** __Begin__ EVERY assignment by __rereading and marking up directions.__ **
 * ** __Finish__ every assignment by REREADING and checking off completed steps from directions and rubrics. **
 * ** __Use specific evidence__ to answer questions--read closely and REREAD to find evidence that will "stand up in the Court of Class-- **

Sept 9 = = Homeroom: Turn in After School Activities permission slip by Wednesday. **ELA HW:** We took SRI tests today--see me to finish or make up if you were absent. 1: **SAVE THIS PAGE to your "Favorites" bar** on your home computer so you NEVER have to go to the classroom webpages to find my info.

2. Click on the Links to Websites and MORE page of this site.
 * Click on the FIRST entry**-"**//**Learning Styles Assessment".**//
 * **Take the on-line quiz**. At end press "Find My Strengths"
 * **PRINT out the results** page--__it will not save__--so do not start and come back to it--you will have to start all over. PUT **NAME on results** page and **keep in ELA folder** or binder
 * **If you do NOT have a printer**, just write down the **top three results** you get and the score for each--for example: **//Spatial 4.3; Musical 3.0; Language .86//**

Class Notes:
 * == Students took SRI reading diagnostic test. __If you were absent OR if you did not finish during class --see me during 20 minutes after lunch tomorrow AND/OR Friday to finish.__ ==
 * == Students had __brief tour of my website__ in computer lab. ==
 * == Students __SAVED my homework site to "Favorites" bar__ to speed getting to the site at school. ==
 * == __Students directed to SAVE homework site to HOME computer as well.__ ==
 * == I expect students to __at least SKIM-read the entry for the day EVERY night__. This will be a way to study for quizzes and tests LONG repeatedly and in chunks long BEFORE a graded quiz, test, or writing assignment. If you miss class--read it more carefully and ask questions as needed the next day. ==

HANDOUT you may need:
=__Summer Reading Project Instructions:__= =Click on the link __b__elow for a file with the project instructions, if you left yours at school and want to think about HOW to approach your project during class time tomorrow and Thursday.=

= Today's Key Concept =

USE the WEB to help yourself---GET MORE INDEPENDENT

 * ==Navigate to links, sites, and pages with information you may need==
 * ==Follow multi-step directions==
 * ==ASK questions AFTER reading==

ELA HW: Crash Projects will be done IN-CLASS this week
== __ Class Notes: __ Collected: **Extra credit option to research "Four Freedoms"** printed in the "Scavenger Hunt" handout. A copy of the Scavenger Hunt document with the directions is printable and viewable by clicking on the file link below. = = Handed out: **1. Check - Mate editing and grammar checklist for writing**. Students are to keep this in the Writing Tips section of the ELA binder.
 * ==== Bring //Crash// novels to class (IF you have them) Wed and Thursday for project work during class. Bring tablet versions IF you returned the permission slip to allow use of personal computing devices (Ipads, Kindles, etc.). ====
 * ==== No new homework UNLESS I noted in your Summer Reading Log that you need more specific examples/evidence to support the points you will make in the Summer Reading Project we are doing in class. Skim read // **Crash** // if you need to find better examples. ====
 * ==== If you are doing the "Artifacts" option, bring items from home to use by Wednesday. ====

2. **Summer reading logs with grade and notes**
 * ==== on whether you need more or better examples that SHOW how characters accepted differences for your project this week and ====
 * ==== Editing issues that you should focus on in future work. I will expect that you use comments on graded work to make FUTURE work better! ====
 * ==== Students were awarded 10 out of 10 points for completing the work--even if the quality could be better. Students who read 4 or more books earned 12 out of 10 points. ====

__ Class activities today included __

 * == completing and turning in 2 ways for me to make a personal connection to remember your name. ==
 * == completing the Scavenger Hunt with a partner. Students who still have a LITTLE left to finish should come during the 20 minutes after lunch to complete. Keep completed worksheet in ELA folder for us to review on Friday. ==
 * == Discussion of common __Title Punctuation editing errors__ from Summer Reading Logs. Students highlighted rule on CHECKMATE chart and then MOST classes paraphrased rules for correct title punctuation in Writing Tips section of binder--some will do this Tues or Wed. ==

=__ A KEY Concept You SHOULD Have Learned Today: __=

Titles of LONGER works (novels, newspapers, magazines, movies) are UNDERLINED (when handwritten) and ITALICIZED (when typed.)

 * === ex: //Crash, The Boston Globe, Frozen// ===

=Titles of SHORTER works (short stories, poems, songs) are in QUOTATION MARKS=
 * ===ex: "TheTortoise and the Hare", "Fuzzy-Wuzzy Was a Bear", "I'm So Fancy" ===

**Capitalize key words** in titles --- not "a" "an" "the" "or" - UNLESS the article is the first word in the title

 * ==//__T__he Mouse and __t__he Motorcycle//==

= = = Summer Reading Challenge Notes: 2014 = At the end of the 2013-2014 year, four young ladies with a passion for //The Hunger Games// trilogy, challenged me to read the series this summer. I have to admit that, like the few among you who may actually read this, I read what I WANTED to before getting to the assigned text. Also, like many of you, I discovered that the assigned book, though not my favorite of all time, was absolutely worth reading. My students gave me a few questions to respond to. In the interest of being a LITTLE more succinct than I usually am, I will answer one of these and then move to the kinds of observations you are required to provide for your summer reading. If we make you do this, I should do it too, I guess.

= Question: Team Gale or Team Peeta? = I am waffling on this. I am writing as a mom here and saying, "Neither." As Collins paints these young men, I do not know enough about them. Collins has many virtues as a writer, but her characterization is a little weak. The boys are both likable and noble, but mostly cardboard cutouts of stereotypical Prince Charmings. As you all read more, you will see that characters need some flaws and some unpredictable rough edges to be real. I did not get to really know and feel for the other contestants and even little Rue's fate did not draw tears from me--and I cry at coffee commercials. Thresh was ultimately more intriguing than the two "good guys" because he was a little more complex--solitary yet loyal to Rue. I DID however, tear up a little at the gift that follows Rue's fate--trying not to totally spoil this for the handful of people on the planet who have not read the book or seen the movie. The sacrifice and the connection made between strangers and Katniss DID touch me. That--I believe--is the strength of the book. I will add more to that discussion tomorrow. Beyond the story, Katniss is too young and clearly does not yet know herself well enough to make a "choice" between the two young men. At the end of the first book, she is not ready for either of them. I trust that Collins will make the suitors more interesting and real in the sequels.

ACCEPTING DIFFERENCES:
You were all asked to write about how //Crash// leads you to think about respecting differences and accepting others. Collins's book shows a future world in which The Capitol does not tolerate any thought that would challenge them--any different thought. Interestingly, they maintain power by exploiting conflict between Districts. They try to use differences to drive wedges and separations that only help The Capitol. A few of the Districts actually believe they are superior--a little like peer groups that think they rank higher than others just because of the status group a person may have been born into. Overall, however, the "tributes" are equally at each other's mercy, not because they hate each other, but because the Capitol manipulates them and gives them no choice for survival unless they destroy others. Collins's story shows moments of humanity, where characters actually help each other, even though it is not in their self-interest. These are the most memorable moments for me.

Perhaps the strongest example of the value of not judging is Thresh. The reader and Katniss see only the savage strength of Thresh. We expect him to act like a Godzilla--a mindless killing machine. His loyalty to Rue and sense of owing a "mere girl" a break, show him to be a thinking and feeling human being. He has been isolated, yet may feel the deepest human connections of any character beyond the story's heroes. This made me think of how we often think that the physically strong or attractive have all the advantages--yet even those that seem to have all the control are human beings. He accepts Katniss as an equal, and she has to learn to look more deeply into people to really know them. That is part of the problem with the whole PEETA/GALE thing--she does not really know either of them at the end of the book.