Archived+Unit+OCT+2014

Archived notes from OCTOBER 2014 = **Oct 22 WED--REPEAT from yesterday--NO PARENT WORKSHOP on writing tips this week. Rescheduled date will be announced in future.** =

= ELA HW: VOCAB cards for //hissing, tiered, rouge//. See yesterday's entry for listing of "Build Vocabulary" homework. There are helpful hints. =

= One more Extra credit opportunity suggested by Hallie in Orange class: Students may REWRITE the ending of poem "Oranges" --(keep it in non-rhyming POEM format)--to show how the PLOT would have had a different resolution if the saleslady had NOT accepted the orange. This will be due Friday for up to 10 points. You may only do ONE of the three options--I am not able to correct more than that! THe other two options are in yesterday's entry. Rewriting the ending will be good practice for when you draft your OWN stories and have to choose HOW to resolve the main conflict/problem at the CLIMAX of your story.) = -- = Class Notes: =

=__**I. Mighty Morphin' Participles**__=

= In SOME classes we had a quick grammar lesson on how verbs can be used as ADJECTIVES (called participles). THis is important for tonight's vocab homework. A verb with the ending //ed// or //ing// can adjective. In the sentences below I show verbs in green, nouns in blue, and adjectives in red.=

= VERB -- hiss The cat hissed at the dog.=

= =

= ADJ --- hissing The HISSING cat clawed the dog.=

= = = II. __Review of a sample paraphrase__--Use __Nouns and Verbs__! CONCRETE nouns and ACTION verbs ENSURE you have notes that CLEARLY tell WHO DID WHAT. = = Below is file with what a CORRECT and COMPLETE paraphrase of the poem "Oranges" should look like. NOTE the RED character identification (ALWAYS REQUIRED IN YOUR NOTES ON LITERATURE) and the GREEN verbs--ALWAYS TELL WHAT HAPPENED when paraphrasing. If you can't find verbs or only use imprecise verbs--you need to take clearer notes when paraphrasing. = = = = Notice, in MY paraphrase I have included a few details below the main points--but not EVERY detail. I only included details that met the "TEST" for what is important in a paraphrase--details that give important clues to how the characters may feel about each other, or details that contribute to the resolution of the story told be the poem. = = = = REPOST the slides on HOW you know what to include when you paraphrase = = =

=__** III. Pronouns vs. Concrete nouns vs. Proper nouns **__=
 * = I used toy cat, dog, gargoyle, and "Wally" to illustrate the importantce of using CONCRETE nouns--specific everyday nouns like boy, desk, student instead of vague pronouns. Orange and Green classes may NOT have had this---tell me at beginning of class. Pronouns are LEAST specific--so do not overuse them and use few if ANY when notetaking. Proper nouns are MOST specific and BEST to use. Concrete nouns are BETTER than pronouns when you do not HAVE a specific name to use. =

= We looked at how the __2 oranges in the boy's pocket__ in the EXPOSITION of the poem's story FORESHADOWED something important later. In MANY classes I used the gargoyle and flashlight to literally show you how foreshadowing works so you will remember. Not all classes had time for this --__remind me if your class missed this__. = = = = IV. In yellow, red and blue classes we looked at a __SECOND video of the poem "Oranges" classes noted how SPECIFICS were NOT shown correctly__-- = = something to avoid in your OWN paraphrasing and HW. This video showed problems with just throwing together pictures and sound to use technology--Whether the work is a video or a paper, the work must COMMUNICATE ideas and CAPTURE the tone. I will share the video with orange and green classes tomorrow. We noted the CHANGE in TONE (the author's attitude about the day) and the MOOD (the change in the way the READER feels) that happens AFTER the climax scene in the drug store when the lady accepts the orange. The video did NOT capture that. = = = =__ V. TITLE PUNCTUATION QUICK TEST __= = ALL classes received a packet with excerpts from a book of poetry by Gary Soto. We will use the packet in the coming days. TODAY we used the packet to test whether students have learned correct title punctuation rules--WHICH I HAVE STRESSED are NECESSARY building blocks for citing sources and writing about literature. I will NOT teach them again. About 25% of students still did not know to UNDERLINE and CAPITALIZE the title of a book. REPRINT AND STUDY the slides on title punctuation if you were one of the students who wrote the title incorrectly on the packet REPOSTED on OCT 20. = = = = There will be a __RANDOM pop quiz__ on title punctuation AND the spelling words I gave you on Monday. I will retest and retest until at least 90% of folks are consistently correct so you never have to THINK hard about the rules again- you will just know them. =
 * =__ INCLUDE DETAILS THAT FORESHADOW when paraphrasinging __=

=KEY CONCEPTS= =3. Get the DETAILS RIGHT!! It affect the reader's understanding and can change the mood, tone, and meaning.=
 * 1) =USE PRECISE nouns and verbs in notes. Noun/verb slide [[file:spec nouns and verbs.pptx]]=
 * 2) =Verbs can be used as ADJECTIVES (which makes them PARTICIPLES).=
 * =Using participles instead of just any old adjective adds ACTION to your DESCRIPTION and creates more vivid writing=

= **Oct 21, Tues--** = **IMPORTANT NOTICE: NO PARENT WORKSHOP on writing tips this week!** **On parent night I mentioned plans for a workshop to help those at home help students with writing. The workshop we had planned for OCT 23 is postponed indefinitely due to a health issue that makes scheduling problematic for me right now. I will send notice home when I can reschedule--not before late November.**

= HW: Parts I and II DUE WEDNESDAY = **I. CORRECT LAST NIGHT's paraphrases** if you did NOT use character identification (the speaker, the girl, the saleslady) or if you did not use bullet points to retell ALL important events that happen in the poem.

=__ **II. A. Complete the Check Comprehension Questions 5 and 6 (p.83)** __=


 * = ONE COMPLETE SENTENCE EACH! =
 * = USE CHARACTER NAMES (the speaker, the girl, the saleslady) =
 * = Turn the Question Around =
 * = ZERO credit if directions are not followed. =

=__ II B. Complete CRITICAL THINKING QUESTIONS 4 and 5. __=
 * =TWO or THREE sentences __REQUIRED for each.__ (Use SPECIFIC evidence from the text, explain HOW or WHY the evidence proves your answer is solid.) =
 * = USE CHARACTER NAMES (the speaker, the girl, the saleslady) =
 * = Turn the Question Around =
 * = ZERO credit if directions are not followed. =
 * =LABEL EACH SECTION OF HOMEWORK and write name, date and "Oranges" at top.=

=III. Vocabulary Cards: DUE THURS: (This is a change from yesterday. I am allowing one more day than I posted yesterday.)=
 * =__ COMPLETE vocabulary cards for the "Build Vocabulary" words from the poem (rouge, tiered, hissing) __=
 * = Follow ALL directions and the SAME TEMPLATE given for the LAST set of words (these should be in the vocab section of your binder. They can be reprinted from the REPRINTS page of this site.) =
 * = PAY CAREFUL attention to the part of speech--//tiered// and //hissing// are used as ADJECTIVES--so they need to DESCRIBE something. Do NOT use them as verbs--no one in your sentences should be hissing or making a tier. We will discuss this. =
 * = ZERO CREDIT if ANY steps are not done for the cards or if cards are not SET UP the way the directions tell you to. =

=__** EXTRA CREDIT Opportunity **__= = This will likely be __the LAST extra credit I offer this term__ so do not miss out. DUE FRIDAY. __CHOOSE ONE of the two options.__ I will NOT accept both, so choose the one you believe you can complete most effectively and efficiently. = = = = For up to FIVE points: Using COMPLETE sentences, explain why I used an eggbeater and a magnifying glass to help you understand the difference between responding to simple Comprehension Questions vs. Critical Thinking questions. = = = = For up to 10 points: Create a flip book (pictures with captions) that captures the main plot events AND the significant details that create the tone and mood of one of the following Soto poems: "How you Gave Up Root Beer" or "How To Sell Things." Copies can be opened from the files below and I will hand out hard copies tomorrow. Number of points earned depends on the how carefully and completely you do the work. =



= Class Notes: = Soto actually SOLD oranges door to door as kid--worked picking oranges in California. Drug store was like convenience store now--sold treats and kids might hang out there. Yellow porch light left on--days before motion sensors that automatically turn lights on at dusk. Yellow lights looked a little like bug lights--not warm and attractive but a little run-down.
 * = Checked HW in SOME classes. =
 * = Reviewed homework __issues with NOT following directions--again__ =
 * = Gave some background on 1970s to help students understand some details in poem: =
 * = Discussed that __when a detail really looks odd or out of place--it is often significant and foreshadows something important.__ The fact that the boy was carrying __2 oranges on his date was odd--should have been noted in your paraphrases. Links to title and turning point (climax.)__ =
 * = Most classes saw __LEGO video__ made to show events in poem--we discussed errors in the picture paraphrases of the LEGO version =
 * = Discussed the mood--grey cold day, barking dog, nervous boy and how it CHANGES dramatically in the second stanza of the poem =
 * = In several classes we contrasted __two VERSIONS of the poem and found Soto wrote lines that were NOT in the text book__ that made a difference in the tone and mood of the poem. Need to review these in all classes. Yellow class discovered the difference! =

=__ HINTS TO HELP WITH HARD INFERENTIAL THINKING Question on HW __= = Students __warned NOT to leave blank for Critical Thinking question__ asking what orange represents at end of poem. = = =
 * = Think about the GREY day and contrast that with what happened for the boy that might make the orange look like a fire in his hand. =
 * = What did the orange DO for him? =
 * = What is different in his life at the end of the poem and how is that like an orange and like fire? =

=**Key Concept**=
 * =Small details set mood, give clues to deeper meaning (ex: the oranges, the frost cracking, the touch to the shoulder...)=
 * =Reader needs to understand and look closely at the LITERAL meaning (the actual order of events) to then make inferences BASED ON TEXT EVIDENCE of deeper meaning--so precise and accurate paraphrasing is important.=

= **Oct 20, MON--SEE class notes for warning of random pop spelling quiz** = =** HW: DUE TUES **=
 * = Read "Oranges" pp82-83 in text. Read once for meaning and THEN complete the following steps =
 * =__ Paraphrase the poem __=
 * = Use **__bullet points__**; put in own words, __capture MAIN events__ (not many details) to __RETELL the story__ the poem tells. =
 * = Use character names --in this case there are no specific names so refer to the speaker; the girl; the saleslady... =
 * = __Draw "paraphrase pictures" to capture the main events AND a few key details__ the poet includes that set the mood and establish the TONE. Although the plot events in the poem are similar to the events in "Seventh Grade"--the TONE is different. Stick figures are fine--just label details. =

=Below is a __SAMPLE of how to do ONE of the bullet point paraphrases and ONE of the picture__ paraphrases. You may use SOME of my ideas but you must do your OWN for lines 1-15 and then continue in chunks to finish the paraphrasing the poem BOTH ways to show clear understanding of what happens.=

=** DUE WED: **=
 * =__ Complete the Check Comprehension Questions 5 and 6: __=
 * = ONE COMPLETE SENTENCE EACH! =
 * = USE CHARACTER NAMES (the speaker, the girl, the saleslady) =
 * = Turn the Question Around =
 * = ZERO credit if directions are not followed. =
 * =__ Complete CRITICAL THINKING QUESTIONS 4 and 5. __=
 * = TWO or THREE sentences REQUIRED for each. =
 * = USE CHARACTER NAMES (the speaker, the girl, the saleslady) =
 * = Turn the Question Around =
 * = ZERO credit if directions are not followed. =
 * =__ COMPLETE vocabulary cards for the Build Vocabulary words from the poem (rouge, tiered, hissing) __=
 * = Follow ALL directions and the SAME TEMPLATE given for the LAST set of words (these should be in the vocab section of your binder. They can be reprinted from the REPRINTS page of this site.) =
 * = PAY CAREFUL attention to the part of speech--//tiered// and //hissing// are used as ADJECTIVES--so they need to DESCRIBE something. Do NOT use them as verbs--no one in your sentences should be hissing or making a tier. We will discuss this. =
 * = ZERO CREDIT if ANY steps are not done for the cards. =

= Class Notes: = = __Handed out:__ Green FCA log sheets to orange and red classes who did not get them Friday. Put in Writing Tips Section = = = = __1. REVieW of TEST to enter pointers onto FCA log sheet__. =

Students wrote strengths and weaknesses in HOW they studied or gaps in concepts learned from last test.

 * =__ PARENTS/GUARDIANS who review this site might want to ask your child to SHOW you the green sheet and the test so we are ALL certain that each student understands specific ways to improve and strengths to repeat when preparing for the next writing assignment or test. __=

> > =__ TITLE PUNCTUATION: __=
 * =__ FUTURE SPELLING TEST WORDS __=
 * == One VERY common error I did NOT deduct points for was the misspelling of key words in the definition of //alliteration//. Since the misspelled words are commonly used --or VERY basic to the study of ELA--students were given clues about HOW to remember the correct spelling. IF ANY of these words are misspelled in future work, I will deduct two points for EACH time they are misspelled. I will ALSO give a pop quiz some time (no sooner than next week) so YOU have to use what you know about STUDY SKILLS to figure out how best to learn the spelling for life -. (Repeat over several days; write AND say out loud; find your OWN patterns or connections; Make a flashcard; repeat out loud to someone at the dinner table...etc.) ==
 * =//Repetition (the e's repeat, then ti--ti repeats)//=
 * =//Consonant (anything that is NOT a vowel--has to do with SOUND--as in "Sonar, Sonic" so it has SON in the middle.)//=
 * =//realistic (Has the word REAL in it)//=
 * =//beginning (short vowel in last syllable--double the consonant before adding ending --like hop>>hopping or sit>> sitting)//=
 * =//tries, tried (When word ends in y--change y to i and add ending: cry> cries, cried; happy> happiness; puppy> puppies; family> families)//=
 * == MANY students still do not know the rules for CAPITALIZING and punctuating titles. __I will DEDUCT points for title punctuation and capitalization mistakes in ALL future work.__ Learn the rules from your CHECK MATE and restudy the slides below that you were SUPPOSED to study for the last test. ==
 * =__TITLE PUNCTUATION AND CAPITALIZATION SLIDES TO STUDY__=
 * [[file:Title punc and cap.pptx]]

= 2. Room cleaning and Comprehension versus Critical Thinking = = = = Comprehension = = We discussed the difference between basic COMPREHENSION--which is just showing that you understand and can recall things you have been told vs. CRITICAL THINKING--which is digging for inferential meaning and expanding on the facts you have been told. = = We used the example of a parent telling you to clean your room by Friday or you will lose video game privileges. To show comprehension, students would just repeat back "You want me to clean up my messy room by Friday or I can't play computer or other video games." THis is simpler than digging deeper for REASONS, but the statement includes all the key details about what is expected of you. This is a little like answering a simple COMPREHENSION question from the text about what happened in a poem or story. That is why I only ask for a sentence, but ask you to write a CLEAR sentence identifying WHO and WHAT in the answer = = = = = = CRITICAL THINKING about cleaning our rooms. = = We then paired off to discuss WHY adults might want a clean room by Friday. Students had LOTS of possible answers. Often one student's idea helped another think of something else. Answers included = = = = ALL answers were correct--as in many CRITICAL THINKING responses. Some looked at having a different point of view--as we do in literature. Some explored cause and effect, or how the current issue might apply to future issues that are not exactly the same. All this happens in literature too--it is more complex so it takes more words and more explanation and more time. = = = = THAT is WHY CRITICAL THINKING questions MUST be answered in more depth (2-3 sentences at least) than Comprehension questions. =
 * = to prevent mice from taking up residence in your room =
 * = to help us find our stuff so we can get places faster =
 * = to share work so a parent is not doing everything =
 * = to teach responsibility and that there are consequences to actions =
 * = to make us independent or proud of accomplishments =
 * = to keep nosy guests from criticizing =
 * = to prevent REWASHING clean clothes etc. =

=__**KEY CONCEPTS**__= = = =I. __The MAJOR OBJECTIVE (learning goal) of ELA is to learn how to think--__=
 * =the specific details of a story are important to help us think deeply about the ideas and topics IN the story, but remembering details and facts (basic comprehension) is just the beginning.=
 * =USING details and facts to build inferences MAKES meaning and understanding of our lives and the world=
 * =CRITICAL THINKING takes time and effort=

=II: __Learn from mistakes to GROW as a student__=
 * =See spelling words to learn AND title punctuation notes in the slides included above in the blue CLASS NOTES section.=

= =

= **Oct 17:** = = Extra time given on essay test. No class notes. No HW = = Students were handed back a Study Skills test and summer reading project. Students should show graded work and comments to someone who cares about their progress at home and BRING THE GRADED WORK BACK MONDAY!!! =

= Oct 16: = = Essay test all classes all day. No HW =

= **Oct 15, WED** = = NO FORMAL homework--just prepare for the essay test. If you were one of the MANY people who did not find exact quotations from the text to support your points in tomorrow's essay--DO SO TONIGHT. =

= You will be able __to use ALL homework and notes for the essay--but not the textbook.__ That is why it is especially important that you have your quotations copied and have page numbers in your homework. There will also be a few questions that you will need your homework to answer. = = __**You may NOT write your entire essay at home and just copy it, but you MAY use all homework notes and any planner**__. Having a sentence or two drafted is fine (You can even use the topic sentences we worked on in class) but you must draft your essay in class. You __MAY NOT use the wording from the slide using the exact quotation we__ reviewed in class--unless you are Sarah who provided that example. You have to come up with your OWN examples. = = = = YOU MUST come to class prepared--__NO going back to lockers once test has started.__ = = = = The test will ask you to complete ONE of the three options I gave you to prepare for. You will not know WHICH option your class will write about until you get to class. This makes you REALLY know the story inside and out! = = Below are slides that summarize what we reviewed today about how to structure your essay tomorrow. = = I will know you used tonight's homework time to find the BEST quotations from the text AND to what points you will make and in what order IF the essays you write are great! = = =
 * = Without text evidence in the form of __at least THREE exact quotations in your essay, you can NOT earn above a C for tomorrow's work__. =

=__**KEY CONCEPTS:**__ Class review and IMPORTANT tips on what I expect in your essays tomorrow in slides below=

= = = =

= **Oct 14, Tues** = = ELA HW: = =__** I. Revisions of graded homework **__= = I graded notebooks indicating what work is missing or not done according to directions. You have TONIGHT only to revise any work you did not do correctly the day it was assigned and the WEEK after it was assigned that you could have completed it before I collected it. =
 * = Work MUST be labeled carefully with your name and be IN MY LATE WORK bin by the door by HOMEROOM. Do not turnin the whole binder, just the missing work. =

= = =__** II: Find Quotations for Thursday's essay test. **__= = You will have an ESSAY test on "Seventh Grade" on THURSDAY-(not Wednesday as previously announced). HOMEWORK is to prepare 3-5 EXACT quotations from the text that would help you answer EACH of the questionson the handout you received today. That means you should have a __total of 9-15 quotations.__ =

= = = POINTERS for CORRECT HW: = = = =The draft of the essay questions with tonight's assignment is reprintable below.=
 * = You should also briefly write what you point will BE. Quotes should be no MORE than a sentence or two at the most--you may even choose the most significant portion of a sentence so long as the point you want to make is clearly shown through the phrase you select. =
 * = YOU will be able to **__use these notes and ALL HW during the essay test__** Thursday. You will NOT be allowed to use your book. =
 * = COPY EXACTLY (spelling, punctuation, etc.) =
 * = Use page numbers (no need for column numbers) =
 * = A quotation is ANYTHING Soto wrote--it might be dialogue a character says OR a description of action Soto writes. =

= Class Notes: = = Handed OUT: Graded ELA binders AND draft essay questions for test THursday = = = = I reviewed problems I had with poorly done work for the binder check. Key Concepts slide has common errors I do not expect to see again. I will NOT look through piles of papers from other subjects or through folders looking for work I direct you to put in a specific section of your binder. = = = = We then reviewed WHY evidence in the form of quotations is CRITICAL for meeting grade 7 writing standards and I explained the three questions on the homework sheet. We all worked to come up with ONE example of a "routine" and one example of an "emotion" that might be a detail we would find a quotation to support as part of tonight's homework. Key concepts slides below review WHAT I expect and will grade you on, using the standards. =

=Key Concepts= =What to do for FUTURE notebook checks= = = = = =**What are standards for writing a clear essay?**=

= **Oct 8, THURS** = = All classes took Part I of "Seventh Grade" vocabulary and comprehension test. No Homework. See me to make up test ASAP if you were out. =

= = = = = **Oct 7, Wed** = = ELA HW: STUDY //__ACTIVELY__// for test. = = Study guide for Thursday's test is reprintable from Monday's class Notes entry. Study for ALL parts of Thursdays test. Use visuals, sound, repetition, writing, discussion etc. Just reviewing notes or vocab cards will NOT likely earn an A. Test is on MORE than just the 5 vocab words. =

Summary of First Day of School speech is NOT homework.
=Class Notes:= = Review of what I will GRADE summaries for and key concepts to think about when you write a summary. Slide of review in Key Concepts = = Classes had about 20 minutes to complete 1-2 page double spaced summaries. Some extra time may be given next week to one or two classes that did not have time on other days. = = = = VOCAB CARD mistakes NOT to make on tomorrow's test. = = We had a brief review of common areas of concern on vocab cards. =
 * = __//**Scowl:**//__ SPELL IT correctly. (NOT scowEl). Write a sentence on the test that has NOTHING to do with the story. Don't write about boys scowling to attract girls--that is about the LEAST common situation you would scowl in. =
 * = __**//Sheepishly//**--__Make sure you use it as an adverb. Adverbs modify (go with) verbs. If you are unsure whether your sentence uses the word correctly as an adverb, then PAIR the word with an active verb. In class we reviewed a number of ideas of things you could DO (verb) sheepishly: tip-toe, walk, peek, cower, whisper.... Do NOT change the part of speech to sheepish--that is and adjective. =
 * = __**//Elective://**__ be sure your sentence and paraphrase show you know that an elective is both a subject in school (not extra curricular) AND a choice (NOt Exchange City.) =
 * = Conviction: Do NOT use it to mean "found guilty in court"--THAT is a DIFFERENT meaning of conviction. YOU must show you can use it to mean a "strong belief" "a certainty" "a strong faith". =
 * = **//Ferocity://** a paraphrase would be "animal-like anger" "Visciousness" . Do NOT change the word to ferocious--that is an adjective and the challenge and reason this word is a vocab word is to see if you can use the ABSTRACT NOUN form of common adjectives. Ferocity is the ABSTRACT NOUN form of the adjective FEROCIOUS. IT is an IDEA noun--not a person, place or thing. MOST of the nouns we will learn as vocabulary words this year are ABSTRACT NOUNS. =
 * = __//Pair Abstract nouns like ferocity and conviction// with ONE of the following__ and you are more likely to use it correctly. =
 * = with =
 * = show (ed) =
 * = have,has/had =
 * = his/her/their =
 * = HIS **//ferocity//** SHOWED when he growled at the children =
 * = My father HAS a strong //CONVICTION// that the Red Sox will win next year, so he bought season tickets. =
 * = She spoke loudly and WITH CONVICTION about her beliefs. =
 * = The girl SHOWED her CONVICTION that she would be elected by not even bothering to campaign and was shocked when she lost. =
 * = Godzilla attacked the city WITH a FEROCITY that terrified all the other monsters. =

=__Key Concepts:__= = = =__Pair abstract nouns like conviction and ferocity with the words with/show/have-has-had/ or his-her-their__ if you are having trouble using the abstract noun correctly in a sentence. SEE examples above.=

=WHAT must be included in a solid, basic summary. This is NOT on tomorrow's test but may be on the NEXT test.=

= **Oct 6, TUES** = = ELA HW: I. Finish FOUR vocabulary cards for "Seventh Grade" Build Vocabulary words. =
 * = Detailed information and downloadable directions and atemplate for how to set up the cards is in yesterday's homework entry. =

= II. Chunk your studying for Thursdays test by = = = =-= =__ Class Notes: __= = Handed out: hard copy of study guide for test that will be on Thursday and essay portion for next Wednesday. = = I. __Reviewed everything that will be on THursday's portion of the test__ on vocabulary, literary terms and story comprehension =
 * = reviewing about HALF of the study guide I gave out today. A copy is downloadable from the end of the Class Notes Entry from yesterday. =
 * = Reviewing the entries on this web page -- it covers everything we have done since the last test. =
 * = Pay particular attention to the KEY CONCEPTS bullet points and the KEY CONCEPT powerpoint slides at the end of each day's notes. THese are the BIG ideas you were supposed to learn each day. =

= II. __Mini-lesson on the prefix con/com/col__--see study guide and the Key Concepts slides from today =

= III. __Reviewed the need for a clear topic sentence for ANY writing, especially a summary__. = = You must let the reader know WHAT you are summarizing before you begin explaining the key points. See KEY CONCEPTS slides on topic sentences = = = = IV. Students __returned to writing summaries of the Obama speech, beginning with revision of the topic sentences of their summaries__. = = Be sure NOT to use a hook or grabber in a summary--just get down to what you are summarizing. THe powerpoint on "Summaries" with language you could have used to START your summary of the speech is in Key Concepts below. = = = =Key Concepts:= =Powerpoint on col/con/com affixes= == = = = = =Powerpoint on how to approach writing a summary from a paraphrased set of notes=

= = =Powerpoint on the need for TOPIC SENTENCES to CLEARLY preview your topic to orient the reader was repeated today from yesterday and is posted with YESTERDAY's key concepts--review it!=

= **Oct 5,** **Mon** = = **Start preparing for THURSDAY test on "Seventh Grade".** =

**Guide to topics on the test is included as the last portion of the CLASS NOTES section (blue) in today's entry.**
= = =__ ELA HW __** __:__ Using the detailed instructions and the model handed out today, create __FOUR vocabulary cards for the words in the "Build Vocabulary"__ yellow boxes that appear throughout the story "Seventh Grade" in your text book. Due WED. The words are __//elective, ferocity, scowl//, and //conviction//. You are ALSO responsible for knowing Sheepishly__--but I did that card FOR you as a model. **= = Below is the "sheepishly" card done for you to study from and use as a model. = update of HW posted at 3:10.
 * = I INCORRECTLY wrote that you had 5 to do on the board--but the instruction packet has the 5th word (sheepishly) done for you. DO, however, come up with your OWN sentence and picture for sheepishly to ADD to the one on the model since you will have to have your OWN sentence for the test. =
 * = You SHOULD have the hard copy of the __2-sided instruction sheet__ with you and the __model of how to set up your flashcards__--but if you forgot one BLANK card and the instructions can be reprinted from the file below. =
 * == You can SAVE the blank card as a template and complete the work in a Microsoft WORD document, or just print out copies of the blank to use. If you do not have a printer, just set up a piece of notebook or printer paper with the same 5 boxes as the model. ==

=__ CLass Notes: __= = = = __HANDED OUT:__ Vocabulary Card instructions to be kept in Vocab section of binder as a reference ALL year. = = __I. Vocab Work review:__ = = We reviewed details for what to put in __ALL FIVE boxes of the vocabulary cards for homework__. THis is the first and last time I will review these directions. You will use the same directions all year. There are __a LOT of specific requirements so read and reread the directions__ and check off what you have done correctly as you work. DO NOT just work from memory or you will leave something out and GET NO CREDIT!!! Prove you can READ and THINK. = = = = II. GUESS WHO and WHAT: = = __We read an excerpt from an article from which I deleted the topic sentence and asked students to guess what the topic was and who was likely speaking.__ Guesses ranged from "a student" to "Einstein" to "the Prime Minister of England"--but only 2 students came close by guessing it was about football. = = The __excerpt in the file below--uses lots of references to "grades" "reading" "Preparation" "visualization" and "Effort" --but it is NOT about school.__ __The speaker in the piece is Chris Jones, a Patriot's defensive tackle.__ = == = = =__ III. PATRIOT player essay tests! __= = In MANY classes I also read a brief excerpt for the book //Patriot Reign// by Michael Holley which describes the __SIX PAGE essay tests players have to take weekly to show they know what the KEY CONCEPTS were for the week and that they learned what they will have to do when there is no time to think on the field__ during an upcoming game. = = __You TOO need to track the KEY CONCEPTS from each week__ and be able to describe and explain and apply them--not just memorize them. = = = =__ IV. TEST NEWS: __= = Below is a Study Guide for the test we will begin this Thursday and finish on Monday. I will hand out hard copies of this in class tomorrow but have it here so you can plan whether or not you need to stay for an afterschool review tomorrow--TUES. = = =
 * = model of completed vocabulary card =
 * = template to copy for cards =
 * = text of article WITHOUT a topic sentence--showing how hard it is to understand what you read if the topic and the speaker or writer are not identified in the first sentence or two. =
 * = __Without a clear topic sentence, your reader will NOT know what you are talking about__ even if he or she can understand every other word in your writing. =
 * = I ALSO liked how this piece makes clear the __SLOWING DOWN and PREPARING and READING are LIFE skills--not just school skills--even for what you would think of as a completely physical job__ =

=**KEY CONCEPTS for TODAY**= =**I. __Homework instructions: READ and REREAD them--then check them OFF__ as you follow them to learn the vocabulary deeply and correctly**=

=SECOND KEY concept (AND MORE IMPORTANT ONE) is on the powerpoint slides in the file below.=

= =

= **Oct 3, FRI** =

= ELA Homework: Complete Parts V and VI on worksheet I handed out today. = == We went over ALL the requirements for EACH section in detail. Reread directions carefully and FOLLOW them carefully. Copy of worksheet is below. Revise mistakes from prior night's homework. I will check ALL on Monday. ==

= Class Notes: = = We __reviewed EVERY step on the homework and had an extensive discussion__ in MOST classes about the important literary term Tone. The key concept slides below summarize the discussion. = = = = In most classes we clarified why it is odd that Michael was looking at a GQ magazine to try to be something he was not. Orange and red class may still need this--remind me. = = = = __ERROR in my notes on last night's homework__ ==discovered after orange and red classes met. The items I listed as happening on p123 actually are from page 124. I have __corrected the worksheet and reposted below.__ = = = = = = __Items you should ALREADY know for next week's test__ include __HOW you know WHAT is significant when paraphrasing--see slides from OCT 1 notes__. Many students did NOT remember these items used on Wed during homework--You should take notes and study these slides if you did not feel totally confident when I asked HOW to decide what is SIGNIFICANT in class today. =

KEY CONCEPTS--TONE--show someone at home how we recite this definition with hands on hips and eye-rolling.

**Oct 2 Thursday** = ELA HW = = Complete the PART IV worksheet on "Seventh Grade"--taking notes on places in the story that Soto used REAL life details about his own life and the typical seventh grade world. File with worksheet is below.=

= __Class Notes__: = = After checking a few homework assignments, I suspect that students are NOT reading this page--especially the blue parts that WARN YOU about common mistakes you should NOT make when you are doing work for me. We are learning about literature AND the importance of paying attention to directions, labeling notes so they actually MEAN something when you look at them weeks later, etc. = = If you are a good doobie and are reading this to help yourself do better in ELA, __please write "Never Dance with Squirrels" **under** the //Per: Date:// spaces at top of tonight's Homework worksheet. There will be a reward of some sort. DON'T tell folks who are NOT doing the work YOU do.__ = = = = __FACTS FUEL FICTION:__ = = Today's class reviewed the concept that FACTS FUEL FICTION. __Imaginative literature builds on familiar facts and real life details--no matter HOW imaginative it gets.__ = = = = Soto's story is a great piece to use to show this literary concept. We discussed how __YOU are the experts in REAL seventh grade life, so you can judge whether he gets the little details right__ in showing the pace and stresses in grade 7, and typical things you do and talk about. Your homework is to add to the similarities we found in the first few pages--which I recorded as model language for you to refer to if you get confused on the homework. =

=__ The big difference between last night and tonight's work is that LAST night-- __=
 * = Paraphrasing--was the time to find SIGNIFICANT events. =
 * = Tonight's work is to focus on the smaller details that bring a story to life and make it believable. =

=__ REAL details fuel even the most IMAGINATIVE ficton--like //Harry Potter// __= = We noted that even though fantasy, like Harry Potter, creates fantastic and impossible worlds--there is also a lot that is __REAL and familiar. That lets the reader connect and understand__. Harry may have been a wizard but he still was about your age, attended school, hated not fitting in (with that lightnig bolt on the forehead and all), had friends distracted by being love-sick, and played on a team--just in the air on brooms. = = = = __J.K Rowling based her ideas of what the dining hall at Hogwart's might look like on a REAL college__ in England called Christ Church College at Oxford University. I took a course there last summer, and the teachers wear the black gowns and teach in ancient stone buildings--just like in her FANTASY world. She thought of a REAL life grand place to learn and wove that in and just twisted it a little to tell the story. REMIND ME to share a few pictures of Oxford. =

= __Summarizing:__ We switched gears to work on a writing skill-summarizing. We have paraphrased the story "seveth Grade" and the speech about trying hard in school. Paraphrasing, as we have discussed, breaks BIG ideas into pieces so we can take a closer look. NOW we finish showing we truly understand what we read by SUMMARIZING the pieces back into bigger ideas. __If you can summarize, you can write IN YOUR OWN WORDS what the main ideas all add up to__ in what you read. A summary is shorter than a paraphrase and is in sentences and paragraphs. = = I posted what we paraphrased from EACH of the 7 pages of the speech onto 7 charts at the front of the room. Students will spend some of tomorrow completing work on condensing those seven charts into about 1 page that explains what the President wanted students to remember about HOW to approach school this year and for life. =

=**KEY CONCEPT Slides below**=
 * HW posted at 3:00 all notes at 4:05**

**Oct 1 WED** = ELA HW = = __Complete the paraphrasing worksheet I handed out in class (titled **//III. Active Reading Notes on "Seventh Grade"//**)__ for the Gary Soto story, "Seventh Grade" in your purple text book. = = = = I completed paraphrasing for the first 3 pages of the story. Follow the directions on the sheet and paraphrase 2-3 significant plot events for every COLUMN of text in the story. Remember what we discussed today about how to choose the SIGNIFICANT plot events. I will review in blue class notes section a little later this afternoon. = = Handout for homework can be reprinted or viewed by clicking DOWNLOAD on file below if you "forgot" your homework at school. =



= Class notes: = = We reviewed HOW to do the homework. I explained what the 3 bullet points mean at the top of the homework page. We read the first page of the story and looked at the way I paraphrased significant details from the EXPOSITION (beginning of the story). =

=__ What I am picky about when you paraphrase stories: __= = //__CHARACTER NAMES:__// Copy the spelling of character names correctly and USE the name, not "he" or "the kid" when you take notes so you can be specific when you STUDY notes for tests or use the notes to write essays when you do NOT have access to the text. Character Names MATTER in ELA. The second time you use a name in your notes, you may abbreviate it. = = = =//__ Remember the WHAT and WHAT ABOUT IT rule of paraphrasing-- __//= = This tiny detail is actually significant enough to paraphrase because it gives a clue about how Teresa may feel about Victor--which matters to the outcome of the story. It matters because we have to INFER what she is thinking--the author does not tell us. =
 * = DON'T write "LUNCH" or "THey ate lunch"-- Record the detail that MATTERS. =
 * = INSTEAD write: "Victor looks for Teresa at lunch. T. smiled at V." =

=**KEY CONCEPTS**= =Notes on HOW to decide what is significant when you paraphrase a story are in the **__slides below__**.= =The slides show that there is a slight difference in what you record for the Exposition (introduction of characters, setting and inciting conflict) than the details you would take notes on for the REST of the story.= ==

Posted at 3:45 p.m.

**Sept 30, TUES** = ELA HW: Complete ALL steps on homework handout for "Seventh Grade" story: Parts I and II. = = Handout is below if you forgot it. You SHOULD have taken your textbook home yesterday. = = = = = = = = This involves taking notes on the boxes I assigned that come BEFORE the story AND reading the story once through to get the main ideas. No need to take notes on the STORY--but you may want to jot down questions if there is language or references to things you do not understand. = = I WILL check whether or not you follow ALL directions precisely--Bullet point answers where I write list, and use complete sentences where I direct you to do so. = **--** = Class Notes: = = __Homework instruction Review:__ =
 * = All future literary analysis will begin with finding connections between author's real life and the content, theme, or point of view of the story =
 * = Reading the boxes of info that precede a story in the text helps you know what to focus on as you read and reread. Boxes usually have info that will be on future quiz and test. =

= __Paraphrasing--again--clearing up common problem students continue to show__ = = Paraphrase the main idea of a section by =
 * = __giving the "What"__ --a topic or single noun =
 * = __then ADD the "What About It?"__ --which is what the author's point ABOUT the topic is. =

Many students are just giving the single word they used to "title" each paraphrase in the speech--I want you to now take that word and add a little bit more to have accurate and complete notes.
= = = __Example from yesterday's test:__ = = The __WHAT__ or topic of the two paragraphs was: __"NERO the pug"__ = = The __WHAT ABOUT IT__ was: __"Nero was odd" or Nero=weird dog"__ = = = = __After the MAIN IDEA in the paraphrase__, you should list __a detail or two the writer used to support the main idea.__ = = When paraphrasing do NOT direct quote evidence. In an essay, you WILL use a quote, but you will ALSO paraphrase it. We are just practicing the paraphrase part now. = = = = __Detail/Evidence paraphrase:__ = = = = We returned to groups to finish paraphrasing the speech and adding "What About it"s to our topic ideas if we had not done so before. Some students had great main ideas, but needed to add some specific details from their page. We did not get to final review in most classes. = = = =__ Student's OWN NOTES on paraphrasing added to binder. __= = MOST classes then wrote the date and title "What I learned about paraphrasing today" in the Literature Notes section of the binder and added two things they understand now that they did not understand before today about accurate paraphrasing. Classes THEN copied my bullet points in the key concepts slide below to add to their bullet points. =
 * =__ Weird appearance: kid thought dog was monkey; too tall and fat for breed __=
 * =__ Weird actions/habits: chased planes, licked nose 15 min/night __=

=KEY CONCEPT SLIDES from class=