Archived+Unit+Jan-Feb+2015

Archived class and HW notes from Jan and Feb 2015 (and end of Dec 2014)

= FRIDAY Feb 27 =

= ELA HW: NONE for ORANGE CLASS. ALL other classes need to finish the "Cynthia in the Snow" assignment in your brand new One Note on-line Homework Binder. = = = = BE SURE TO ANSWER any question that requires a complete sentence explanation CLEARLY and COMPLETELY--citing evidence from the text. THis means you should expect to write 2-3 sentences for non-multiple choice items and be specific! Use poet's name, character names (Cynthia the snow, etc) SHow me you are thinking deeply and making inferences! = =--= = Class Notes: = = Orange Class had lesson on searching that other classes had yesterday after a brief check-in to see how One Note binders worked out for them and some trouble shooting. = = = = Other classes set up their on-line notebooks and learned to use the text tool to write notes in the margin. Most classes had a little time to start the homework. =
 * = Reminder hints about how to get into the notebook are printed in yesterday's entry. =
 * = If you notice that you do not have a question 3--that is MY fault--I dropped it out during one of the formatting revisions I did. No need to look further for it! Also, I have an extra question mark at the end of question 7--left over from a question I deleted. Ignore it. =
 * = You also may find yourself highlighting the same line in several colors--my fault for not anticipating this--for now you can just highlight half of line or word in EACH color OR use the text box tool I taught you to label what I was having you look for in the margin. Good luck. =
 * = I will monitor my email for questions Saturday to help you out--but please do not wait until Sunday night because I will be off duty watching Downton Abbey then! =
 * =__ If you experience an EPIC FAIL with the technology after getting in touch with me for trouble shooting, I will THEN email you a copy of the assignment to do instead and we will copy it into your One NOTe binder on Monday. __=

= THURS FEB 26 = = ELA HW: ONLY ORANGE class (per 1) has homework tonight. If you are in the Orange class, you are to do your best to access your nifty new ONENOTE NOTEBOOK and open the homework folder you created in class and do as MUCH of the assignment as you can. Colby already finished and I checked that it all recorded and saved in his homework notebook. I am posting this now, but will be adding a few pointers about HOW to get to the notebook in about 10 minutes. If you are confused, check back. Spend no more than 30 minutes trying to open the site and answer the questions and do the poem markup. I do not want anyone totally frustrated. = = = = Reminders of how to access your OneNOTE NOTEBBOK. = = 1. Go to Foxborough Schools AHERN web page (as you would for finding classroom pages) and click on WEBMAIL near the top of the page. = = 2. Once you are in OUTLOOK (the email program)--look to the far left and __click on the square__ to see all the options in One Drive. You should see the PURPLE notebook folder on the bottom line of icons. Click on that. = = = = 3. You SHOULD already have copied the homework into the homework folder of the One Drive NOtebook. Do the homework RIGHT ONE THAT PAGE IN ONEDRIVE--no need to download or upload anything. When you exit--it will save to your homework folder automatically. It is probably easier to put the poem and the HW questions on one page and just scroll up and down to mark things up. If you use separate pages for the poem and the questions, that is fine too! = = = = Good luck! =

= CLASS NOTES: = = Orange class had DIFFERENT lesson than other classes. Completed short exercise/mini lesson using onomatopoeia = = Went to lab to learn HOW to access ONE NOTE notebook and practice. Began poem analysis to be completed for homework. = = = = per YELLOW: finished POE story and examined sentence structure of VERY long sentence that BUILT mood in intensity through care word choice "cry>scream> shiek> inhuman wail> and finally to metaphor using agonized screaming sufferers down below and malevolent devils cheering the suffering to create the ULTIMATE image of a horrific sound. = = = = BLUE, GREEN, YELLOW, AND RED classes spent most of period in Computer lab skim reading possible source to use for argument paper and creating a SOURCE list with the URL and brief notes to identify each possible source. GOAL is to SKIM read MANY possible sources quickly and efficiently to see WHICH sources are worth going back to take more IN-DEPTH notes on. Keeping a notes sheet on the computer will prevent losing links to sources you may need in a week or two, or having to reread ALL your possible source articles again later to remember WHAT you thought they might be good to prove: = = = = =
 * = Tech tips: =
 * = SOME CLASSES did not get the handy CTL F tip--REMIND me if I forget to show it to your class =
 * = Some classes did NOT yet get how to click on authors to determine which quotes are from MOST qualified experts. =
 * = We found DOWNSIDES to using hyperlink option instead of just pasting in the full URL from the browser to get back to sites. JUST PASTE FULL ADDRESS for notes--then list a few thiings ABOUT the article so if link does NOT work in future (technology glitches happern) you can search and find it again with a few key words --title of article, author, place it was published--(Boston Globe, CBS news, etc). =

= = = WED Feb 25 = = ELA: NO NEW HW = = = = I am still not feeling all that well so I am not doing extensive class notes. For folks who missed today, we: = = __During class__ we discussed =
 * = __COLLECTED HW from 12 step assignment__ done in class and at home over 2 days. This will __count as quiz grade__. See me if you were out! I must have work tomorrow for credit. =
 * = Discussed that __I entered test grades into PowerSchool__ for comprehensive vocab test from earlier in term. Most students did very well. __If you earned a C or lower, you may stay after NEXT TUES to review your study strategies so we can see where you went wrong, and the NEXT TUES you may retake and I will average two grades together.__ If for some VERY GOOD reason you cannot stay on the next two Tuesdays, have a note from parent/guardian and we will attempt to make other arrangement for retake. =
 * = why we have to write an argument paper and learn how to find and quote credible sources. =
 * = Then we did a google search for articles with evidence from MASSACHUSETTS on our topic of E-learning on snow days to avoid snow makeup days in the spring. We learned =
 * = how to try different and specific search words, =
 * = how to skim read articles to see if they will be useful, =
 * = how to copy and paste URLs into word documents to be able to return to sites for more careful note-taking later, and =
 * = to VERY BRIEFLY jot down the different SUB-topics of each article you save to go back to and a note to yourself on whether the article might be useful to SUPPORT a PRO position or a counter claim or CON position. =



= TUES: Feb 24 = = ELA HW: Finish all steps (1-12) on instructions for class and homework given out in class yesterday and in the file in yesterday's homework listing. I will grade this as a quiz--not for correct answers but to measure how well you follow directions--especially directions for writing in CLEAR, complete sentences and for including specific evidence from the poems to support responses. = = = = Class Notes: = = I was out sick again. Ms.Shapiro substituted and led the students through some discussion of the two readings and reviewing directions for class and homework. =

= Monday Feb 23 = = I went home sick with stomach flu. Not the best way to start back! I am giving a VERY brief recap of where we left off on the Friday before vacation and today's lesson AFTER listing the HW: = = = = HW: Open the document below for class work and FIRST part of homework for the week. Do ONLY through step 7. = = ORANGE CLASS only needs to get to step 6, but certainly MAY do step 7 if you want. Do not go farther since that will be class work tomorrow. = = = = = = = = CLASS NOTES: We discussed that we hit some roadblocks on Friday before vacation using OneDrive as a way to do HW for folks without Microsoft word. Tech staff is helping out and we will do a little tweaking to get what we need. If you had trouble--it was probably not your fault! = = = = Handouts: Directions AND copies of "Stopping by Woods..." and "Four Skinny Trees" to mark up. If you were out today and want to do the markup work, you can find both pieces by googling the titles. You can do the rest of the items on today's instructions just using your purple textbook. = = THese poems will help us transition from concentrating on how authors set tone and mood, to how poetic language ALSO helps build strong characterization and develop themes. =

= Thursday Feb 12 =

= ELA HW: I have sent ALL of you an email with the homework--log in to your email to get the documents and access to WORD-ONLINE to complete the work. = = Your __log in is your ID#@ student.foxboroughps.org__ and your PW is your school network password. Remember that you __get to your webmail OUTLOOK account by first going to the school web page__ and clicking on webmail in the top right corner. = = = = IF you absolutely CANNOT get into your email, download the work from the files below and then UPLOAD documents back to One DRIVE the way we practiced in the lab. ---BUT PLEASE try a few times and different ways to access your OUTLOOK email and then WORD ONLINE through Office 365. Remember to click on the box that looks like a square full of squares to find One Drive and WOrd Online. IF all has gone well, you should be able to finish your work, exit out, and then log back into One Drive and see your completed files with a marked up poem and the homework answer sheet. Print if you are nervous and want backup, but I will check by having you open these in the lab tomorrow. The more we do this the easier it will get! =

THe following LINK may help you to get to the split screen view so you can work with documents side-by-side: []





= CLASS NOTES: All but red class worked in lab to learn how to navigate word-online, get email, and upload documents. =

= = =Wednesday, Feb 11= = ELA HW: = = __If you did NOT do the article reading and markup assigned for the SNOW DAYS-__ = = read everything posted Monday and Tuesday and come in with evidence (quotations) to use in the essay we will begin writing in the lab tomorrow. If you can not upload your highlighting or the chart with quotations and paraphrases to One NOTE, at least email them to yourself to access from the lab tomorrow, or bring them on a flashdrive, or save to the Remote Access drive. = = If you cannot do ANY of that due to a lack of any form of Microsoft Word and you cannot access Word Online through you OneDrive, then HAND mark up the quotes or copy from the screen if you can't print. You will have to use some lab time tomorrow to copy and paste or type them into a notes page. = = = = = = If you DID do the Monday and Tuesday assignment--just be sure you have uploaded the work to your One Drive or bring it on a flashdrive, email it, or Save to RA drive so you can use it in the lab tomorrow. =

If you want to google around a little to find your OWN source on how E-learning is being used in MA to replace snowdays. that would be an A+ for effort to add to your argument. = = = = = I had long meeting with technology guru to prepare for tomorrow, so no time to post anything else. =

=T UESDAY: Snow day work --Take 2! DUE WED =

ORANGE CLASS ONLY NOTE: You may receive an email saying that a OneNOTE student notebook has been created for your class--ignore it for now--it is a work in progress to try to deal with the different technologies different students have--as of now, my Mac and Chrome are not compatible so this may not work.

ORANGE CLASS: we did not get to practice using your new email and one drive to share work done on home computers. You should email it to me, or put the finished work on a flashdrive as backup AFTER you try using the school email share feature. If you click on the HELP menu when you are in OUTLOOK email -- you can get help on sending attachments. We will go over how to share with the orange class this week. = = = FRANKLY, if you read and opened EVERY document I posted yesterday, and followed the directions on the document I titled "HW chart instructions" --you probably do not need to read ANYTHING else below. I am just rephrasing some items below. = = = = THIS ASSIGNMENT IS NOT ALL THAT HARD, but it DOES require you to = = = = Snow DAY assignment: = = __Purpose:__ to PREPARE NOTES, using computer, to use in an argument essay we will write later. = = __TASKS for today:__ The tasks to complete today are the __SAME things we did together last week--except THIS TIME you do it on-line and on your own.__ = = = = __1. GO TO THE SNOW DAYS argument exercises page we used in class on Friday. The blue links on this page will take you there. Read the article__ from Ed Week that I provide on the pros and cons of learning via the web on a snow day to prevent make-up days later. It is the first document on the page Snow Day Argument Exercises. It is similar to the article we read LAST week we read the article "News Debate: Snowed Out!" on the same topic. When we write arguments, we use more than one source, so I found another one for you. = = = = 2. __Read the article "Snow Days Ed Week excerpt" and then SAVE a copy to YOUR computer.__ Rename it when you save it. --(just like we did with the other article in class last week). __Highlight__ 3-5 passages that could be used as Pros -evidence in favor of working on snow days --JUST LIKE WE DID IN LAB Friday. __USe a different color to highlight 3-5 reasons NOT to work on snow days__--JUST LIKE WE DID IN CLASS on FRIDAY. = = = = 3. SAVE the highlighted document to YOUR computer. = = = = 4. Open the "Blank Notes CHART" document I put on the Snow Days Argument Exercises page. SAVE it and rename it on YOUR computer. Use the split view option I showed you in the lab to put your highlights from the Ed Week article next to the blank chart I set up for you. = = = = 5. __COPY AND PASTE the evidence for and against using snow days to do school work into the appropriate boxes on the pro/con hw chart.__ -- Just like we did in class Friday. FULL DETAILED directions for how to fill in this chart are in the document "Directions for using note-taking chart". = = = = 6. After you have simply copied and pasted 3-5 quotes into the pro side and 3-5 quotes into the con side, look BELOW where you pasted in the quote in each box and type in your OWN paraphrase or a point you think the Quotation makes. I labeled the place in each box where you should insert this. = = The paraphrase/point part of each evidence box is the part that shows you did not just highlight anything, but that you actually understand HOW the quotation you select can be used as clear, significant evidence in an essay. OPEN the document titled "Pro con chart complete sample" for --well--A COMPLETED SAMPLE!!! Look at the model before you start and you SHOULD understand how your completed homework should look, even though the content is highlights from a different article! = = = = 7. IF you finish the above in less than 30 minutes: = = ONCE you have highlighted, copied and pasted, and paraphrased a total of 6 quotations from the Ed Week article, Open the final two documents on the page--IF YOU HAVE TIME. If it takes you 30 minutes to do the work above, just stop there. The 2 remaining documents are a POSTER with a single quote in favor of snow day freedom, and a very short blog about the joys of snow days. For WED HW due Thursday, you will create another HW pro/con chart with 2-3 more quotes you might use in your essay. = = = = 8. DO NOT email me with questions IF you have not opened ALL the support documents I provided and READ them! As Coach Belichick would say, "Do YOUR JOB". I will be MORE than happy to answer questions if you have trouble opening documents or if you need clarification AFTER you have read EVERYTHING you CAN open. = =
 * Some folks have already done the work I assigned yesterday. 2 or 3 students have asked for clarification of the assignment, so I will provide that now. I would like ALL students with access to the internet to TRY the assignment today.
 * You do NOT need to print the results, but you may. You do not need to send it to me yet, either, although you may if you want to confirm that you did it correctly. This will be checked when you log on in a lab and call up the work. YOU MUST SEND IT TO YOURSELF so you can use it at school. Email it to yourself as an attachment or use ONE DRIVE to share it.
 * Given the issues we are having with new technology, it might be wise to create a backup of the work on a flashdrive to bring to school as well if you HAVE a flashdrive.
 * = __READ everything, and think about it!__ You CANNOT just look at the documents without READING them! __You can't just fill in boxes without reading directions!__ =
 * = I provided a sample of what a complete HW chart SHOULD look like--Read the INSTRUCTIONS sheet I provided AND the sample of a finished product. I used the "News Debate: Snowed Out" article for my sample. You are to do the SAME note-taking to fill in a pro/con chart, except you will use the NEW article I gave you on the pros and cons of snow day work from Ed Week. =

=

= = = = = MONDAY SNOW DAY WORK : = = ALL material you need is now on the SNOW DAY ARGUMENT Exercises page of this site. Click on the blue link or click on the page from the navigation bar on the left side of this page. Spend about 20-30 minutes on this and we will see how far people get. No REQUIREMENT to print out--but you CAN if you want to. I will check when we are on-line in lab. =

= A GREAT reason NOT to have snow day work is that is has taken me 5 hours to set up charts, articles, and instructions in format to post!! = = The work will not be due until WEDNESDAY! DO NOT email me finished work--I need to set up student virtual on-line binders first. Hope to see you tomorrow. =

Hard to believe the ground was NOT covered in snow just a few short weeks ago! = =

= = = FRIDAY Jan 6 = = Thanks to Ryanne's family for the massive infusion of BOXTOPs! IF we win, she gets the Malcolm Butler award. = = ELA HW: NONE UNLESS Monday is a snow day. (ORANGE CLASS, I had asked you to try to email me a marked up document but we ran out of time in lab to try out the new email function so I will exempt you from this for now...) = = = = IF MONDAY is a snow day, AND we have power, log in AFTER 9 am and I will have a short assignment set up for you. Since you are going to write short argument papers of WHETHER you should have to do electronic assignments on snow days, I thought it would be useful for you to have actual experience to include in your argument--so I will create and assignment that will be short and relatively easy AND that will be another step that will help you as we model HOW to take notes for our SNOW DAY argument paper. = = = = If there is NO snow day, the work will become your homework on Monday anyway. I will NOT post it until MONDAY. I hope also to use the ONE DRIVE to create a chart your WHOLE CLASS collaborates on about how we spend snow days--STAY TUNED--it MAY not work. =

= CLASS NOTES: We worked in lab to TRY to get more comfortable with some technical tools that will help us take and organize notes and sort quoted evidence for essays. = = = = __Students can click on the new Snow Day Argument Excercises__ page for a short powerpoint of a few things we covered today--we did NOT get to everything. If it was overwhelming and confusing--that's OK--we will use the tools a few times and they will make more sense as we actually USE the notes to draft an essay. It will take several times of setting up a notes page for most of us to feel comfortable. I assume MOST of you see it as a pain right now, but the tools will come in handy when you start to write and read longer works that you need to take notes on and respond to. = = = =If you were TOTALLY frustrated--stay after school one day and we will take it at a slower pace.= = = =If you __missed the day that students set up their ONE DRIVE and email accounts,__ stay during a 20 minutes and we will go over the missing step. I NOW know what the problem was. I will try to post the information from Ms. Greenstein on what to do later this weekend.=

= = = Thursday, Feb 5 = = REMEMBER BOXTOPS!!! Mrs. Clough and Mrs. Charron are plotting to beat us! =

= Remember report card envelopes. =

Anyone who was out yesterday needs to do READ MY directions from yesterday. The packet is downloadable. The directions are important because you do not have to do EVERYTHING on the packet handout.
= Class Notes: Read more of POE. Zeroed in on specific words and phrases that create TONE. No time to summarize today. Stay after next Tues if you missed class for review. =

= Wednesday Feb 4 = = REMEMBER BOXTOPS AND REPORT CARD ENVELOPES = = Civil Rights Enrichment homework: Read Rosa Parks excerpt and mark it up using the directions I provided. If you were out today, see me--I cannot post the book excerpt due to copyright protections. This is one of the FEW graded pieces we do for Enrichment so just do it ! =

= ELA HW: =

= Read once without marking up = = Read again using the 1-5 REACTION symbols we have used all year (happy, sad, star, ???, WOW/STOP) See green handout in your binder if SOMEHOW you do not know these yet. UNDERLINE the words or lines you are reacting TO with your symbols. Use 2-3 per page. = = Do NOT YET paraphrase in the margins--that will be done later. = = = = Answer ALL questions except # 6 and #7. We will do them a little differently than on the sheet. DO answer 8,9, and 10. = = NOTE: #9 is odd--Do not write anything next to where it says "(does) WANT? continues"---What the question is really asking is WHAT is the word that is the subject of the sentence--what is the topic that precedes the verb "continues"? THEN they just want you to rephrase the prepositional phrase in the sentence. A prepositional phrase is a phrase that follow a word that tell you when or where --words like "before" "after" "Under" "next to" ..... So just say WHAT IS CONTUNIUING AFTER the subject of the sentence. = = = = Do the work alone and do your best. It will NOT be graded for correctness, just for completion. I need to see the kinds of questions you struggle with to know what to emphasize in future lessons on PARCC -like assessments. =

= = = CLASS NOTES: = = = = Explained homework, gave intro to PARCC test style. Gave time to finish vocab test from last week. =

= TUESDAY, Feb 3 = = Remember to bring BOXTOPS =


 * = If you are checking this, you are an ELA ROCK STAR: For 2 Extra credit points: send me an email WITH YOUR NAME on it that says, "I am a rock star" and lists ONE productive thing you have done since THURSDAY to enjoy the snow, relieve stress, or (heaven forbid) learn something. =
 * = **Other extra credit option for some SERIOUS extra points is in my entry from last Thursday. Consider investing 20 minutes on it if you are a little tired of watching TV or helping shovel.** =
 * = **Students who MISSED LAST THURSDAY's VOCAB TEST: Plan on staying after WEDNESDAY to make it up. WED will be my after school help day this week due to snow day.** =

= THURSDAY, JAN 29 = = TWO MORE DAYS to bring in Boxtops. Final tally day is TUES after homeroom. = = ELA HW: NO new homework, but .... = = = = EXTRA CREDIT OPPORTUNITY!!! NOTE: a few people have done the assignment already! = = = = = = = = Click on the file below for the //Boston Globe// article on the PATRIOTS that YOU can read and highlight to score some EXTRA POINTS!! The Patriots never stop trying to rack up the points--just in case a team comes roaring back at them--you should do the same EARLY in the semester in case you take a hit on offense before Term 3 is over. = = Even if you DON'T do the written work, I recommend reading the article. The writer suggests that there may be some reason to learn while you are in school if you dream of heading to a Superbowl someday. It will give you something to do when you are bored tomorrow--wishing you were sitting in class! = = = = . =
 * = Be sure, however, to HIGHLIGHT __AND__ write the paragraph. Just writing the paragraph is not enough. Highlight and then press SAVE AS to get the document onto your computer to then send to me as an attachment. =

= Class Notes: = = ALL classes took full period test. __If you were out today YOU MUST stay after next Tuesday to take the test. I will not chase you.__ = = Students who were here will have a few minutes on Monday to complete the paragraph portion of the test. I am grading all other completed portions over the weekend. =

= ELA HW: Jan 26 and 27 = = SNOW DAY UPDATE!! = = Vocab test WILL still be THURSDAY!! Study between snowball fights and microwave popcorn. Try to use words to describe the storm as a way to study. You will thank me for NOT postponing test when you are enjoying the Superbowl Sunday instead of studying! =

= EXTRA CREDIT ON test will be: = = Weird fact: Siberian Tigers do NOT live in Siberia! (Just heard that on the radio) KNOWING this shows you check the website even on a day off! =

= Storm facts: THe Blizzard of 1978 "stalled" over New England for more than 24 hours and dropped 27 inches of snow. The storm was blamed for 99 deaths in Massachusetts and Rhode Island. = = = = Know that words that end in //ity, ment, tion, ence, ance, and ness// are usually nouns = = Words that end in //ible, able, ous// are usually adjectives = = Words that end in //ly// are usually adverbs = = = = IF you are baking cookies or eating soup--bring in the BOXTOPS!! = = = = IF you were one of the MANY folks who owed me work, I WILL accept it by email for partial credit if I get it TODAY. DON'T turn down this generous offer! =

= = = Jan 21-28 = = HEY! Look at the ENTICING basket made possible through your donations and the artistry of Mrs. Foster and Mrs. Dow. Encourage people to bid on this Saturday! Notice it includes a generous $55 gift certificate for "Tea for Two" in Walpole! = ==

= JAN 21, WED THROUGH Jan 28 = = ELA HW: __Create your OWN tool to study for next Thursday's EXTENSIVE vocabulary test.__ TONIGHT IS A GREAT night to start since you probably have very little OTHER work due to Exchange City. = = You are taking responsibility for your OWN learning this week and next. I have given you several different models of ways to learn vocabulary this year-- now it is up to YOU to use a different one or two strategies EACH night with a chunk of the entire list. = = = = I am NOT CHECKING or giving credit for homework--you will do the work because it helps you learn. If you do not do any work, you will be LESS likely to do your BEST work on next Thursday's test. The test will be similar to past tests. =

=** STUDY GUIDE INFO **= =__ FOR 30 "Black Cat" words, know:: __= =__ For affixes, know: __=
 * = Part of Speech =
 * =** definition (not exact words but most KEY words from defintions I gave; **=
 * =** a PARAPHRASE of definitions in your own words **=
 * =** how to use word in a sentence in the CORRECT part of speech with a CLEAR CLUE to meaning **=
 * = Be able to draw picture or identify a picture that relates to the word =
 * =** meaning of affix as used in a word from the "Black Cat" list **=
 * =** an example of a word NOT from the "Black Cat" list that uses the affix the same way it is used in a word from the "Black Cat" list **=

= = === By next week you want to have __reviewed and worked with ALL 30 words and 13 affixes__ at least __THREE times__ in __THREE or more different ways__. The list below gives suggestions of STRATEGIES to use to learn new material (You can click on __links I inserted below to the puzzle making site and quizlet.com__ site if you like to use technology): ===
 * traditional flashcards,
 * web tools like [|quizlet.com],
 * ACTIVE repetition and review by WRITING and creating hand movements,
 * connecting to pictures in the news, writing short stories using as many words as possible.
 * Discussing at dinner or on a car ride,
 * creating crossword puzzles ([|crossword puzzle maker site] or the old=fashioned way).
 * drawing pictures,
 * connecting to personal experiences,
 * writing down sentences authors use the words in,
 * creating your own games to sort, color-code and find patterns of similarity and differences between words,
 * making up your OWN test in a format you expect I might use

= Class Notes: = = I __collected "Annabel Lee" homework__ yesterday (and today from people who were absent). = = = = TURN IT IN to the LATE/Makeup work bin tomorrow if you return from being out so I can give you credit. __I will NOT hunt you down for it.__ It is the __last grade__ for this term. = = = = We briefly __reviewed SOME student work with affixes and questions and suggestions about how to learn the words__ = = = = I __read the first third of "The Black Cat" and students took notes as they heard the vocabulary words__ used as I read. Students will continue to jot down a note or two about the situations and ways Poe uses the words to help them connect the meaning to usage for crafting your OWN sentences. =

=Key CONCEPTS= =Learning is more than getting good grades--Learning is what you do to help yourself understand during the school day and after school so you have MORE skills and knowledge to face use to survive and ENJOY the world. Learning gives you OPTIONS for how to work and live in the future. Vocabulary tests are about LEARNING words that become your own to speak and write with, and to understand what you read or hear so you are not dependent on others.=

**Bring boxtops**
**Exchange City permission slips now are OVERDUE. No one can attend without a permission slip signed on both sides.**

= ELA HW: Complete at least ONE study aide to help you learn the 30 vocab words and 13 affixes you need to know WELL for next Thursday's test. =

= ERROR on handout!!! I suggested you use QUIZ.com but the site we reviewed as a fun way to study earlier this year was QUIZLET.com =

= Over the next week it is up to YOU to choose a way to study EVERY night in chunks. I passed out a list of the affixes and their meanings in class and it has a blank column for you to fill in OTHER words that use the affix the same way each affix on the list is used in the word on our "Black Cat" list. I have posted two sources to check for Greek and Latin Roots on the Links to Websites and more page of this site. You can use my links or just google to find your own. No single site is perfect or complete--you may want to compare what you find and use the words that MEAN something to you to help you remember what the affix means. = = = = ITEMS TO WATCH OUT FOR while doing homework =
 * = You do NOT need to fill in other words that use "fathom" as a root--there really are no common usages besides fathom and unfathomable. =
 * = The Wikispaces Greek and Latin roots site does NOT provide an example for //__Un__// meaning NOT--use the other site for this. =
 * = ADD the meaning "back" to meanings for "Re" ---it can mean //again// AND //back//. =

= = = I will SUGGEST a way to study each day, but you should probably do MORE than the suggestion I make to fully prepare--especially if you struggle with retaining new word meaning, affixes (which MOST people did not do well on in prior tests) or using words correctly in sentences (correct meaning AND correct part of speech.) = = = = TODAY's suggestion of ONE way to help you study in chunks would be to fill this column, using a website of Greek and Latin roots (NOT JUST working off the top of your head). AS you enter the room tomorrow--immediately SHARE some of these with tablemates and THAT is also a way to repeat and chunk studying. =

**Jan 15, Thurs**

 * = LAST DAY for contributions to Winter Carnival Basket =
 * = Bring BOXTOPS =
 * = Return Exchange City permission slips =

= Hw ELA: See YESTERDAY's entry for info on __poetry homework due next Tues.__ = = ANYONE redoing the __"If Cornered, Scream" packet__ for credit must have the work in tomorrow. =

= Class Notes: = = We __read the poem "Annabel Lee" together__ and modeled how to __read a poem 3 times to understand__ it a little more each reading. Students discussed the poem in 2 stanza chunks and reported what they noticed and understood a little better each time about the meaning and the changing moods of the poem. There are no shortcuts to getting a DEEP understanding. = = = = Students had a portion of the period to work on their __benchmark arguments__. Students will have ALL of tomorrow and part of Tues if necessary to finish benchmarks. =

**Jan 14, WED**

 * **FRIDAY is LAST day for contribution (small monetary donation or coffee or tea related item)**
 * **PERMISSION SLIPS for Exchange City Field Trip are due this week. No money is needed, however we MUST have BOTH sides filled in and signed in order for students to participate.**

= ELA HW: = = Instruction document is in file below for work on "Annabel Lee", p774-775 in your purple text. All work is due TUESDAY Jan 20. __**BE SURE TO READ THE** WHOLE POEM--it continues from p. 774 to the p. 775!__ = = I advise starting it tonight since doing it well will take at least an hour. = >>> **Class Notes:** >>> >>> **We read the poem "Annabel Lee" together and modeled how to read a poem 3 times to understand it a little more each reading. Students discussed the poem in 2 stanza chunks and reported what they noticed and understood a little better each time about the meaning and the changing moods of the poem. There are no shortcuts to getting a DEEP understanding.** >>>
 * = As always, I will deduct points if you are not following directions EXACTLY, and attempting ALL assigned questions to show you can THINK INDEPENDENDTLY. It WILL be graded for completion of ALL parts. =
 * = If you have an incorrect answer, that is not an issue. =
 * =Review the assignment TONIGHT so you can ask questions tomorrow and Friday if you have any. I will not accept "I don't get it" on Tues. =
 * [[file:2015 Annabel Lee hw.docx]]

= Class Notes: = = Students had a Benchmark argument essay to write in class today. This will continue tomorrow. Periods 1 and 2 were interrupted to record greeting tor WCVB. These classes will get extra time Friday to receive the same 80 minutes working time as other classes. Students who were out should see me during the 20 minutes after lunch to get started. =

**Jan 13, TUES**
__**ELA HW:**__ **__You will have a test on ALL of the "Black Cat" words on Jan 29.__** NO NEW homework, so tonight would be a good night to use quiz.com or find some other way to review a few vocabulary items. = We will review the words you did not have in your column a few at a time over the next few days. Feel free to fill in the blank columns on your own, if you do not want to wait to learn from peers during class presentations. Students who STILL had not done the vocabulary homework correctly and completely stayed after today to receive SOME credit. If you did not stay, you CANNOT get credit but should still make up the work to prepare for the next test.=

= Class NOTES: = = __HANDED BACK:__ "If Cornered, Scream" packet counted as quiz; Plot and Conflict Terms TEST = = SEE ME IF YOU WERE OUT TODAY! = = I passed back a test on Plot and Conflict and the "If Cornered, Scream" packets from earlier this term. Most students did quite well on both, however a few had poor scores. = = REVISION OPPORTUNITY = = Students who did not receive a test or packet back today MUST see ME TOMORROW about the missing work. I will allow people who received a D or F on the "If Cornered, Scream" packet to do revisions for some credit IF they contact me tomorrow and complete the revisions __by Friday morning before homeroom.__ =

**Jan 12, MON**
**Last week to make contributions to coffee/tea basket.**

= Out sick today. No New HW. = = Students should use EXTRA day to double check that the vocabulary homework that was due today is just about perfect! Reread last three days entries if you have the slightest doubt that you may have done the work correctly and completely. Also review if you missed any classes. = = Check out cool videos on new page I added on Edgar Allan Poe's life. = = -- = = Class Notes: = = All students had training in ELA classes on how to use Office 365. = =

=

ELA HW: See entries from last TWO days with details on vocabulary work that is due MONDAY. ALL parts of the work described on the instruction sheet I posted Wed must be complete and done CAREFULLY. I reviewed samples of what is acceptable during all classes on Friday.

= Class Notes: = = __We reviewed what to check for in completing the vocabulary work__ so that you are actually learning the words and how to use them--rather than just filling in blanks to get homework credit. The more attention you pay to the homework, the less studying you will have to do for YOUR 10 words when we have the test on the words. = = = = Common Prefixes and Roots to know for next test--and life = = We reviewed ALL 30 vocabulary words and noted prefixes and roots that help us with the meaning. Students circled and defined the roots on their word list to help with studying. We noted roots including = = = =__ Two new links: __= = If you go to the __Links to Websites and More page__ of this site and scroll down a bit, you will see a link to the Vocabulary.com site I showed classes Friday. It is a good source for VERIFYING and clarifying the meaning and usage of the words to go beyond the SUCCINCT definitions I supplied. = = = = I also now have a web page, Links to MORE info on Edgar Allan Poe for those interested in some short videos and other sites with Poe's writings and about his life. = = = = In almost ALL classes we concluded a review of the mysterious life of Poe and incidents from his REAL life that may have influenced his writing. We will look for parallels as we read "The Black Cat" and Annabelle Lee" next week. =
 * == re: again as used in reverberation ==
 * == con, com: with/together as in conflagration, compressed ==
 * == fid: loyal-- as in fidelity ==
 * == im/in/il/ir: not --as in imperceptible, irrevocable ==
 * == mal: evil, bad --as in malevolent ==
 * == corp: body -- as in corpse ==
 * == mor (mort): death -- as in morbid ==
 * == de: down/away -- as in decay (away from life/breaking down) ==
 * == a: up-away -- as in ascend ==
 * == un: not --as in unfathomable ==
 * == fathom: measure ==
 * == sage: wise -- as in sagacious ==
 * == sol: single/alone -- as in solitary ==

=KEY CONCEPTS= = = =VERIFY you understand HOW to use new words in the correct context and part of speech by consulting dictionaries and focusing on how the words is used in a sentence, its roots, AND the definition.=

**Still looking for Winter Carnival items or small cash donations. Also hoping to have more parent/guardian chaperones for Exchange City visit on Jan 21 and 22.**

 * ELA HW: DO MORE of the vocabulary work to ensure that you complete ALL steps for ALL 10 of your words by Monday. See details posted yesterday below to be sure you are doing what is required. **
 * If you did not successful log on to "The BigPicture.com site last night, do so tonight. **
 * __I will NOT accept any excuse that you could not figure out how to get to the site__ after we went over it in class __twice and I suggested students come in during the 20 minutes or afterschool if they needed help.__ Tomorrow is your last chance to print out pictures at school if you have trouble doing so at home. **

A. If you already DID some of the work, __go back and double check that you have used the word correctly by noting the part of speech__ and asking yourself the following questions--depending on the part of speech of the word
 * 1. For nouns: did you use it properly to NAME a person, place, thing, or idea. Nouns often follow articles like "the" "an" or "a" **
 * 2. For verbs: Did you use the word to convey ACTION? If you used it correctly, you probably have a NOUN that is DOING the action. **
 * 3. For Adjectives: Is it describing a noun in your sentence? The easiest way to use and adjective correctly is often to put it in front of the Noun. **
 * 4. For Adverbs: Does the word describe how a VERB is DONE in the sentence? For example, succinctly is most often used to describe how a person SPEAKS or WRITES. **

I WILL DEDUCT MAJOR points if you are not taking the time to VERIFY that you have used the word as the correct part of speech. **That is the ONLY way to truly make the word part of your own vocabulary and is often HARDER than just getting a sense of the meaning.** 5. If you are unsure of the meaning, based on the SUCCINCT definitions I provided, __you are expected to check a dictionary and search for the definition that is closest to the one I provide.__ Read sample sentences and look at the root of the word to TRULY understand when, where, and how you might use it yourself.

**B. __READ the captions under the pictures you scroll through in"The Big-Picture__"--even though it is not strictly necessary to read them to finish the homework, the site gives you a fascinating window onto daily life in countries around the world. NEVER miss a chance to learn--even if it is NOT for homework points.**


 * Class NOTEs: **
 * We reviewed the standards that students are expected to meet to learn and use new vocabulary effectively. The slides below provide the goals for learning vocabulary in the somewhat complex language of state regulations. Our current vocabulary assignment is meant to meet this standard (Number 4--in red on Slide 3) that basically says students need to do MORE than just have a basic idea of what new words mean--they are also supposed to understand SHADES of meaning--slight differences in HOW and when to use the words correctly **
 * I concentrated on the items in BLUE on the slide today-- Standards 4.d. and 4 e. which note that students should VERIFY word understanding using the dictionary. **
 * I concentrated on the items in BLUE on the slide today-- Standards 4.d. and 4 e. which note that students should VERIFY word understanding using the dictionary. **


 * I spent a few minutes OFF the topic of vocabulary to read a caption or two under the pictures--do not just rush through the work to get it done. Read the captions and learn about the world. They are each only about a sentence long. I shared some of my daughter's current trip to South Africa. Never lose sight of the fact that school is not just about grades--it is also about expanding minds and getting opportunities. If you do well you have a chance to attend a college that may have a program like the one my daughter is on. The kind of trip she is on is something we never could have afforded on our own and she is having experiences that are not open to usual tourist. Read the captions to begin thinking about other parts of the world, and perhaps appreciate what most of us enjoy here at home that is denied to many others. **


 * We reviewed student work on the vocabulary assignment to clarify instructions and show how to VERIFY and improve sentences to use words as the correct part of speech AND clearly show the meaning through other clues in the sentence. **

= = =__Key Concepts__= =The first 4 slides in the powerpoint slide show below review the vocabulary standards and the need to VERIFY word meaning and how to use words correctly. A link to one of MANY web sites that gives more info on words is in the slide show.=
 * I introduced Edgar Allan Poe with a review of the many tragedies in his life that influenced his writing and his reputation. I will finish this with classes tomorrow and begin reading the story "The Black Cat". **



**Jan 7, WED**
**Exchange City visits will be Jan 21 for House A and JAN 22 for House B. Parent volunteers are needed! Contact Alison Mello at melloa@foxborough.k12.ma.us to find out more if you would be available during either day to help.**

**Winter Carnival baskets must be FILLED by Jan 16 for the Carnival on Jan 24. Please send in a small cash donation, a box of coffee or hot chocolate, or a mug, a gift card, or REGIFT an unused item you may have received and not used related to coffee or tea. Maybe even a paperback to relax with AS someone enjoys a cozy cup of something. About 5 people have contributed so far. Even a small contribution helps students feel part of the group success if it is within your means to help out. We realize you have not had much time to recover from HOLIDAY craziness, but the Winter Carnival is closing in on us.**

**ELA HW:** Handouts from today, which include a list of new vocabulary words, instructions and examples --are in the files below. READ ALL directions carefully- even though I reviewed them in class. Fill in the chart and write about one picure using at LEAST 3 words tonight so I can check on whether you fully understand the task. Work for all 10 words is due by MONDAY.

=
**__STUDENTS MUST DO THIS HOMEWORK ON THEIR OWN--not with a group member. Presentation of information LATER will involve group work.__ The 2015 "Black Cat" instruction document gives ALL directions.** ======

=
**You will complete the first step of the work (the chart on which you copy definitions, part of speech, paraphrase and draw a small picture) using the form in the packet for YOUR 10 words on the list. If you were OUT today, assume you will do Column 3 words. Feel free to copy the table for the vocabulary cards as a document on your own computer--then you can type into the boxes if you want more room than I have provided and they will expand as you fill them. You can also just write onto the handout I provided.** ======

=
**For the SECOND part of the assignment, find a picture** **from "The Big Picture.com" page of the Boston.com website t****o describe using 3-4 of the words from your column of words. OPEN THE INSTRUCTIONS DOCUMENT ON THIS SITE AND CLICK ON THE LINK-- __I would not attempt to type in the link.__** ======

=
**The easiest way to do the photo portion of the work is to copy and paste each of the 3 pictures you choose to describe using your ten words (3-4 words PER picture) into a word document. Resize the picture to fit on the page. Then type your sentences and highlight or underline the vocabulary words. Print or email if you have no printer.** ======

=
**DO NOT use a site other than the "Big Picture.com" site. I want you to be exposed to photojournalism and the way that photographers--like writer's zoom in on details to capture a moment that tells a bigger story.** ======



**Jan 6**

**No HW AGAIN!!**
== **I** passed out packets with review of yesterday's lesson and today we reviewed some keys points of that lesson again--discussing the connections between thinking and happiness and adding to some of our sensory descriptions of a happy recent moment. ==

== In some classes we added to our thoughts considering happiness and thinking by looking at a poem that takes a different perspective. There is NO single philosophy or author that is absolutely "right"-- we read it all and must develop our OWN perspective by thinking deeply about ideas from MANY sources--poems, plays, ancient and modern philosophers, scientists ....." One thing ELA teachers is that there are NO easy or permanent answers. ==


 * // Excerpt from “Ode on a Distant Prospect of Eton College //**


 * // By Thomas Gray -1742- //**

To each his sufferings: all are men,

Condemned alike to groan;

The tender for another's pain,

The unfeeling for his own.

Yet ah! why should they know their fate?

Since sorrow never comes too late,

And happiness too swiftly flies.

Thought would destroy their paradise.

No more; ** where ignorance is bliss, **


 * 'Tis folly to be wise. **

==** This final stanza from Gray’s poem shows a different view of knowledge and thinking than Socrates or Plato gave. The last 2 lines are fairly well known and suggest that instead of knowledge and deep thinking being ESSENTIAL to happiness, as Plato and Socrates might argue, Gray seems to be saying that NOT knowing is better because knowledge can bring pain. He suggests it may be FOOLISH to be wise. **==

==** In several classes I asked students to discuss which of the following quotes they agreed with most and why. These sorts of discussions use CRITICAL THINKING skills—which may bring happiness OR pain, but are certainly the level of thinking that develops our brains for future challenges more than simple yes or no questions. **==


 * =** “I think, therefore I am.” Rene Descartes 1637 **=
 * =** “The unexamined life is not worth living.” Socrates (died 470 BCE) **=
 * =** “Ignorance is bliss…” Gray 1742. **=

==** We related these observations to the character Scrooge—who lives his life IGNORANT of the sufferings of others and of the joys that life COULD have had for him if he allowed others into his life. Was HE finding that ignorance brought bliss? Did he benefit from EXAMINING his life, through the ghostly visits? **==

=
**Jan 5 2015: Welcome back! Please remember to bring cash donation or coffee/tea related item for Winter Carnival Basket this week if you want to contribute to our class's success. Only 2-3 people have contributed so far. Our generous room parents are happy to do the shopping if you have a cash contribution.** =====

NO ELA HW
--- Class Notes ==The following document summarizes today's writing lesson and shows a model of how student's completed the brainstorming during class for a brief writing assignment about a moment or scene or two from our to SAVE for the new year.==

**__Dec 23: Happy Holidays and enjoy some restful vacation time. NO new Ho-ho-homework.__**
= If you were out today, on MONDAY when you return, be prepared to turn in the marked up "Elevator story"; the packet of pages you completed for homework over the past week and a half; and the plot map you added last night. = = Class Notes: We wrote our ending to "The ELevator". I collected MOOD packet homework from last week or so. I reviewed some details from O. Henry's life that influenced his famous holiday themed story "The Gift of the Magi" and we read it--analyzing his style and some connections to his life. = = =
 * = ALSO --ONLY if you missed today's class--spend about 15 minutes drafting YOUR OWN ending to "The Elevator". =
 * =It should be in the "works in Progress" section of your binder=
 * =Double space to leave room for revision when we return from break. It should be about a page long--a few paragraphs--not a whole new story=
 * =Write as though you ARE Sleator--don't write ABOUT what you think happened--write it as if you are ending the piece for a reader.=
 * =Keep it in the PAST tense, the way Sleator did.=

= =

**__Dec 22__**
= HW: __Complete the "Exploring Mood through reading 'The Elevator' " packet if you did NOT do so in class. I am collecting the COMPLETE packet tomorrow for a grade.__ =
 * = Finish ANY unanswered questions you may have skipped and REVISE to be sure you have followed ALL directions. The file below will help with part of the plot map portion. =
 * = Complete the falling action and resolution slots with your OWN ideas. You may NOT end the story saying "It was all a dream". =

=You can reprint the homework packet from the file in the Dec. 10 entry. You can get the story text by googling it--I cannot repost the story due to copyright issues.=

= Tonight's HW is only to fill in the falling action and resolution as bullet points on the plot map. We will write the actual final paragraphs of the story during class tomorrow. =

= CLASS NOTES: I have summarized what we did today in the final few slides of the slide show below that covers a week worth of lessons. I have revised a few since I posted these on Sunday if you want to print anything out to have complete class notes or were out today. =