Homework:
None
Today:
Sorry about not blogging yesterday. We were in the lab yesterday, and they were to enter the Richard Petty essay for a score. I took the score from GoMyAccess as a grade. Students who were absent are excused. You may have heard that it was hard to get a six on the speech. That is true. I also wanted to say that many students were lax about getting drafts done on time. This speech has been like pulling teeth. Their effort will be reflected in their grade slip which I should have for Friday of this week.
Today, I saw sections 7,1,and 2. Tomorrow I will see sections 3 and 6. We are starting our next writing topic. I handed out the prompt today. I will make a web page for the assignment soon.
Wednesday, March 14, 2007
Monday, March 12, 2007
March 12, 2007
Homework:
Revise the Richard Petty essay so we can enter it into GoMYAccess tomorrow.
Today:
Buzzword
We read examples of essays that scored 3,4, and 5 for the Richard Petty speech. These were scored by GoMyAccess. I wanted the students to see what the difference is between their essays and the essays we read. All the students have the same details to include, but how is it that they can't all get a five? They must be doing something wrong. My job is to help them find out what that might be.
We used a checklist to see if the 5 had all the details possible in it. It had most of them. Honestly, I don't see what is missing to get the six in the essay we read. I thought it sounded pretty good. But that is the challenge of GoMyAccess. We should keep reading the samples and trying to get our essays to be scored at least a four. The computer is consistent.
We will be in the writing lab tomorrow.
Revise the Richard Petty essay so we can enter it into GoMYAccess tomorrow.
Today:
Buzzword
We read examples of essays that scored 3,4, and 5 for the Richard Petty speech. These were scored by GoMyAccess. I wanted the students to see what the difference is between their essays and the essays we read. All the students have the same details to include, but how is it that they can't all get a five? They must be doing something wrong. My job is to help them find out what that might be.
We used a checklist to see if the 5 had all the details possible in it. It had most of them. Honestly, I don't see what is missing to get the six in the essay we read. I thought it sounded pretty good. But that is the challenge of GoMyAccess. We should keep reading the samples and trying to get our essays to be scored at least a four. The computer is consistent.
We will be in the writing lab tomorrow.
Sunday, March 11, 2007
Wednesday, March 07, 2007
March 7, 2007
Homework:
Study for unit 10 quiz
Flashcards (sections 3,6,7, but I explained them to all my classes)
Finish a draft of the Richard Petty speech
Today:
1. Buzzword
2. Reviewed Vocab focusing on parts of speech and preparing for the quiz
3. I talked about being Richard Petty the way an actor has to be in character when he acts. We discussed the many bits of information about Richard Petty that the article contained. We also discussed how he would have a purpose. Some suggested something like following your dreams. His humility might also be a topic. He might stress that even though what he did was great, being a good person is more important. He would not be coming in to gloat about his wins. He would use his accomplishments to inspire the students.
I think there are other purposes he would have. I am excited to see what they come up with. I am trying to get a cowboy hat and sunglasses organized so the students can pretend they are Richard Petty and read their speeches. That would be fun to video tape! (Hum.... )
Study for unit 10 quiz
Flashcards (sections 3,6,7, but I explained them to all my classes)
Finish a draft of the Richard Petty speech
Today:
1. Buzzword
2. Reviewed Vocab focusing on parts of speech and preparing for the quiz
3. I talked about being Richard Petty the way an actor has to be in character when he acts. We discussed the many bits of information about Richard Petty that the article contained. We also discussed how he would have a purpose. Some suggested something like following your dreams. His humility might also be a topic. He might stress that even though what he did was great, being a good person is more important. He would not be coming in to gloat about his wins. He would use his accomplishments to inspire the students.
I think there are other purposes he would have. I am excited to see what they come up with. I am trying to get a cowboy hat and sunglasses organized so the students can pretend they are Richard Petty and read their speeches. That would be fun to video tape! (Hum.... )
Tuesday, March 06, 2007
March 6, 2007
Homework:
Finish Unit 10
Today:
We did a buzzword and reviewed the vocab homework. Then I started taking them through the next text-based writing piece we are working on. I made the assignment page. You can check that out if you want to.
I wanted them to focus on imagining the character who is giving the speech. Since she is in the news, I used Brittany Spears as an example. When I asked them what she would talk to them about if she came into our school, they guessed it would be something on trying to live your live right. (I also told them to image that this was years later, and she had her act together!) The exercise was not to be about gossip. I wanted them to see that if they knew enough about someone, they should be able to think like him/her. That is what I want them to do for the essay. The hard part is figuring out the character of Richard Petty from the article.
I also posted their oral readings. You can listen to them here.
I sent grades by e-mail today. I will give them to the students tomorrow.
Finish Unit 10
Today:
We did a buzzword and reviewed the vocab homework. Then I started taking them through the next text-based writing piece we are working on. I made the assignment page. You can check that out if you want to.
I wanted them to focus on imagining the character who is giving the speech. Since she is in the news, I used Brittany Spears as an example. When I asked them what she would talk to them about if she came into our school, they guessed it would be something on trying to live your live right. (I also told them to image that this was years later, and she had her act together!) The exercise was not to be about gossip. I wanted them to see that if they knew enough about someone, they should be able to think like him/her. That is what I want them to do for the essay. The hard part is figuring out the character of Richard Petty from the article.
I also posted their oral readings. You can listen to them here.
I sent grades by e-mail today. I will give them to the students tomorrow.
Monday, March 05, 2007
March 5, 2007
Homework:
Completing the sentence Unit 10
Today:
We started a new prompt. When I have time, I will put up the assignment page. Basically, they read some information on Richard Petty, the NASCAR driver, and write the speech he would give to students in our school. As I see it, they have to take two things out of the text. They must figure out how to write like Richard Petty. Then they have to include the highlights from his life that are listed in the article. It is an interesting challenge. I think I will be focusing on voice and audience.
I am working on posting the recordings from the in class readings. I have made them into music files. Now I have to make the web page with the links.
Completing the sentence Unit 10
Today:
We started a new prompt. When I have time, I will put up the assignment page. Basically, they read some information on Richard Petty, the NASCAR driver, and write the speech he would give to students in our school. As I see it, they have to take two things out of the text. They must figure out how to write like Richard Petty. Then they have to include the highlights from his life that are listed in the article. It is an interesting challenge. I think I will be focusing on voice and audience.
I am working on posting the recordings from the in class readings. I have made them into music files. Now I have to make the web page with the links.
Wednesday, February 28, 2007
January 28, 2007
Homework:
Choosing the Right Word unit 10
Today:
Buzzword
Checked pictionaries and synonyms
Put pictionaries on the board and tried to guess them.
Continued to record.
Sections 3, 6 and 7 are almost done with the recordings.
Sections 1 and 2 have a while to go!
Choosing the Right Word unit 10
Today:
Buzzword
Checked pictionaries and synonyms
Put pictionaries on the board and tried to guess them.
Continued to record.
Sections 3, 6 and 7 are almost done with the recordings.
Sections 1 and 2 have a while to go!
Tuesday, February 27, 2007
January 27, 2007
Homework:
Pictionaries 11-20 and synonyms unit 10
Today:
We checked the pictionaries and listened to the rest of the vocab words. FYI: I download the words from Oxford Sadlier and play them through my iTunes in class. I think listening to the words is yet another way the students can become familiar with the words. It could also be a different way to review the words. They could use it for spelling by having the words read to them. I always tell them that the cool kids put this on their iPods and listen to vocab instead of pop songs. (I don't think they believe me, though!)
We continued recording the presentations today.
Grades:
I sent home a grade update today and gave a copy to the students in class. These grades will be the ones I use for the interims.
Pictionaries 11-20 and synonyms unit 10
Today:
We checked the pictionaries and listened to the rest of the vocab words. FYI: I download the words from Oxford Sadlier and play them through my iTunes in class. I think listening to the words is yet another way the students can become familiar with the words. It could also be a different way to review the words. They could use it for spelling by having the words read to them. I always tell them that the cool kids put this on their iPods and listen to vocab instead of pop songs. (I don't think they believe me, though!)
We continued recording the presentations today.
Grades:
I sent home a grade update today and gave a copy to the students in class. These grades will be the ones I use for the interims.
Monday, February 26, 2007
January 26, 2007
Homwork:
Pictionaries 1-10 unit 10
Practice for your oral reading
Today:
I read my piece to section 3. Just to let you know that I am not perfect, I scored a 96% on my reading. I had a few tiny pauses, but I had a huge stumble where I had to actually figure out what I had written. In a later class, I rerecorded that paragraph so it will sound better. I want to have my family listen to the recording, and I can't have that huge mistake in the final version.
I have been giving some thought to the GoMyAccess scoring of the "Monsters" essay. Even though I complained in the last blog entry that the computer scored a nothing piece of writing as a 5, the same scoring applies to all students. So the students who got a six did SOMETHING that earned them a six. Was what they did sound writing? I don't have time to score the essays. In general, the scores should only vary by one score lower if I were to grade them myself. The scores are not perfect, but they can give useful information about a student's writing abilities. The final verdict: the scores aren't perfect, but they are scores. I will use them.
Pictionaries 1-10 unit 10
Practice for your oral reading
Today:
I read my piece to section 3. Just to let you know that I am not perfect, I scored a 96% on my reading. I had a few tiny pauses, but I had a huge stumble where I had to actually figure out what I had written. In a later class, I rerecorded that paragraph so it will sound better. I want to have my family listen to the recording, and I can't have that huge mistake in the final version.
I have been giving some thought to the GoMyAccess scoring of the "Monsters" essay. Even though I complained in the last blog entry that the computer scored a nothing piece of writing as a 5, the same scoring applies to all students. So the students who got a six did SOMETHING that earned them a six. Was what they did sound writing? I don't have time to score the essays. In general, the scores should only vary by one score lower if I were to grade them myself. The scores are not perfect, but they can give useful information about a student's writing abilities. The final verdict: the scores aren't perfect, but they are scores. I will use them.
Friday, February 23, 2007
February 23, 2007
Homework:
Practice for reading aloud
Today:
We reviewed the answers to the vocab book work. I did not check any vocab this week for a homework grade. I will get more homework grades this coming week.
We took the quiz on units 7-9. I will have that graded early next week. Interims are due by Wednesday.
We continued our readings. Next week, I will try to get all the readings done. It is fun to listen to the different stories. There are some really good readers in my classes. They make their stories interesting to listen to by adding inflection to their words and sentences.
Troubling:
I did find out something about the essays on "The Monsters are Due on Maple Street." I made a submission using three writing prompts, just some random document that I found on my computer. The submission was not even and essay. It was just one page of questions and titles, things you would find on the top of my writing assignment web pages. When I submitted the paper for a score to GoMyAccess, I got a 5 out of 6. I was shocked. How frustrating is it to know that any old stuff scored a 5. We had spent a lot of time trying to improve our scores.
Now, maybe it was my writing style, vocabulary, and good grammar that earned the high score. However, shouldn't the words on the page be somewhat related to the story in order to get a good score? Shouldn't there be an intro and a conclusion that resemble each other as they do in an essay? Shouldn't the writer, the name of the piece, characters in the story, or ideas from the story be present somewhere in the piece in order to get a 5? You would think.
At this point, I am not sure what I will do with the scores from these essays. I doubt their validity, and I do NOT have time to read them. We did have good discussions about the essay and how to improve them, but I feel like the students we robbed of their hard work. Maybe the score is a result of the prompt being a pilot essay, unlike the detailed scores students can receive on a standard prompt from GoMyAccess. I will be letting someone important know about this anomaly.
Practice for reading aloud
Today:
We reviewed the answers to the vocab book work. I did not check any vocab this week for a homework grade. I will get more homework grades this coming week.
We took the quiz on units 7-9. I will have that graded early next week. Interims are due by Wednesday.
We continued our readings. Next week, I will try to get all the readings done. It is fun to listen to the different stories. There are some really good readers in my classes. They make their stories interesting to listen to by adding inflection to their words and sentences.
Troubling:
I did find out something about the essays on "The Monsters are Due on Maple Street." I made a submission using three writing prompts, just some random document that I found on my computer. The submission was not even and essay. It was just one page of questions and titles, things you would find on the top of my writing assignment web pages. When I submitted the paper for a score to GoMyAccess, I got a 5 out of 6. I was shocked. How frustrating is it to know that any old stuff scored a 5. We had spent a lot of time trying to improve our scores.
Now, maybe it was my writing style, vocabulary, and good grammar that earned the high score. However, shouldn't the words on the page be somewhat related to the story in order to get a good score? Shouldn't there be an intro and a conclusion that resemble each other as they do in an essay? Shouldn't the writer, the name of the piece, characters in the story, or ideas from the story be present somewhere in the piece in order to get a 5? You would think.
At this point, I am not sure what I will do with the scores from these essays. I doubt their validity, and I do NOT have time to read them. We did have good discussions about the essay and how to improve them, but I feel like the students we robbed of their hard work. Maybe the score is a result of the prompt being a pilot essay, unlike the detailed scores students can receive on a standard prompt from GoMyAccess. I will be letting someone important know about this anomaly.
Thursday, February 22, 2007
February 22, 2007
Homework:
Study for quiz on units 7-9
Practice for the reading in class
Today:
We began reading the pieces to the class today. I am using a microphone and speakers to amplify their voice. I am also recording them using Garageband. As I did earlier this year, I will make the recordings available on the Internet... eventually. (I have a lot of essays to score.)
These are the categories they are scored on.
Stumbling (10 points). Each stumble (max 3) one point off.
Loudness (10)
Eye Contact (10)
Inflection (20)
I am looking for the perfect reading.
I reviewed the criteria well after each person who went today.
From now on, they should know what I expect.
If I have time, I would like to put up the perfect reading I had in section 1 today by Rachel F.
Study for quiz on units 7-9
Practice for the reading in class
Today:
We began reading the pieces to the class today. I am using a microphone and speakers to amplify their voice. I am also recording them using Garageband. As I did earlier this year, I will make the recordings available on the Internet... eventually. (I have a lot of essays to score.)
These are the categories they are scored on.
Stumbling (10 points). Each stumble (max 3) one point off.
Loudness (10)
Eye Contact (10)
Inflection (20)
I am looking for the perfect reading.
I reviewed the criteria well after each person who went today.
From now on, they should know what I expect.
If I have time, I would like to put up the perfect reading I had in section 1 today by Rachel F.
Wednesday, February 21, 2007
February 21, 2007
Homework:
Continue working on the review units between units 9 and 10.
If you can, get the essay up to a 6.
Be prepared to read your essay to the class tomorrow.
Today:
We were in the writing lab for one final day. We were making the push to get the essays up to a six. There were some who did, but many continued to get five's. Oh well. That is a 92% for this assignment. I'll take it.
When I looked at the fives, I could see what was missing, but it is hard to just say one fast answer of what to add. Most times, though, the main problem was the lack of details. They simply were not explaining the points they were making. That is always a problem for students. In their minds, it is clear. They made the statement. They know what they mean. What more needs to be said?
If you look at the last paragraph, I explained the one statement with more details. Students don't always get that idea. It is developmental. The students will get better as they continue through their education.
Continue working on the review units between units 9 and 10.
If you can, get the essay up to a 6.
Be prepared to read your essay to the class tomorrow.
Today:
We were in the writing lab for one final day. We were making the push to get the essays up to a six. There were some who did, but many continued to get five's. Oh well. That is a 92% for this assignment. I'll take it.
When I looked at the fives, I could see what was missing, but it is hard to just say one fast answer of what to add. Most times, though, the main problem was the lack of details. They simply were not explaining the points they were making. That is always a problem for students. In their minds, it is clear. They made the statement. They know what they mean. What more needs to be said?
If you look at the last paragraph, I explained the one statement with more details. Students don't always get that idea. It is developmental. The students will get better as they continue through their education.
Tuesday, February 20, 2007
February 20, 2007
Homework:
Begin the review units between units 9 and 10.
If you can, work on your "Monsters" essay.
Practice for the reading on Thursday.
Today we read over three essays. The first two were "Monsters" essays that scored six according to GoMyAccess. The last one was an essay that scored a five. The girl who wrote the five essay wanted to know why she could not get a six. I agreed with her. I wanted to know as well. I think this is a common problem with students when they are trying to improve their scores on GoMyAccess. They think that their spelling errors are what is holding them down. What we found was the essay had a bigger problem.
The prompt stated that the essay needed to explain Figure One's statement and give an opinion on the technique. The first two essays took the time to thoroughly explain what Figure One meant. They explained the technique and gave examples from the story. Then, both essays gave an opinion on the efficacy of the technique. One girl thought the technique was terrible and could not see it working for real. The main problem with the five essay was organization. She did not have the three main parts that I suggested in the outline.
The suggestions we finally came up with, I hope, should improve the five essay. I look forward to seeing the improvement. I also look forward to the rest of the classes. Now that they have something to shoot for, I think many will improve their scores. We will be able to get one more day in the writing lab since I missed last week during the storm.
Begin the review units between units 9 and 10.
If you can, work on your "Monsters" essay.
Practice for the reading on Thursday.
Today we read over three essays. The first two were "Monsters" essays that scored six according to GoMyAccess. The last one was an essay that scored a five. The girl who wrote the five essay wanted to know why she could not get a six. I agreed with her. I wanted to know as well. I think this is a common problem with students when they are trying to improve their scores on GoMyAccess. They think that their spelling errors are what is holding them down. What we found was the essay had a bigger problem.
The prompt stated that the essay needed to explain Figure One's statement and give an opinion on the technique. The first two essays took the time to thoroughly explain what Figure One meant. They explained the technique and gave examples from the story. Then, both essays gave an opinion on the efficacy of the technique. One girl thought the technique was terrible and could not see it working for real. The main problem with the five essay was organization. She did not have the three main parts that I suggested in the outline.
The suggestions we finally came up with, I hope, should improve the five essay. I look forward to seeing the improvement. I also look forward to the rest of the classes. Now that they have something to shoot for, I think many will improve their scores. We will be able to get one more day in the writing lab since I missed last week during the storm.
Friday, February 16, 2007
February 16, 2007
Homework:
The students should be practicing for their oral reading.
If they have a computer with Internet, they should try to improve the "Monsters" essay
Today we were in the writing lab. I hope I can squeeze them in for one more day. I saw that many students could use it.
Have a nice weekend. What a week!
The students should be practicing for their oral reading.
If they have a computer with Internet, they should try to improve the "Monsters" essay
Today we were in the writing lab. I hope I can squeeze them in for one more day. I saw that many students could use it.
Have a nice weekend. What a week!
Thursday, February 15, 2007
February 15, 2007
Happy Day After Valentine's Day!
There is no homework. We will be in the writing lab Friday. It is unfortunate that we missed our time in the lab yesterday. I don't get time that often. I will try to get them in the lab somehow next week so they have time to make the necessary revisions. I want to use the scores as a grade for an essay. This will be hard if they did not get enough time to finish. Oh well. We will do the best we can.
Today we looked at five different introductions for the "Maple Street" essay. We discussed what a proper introduction should have. We also covered what the essay should discuss. I look forward to reading some of their essays. I do think the topic is a little advanced for an essay, but the piece itself is great for discussion with seventh graders.
We also chose essays from the three essays they wrote. On their folder, they were to write down which essay they wanted me to score and which essay they think would be good to read to the class. I also asked them to tell me which essay they needed a copy of so they can practice at home. The reading of the essay should be perfect. That requires some preparation. We will begin reading the essays aloud next week.
There is no homework. We will be in the writing lab Friday. It is unfortunate that we missed our time in the lab yesterday. I don't get time that often. I will try to get them in the lab somehow next week so they have time to make the necessary revisions. I want to use the scores as a grade for an essay. This will be hard if they did not get enough time to finish. Oh well. We will do the best we can.
Today we looked at five different introductions for the "Maple Street" essay. We discussed what a proper introduction should have. We also covered what the essay should discuss. I look forward to reading some of their essays. I do think the topic is a little advanced for an essay, but the piece itself is great for discussion with seventh graders.
We also chose essays from the three essays they wrote. On their folder, they were to write down which essay they wanted me to score and which essay they think would be good to read to the class. I also asked them to tell me which essay they needed a copy of so they can practice at home. The reading of the essay should be perfect. That requires some preparation. We will begin reading the essays aloud next week.
Tuesday, February 13, 2007
February 13, 2007
Homework:
None
What good is snow if you don't get a day off? Maybe we will have better luck Wednesday. If not, oh well. I don't want the students to miss their time in the writing lab anyway.
Today we listened to the reading of the story "The Night the Bed Fell," by James Thurber. The man reading the story enunciated well. I was showing the students what I expect to hear when they do their oral readings of their pieces. I will have a formal rubric soon. Basically, after listening to the piece today, they will have heard a perfect. They should shoot for that.
We also had another person read the three essays they wrote. Thursday, we will choose which piece will be read and which piece will be handed in for a grade. Then we can start recording!
If you are interested, I had to stay home with my son yesterday. He was hit in the mouth with a bat at my daughter's softball practice Sunday. Apparently, many people have similar stories of split lips and major injuries. It is scary, though, when it is your own child. He has a big boo boo lip now. I have pictures on my mobile blog.
None
What good is snow if you don't get a day off? Maybe we will have better luck Wednesday. If not, oh well. I don't want the students to miss their time in the writing lab anyway.
Today we listened to the reading of the story "The Night the Bed Fell," by James Thurber. The man reading the story enunciated well. I was showing the students what I expect to hear when they do their oral readings of their pieces. I will have a formal rubric soon. Basically, after listening to the piece today, they will have heard a perfect. They should shoot for that.
We also had another person read the three essays they wrote. Thursday, we will choose which piece will be read and which piece will be handed in for a grade. Then we can start recording!
If you are interested, I had to stay home with my son yesterday. He was hit in the mouth with a bat at my daughter's softball practice Sunday. Apparently, many people have similar stories of split lips and major injuries. It is scary, though, when it is your own child. He has a big boo boo lip now. I have pictures on my mobile blog.
Friday, February 09, 2007
February 9, 2007
Homework:
Finish "The Monsters are Due on Maple Street" essay for Monday.
(The assignment should already be on GoMyAccess. The draft can be there.)
Get the grade slip signed.
Today we did a number of things. The Daily Buzzword was fun to figure out. If you have not seen what I am talking about, there is a link on my web page. Go here to see one. Today's work required students to use process of elimination. It is interesting to listen to them figure out which answer is right. I try to get them right as well, so I explain how I deduced the answer. We are learning new words each day and practicing the important skill of trying to figure something out using any bits of information we have in our brain.
We also reviewed quiz 9. We went through the quiz question by question. Hopefully, students will see where they are going wrong and will ask for help.
Finish "The Monsters are Due on Maple Street" essay for Monday.
(The assignment should already be on GoMyAccess. The draft can be there.)
Get the grade slip signed.
Today we did a number of things. The Daily Buzzword was fun to figure out. If you have not seen what I am talking about, there is a link on my web page. Go here to see one. Today's work required students to use process of elimination. It is interesting to listen to them figure out which answer is right. I try to get them right as well, so I explain how I deduced the answer. We are learning new words each day and practicing the important skill of trying to figure something out using any bits of information we have in our brain.
We also reviewed quiz 9. We went through the quiz question by question. Hopefully, students will see where they are going wrong and will ask for help.
Thursday, February 08, 2007
February 8, 2007
Homework:
Work on "The Monsters are Due on Maple Street" essay
The rough draft is due on Monday when we go to the writing lab.
Today we took the unit 9 quiz. We also took the first round of the district spelling bee. I will take the top 20 or so students and give them a chance at a second round. Those two rounds just use paper, like a quiz. The last round will use the traditional format so we can determine the top three spellers of the grade. The district spelling bee is February 20th at 6:30 P.M. I will let you know who the winners are for 7th grade next Wednesday when the names are due.
I handed out a suggested outline for the upcoming essay. We will discuss it further tomorrow. We will also continue to decide which essay will be read to the class and which essay will be scored by me. You can see the handout on the assignment page on http://www.mrboz.com/ .
Work on "The Monsters are Due on Maple Street" essay
The rough draft is due on Monday when we go to the writing lab.
Today we took the unit 9 quiz. We also took the first round of the district spelling bee. I will take the top 20 or so students and give them a chance at a second round. Those two rounds just use paper, like a quiz. The last round will use the traditional format so we can determine the top three spellers of the grade. The district spelling bee is February 20th at 6:30 P.M. I will let you know who the winners are for 7th grade next Wednesday when the names are due.
I handed out a suggested outline for the upcoming essay. We will discuss it further tomorrow. We will also continue to decide which essay will be read to the class and which essay will be scored by me. You can see the handout on the assignment page on http://www.mrboz.com/ .
Wednesday, February 07, 2007
February 7, 2006
Homework:
Flashcards for Unit 9
Quiz Unit 9 Thursday
Work on "The Monsters are Due on Maple Street" essay
Today we started to look at the three essays. I am going to have two people read through the three essays they wrote. (Each student gives his folder to two people.) They will make suggestions for which essay to hand in to be scored and which essay would be best to read to the class. If you think about it, the best essay to be scored might not be what an audience wants to hear. I want them to think about how the two essays differ in purpose.
There will be a first round of the spelling bee tomorrow. It will look like a spelling test. That is to weed out the best spellers quickly. Then there will be a second round. Finally, the top speller will be determined by the typical spell off.
Flashcards for Unit 9
Quiz Unit 9 Thursday
Work on "The Monsters are Due on Maple Street" essay
Today we started to look at the three essays. I am going to have two people read through the three essays they wrote. (Each student gives his folder to two people.) They will make suggestions for which essay to hand in to be scored and which essay would be best to read to the class. If you think about it, the best essay to be scored might not be what an audience wants to hear. I want them to think about how the two essays differ in purpose.
There will be a first round of the spelling bee tomorrow. It will look like a spelling test. That is to weed out the best spellers quickly. Then there will be a second round. Finally, the top speller will be determined by the typical spell off.
Tuesday, February 06, 2007
February 6, 2007
Homework: Finish Unit 9
Quiz on unit 9 Thursday
Make sure essay #3 is done for Wednesday (tomorrow)
It feels like it has been a while since I wrote on this blog. I did not blog on Thursday due to the incident at the school. Since then, there have been two in-service days. So here we are.
That is how class felt today. Today we did a few things. We organized the three essays into folders so we can have students read through the three essays. I want the students to determine which of their three essays they should read to the class. It will provide a way to discuss what a good essay looks like.
I also handed out the next topic. In reading class, the students are finishing studying "The Monsters are Due on Maple Street." This is an episode of The Twilight Zone. The story has a twist at the end. The topic is too long to list here. I will make a page for MrBoZ.com soon. You can see the whole topic there.
Quiz on unit 9 Thursday
Make sure essay #3 is done for Wednesday (tomorrow)
It feels like it has been a while since I wrote on this blog. I did not blog on Thursday due to the incident at the school. Since then, there have been two in-service days. So here we are.
That is how class felt today. Today we did a few things. We organized the three essays into folders so we can have students read through the three essays. I want the students to determine which of their three essays they should read to the class. It will provide a way to discuss what a good essay looks like.
I also handed out the next topic. In reading class, the students are finishing studying "The Monsters are Due on Maple Street." This is an episode of The Twilight Zone. The story has a twist at the end. The topic is too long to list here. I will make a page for MrBoZ.com soon. You can see the whole topic there.
Tuesday, January 30, 2007
January 30, 2007
Homework: Pictionaries 11-20 and Choosing the Right Word
Continue to work on the essay
Be sure parents have filled out the sheet
I handed out grade slips today for the third marking period. I wanted the students to see how they were doing so far. It was more of an update.
Report cards will be handed out Wednedsay. I will not be here. In class I will be expecting the students to work on the essay. Today we discussed the general format of the essay. I can guess from the discussion today that most students don't really know what they are going to write. That is fine. Neither do I! I was sitting and working on my essay for at least an hour today. The best idea I came up with is pretty lame. But, it will have to do. I am writing a detailed explanation of what my goals are for my children.
In some classes, we listened to the song "My Wish" by Rascal Flatts. The song is about a parent's wish for his child. It is touching. I wanted the students to discuss how they would agree or disagree with that parent's goal for his child.
Continue to work on the essay
Be sure parents have filled out the sheet
I handed out grade slips today for the third marking period. I wanted the students to see how they were doing so far. It was more of an update.
Report cards will be handed out Wednedsay. I will not be here. In class I will be expecting the students to work on the essay. Today we discussed the general format of the essay. I can guess from the discussion today that most students don't really know what they are going to write. That is fine. Neither do I! I was sitting and working on my essay for at least an hour today. The best idea I came up with is pretty lame. But, it will have to do. I am writing a detailed explanation of what my goals are for my children.
In some classes, we listened to the song "My Wish" by Rascal Flatts. The song is about a parent's wish for his child. It is touching. I wanted the students to discuss how they would agree or disagree with that parent's goal for his child.
Monday, January 29, 2007
January 29, 2007
Homework: Pictionaries 1-10 Unit 9
Get the parent brainstorming sheet filled in
I tried to have a discussion about values on Friday, and it did not go as well as I wanted. I tried the discussion today using this format:
What we value, determines how we act.
For example, if you value “honesty,” you will try not to lie to anyone and expect people to be honest with you. If you do not value honesty, you might lie and cheat to get what you want.
1. Today, look down the list of words and find items that you value (think are important).
2. Write down as many items you want that you value.
3. Rewrite the list putting the most important items at the top.
When we look at our own list compared to yours, we might see that we similar in our values. Or maybe, we will see that we value different things.
Suggestion:
Look for words that cover more than one idea. For example, “Truth” contains words like honesty and justice.
Here are my values I want my children to possess when they get older:
1 spirituality, beauty, truth, vision, passion
2 faith, grace, thankfulness, discipline
3 family, selflessness, humor
4 exploration, wonder, spontenaity, learning
5 education, knowledge, reason, artiulacy
6 empathy, thoughtfulness, respect, making a difference
7 trust, honesty
Get the parent brainstorming sheet filled in
I tried to have a discussion about values on Friday, and it did not go as well as I wanted. I tried the discussion today using this format:
What we value, determines how we act.
For example, if you value “honesty,” you will try not to lie to anyone and expect people to be honest with you. If you do not value honesty, you might lie and cheat to get what you want.
1. Today, look down the list of words and find items that you value (think are important).
2. Write down as many items you want that you value.
3. Rewrite the list putting the most important items at the top.
When we look at our own list compared to yours, we might see that we similar in our values. Or maybe, we will see that we value different things.
Suggestion:
Look for words that cover more than one idea. For example, “Truth” contains words like honesty and justice.
Here are my values I want my children to possess when they get older:
1 spirituality, beauty, truth, vision, passion
2 faith, grace, thankfulness, discipline
3 family, selflessness, humor
4 exploration, wonder, spontenaity, learning
5 education, knowledge, reason, artiulacy
6 empathy, thoughtfulness, respect, making a difference
7 trust, honesty
Friday, January 26, 2007
January 26, 2007
Homework: Parents, please complete the goal sheet I sent home.
The new assignment is listed at MrBoZ.com . I handed these sheets to the students yesterday.
I also updated the calendar. (I don't know if you are aware of it.)
Today we worked from a copy of these values. I showed them the definition of a value and a principle. In short, our behaviors are determined by/grow out of our values. What we value will determine how we act. Today, on a Friday afternoon, I pointed out that their values were not my values. They did not want to do work or pay attention. Clearly they did not value education the way I was at that moment. That is frustrating, but to be expected. However, I think they got the point.
I made the classes pick what five values they thought Americans should have. They were to discuss which one should be the top value. All of this discussion of values will show up in their essays. I have not decided exactly how, but it would be interesting to have the parents choose their top five values they hope their children possess.
The new assignment is listed at MrBoZ.com . I handed these sheets to the students yesterday.
I also updated the calendar. (I don't know if you are aware of it.)
Today we worked from a copy of these values. I showed them the definition of a value and a principle. In short, our behaviors are determined by/grow out of our values. What we value will determine how we act. Today, on a Friday afternoon, I pointed out that their values were not my values. They did not want to do work or pay attention. Clearly they did not value education the way I was at that moment. That is frustrating, but to be expected. However, I think they got the point.
I made the classes pick what five values they thought Americans should have. They were to discuss which one should be the top value. All of this discussion of values will show up in their essays. I have not decided exactly how, but it would be interesting to have the parents choose their top five values they hope their children possess.
Thursday, January 25, 2007
January 25, 2007
(I could not blog yesterday. The site was out when I had time to do it.)
Homework: Yes, I sent home work for the parents.
Please fill out the sheet and return.
(The more detailed you can be the better.)
We are starting our third essay of this unit. I will have the page up soon on MrBoZ.com soon. In short, though, the essay will be a comparison between what the students see as their goal for their lives and what their parents see as the goal for their child's life. I am reading a parenting book with a study group, and one activity was to picture my child as an arrow that my wife and I will one day release at a target. The book asked us to define the target so we can make our parenting decisions based on that target. If we want her to have certain values, we have to do certain things as parents to help her attain those values. Or, we raise her so that she is heading in the right direction.
As I look at my children, I realize that they will not always agree with what I want as a parent. Therefore, I am asking the students to figure out what their goals are for themselves. With their goals in mind, they will be better able to make decisions. Since this is the first time I am doing this topic, I have some details to work out. But over the next few days the students will develop a clear picture of what they need to write.
Homework: Yes, I sent home work for the parents.
Please fill out the sheet and return.
(The more detailed you can be the better.)
We are starting our third essay of this unit. I will have the page up soon on MrBoZ.com soon. In short, though, the essay will be a comparison between what the students see as their goal for their lives and what their parents see as the goal for their child's life. I am reading a parenting book with a study group, and one activity was to picture my child as an arrow that my wife and I will one day release at a target. The book asked us to define the target so we can make our parenting decisions based on that target. If we want her to have certain values, we have to do certain things as parents to help her attain those values. Or, we raise her so that she is heading in the right direction.
As I look at my children, I realize that they will not always agree with what I want as a parent. Therefore, I am asking the students to figure out what their goals are for themselves. With their goals in mind, they will be better able to make decisions. Since this is the first time I am doing this topic, I have some details to work out. But over the next few days the students will develop a clear picture of what they need to write.
Tuesday, January 23, 2007
January 23, 2007
Homework: Finish Unit 8 vocab
Finish the essay for tomorrow
Today we discussed how the introduction of an essay aims towards the conclusion. We discussed how the writer has a purpose for the essay and the introduction and conclusion help him to deliver that message. I gave them a handout that had thirteen different types of introductions. I expect the students to play with their introductions for this paper.
Tomorrow we will begin the third essay. If any parent is actually reading this blog, you will find this third essay topic interesting. I am reading a parenting book. It asked us to write down the target we have in mind for our children, like our goals for them. This third essay will ask the students to explain what they think (or know) are your goals for them. Then they will explain how they are doing in meeting those goals. In other words, they are comparing your expectations for their lives with their own performance so far. How do they think they are measuring up to your expectations will be the focus. It should be an interesting paper!
Finish the essay for tomorrow
Today we discussed how the introduction of an essay aims towards the conclusion. We discussed how the writer has a purpose for the essay and the introduction and conclusion help him to deliver that message. I gave them a handout that had thirteen different types of introductions. I expect the students to play with their introductions for this paper.
Tomorrow we will begin the third essay. If any parent is actually reading this blog, you will find this third essay topic interesting. I am reading a parenting book. It asked us to write down the target we have in mind for our children, like our goals for them. This third essay will ask the students to explain what they think (or know) are your goals for them. Then they will explain how they are doing in meeting those goals. In other words, they are comparing your expectations for their lives with their own performance so far. How do they think they are measuring up to your expectations will be the focus. It should be an interesting paper!
Monday, January 22, 2007
January 22, 2006
Homework: Completing the Sentence Unit 8
Work on the essay (was due today but is not due Wednesday)
I pushed the due date of the essay off until Wednesday. I wanted to cover a few topics important to the writing of narrative essays. Today I discussed the idea of how the introduction points towards the conclusion. I used the analogy of a bow and arrow. The writer pulls back the bow and sets the reader up to look forward towards the distant target. When the reader has the basic idea of where he is being aimed, the writer stops the intro and releases. Now the reader goes through the story and hits the target. Ideally, the target should resemble the ideas presented in the intro, or at least be in the direction the intro pointed towards. It isn't the perfect analogy, but it works.
We also looked at a sample essay for their topic. I showed the sea and mountain technique being used. Tomorrow we will look at 13 different types of introductions.
Work on the essay (was due today but is not due Wednesday)
I pushed the due date of the essay off until Wednesday. I wanted to cover a few topics important to the writing of narrative essays. Today I discussed the idea of how the introduction points towards the conclusion. I used the analogy of a bow and arrow. The writer pulls back the bow and sets the reader up to look forward towards the distant target. When the reader has the basic idea of where he is being aimed, the writer stops the intro and releases. Now the reader goes through the story and hits the target. Ideally, the target should resemble the ideas presented in the intro, or at least be in the direction the intro pointed towards. It isn't the perfect analogy, but it works.
We also looked at a sample essay for their topic. I showed the sea and mountain technique being used. Tomorrow we will look at 13 different types of introductions.
Thursday, January 18, 2007
January 18, 2006
Sorry I did not blog yesterday.
Homework: Choosing the Right Word Unit 8
Work on the essay
Today: I have not been so ready to teach grammar this week when I see that I need to teach the format of the narrative essay. The three days this week have been spent teaching a variety of techniques for detailed narratives that have meaning. Today I had them practice a technique to add sensory details and thoughts.
They make three columns. The middle column contains the story in outline form: first, second, third, etc. Then, in the right column, I had them add sensory details in between the items in the middle. In other words, after they say the event, they should give sensory details to explain. Next, I had them add thoughts in the left column. This adds another layer. These thoughts come from two levels. The thoughts could be those they had during the even they are describing, or they could be the thoughts they are having now as they write from the mountain. The mountain is the perspective we look back on events from. Now that we are farther from the event, we are not in it; therefore, we can look back and reflect on how the event fits into our current lives.
Finally, I had them read the piece weaving back and forth from side to side. This way they can focus on event, sensory details, and thoughts as they tell their story. I hope they will use this technique in their next essay that is due Monday.
Homework: Choosing the Right Word Unit 8
Work on the essay
Today: I have not been so ready to teach grammar this week when I see that I need to teach the format of the narrative essay. The three days this week have been spent teaching a variety of techniques for detailed narratives that have meaning. Today I had them practice a technique to add sensory details and thoughts.
They make three columns. The middle column contains the story in outline form: first, second, third, etc. Then, in the right column, I had them add sensory details in between the items in the middle. In other words, after they say the event, they should give sensory details to explain. Next, I had them add thoughts in the left column. This adds another layer. These thoughts come from two levels. The thoughts could be those they had during the even they are describing, or they could be the thoughts they are having now as they write from the mountain. The mountain is the perspective we look back on events from. Now that we are farther from the event, we are not in it; therefore, we can look back and reflect on how the event fits into our current lives.
Finally, I had them read the piece weaving back and forth from side to side. This way they can focus on event, sensory details, and thoughts as they tell their story. I hope they will use this technique in their next essay that is due Monday.
Tuesday, January 16, 2007
January 16, 2007
Homework: Pictionaries 1-10 Unit 8
Begin new essay.
Here is the topic for the next essay: Life takes surprising turns which challenge human beings to face the unexpected. Last week we read an example of a narrative essay. If you read the essay, you will see that the task of building a blue bird box has new meaning when she looks back on it. The meaning which she states at the end of the essay is that "the things you build can have a purpose greater than you imagine." When we begin to wonder what the point is, she states it at the end. Today I had a few students tell me stories, but I had to ask why they told me about them. Sure, the stories were funny, but a narrative is more than just entertainment. The story reveals something about the writer and how he/she views life.
I thought I would have a grammar day Wednesday, but I think the students need some more time to get this essay rolling. Starting the week late is difficult. The essays are the most important thing I teach. I want them to understand how to arrive at a good topic. Then I want them to see what they are to develop.
Begin new essay.
Here is the topic for the next essay: Life takes surprising turns which challenge human beings to face the unexpected. Last week we read an example of a narrative essay. If you read the essay, you will see that the task of building a blue bird box has new meaning when she looks back on it. The meaning which she states at the end of the essay is that "the things you build can have a purpose greater than you imagine." When we begin to wonder what the point is, she states it at the end. Today I had a few students tell me stories, but I had to ask why they told me about them. Sure, the stories were funny, but a narrative is more than just entertainment. The story reveals something about the writer and how he/she views life.
I thought I would have a grammar day Wednesday, but I think the students need some more time to get this essay rolling. Starting the week late is difficult. The essays are the most important thing I teach. I want them to understand how to arrive at a good topic. Then I want them to see what they are to develop.
Friday, January 12, 2007
January 12, 2007
Homework: Essay due Tuesday
Today I discussed the idea of "sea and mountain" in the narrative. When we are in the moment, experiencing it, we are in the sea. We only notice what is going on. We are not even thinking about the importance of the moment. "Mountain" is when we are beyond the moment looking back. In narratives, this can be years or decades. From the mountain, we can see the moment we went through and the others that surround it. Whereas we could only experience the moment in the present while we were in it, now that time has passed, we reflect on the event and give it meaning based on our current life situation. The way we look at the moment can even change over time. For instance, the trip that I am writing about had meaning to me for the months that followed. But now that things have changed in the relationship of the person I visited, I am revisiting the trip through different eyes. I am, in a way, rewriting the narrative of the trip. This time I am emphasizing the parts that relate to my life right now. I am realizing that the trip was important to me for other reasons.
I have to finish my essay this weekend as well. I plan to write all three essays with the students. Narrative writing is my favorite. The essays we have done so far have been kind of formal. Now we can engage in introspection... my favorite! I enjoy the process of discovering what I need to say. While the formal writing process stresses outlining, these types of essays allow a writer to discover meaning and craft the final piece in stages. Sometimes what I think I am going to write is not what comes out.
Today I discussed the idea of "sea and mountain" in the narrative. When we are in the moment, experiencing it, we are in the sea. We only notice what is going on. We are not even thinking about the importance of the moment. "Mountain" is when we are beyond the moment looking back. In narratives, this can be years or decades. From the mountain, we can see the moment we went through and the others that surround it. Whereas we could only experience the moment in the present while we were in it, now that time has passed, we reflect on the event and give it meaning based on our current life situation. The way we look at the moment can even change over time. For instance, the trip that I am writing about had meaning to me for the months that followed. But now that things have changed in the relationship of the person I visited, I am revisiting the trip through different eyes. I am, in a way, rewriting the narrative of the trip. This time I am emphasizing the parts that relate to my life right now. I am realizing that the trip was important to me for other reasons.
I have to finish my essay this weekend as well. I plan to write all three essays with the students. Narrative writing is my favorite. The essays we have done so far have been kind of formal. Now we can engage in introspection... my favorite! I enjoy the process of discovering what I need to say. While the formal writing process stresses outlining, these types of essays allow a writer to discover meaning and craft the final piece in stages. Sometimes what I think I am going to write is not what comes out.
Thursday, January 11, 2007
January 11, 2007
Homework: Essay due Tuesday
Today we took the quiz on Unit 7. I also handed out the graded ant debate essays to sections 2,3, and 6. I handed those students an updated grade slip to show the impact of not handing in an essay, although I have already notified them many times that they have not handed in the essay. I can only do so much. Missing 100 points has a huge impact on the grade.
The marking period is over January 19.
Today we took the quiz on Unit 7. I also handed out the graded ant debate essays to sections 2,3, and 6. I handed those students an updated grade slip to show the impact of not handing in an essay, although I have already notified them many times that they have not handed in the essay. I can only do so much. Missing 100 points has a huge impact on the grade.
The marking period is over January 19.
Wednesday, January 10, 2007
January 10, 2007
Homework: Sections 3,6,7 make flashcards
Quiz Unit 7 Thursday
Work on essay if you have time.
First, sorry I did not get to blog yesterday. I forgot. I don't really have that much to say. We have had two days to work on the current writing topic. Tomorrow we will take a quiz and continue working on grammar. Finally, Friday will be used as writing time for the essay. The final draft is due next Tuesday. (I am writing one as well.) Students should be working on the essay at home. I am only giving them some time in class. Quiet time should be provided for the students to organize their thoughts into a quality essay. Thanks.
Quiz Unit 7 Thursday
Work on essay if you have time.
First, sorry I did not get to blog yesterday. I forgot. I don't really have that much to say. We have had two days to work on the current writing topic. Tomorrow we will take a quiz and continue working on grammar. Finally, Friday will be used as writing time for the essay. The final draft is due next Tuesday. (I am writing one as well.) Students should be working on the essay at home. I am only giving them some time in class. Quiet time should be provided for the students to organize their thoughts into a quality essay. Thanks.
Monday, January 08, 2007
January 8, 2006
Homework: Synonyms and Choosing the Right Word Unit 7
Essay #1 is Due January 16 (They must keep a copy.)
I handed out grades in class today. It was a small update. I also sent e-mails to parents with the grades. If you are not receiving them, you should send me an e-mail so I can add you to the list.
Today we began the first essay. I stressed that a narrative should be more about the writer than the topic. What I mean is, even though the essay is to be about an event, I am not interested in the details of the even as much as I am interested in how the event exemplifies something the writer has learned about him/herself.
Essay #1 is Due January 16 (They must keep a copy.)
I handed out grades in class today. It was a small update. I also sent e-mails to parents with the grades. If you are not receiving them, you should send me an e-mail so I can add you to the list.
Today we began the first essay. I stressed that a narrative should be more about the writer than the topic. What I mean is, even though the essay is to be about an event, I am not interested in the details of the even as much as I am interested in how the event exemplifies something the writer has learned about him/herself.
Friday, January 05, 2007
January 5, 2007
I will have the grades updated Monday morning. I will send out an e-mail when I am done.
The results of the ant debates are also posted online:
(If you have been there before, you might have to hit "Refresh" on your browser.)
Honors 1
Honors 2
Academic 3
Academic 6
Academic 7
I don't know if the students notice all the factors that went into getting a win. Since the winner is decided by the class, each student in the class scores the debate. When the debate was over, I then entered all their scores into a spreadsheet which totaled the points and revealed the winner. The class and I didn't always match. There was only one time where I overruled the class and determined the winner. Sure, sometimes students added points for their friends. Sometimes they just made up scores that sounded like those around them. Other times students weren't really being critical, and they gave points for everything that was said no matter how silly it was. In summary, the votes they cast are as accurate as some of the votes we cast when we vote!
I don't know what each participant takes away from the debate experience. They stand in front of the class, deliver a presentation on a fictitious ant's fate, rebut an opponent that might have terrible supports, and then they are scored and given a 100 point grade! How crazy is that? But it is an experience they won't forget. I hope they remember the lesson when they are asked to write a persuasive speech in the future.
I will be reading the essays soon. I look forward to seeing how all of the preparation has resulted in intelligent, well thought out essays. That is what I will be scoring them on.
The results of the ant debates are also posted online:
(If you have been there before, you might have to hit "Refresh" on your browser.)
Honors 1
Honors 2
Academic 3
Academic 6
Academic 7
I don't know if the students notice all the factors that went into getting a win. Since the winner is decided by the class, each student in the class scores the debate. When the debate was over, I then entered all their scores into a spreadsheet which totaled the points and revealed the winner. The class and I didn't always match. There was only one time where I overruled the class and determined the winner. Sure, sometimes students added points for their friends. Sometimes they just made up scores that sounded like those around them. Other times students weren't really being critical, and they gave points for everything that was said no matter how silly it was. In summary, the votes they cast are as accurate as some of the votes we cast when we vote!
I don't know what each participant takes away from the debate experience. They stand in front of the class, deliver a presentation on a fictitious ant's fate, rebut an opponent that might have terrible supports, and then they are scored and given a 100 point grade! How crazy is that? But it is an experience they won't forget. I hope they remember the lesson when they are asked to write a persuasive speech in the future.
I will be reading the essays soon. I look forward to seeing how all of the preparation has resulted in intelligent, well thought out essays. That is what I will be scoring them on.
Thursday, January 04, 2007
January 4, 2007
Homework: be finished 1-20 pictionaries unit 7
get a notebook for grammar and "Daily Buzzwords"
There were not as many debates left as I thought. Therefore, I will be getting some grades into the book soon. Look for a grade update early next week. I have to add in the ant essay turned in (25 pts), the 4-6 quiz (35 pts), and the results of the debate (100pts).
Today, some classes started grammar. I plan to complete unit 11 in the grammar book we are using. It covers nouns, adjectives, and pronouns. It may sound simple, but the book is not. This is an "old-school" grammar book (no pictures!). Discussing these parts of speech allows discussion of all parts of the sentence.
I also put up the first of three essay topics. You can see the assignment here: http://www.mrboz.com/school/assignments/assignment_essay1_january_writing_month.html . I will be having the students write three essays. They will then choose one to read to the class and have scored. Since I want their full effort on each essay, I will not put up the next topic until the first one is handed in. I don't need them blowing off two essays and only writing one. They should do their best on each one. I will be giving them time to write more in class.
get a notebook for grammar and "Daily Buzzwords"
There were not as many debates left as I thought. Therefore, I will be getting some grades into the book soon. Look for a grade update early next week. I have to add in the ant essay turned in (25 pts), the 4-6 quiz (35 pts), and the results of the debate (100pts).
Today, some classes started grammar. I plan to complete unit 11 in the grammar book we are using. It covers nouns, adjectives, and pronouns. It may sound simple, but the book is not. This is an "old-school" grammar book (no pictures!). Discussing these parts of speech allows discussion of all parts of the sentence.
I also put up the first of three essay topics. You can see the assignment here: http://www.mrboz.com/school/assignments/assignment_essay1_january_writing_month.html . I will be having the students write three essays. They will then choose one to read to the class and have scored. Since I want their full effort on each essay, I will not put up the next topic until the first one is handed in. I don't need them blowing off two essays and only writing one. They should do their best on each one. I will be giving them time to write more in class.
Wednesday, January 03, 2007
January 3, 2007
We are back! But what a long day it was! I discussed the upcoming schedule. First, we will finish up a few ant debates. Some might not get to go. I timed the presentations wrong.
Starting next week, we will begin the first of three essays the students will write this month. On February 6th, we will read one of them to the class and record it as we did earlier in the year. I will have the prompts up one at a time when I give them to the students. We will be spending more time writing in class this month.
We will also be doing more grammar. By the end of the month, the students will have covered a few parts of speech. This is further prep for diagramming sentences. We will cover as much as we can.
I will update the calendar soon.
Starting next week, we will begin the first of three essays the students will write this month. On February 6th, we will read one of them to the class and record it as we did earlier in the year. I will have the prompts up one at a time when I give them to the students. We will be spending more time writing in class this month.
We will also be doing more grammar. By the end of the month, the students will have covered a few parts of speech. This is further prep for diagramming sentences. We will cover as much as we can.
I will update the calendar soon.
Thursday, December 21, 2006
December 21, 2006
I collected the essays in class. We continued the debates. Two classes are finished. One class is almost finished. The two honors classes, because they are so large, have about 5 more debates to go. We will have to finish them after the break.
After the break we will begin a new essay. I think it will be a compare contrast essay. The topic will not need to be studied so much, so we will have time for sentence diagramming... for real this time. We will have time to work the whole period, not just the little daily drill time. I mentioned the essay topic in an earlier blog. I THINK it might be something comparing what goals parents have for their children and how the children think they are measuring up to those goals, or something like that.
I will grade the ant debate essays after the break. They will be quicker to grade because I will just score them based on the lessons I have been teaching about organizing persuasive essays.
Have a nice break (students). I will not be blogging over the break. If you have a real desire to know what I am up to, you can check out my mobile blog: http://mrbozmobile.blogspot.com/ . I post pictures from my cell phone.
After the break we will begin a new essay. I think it will be a compare contrast essay. The topic will not need to be studied so much, so we will have time for sentence diagramming... for real this time. We will have time to work the whole period, not just the little daily drill time. I mentioned the essay topic in an earlier blog. I THINK it might be something comparing what goals parents have for their children and how the children think they are measuring up to those goals, or something like that.
I will grade the ant debate essays after the break. They will be quicker to grade because I will just score them based on the lessons I have been teaching about organizing persuasive essays.
Have a nice break (students). I will not be blogging over the break. If you have a real desire to know what I am up to, you can check out my mobile blog: http://mrbozmobile.blogspot.com/ . I post pictures from my cell phone.
Tuesday, December 19, 2006
December 19, 2006
Homework: pages 80-83 in the vocab book
Quiz on units 4-6 tomorrow
Ant essay due Thursday
Vacation has not started yet! The debates are rolling along now. The first ones are so hard, but now that we have scored a few, it is getting quicker. The idea behind having the debates it to see the strategies needed to effectively persuade. When they are in front of the class, they see how strong (or weak) their arguments are, especially when they see their scores. My hope is they will use that experience to strengthen their essays. There is so much that could be used in the essays. Unfortunately, too many students are only using a fraction of what was discussed.
Quiz on units 4-6 tomorrow
Ant essay due Thursday
Vacation has not started yet! The debates are rolling along now. The first ones are so hard, but now that we have scored a few, it is getting quicker. The idea behind having the debates it to see the strategies needed to effectively persuade. When they are in front of the class, they see how strong (or weak) their arguments are, especially when they see their scores. My hope is they will use that experience to strengthen their essays. There is so much that could be used in the essays. Unfortunately, too many students are only using a fraction of what was discussed.
Monday, December 18, 2006
December 18, 2006
Homework: Pages 78 and 79 in vocab
Be ready for the debate (which too many are not!)
Have the essay written by Thursday
I had too many students not ready for the debates! Even when we have had three weeks to prepare, too many students are standing in front of the class like they have no idea what to talk about. I am disappointed.
The essay has a format that I am asking them to follow. It is the standard format for a persuasive essay:
p1 Introduction
p2 Discuss your position fully
p3 Discuss the opponent's position
p4 Rebut the opponent's position point by point
p5 Maybe have a final strong paragraph
p6 Conclusion
The essay should have some passion to it, unlike too many of the debates.
(I am just frustrated. Oh, well. It is their grade.)
Be ready for the debate (which too many are not!)
Have the essay written by Thursday
I had too many students not ready for the debates! Even when we have had three weeks to prepare, too many students are standing in front of the class like they have no idea what to talk about. I am disappointed.
The essay has a format that I am asking them to follow. It is the standard format for a persuasive essay:
p1 Introduction
p2 Discuss your position fully
p3 Discuss the opponent's position
p4 Rebut the opponent's position point by point
p5 Maybe have a final strong paragraph
p6 Conclusion
The essay should have some passion to it, unlike too many of the debates.
(I am just frustrated. Oh, well. It is their grade.)
Friday, December 15, 2006
December 15, 2006
The debates are in full swing! Some are amusing, while others are disappointing. I can't emphasize this enough: be prepared! I suggest students deliver their presentation to someone beforehand. When they are ready to present should NOT be the first time they have spoken their research to someone! If you are interested, here are some things to consider about the scoring:
You get extra points for a proper introduction. (5 points total)
You should have four main reasons for your side with two explanations each. (12 points minimum)
You get two points for each rebuttal. If the other side said four points, that is 8 points.
There is another round for rebuttals (maybe 6 more points)
A good conclusion that incorporates the opponent's weaknesses gets 5 points
Visuals can give you three points
Eye contact can give you five points.
Here are the grades:
30 = A
20 = B
15 = C
14 + 13 = C-
How could one even get a D?
If you look above at the way they get points, it is hard to see how a student could not get an A! Only the winner gets the A, though. The winner gets 5 points for winning. That can push the grade up to the next grade.
You get extra points for a proper introduction. (5 points total)
You should have four main reasons for your side with two explanations each. (12 points minimum)
You get two points for each rebuttal. If the other side said four points, that is 8 points.
There is another round for rebuttals (maybe 6 more points)
A good conclusion that incorporates the opponent's weaknesses gets 5 points
Visuals can give you three points
Eye contact can give you five points.
Here are the grades:
30 = A
20 = B
15 = C
14 + 13 = C-
How could one even get a D?
If you look above at the way they get points, it is hard to see how a student could not get an A! Only the winner gets the A, though. The winner gets 5 points for winning. That can push the grade up to the next grade.
Wednesday, December 13, 2006
December 13, 2006
Sorry I did not blog yesterday. I guess I forgot.
Homework: pages 76 and 77 in the vocab book
I assigned an outline for the essay in sections 3,6,7
They should be working on their debate presentations and essays
By tomorrow, all classes will be in full swing with the debates. They are fascinating to see, really. Some students are good at presenting their position. Others come up unprepared. Still others don't really turn it on until the rebuttals. But when the class gives me the results, we see who won.
The debates teach the students lessons for writing. I stress good introductions and conclusions. Debate after debate forces the students to observe good organization and bad. They also evaluate the effectiveness of the supports given. It is like every student gets to be the teacher; they give the scores for the debates. For all the time this takes, I think the lessons learned are great. Look for the winners and losers off of the ant debate page on MrBoZ.com.
Homework: pages 76 and 77 in the vocab book
I assigned an outline for the essay in sections 3,6,7
They should be working on their debate presentations and essays
By tomorrow, all classes will be in full swing with the debates. They are fascinating to see, really. Some students are good at presenting their position. Others come up unprepared. Still others don't really turn it on until the rebuttals. But when the class gives me the results, we see who won.
The debates teach the students lessons for writing. I stress good introductions and conclusions. Debate after debate forces the students to observe good organization and bad. They also evaluate the effectiveness of the supports given. It is like every student gets to be the teacher; they give the scores for the debates. For all the time this takes, I think the lessons learned are great. Look for the winners and losers off of the ant debate page on MrBoZ.com.
Monday, December 11, 2006
December 11, 2006
Homework: pages 72 and 73 in the vocab book
work on the debate
maybe they want to start writing the essay that is due next week
The debates are getting closer every day! Today I discussed how the debates will be scored. It's hard, really, to explain how they will be scored until they see it in action. I wanted to show them, though, that they need to have a lot to say. They get points for each good reason and/or explanation of that reason. The more they say, the more points they get. They also get points for a unique introduction, eye contact, visuals, and solid conclusion. They will need to listen during the debate to earn points during the rebuttal round where they refute what the opponent has said.
The essay will be a written version of the debate format. There will be an introduction, a discussion of the main reasons they have for their position, a discussion of the opposition, rebuttal of that opposition, and a strong conclusion. The essay and debate should show depth of thought and a consideration of both sides.
work on the debate
maybe they want to start writing the essay that is due next week
The debates are getting closer every day! Today I discussed how the debates will be scored. It's hard, really, to explain how they will be scored until they see it in action. I wanted to show them, though, that they need to have a lot to say. They get points for each good reason and/or explanation of that reason. The more they say, the more points they get. They also get points for a unique introduction, eye contact, visuals, and solid conclusion. They will need to listen during the debate to earn points during the rebuttal round where they refute what the opponent has said.
The essay will be a written version of the debate format. There will be an introduction, a discussion of the main reasons they have for their position, a discussion of the opposition, rebuttal of that opposition, and a strong conclusion. The essay and debate should show depth of thought and a consideration of both sides.
Wednesday, December 06, 2006
December 6, 2006
Homework: Keep researching for the ant debate.
Use the sheet I gave you to organize rebuttals for "Hey, Little Ant."
Today we finished the movie in all classes. I had them finish the sheet I created to go along with the movie. I see three themes discussed in the movie: education eliminates prejudice, the world we live in varies as a result of our perspective, and what would the world be like if we discovered "the ant with-in?" I do not have time to write a paper on how each of these is seen in the movie. Like many children's movies, though, this one has plenty for adults to think about. The children will not catch the deeper, spiritual quest that is encourage throughout the movie. This self actualization and guidance is realized through a supernatural belief that the ants have.
Interestingly, the "religion," if you will, of the ants resembles many world religions all in one. Sure, the boys learns that ants are not just stupid. But if you enjoy looking for deeper meanings in a movie, check this one out! (I did not spend much time at all on the religion part. I merely mentioned that the ant religion seems to be comprised of many ideas from many world religions.)
Use the sheet I gave you to organize rebuttals for "Hey, Little Ant."
Today we finished the movie in all classes. I had them finish the sheet I created to go along with the movie. I see three themes discussed in the movie: education eliminates prejudice, the world we live in varies as a result of our perspective, and what would the world be like if we discovered "the ant with-in?" I do not have time to write a paper on how each of these is seen in the movie. Like many children's movies, though, this one has plenty for adults to think about. The children will not catch the deeper, spiritual quest that is encourage throughout the movie. This self actualization and guidance is realized through a supernatural belief that the ants have.
Interestingly, the "religion," if you will, of the ants resembles many world religions all in one. Sure, the boys learns that ants are not just stupid. But if you enjoy looking for deeper meanings in a movie, check this one out! (I did not spend much time at all on the religion part. I merely mentioned that the ant religion seems to be comprised of many ideas from many world religions.)
Tuesday, December 05, 2006
December 5, 2006
Homework: Flashcards sections 3,6, and 7
Study for quiz 6
Continue researching for the ant debate
Most of the classes are finishing The Ant Bully. I look forward to seeing how the movie will be used in the debates. I see many ways to argue whether the ant should be squished. In some ways, the factual information can help. But since the book is fictional, and the ant is more human, the details from The Ant Bully will help. However, those aren't the only angles that can be discussed. What about bullies? What about morals and ethics? What about laws, both human and in the movie? What about larger guiding ideas, sort of univeral laws?
No, I do not have one specific answer that I want to hear. What I do want to do for the students is teach them how to write a well thoughtout piece that not only proves their position but explains how they are more correct when both sides are considered. It is a big task, and the debates help them to see the many positions. In their minds, they are right. Once they see how many ways this can be argued, they will have to rethink their positions.
Oh, I forgot. The essay position DOES NOT have to be the same position they took during the debate.
Study for quiz 6
Continue researching for the ant debate
Most of the classes are finishing The Ant Bully. I look forward to seeing how the movie will be used in the debates. I see many ways to argue whether the ant should be squished. In some ways, the factual information can help. But since the book is fictional, and the ant is more human, the details from The Ant Bully will help. However, those aren't the only angles that can be discussed. What about bullies? What about morals and ethics? What about laws, both human and in the movie? What about larger guiding ideas, sort of univeral laws?
No, I do not have one specific answer that I want to hear. What I do want to do for the students is teach them how to write a well thoughtout piece that not only proves their position but explains how they are more correct when both sides are considered. It is a big task, and the debates help them to see the many positions. In their minds, they are right. Once they see how many ways this can be argued, they will have to rethink their positions.
Oh, I forgot. The essay position DOES NOT have to be the same position they took during the debate.
Monday, December 04, 2006
December 4, 2006
Homework: Finish Unit 6 vocabulary
I checked the progress of the students today. As expected, some are doing just fine with the research, but too many don't really have much to show. Many had a proper bibliography, but they were lacking abundant notes.
I told the students that they would be standing in front of the class delivering a speech. I don't know how else to put this. If they do not have research, they will look pretty silly! We are watching The Ant Bully examining prejudice and "the ant within." I look forward to how this movie will be incorporated into their debates. Although the movie shows what ants do, not everything is true to life. There are many ways to attack the opponent in the debate. I hope by showing them multiple angles of attack, they will produce a thought out debate with and equally impressive essay that follows.
I checked the progress of the students today. As expected, some are doing just fine with the research, but too many don't really have much to show. Many had a proper bibliography, but they were lacking abundant notes.
I told the students that they would be standing in front of the class delivering a speech. I don't know how else to put this. If they do not have research, they will look pretty silly! We are watching The Ant Bully examining prejudice and "the ant within." I look forward to how this movie will be incorporated into their debates. Although the movie shows what ants do, not everything is true to life. There are many ways to attack the opponent in the debate. I hope by showing them multiple angles of attack, they will produce a thought out debate with and equally impressive essay that follows.
Friday, December 01, 2006
December 1, 2006
Homework: Be finished taking notes. Have a bibliography ready to show me that you have been researching. Use http://www.easybib.com to format your sources.
All classes are in the middle of watching The Ant Bully. I have created a worksheet that goes with the movie. If you are interested, you can look at it from the assignment page for the ant debate. The goal for the coming week is to finish the movie, do more sentence diagramming, and develop strategies for organizing their essays and debates.
All classes are in the middle of watching The Ant Bully. I have created a worksheet that goes with the movie. If you are interested, you can look at it from the assignment page for the ant debate. The goal for the coming week is to finish the movie, do more sentence diagramming, and develop strategies for organizing their essays and debates.
Thursday, November 30, 2006
November 30, 2006
Homework: Completing the sentence unit 6
We spent time researching in class. The honors classes started watching The Ant Bully. More discussion on the movie will follow. When I was doing this debate last year (I have done this for many years), the movie trailer was out. Now that the movie is out, I am figuring out how I will use it with the lesson. Everything I am doing with the kids now is to get them to think critically. They don't just do it naturally. Each day is like doing thinking push-ups. The momentum builds slowly. But once it kicks in, watch out! Wait until it is full steam during the media literacy unit!
We spent time researching in class. The honors classes started watching The Ant Bully. More discussion on the movie will follow. When I was doing this debate last year (I have done this for many years), the movie trailer was out. Now that the movie is out, I am figuring out how I will use it with the lesson. Everything I am doing with the kids now is to get them to think critically. They don't just do it naturally. Each day is like doing thinking push-ups. The momentum builds slowly. But once it kicks in, watch out! Wait until it is full steam during the media literacy unit!
Wednesday, November 29, 2006
November 29, 2006
Homework: Choosing the right word unit 6
Continue researching for the ant debate
Note: I am not getting the feeling that the students are really taking the research part of the debate seriously. Maybe it is due to the fact that the debate is far off. However, the research is due Monday. I want to see all their notes and a bibliography.
I will be giving them class time to research Thursday. Hopefully they will not waste it talking. I am leading the horses to water, so to say. On Friday, I will show them how to do a bibliography.
Sometime soon we will be watching a little bit of the movie The Ant Bully. Even though it is rated PG, there is nothing that I found objectionable. I watched it with my 9 and 5 year old children. I want some of the students to argue more about the story than just the facts about real ants. There are many angles they can come from.
Continue researching for the ant debate
Note: I am not getting the feeling that the students are really taking the research part of the debate seriously. Maybe it is due to the fact that the debate is far off. However, the research is due Monday. I want to see all their notes and a bibliography.
I will be giving them class time to research Thursday. Hopefully they will not waste it talking. I am leading the horses to water, so to say. On Friday, I will show them how to do a bibliography.
Sometime soon we will be watching a little bit of the movie The Ant Bully. Even though it is rated PG, there is nothing that I found objectionable. I watched it with my 9 and 5 year old children. I want some of the students to argue more about the story than just the facts about real ants. There are many angles they can come from.
Tuesday, November 28, 2006
November 28, 2006
Homework: 11-20 pictionaries and synonyms unit 6
Finish the handout from class
In class we discussed an article about the cow killer ant, which is actually a wasp: http://lancaster.unl.edu/enviro/pest/Articles/CowKillerAnt.htm . We read the article to show how as they gather facts for the debate, they should be getting information on both sides. The article had reasons to squish this ant, and there were reasons to not bother squishing the ant. Ultimately, though, we concluded that the information was not even needed for the debate because the ant in the story was NOT a cow killer ant. Since the debate is on the ant in the story, not ants in general, it would be useless to bring up the information in the article. I want the students to become more critical of their resources as they research. The goal of the whole unit is to get the students to think more critically. The reasoning is that a persuasive essay is only good if it has something intelligent to say. Organization and grammar won't matter if the essay says nothing.
Finish the handout from class
In class we discussed an article about the cow killer ant, which is actually a wasp: http://lancaster.unl.edu/enviro/pest/Articles/CowKillerAnt.htm . We read the article to show how as they gather facts for the debate, they should be getting information on both sides. The article had reasons to squish this ant, and there were reasons to not bother squishing the ant. Ultimately, though, we concluded that the information was not even needed for the debate because the ant in the story was NOT a cow killer ant. Since the debate is on the ant in the story, not ants in general, it would be useless to bring up the information in the article. I want the students to become more critical of their resources as they research. The goal of the whole unit is to get the students to think more critically. The reasoning is that a persuasive essay is only good if it has something intelligent to say. Organization and grammar won't matter if the essay says nothing.
Monday, November 27, 2006
November 27, 2006
There is calendar for the month of December at http://webdav.venuecom.com/calendar/bozmd/month.php?cal=classroom
Tonight the homework is to do pictionaries 1-10 unit 6. That is pretty easy. I also expect them to be researching for the ant debate.
I sent out a grade up-date e-mail this morning. I also gave the students their grades in class. As usual, students are encouraged to get in the make-up work.
I am getting to the scoring of the essays. They should be done in two weeks or so.
Tonight the homework is to do pictionaries 1-10 unit 6. That is pretty easy. I also expect them to be researching for the ant debate.
I sent out a grade up-date e-mail this morning. I also gave the students their grades in class. As usual, students are encouraged to get in the make-up work.
I am getting to the scoring of the essays. They should be done in two weeks or so.
Tuesday, November 21, 2006
November 21, 2006
No homework. We took quiz 5 today. We also began researching. Please see the requirements for the ant debate at this address: http://www.mrboz.com/school/assignment_ant_debate.html
You can also see the match-ups for the debates.
You can also see the match-ups for the debates.
November 20, 2006
Sorry I did not post this yesterday. I had to leave school suddenly to pick up my son.
The homework for Monday night was to finish unit 5 and be ready for the quiz Tuesday. Sections 3, 6, and 7 were to make flashcards.
In class, but not in section 3, we started the next assignment: ant debate. We read the book Hey Little Ant by Judith Viorst. The story ends with the question, "What do you think that kid should do?" Basically, the students will debate each other about whether the boy in the story should squish the ant in the story. I have been doing this assignment for years, and it goes very well. It is a research project that ends with a debate and an essay. The essay will have a bibliography. It will also be citing the location of the facts mentioned in the essay. If you would like to see the assignment page, it is here: http://www.mrboz.com/school/assignment_ant_debate.html .
The homework for Monday night was to finish unit 5 and be ready for the quiz Tuesday. Sections 3, 6, and 7 were to make flashcards.
In class, but not in section 3, we started the next assignment: ant debate. We read the book Hey Little Ant by Judith Viorst. The story ends with the question, "What do you think that kid should do?" Basically, the students will debate each other about whether the boy in the story should squish the ant in the story. I have been doing this assignment for years, and it goes very well. It is a research project that ends with a debate and an essay. The essay will have a bibliography. It will also be citing the location of the facts mentioned in the essay. If you would like to see the assignment page, it is here: http://www.mrboz.com/school/assignment_ant_debate.html .
Friday, November 17, 2006
November 17, 2006
I changed the due date for the essay. It is due Monday. I wanted to spend some extra time revising the essays.
I also sent out grades by e-mail. Furthermore, I sent home the grade slips to be signed.
We are now finished studying "The Highwayman." I have a new project that we are going to start next week. We will be reading a children's book called "Hey Little Ant." From that story, we will be having debates where the students try to convince the class to choose them as the speaker with the most persuasive argument. It is a great project to do before the winter break.
But I am also thinking about having them write a quick piece. I am reading a book on parenting, and it is asking my wife and me to write what we expect our children to be like on the other side, when we are done raising them I guess. That way we can make all of our decisions based on the final goal. I wonder... What would your children write if they were asked to explain what they think your vision for them is and how close they are to fulfilling it? I am curious. It could spark some interesting discussions.
I will think about this more over the weekend. I love the ant debate, but I am just so tempted to write this piece because they would make great recordings. Also, the next enduring understanding is, "By reaching out to people who are different from themselves, human beings relate to new experiences, ideas, and emotions." I wonder how either the ant topic or this topic relates to the enduring understanding.
I also sent out grades by e-mail. Furthermore, I sent home the grade slips to be signed.
We are now finished studying "The Highwayman." I have a new project that we are going to start next week. We will be reading a children's book called "Hey Little Ant." From that story, we will be having debates where the students try to convince the class to choose them as the speaker with the most persuasive argument. It is a great project to do before the winter break.
But I am also thinking about having them write a quick piece. I am reading a book on parenting, and it is asking my wife and me to write what we expect our children to be like on the other side, when we are done raising them I guess. That way we can make all of our decisions based on the final goal. I wonder... What would your children write if they were asked to explain what they think your vision for them is and how close they are to fulfilling it? I am curious. It could spark some interesting discussions.
I will think about this more over the weekend. I love the ant debate, but I am just so tempted to write this piece because they would make great recordings. Also, the next enduring understanding is, "By reaching out to people who are different from themselves, human beings relate to new experiences, ideas, and emotions." I wonder how either the ant topic or this topic relates to the enduring understanding.
Wednesday, November 15, 2006
November 15, 2006
Today is my son's 5th birthday!
We reviewed words 11-20, checked the synonyms, and put the pictionaries on the board. It is fun to try to guess what the pictures actually represent. The students have choosing the right word for homework tonight.
We spent the rest of the class discussing the use of quotation marks. I figure I will review the rules before I get the essays. We only got through half of what I wanted to cover. I might push the due date of the essay off until Monday. I want to spend time getting the essays perfect before I read them. When the students get the papers back they do not study my corrections. I want to teach the skills and have them apply them in the paper.
We reviewed words 11-20, checked the synonyms, and put the pictionaries on the board. It is fun to try to guess what the pictures actually represent. The students have choosing the right word for homework tonight.
We spent the rest of the class discussing the use of quotation marks. I figure I will review the rules before I get the essays. We only got through half of what I wanted to cover. I might push the due date of the essay off until Monday. I want to spend time getting the essays perfect before I read them. When the students get the papers back they do not study my corrections. I want to teach the skills and have them apply them in the paper.
Tuesday, November 14, 2006
November 14, 2006
We were in the writing lab. I took the computer score today. There are six scores returned by the computer. I made each worth 10 points for a total of 60 points. When I score the essays, I will give them another 60 points. The students should have their essays in class Wednesday and Thursday. I want to discuss a few ideas for revision so the final drafts do not have as many grammar mistakes as last time.
Due Wednesday: All the pictionaries and the synonyms.
Due Wednesday: All the pictionaries and the synonyms.
Monday, November 13, 2006
November 13, 2006
We read examples of essays that ranged from 3 to 6. The six paper was amazing. It showed that they should give supports for the author's message, and they should also use lots of quotes. In addition to the quotes, we saw that the quotes needed to be explained thoroughly.
We will be in the writing lab tomorrow. At the end of the lab time, the students will print out their essays, and I will take the grades from the GoMyAccess scoring. On Wednesday and Thursday we will revise the essays and look at how to punctuate the quotes. On Friday, the students will hand in the good papers.
The homework is to have all the pictionaries and synonyms done by Wednesday. I would also like students to work on adding more details to their essays.
We will be in the writing lab tomorrow. At the end of the lab time, the students will print out their essays, and I will take the grades from the GoMyAccess scoring. On Wednesday and Thursday we will revise the essays and look at how to punctuate the quotes. On Friday, the students will hand in the good papers.
The homework is to have all the pictionaries and synonyms done by Wednesday. I would also like students to work on adding more details to their essays.
Friday, November 10, 2006
November 10, 2006
We were in the writing lab. Monday we will discuss some of the shortcomings of the essays. Many students are simply not including enough examples from the poem. We will look at samples of a 4, 5, and 6(best) essay. Many are also not keeping the paper focused on the author's message. They are just listing details from the poem. Again, this is a tough essay, but the students are getting there. I saw many students who raised their scores and celebrated the improvement. That is nice to see.
Thursday, November 09, 2006
November 9, 2006
We took vocab quiz 4 today. I checked to see that the whole unit was completed as well as the flashcards for sections 3,6,7. We then discussed the idea of analyzing a poem. I created a chart that they could use to take apart a poem. It had five categories.
1. What is the author's message(s) in the poem?
2. What images in the poem show this message?
3. List the actions of the characters that show the message.
- Also, what dialogue demonstrates that message?
4. How is figurative language used to further the message?
Metaphors, similes, alliteration, personification, onomatopoeia
5. Describe your opinion of the message in the poem.
If the students take the time to write to each one of these, I think they will begin to explain what the author is trying to say. They should have a better draft to work on in the writing lab Friday.
1. What is the author's message(s) in the poem?
2. What images in the poem show this message?
3. List the actions of the characters that show the message.
- Also, what dialogue demonstrates that message?
4. How is figurative language used to further the message?
Metaphors, similes, alliteration, personification, onomatopoeia
5. Describe your opinion of the message in the poem.
If the students take the time to write to each one of these, I think they will begin to explain what the author is trying to say. They should have a better draft to work on in the writing lab Friday.
Wednesday, November 08, 2006
November 8, 2006
We were in the writing lab. I was disappointed with the students today, but I am not sure why. I know the essay is not so easy, but I really get the feeling they are waiting for me to tell them exactly how to write it. I won't. However, I do wish they would have had more written when they came into the lab. Regardless, I will give them a small grade for being prepared today.
The district allowed the model essays to be seen in GoMyAccess. I was not going to have the students look at them because I feel they will steer the students towards what was written in the examples. I really want the students to think about the message of love in the poem. They should figure out how the writer expresses that message through the characters' actions and words. He also expressed feelings about love through figurative language by the way the poem is written. Finally, I expect the students to comment on the message.
I will take them through an exercise tomorrow on a Bob Dylan song, "Spanish Boots of Spanish Leather." It is a love song as well. I hope by doing what I expect for the essay using the song they will get a better idea of what they need to write.
There is a quiz tomorrow, Thursday.
The district allowed the model essays to be seen in GoMyAccess. I was not going to have the students look at them because I feel they will steer the students towards what was written in the examples. I really want the students to think about the message of love in the poem. They should figure out how the writer expresses that message through the characters' actions and words. He also expressed feelings about love through figurative language by the way the poem is written. Finally, I expect the students to comment on the message.
I will take them through an exercise tomorrow on a Bob Dylan song, "Spanish Boots of Spanish Leather." It is a love song as well. I hope by doing what I expect for the essay using the song they will get a better idea of what they need to write.
There is a quiz tomorrow, Thursday.
Monday, November 06, 2006
November 6, 2006
The Highwayman essay should be written for Wednesday. We will be in the writing lab, and I do expect the students to have something. I will admit that the topic is difficult, but I have been preparing the students for responding to the prompt. You can see the handouts on the assignment page. I was thrilled when I saw the abstract art the students created for the one worksheet. If I have time, I will scan a few of the really good ones.
They should also have the imagery sheet finished. It is brainstorming for the essay.
They should also have unit 4 completed in the vocab book. I do not count Tuesday as a vacation day. I will be doing school work, and I expect the students to do the same. Look for the marking period grades to be e-mailed Tuesday.
They should also have the imagery sheet finished. It is brainstorming for the essay.
They should also have unit 4 completed in the vocab book. I do not count Tuesday as a vacation day. I will be doing school work, and I expect the students to do the same. Look for the marking period grades to be e-mailed Tuesday.
Thursday, November 02, 2006
November 2, 2006
We listened to the "The HIghwayman" today. I don't know how the students feel about the poem, but I love it! I think they like it as well. The hard part is not if they like it, though. The hard part about this prompt is whether they can figure out what the author is trying to say. Then they have to give their thoughts on that message. I would love to tell you what I think the message is, but I want the students to come up with it themselves. I will teach them how to gather details from the text so they can support what they say.
The homework is choosing the right word unit 4, but I told each class that I will not be here Friday, so I will not check that assignment until Monday. They should be ready, though! I will be in Dover benchmarking essays for the DSTP test for the spring. What we do is establish a series of essays as examples of each score: 4,3,2,1. The company that scores the essays uses our scored essays as benchmarks, references. As Delaware teachers, the group scoring the essays is establishing the cut-offs ourselves based on an established rubric. It is not glamorous, but it gives me insight into the scoring process. I get to look at both the stand alone essays and the text-based essays. I will be there Saturday as well. (I get paid.)
The homework is choosing the right word unit 4, but I told each class that I will not be here Friday, so I will not check that assignment until Monday. They should be ready, though! I will be in Dover benchmarking essays for the DSTP test for the spring. What we do is establish a series of essays as examples of each score: 4,3,2,1. The company that scores the essays uses our scored essays as benchmarks, references. As Delaware teachers, the group scoring the essays is establishing the cut-offs ourselves based on an established rubric. It is not glamorous, but it gives me insight into the scoring process. I get to look at both the stand alone essays and the text-based essays. I will be there Saturday as well. (I get paid.)
Wednesday, November 01, 2006
November 1, 2006
http://www.mrboz.com/school/assignments/assignment_the_highwayman.html
Have you checked out the requirements for the next essay? I added two handouts to the page. I believe the prompt is quite advanced for the students, so I am showing them how they can analyze a writer's message. I will not tell them the message of the poem, but I will help them organize thier thoughts.
The homework for tonight is to do the pictionaries 11-20 and synonyms for unit 4.
I have finished the grades for the first marking period. I will send out an e-mail soon with the final grades. I have a few students who have make-up, so I will wait one day for them.
Have you checked out the requirements for the next essay? I added two handouts to the page. I believe the prompt is quite advanced for the students, so I am showing them how they can analyze a writer's message. I will not tell them the message of the poem, but I will help them organize thier thoughts.
The homework for tonight is to do the pictionaries 11-20 and synonyms for unit 4.
I have finished the grades for the first marking period. I will send out an e-mail soon with the final grades. I have a few students who have make-up, so I will wait one day for them.
Tuesday, October 31, 2006
October 31, 2006
Happy Halloween. No homework tonight. We are rolling along with the study of "The Highwayman."
Monday, October 30, 2006
October 30, 2006
I updated a few things on the web page. The next assignment is listed, and I have shown that grades have been updated recently. The marking period ends this week. I have three grades that need to go in the book: participation, units 1-3 quiz, and the GoMYAccess score on the favorite person essay. I should have the grades done by Friday. I will send out an e-mail.
The goal for this week is to continue our study of sentences and write the next essay on "The Highwayman." The poem and prompt are difficult, but I love the story! I know the students will appreciate the story after we have studied it, but the essay will require some thought. You can see the prompt for yourself if you go to the my web page. We will listen to a dramatic reading of the poem eventually.
I also handed out the homework schedule for the month of November. It is also listed on the web page.
The goal for this week is to continue our study of sentences and write the next essay on "The Highwayman." The poem and prompt are difficult, but I love the story! I know the students will appreciate the story after we have studied it, but the essay will require some thought. You can see the prompt for yourself if you go to the my web page. We will listen to a dramatic reading of the poem eventually.
I also handed out the homework schedule for the month of November. It is also listed on the web page.
Thursday, October 26, 2006
October 25 & 26, 2006
I did not get to write yesterday. Actually, I forgot. I am so focused on grading the essays. Luckily, they are all done! Yeh, me! I finished section 7 and sent out the updated grades. As far as grades go, I have a few pieces of make-up work, the quiz 1-3, and another participation grade waiting to go in the book. I will also be putting in the GoMyAccess score for the My Favorite Person essay. (I do need to give the quiz to two classes, and I may curve the scores. I want to see how they all did.)
As far as what is coming up, we will begin our next essay next week. We will be studying the poem "The Highwayman." It is a great poem, but it is not very accessible to seventh graders. I am not worried, though. My students did fine on it last year. This will be another GoMYAccess prompt, but I will score this one, unlike the favorite person one.
First marking period is almost over.
As far as what is coming up, we will begin our next essay next week. We will be studying the poem "The Highwayman." It is a great poem, but it is not very accessible to seventh graders. I am not worried, though. My students did fine on it last year. This will be another GoMYAccess prompt, but I will score this one, unlike the favorite person one.
First marking period is almost over.
Tuesday, October 24, 2006
October 24, 2006
Another day. Some classes were in the lab. Others were in class practicing subject/verb and introductions. Some classes have a review quiz tomorrow. Others will be in the lab. All should finish the review unit in the vocab book. It will help them study for the quiz. Sorry to be so vague.
I updated the grades for section 6. I will give the grades to the students tomorrow. I also sent out a grade update for section 6 by e-mail. If you did not get one, you should send me an e-mail to be sure you are on my list. I do get messages that bounce back. Maybe I have the wrong address.
I have graded 100 essays. Only 30 more to go. The main error seems to be knowing how to punctuate sentences. That is fine. What is not fine is a genral lack of proofreading. There are many errors that are unacceptable.
I updated the grades for section 6. I will give the grades to the students tomorrow. I also sent out a grade update for section 6 by e-mail. If you did not get one, you should send me an e-mail to be sure you are on my list. I do get messages that bounce back. Maybe I have the wrong address.
I have graded 100 essays. Only 30 more to go. The main error seems to be knowing how to punctuate sentences. That is fine. What is not fine is a genral lack of proofreading. There are many errors that are unacceptable.
Monday, October 23, 2006
October 23, 2006
This week will be confusing. Different classes are on different schedules. Please check the calendar from MrBoZ.com . For example, sections 6 and 7 were in the writing lab. That will be their last day until 30 minutes on Friday. Section 1 has a quiz tomorrow. Section 2 will be in the writing lab for the next two days. Ugh.
Sorry I cannot be more specific.
I finished grading the essays for section 3. I have printed the grade slips and will give them to the students tomorrow. I also sent them by e-mail. Most students in the class wrote somewhat detailed essays, but their sentences had many grammar mistakes. Those mistakes kept them from getting the next highest score. In other words, had the grammar been good, they would have gotten one grade higher. Although grammar can be somewhat over looked when scoring, there is a limit, especially when mistakes become distractions. It makes me wish for the days when grammar was most important. Right now, ideas and organization are most important. We will push on. I am teaching sentences in class almost every day. They love it!
Sorry I cannot be more specific.
I finished grading the essays for section 3. I have printed the grade slips and will give them to the students tomorrow. I also sent them by e-mail. Most students in the class wrote somewhat detailed essays, but their sentences had many grammar mistakes. Those mistakes kept them from getting the next highest score. In other words, had the grammar been good, they would have gotten one grade higher. Although grammar can be somewhat over looked when scoring, there is a limit, especially when mistakes become distractions. It makes me wish for the days when grammar was most important. Right now, ideas and organization are most important. We will push on. I am teaching sentences in class almost every day. They love it!
Friday, October 20, 2006
October 19th and 20th, 2006
Class is proceeding swimmingly. (I don't really know what that means, come to think about it. It sounds good, though.) I am finished grading the essays for my two largest classes. The remaining three classes should be scored by the end of next week. It's the best I can do.
As I have said before, this week and next are dedicated to grading, so the classes will be doing straight forward lessons on grammar and essay writing. We have been working on subject and verb since the beginning of the year a little at a time. We will continue that through diagramming sentences eventually. That will be fun.
The classes are now starting to get time in the lab. That does not mean that they cannot work on the essays at home on their computers. Since I will be taking the score from the computer, they should be trying as hard as they can to raise their scores.
As I have said before, this week and next are dedicated to grading, so the classes will be doing straight forward lessons on grammar and essay writing. We have been working on subject and verb since the beginning of the year a little at a time. We will continue that through diagramming sentences eventually. That will be fun.
The classes are now starting to get time in the lab. That does not mean that they cannot work on the essays at home on their computers. Since I will be taking the score from the computer, they should be trying as hard as they can to raise their scores.
Wednesday, October 18, 2006
October 18, 2006
Most classes finished listening to the ten students who volunteered to read their essays. Now we are beginning the writing lab days. Some classes will be going down while others will be in the classroom. We will be doing a variety of activites over the next few days including vocabulary, grammar, and planning for the favorite person essay.
I finished scoring the essays for section one. I plan to enter the make-up work and get out a small grade update this week. Then I will begin scoring section two. Again, scoring essays takes a lot of time, so I am trying my best to keep up with everything.
I finished scoring the essays for section one. I plan to enter the make-up work and get out a small grade update this week. Then I will begin scoring section two. Again, scoring essays takes a lot of time, so I am trying my best to keep up with everything.
Tuesday, October 17, 2006
October 17, 2006
I have had a few parents asking what the current writing assignment is. You can find it here: http://www.mrboz.com/school/assignments/assignment_favorite_person_gomyaccess.html . I asked the students to have a favorite person and some reasons why they admire him/her for Wednesday.
The schedule for the essay is very hard to list. That is why I do not have due dates on the calendar. I am trying to get my students into the writing lab during the two planning periods of other the grades' teachers. Most days I can only get two classes into the lab. The district wants this essay entered by October 31, so I am trying to fit this in.
During class we studied grammar, talked a little about the topic, and we listened to students reading their essays. We will be working on little things in class for the next two weeks. I want them to focus their energies on getting the highest score they can on the GoMyAccess essay. Each day's lessons will be aimed at helping them revise their essays.
The schedule for the essay is very hard to list. That is why I do not have due dates on the calendar. I am trying to get my students into the writing lab during the two planning periods of other the grades' teachers. Most days I can only get two classes into the lab. The district wants this essay entered by October 31, so I am trying to fit this in.
During class we studied grammar, talked a little about the topic, and we listened to students reading their essays. We will be working on little things in class for the next two weeks. I want them to focus their energies on getting the highest score they can on the GoMyAccess essay. Each day's lessons will be aimed at helping them revise their essays.
Monday, October 16, 2006
October 16, 2006
If your child says that he does not have vocab homework, he is not lying! Over the next two weeks we will be writing a GoMyAccess essay. I believe I have explained this before. This week will focus on reading some of the essays handed in and reviewing units 1-3 vocab. Any review we do will be in class.
The students should have a draft of their essay ready for Thursday. I will post the schedule soon. I really need every available minute for grading essays, so I will not have as much information on the web pages and stuff like that. Sorry.
The students should have a draft of their essay ready for Thursday. I will post the schedule soon. I really need every available minute for grading essays, so I will not have as much information on the web pages and stuff like that. Sorry.
Thursday, October 12, 2006
October 11, 2006
The students took the quiz on unit 3. Since we did not spend any time on the words in class, I decided to cut them a break on the quiz. That break was dependent on their doing their homework, though. For the honors classes, I allowed them to use the completing the sentence and synonyms activities from the book. They could only use those two pages. For the academic classes, I allowed them to use their flashcards. Since the cards are supposed to have the word, definition, and part of speech, I figured they would be a big help. Plus, if the students did all the activities, they would have practiced how to use twenty more words. The quiz is just the icing on the cake.
I am not sure about our next writing assignment. I would also like to focus more on skills for a little while, so next week we will be doing more grammar and vocabulary exercises. I will take a break from Bob Dylan. The district has prompts they want me to work on anyway. However, we will be listening to 10 papers in class. These will be students who volunteered. I will record them. They love that! (not!)
I am not sure about our next writing assignment. I would also like to focus more on skills for a little while, so next week we will be doing more grammar and vocabulary exercises. I will take a break from Bob Dylan. The district has prompts they want me to work on anyway. However, we will be listening to 10 papers in class. These will be students who volunteered. I will record them. They love that! (not!)
Tuesday, October 10, 2006
October 10, 2006
We have finished typing in the Dylan essays. No, I have no idea what is next. We will probably spend some time sharing some of the better essays. Maybe we will focus on grammar for a little while. We do have a basic essay that we have to write for GoMyAccess for the next time. Maybe we will get a jump on that. Many students can use the program at home. Who knows?
All of the essays have been submitted. I am taking the score the Approximator gave the essays and making it a 50 point grade. Since we were all scored the same, I feel it was fair.(I got a 6 FYI, but my readability grade level was low.) Over the next few weeks (about 20 hours worth of reading), I will grade the essays as a human. Just because Johnny got a 6 from the computer does not mean he writes on a 6 level (out of 6). I will offer some feedback they can apply to their next essays.
There is a vocab quiz tomorrow, but since we did not do much of anything with the unit, I will be allowing the classes to use their books(shhhh). We might spend the next week reviewing units 1-3 instead of doing a regular unit. I will look at the calendar.
If I sound like I don't know what is coming up next, there is a reason. I don't. :) But that keeps it fun. I will coordinate with Ms. Wallace to keep the two of us together.
All of the essays have been submitted. I am taking the score the Approximator gave the essays and making it a 50 point grade. Since we were all scored the same, I feel it was fair.(I got a 6 FYI, but my readability grade level was low.) Over the next few weeks (about 20 hours worth of reading), I will grade the essays as a human. Just because Johnny got a 6 from the computer does not mean he writes on a 6 level (out of 6). I will offer some feedback they can apply to their next essays.
There is a vocab quiz tomorrow, but since we did not do much of anything with the unit, I will be allowing the classes to use their books(shhhh). We might spend the next week reviewing units 1-3 instead of doing a regular unit. I will look at the calendar.
If I sound like I don't know what is coming up next, there is a reason. I don't. :) But that keeps it fun. I will coordinate with Ms. Wallace to keep the two of us together.
Monday, October 09, 2006
October 9, 2006
We spent the day discussing the six point rubric. I wanted to show the students the basic idea of how an essay is scored since they receive a score when they submit their essays on GoMyAccess. Then we read an essay that the computer scored as a six. Interestingly, the essay we read would not score a six if a human read the essay. So we discussed the difference between a computer scoring and a human scoring. We thought about what a computer was capable of scoring and how they could improve their essays tomorrow to increase their scores. Tomorrow I will take the computer score and give it to them as a 25 point grade; a six will be an A. I think that is fair even if the computer isn't perfect. We are all being scored by it.
I am revising my essay as well. I scored a six. I had 1500 words and a readability of grade 6.4. After having a friend read it and make suggestions, I improved the flow of the essay, reduced the size by 500 words, but I only raised the readability to 6.8. I must find a way to improve my vocabulary. I enjoy writing for all the prompts I assign.
Homework: The students should be done all of unit 3 for Tuesday. The quiz will be on Wednesday. We haven't really discussed the words, so this unit is one that they have been almost totally responsible for. I will take that into consideration for the quiz.
I am revising my essay as well. I scored a six. I had 1500 words and a readability of grade 6.4. After having a friend read it and make suggestions, I improved the flow of the essay, reduced the size by 500 words, but I only raised the readability to 6.8. I must find a way to improve my vocabulary. I enjoy writing for all the prompts I assign.
Homework: The students should be done all of unit 3 for Tuesday. The quiz will be on Wednesday. We haven't really discussed the words, so this unit is one that they have been almost totally responsible for. I will take that into consideration for the quiz.
Friday, October 06, 2006
October 6, 2006
We were in the writing lab today. I was teaching the students how to use the tools provided by GoMyAccess to increase the scores on their essays. The program favors long, detailed essays with excellent vocabulary. There is a feature of the program that counts the number of words and syllables. That provides a grade level readability. Ideally, they should write on or above their own grade level. My writing should also be on grade level. The funny part is my essay had 1500 words but only had a readability of grade 6.4! I have a masters degree! How embarrassing.
I told them that my plan was to reduce my essay by 500 words and improve my vocabulary. I should say what I need to say in fewer words. Honestly, after a few days have passed, I see how I need to revise what I said. I can be more objective in the revision than I was when I was passionately writing.
I will be taking the GoMyAccess score as a 25 point grade. If students score a 6, they can get an A. A five will earn a B and so on. The program is good for sorting out better writers, but it is not perfect. I will score the essays myself afterwards.
I told them that my plan was to reduce my essay by 500 words and improve my vocabulary. I should say what I need to say in fewer words. Honestly, after a few days have passed, I see how I need to revise what I said. I can be more objective in the revision than I was when I was passionately writing.
I will be taking the GoMyAccess score as a 25 point grade. If students score a 6, they can get an A. A five will earn a B and so on. The program is good for sorting out better writers, but it is not perfect. I will score the essays myself afterwards.
Thursday, October 05, 2006
October 5, 2006
We were in the writing lab today. I don't have much to write here. The students should have finished the following vocabulary work: pictionaries 1-20, synonyms, choosing, and completing the sentence. This will keep them on schedule for next week's quiz.
Wednesday, October 04, 2006
October 4, 2006
We did not get into the writing lab today. My plan is to use GoMyAccess to revise the papers. If your child used it last you, I think you know a little bit about the program. Basically, it is used to score papers by computer. It works best when students write prompts from the program, but it can still give general feedback for self-generated prompts from the teacher.
Homework for tonight is completing the sentence unit 3. The students should also have a draft of their essay ready to enter into the computer tomorrow. We will be focusing on revising the introductions, word choice, and transitions. Word choice and transitions are easily scored by the computer. Their scores should go up when they add better words.
Homework for tonight is completing the sentence unit 3. The students should also have a draft of their essay ready to enter into the computer tomorrow. We will be focusing on revising the introductions, word choice, and transitions. Word choice and transitions are easily scored by the computer. Their scores should go up when they add better words.
Tuesday, October 03, 2006
October 3, 2006
I was absent yesterday. I am sure your children told you about the sub. Apparently the students were told that the essay was due the next day. I simply wanted the students to use the whole period as writing time. Oh, well. At least they are ahead of the game now because the essay is due Wednesday... but only a good rough draft.
Today we discussed the topic again since the students were not quite sure what I was asking for. So I gave them a little example using the piece I am writing. I study life a lot and think deeply. It drives my wife crazy! But I have been thinking about death and the afterlife lately. So as I was walking into school today, the song "Live Like You Were Dying" was going through my head. Then it hit me. That is what I have been thinking about. Don't our beliefs about the afterlife determine how we live our lives today? Shouldn't they?
In the song, the man who is dying states, "… someday I hope you get the chance
to live like you were dying." Now that he sees his days winding down, he wishes the person listening would live his life as if he were dying. So is it right for me to wish that people think about their death more often? Won’t those thoughts guide how you live today?
I did not get religious in class, but I will be discussing Christianity, Judaism, and Buddhism in the paper (as well as I can). I will not post the paper, nor will I share it with the students. It will not be appropriate in a public school setting. But it is what I have needed to say, what has been weighing on my heart. (If you want to read it, send me an e-mail. Hey, if you actually read all this... thanks!)
Today we discussed the topic again since the students were not quite sure what I was asking for. So I gave them a little example using the piece I am writing. I study life a lot and think deeply. It drives my wife crazy! But I have been thinking about death and the afterlife lately. So as I was walking into school today, the song "Live Like You Were Dying" was going through my head. Then it hit me. That is what I have been thinking about. Don't our beliefs about the afterlife determine how we live our lives today? Shouldn't they?
In the song, the man who is dying states, "… someday I hope you get the chance
to live like you were dying." Now that he sees his days winding down, he wishes the person listening would live his life as if he were dying. So is it right for me to wish that people think about their death more often? Won’t those thoughts guide how you live today?
I did not get religious in class, but I will be discussing Christianity, Judaism, and Buddhism in the paper (as well as I can). I will not post the paper, nor will I share it with the students. It will not be appropriate in a public school setting. But it is what I have needed to say, what has been weighing on my heart. (If you want to read it, send me an e-mail. Hey, if you actually read all this... thanks!)
Friday, September 29, 2006
September 29, 2006
As I said yesterday, I would write more on the current writing assignment. I have this fear that I have not set them up to write the way I had hoped. I had wanted to show them that Bob Dylan was compelled to write things. I believe that is what artists feel, a compulsion to say something because others must hear it. We studied four different songs and watched clips from the "No Direction Home" video.
When I started this current assignment, I hoped to have us think about writing something for ourselves, like Dylan said he did. He said he was not a topical song writer. Well, I don't see how we can write a piece without thinking that what we say isn't important to the listener.
I want to write on t-shirts. I wonder what the effect is on the students wearing them compared to to how they are perceived by others. I have a few articles on the topic that I can refer to. I also have a 9-year-old daughter who wants shirts that say messages I disapprove of. There are other topics I feel I must talk about as well. I am not sure what I will write.
If your child is having trouble thinking of a topic, refer to the list of topics under the handout section of this page: http://www.mrboz.com/school/assignments/assignment_dylan_write_what_needs_to_be_said.html .
I will not be in school on Monday for religious reasons. I am asking that the substitute give them plenty of quiet writing time to work on the essays. I would like a draft due soon so that we can work on introductions and conclusions.
When I started this current assignment, I hoped to have us think about writing something for ourselves, like Dylan said he did. He said he was not a topical song writer. Well, I don't see how we can write a piece without thinking that what we say isn't important to the listener.
I want to write on t-shirts. I wonder what the effect is on the students wearing them compared to to how they are perceived by others. I have a few articles on the topic that I can refer to. I also have a 9-year-old daughter who wants shirts that say messages I disapprove of. There are other topics I feel I must talk about as well. I am not sure what I will write.
If your child is having trouble thinking of a topic, refer to the list of topics under the handout section of this page: http://www.mrboz.com/school/assignments/assignment_dylan_write_what_needs_to_be_said.html .
I will not be in school on Monday for religious reasons. I am asking that the substitute give them plenty of quiet writing time to work on the essays. I would like a draft due soon so that we can work on introductions and conclusions.
Thursday, September 28, 2006
Sept. 28, 2006
We took vocab quiz 2. I scored the quizzes. I will hand them back tomorrow. I also plan to hand out grades tomorrow if the program cooperates. Snapgrades must be doing well because they seem to be upgrading a lot! The server is busy often.
We discussed the collages today. I have some ideas for the essay topics, but I need to get to the grades. I will write more on where we stand tomorrow. I think we should be writing the essay next week with a good draft probably due by the middle of the next week. The problem is we have to be in the writing lab. They will be writing two essays at the same time next week. It happens.
We discussed the collages today. I have some ideas for the essay topics, but I need to get to the grades. I will write more on where we stand tomorrow. I think we should be writing the essay next week with a good draft probably due by the middle of the next week. The problem is we have to be in the writing lab. They will be writing two essays at the same time next week. It happens.
Sept. 28, 2006
We took vocab quiz 2. I scored the quizzes. I will hand them back tomorrow. I also plan to hand out grades tomorrow if the program cooperates. Snapgrades must be doing well because they seem to be upgrading a lot! The server is busy often.
We discussed the collages today. I have some ideas for the essay topics, but I need to get to the grades. I will write more on where we stand tomorrow. I think we should be writing the essay next week with a good draft probably due by the middle of the next week. The problem is we have to be in the writing lab. They will be writing two essays at the same time next week. It happens.
We discussed the collages today. I have some ideas for the essay topics, but I need to get to the grades. I will write more on where we stand tomorrow. I think we should be writing the essay next week with a good draft probably due by the middle of the next week. The problem is we have to be in the writing lab. They will be writing two essays at the same time next week. It happens.
Sept. 28, 2006
We took vocab quiz 2. I scored the quizzes. I will hand them back tomorrow. I also plan to hand out grades tomorrow if the program cooperates. Snapgrades must be doing well because they seem to be upgrading a lot! The server is busy often.
We discussed the collages today. I have some ideas for the essay topics, but I need to get to the grades. I will write more on where we stand tomorrow. I think we should be writing the essay next week with a good draft probably due by the middle of the next week. The problem is we have to be in the writing lab. They will be writing two essays at the same time next week. It happens.
We discussed the collages today. I have some ideas for the essay topics, but I need to get to the grades. I will write more on where we stand tomorrow. I think we should be writing the essay next week with a good draft probably due by the middle of the next week. The problem is we have to be in the writing lab. They will be writing two essays at the same time next week. It happens.
Wednesday, September 27, 2006
Sept. 27
Homework: quiz on unit 2 tomorrow. Sections 3,6,7 have to make flashcards.
I am being blown away by the study of the song "Only a Pawn in Their Game." If you get the chance, give it a listen. The song looks like it is about the assassin who killed Medgar Evers, but on closer inspection, it is really about the larger picture. When Dylan says, "But it ain't him to blame," he is really talking about the larger influences that created the man who killed Medgar Evers. The influences are listed in the song: politicians, school, poverty, the KKK, and governors. They are the ones to blame. They are the ones who influenced him.
That made me think. The collages the students made were just the good influences in their lives. However, we are influenced by both good and bad in our lives! We are pulled both ways. I am thinking that our convictions come from that pull. Why do we feel strongly about something? Isn't it because we are being told that we are wrong? We have to hold fast to our beliefs so they don't change. We also try to convince others because we see that they are being pulled so strongly by bad influences.
Do they (do we) even know how we are influenced? Do we need someone to tell us? Are we introspective enough to see our own faults? The people Dylan sang about weren't. They believed racism was good.
I wonder what my paper will be about. What am I convicted of that I believe I must speak about? I said that we are not writing for others, but others will read what I write. So I must write for myself first knowing others must hear it? Or do I figure out a topic that others need to hear that is important to me? Dylan wrote about racism in the South in this song. He saw that many people were too influenced by the evil of racism. The man in the song was so lost that he thought killing a black man was actually the right thing to do.
I am being blown away by the study of the song "Only a Pawn in Their Game." If you get the chance, give it a listen. The song looks like it is about the assassin who killed Medgar Evers, but on closer inspection, it is really about the larger picture. When Dylan says, "But it ain't him to blame," he is really talking about the larger influences that created the man who killed Medgar Evers. The influences are listed in the song: politicians, school, poverty, the KKK, and governors. They are the ones to blame. They are the ones who influenced him.
That made me think. The collages the students made were just the good influences in their lives. However, we are influenced by both good and bad in our lives! We are pulled both ways. I am thinking that our convictions come from that pull. Why do we feel strongly about something? Isn't it because we are being told that we are wrong? We have to hold fast to our beliefs so they don't change. We also try to convince others because we see that they are being pulled so strongly by bad influences.
Do they (do we) even know how we are influenced? Do we need someone to tell us? Are we introspective enough to see our own faults? The people Dylan sang about weren't. They believed racism was good.
I wonder what my paper will be about. What am I convicted of that I believe I must speak about? I said that we are not writing for others, but others will read what I write. So I must write for myself first knowing others must hear it? Or do I figure out a topic that others need to hear that is important to me? Dylan wrote about racism in the South in this song. He saw that many people were too influenced by the evil of racism. The man in the song was so lost that he thought killing a black man was actually the right thing to do.
Tuesday, September 26, 2006
Sept. 24
I have been working hard to catch up the past two days. I should have a grade update by Thursday. Interims will be due soon.
Today we discussed the song "Only a Pawn in Their Game" by Bob Dylan. We read about Medgar Evers and what he contributed to the Civil Rights Movement. The song repeated the idea that the white supremacist who killed him will only be remembered as a pawn, but Medgar Evers was buried in Arlinton National Cemetary. The assassin was not the hero he might have thought he would be. You can see the lyrics here: http://www.bobdylan.com/songs/pawn.html
I handed out the next assignment. You can see it on the main page of mrboz.com.
Homework: finish Unit 2, hand in the collage.
The essay should focus on something that needs to be said, something you are convicted by. I hope to clarify that idea over the next few days... for myself and my students. I did emphasize that they are writing for themselves. They should not be writing what the class needs to hear. That might be tough. I usually write with someone in mind. As teachers of writing, we are always asking the students to keep the audience in mind as they write. It focuses the writing. But I really want to see what I can do when I am writing to please myself. I am not used to that. Because this is something I don't usually do, I am excited to try it.
Again, this Dylan unit is a personal exploration which the students will benefit from experiencing.
Today we discussed the song "Only a Pawn in Their Game" by Bob Dylan. We read about Medgar Evers and what he contributed to the Civil Rights Movement. The song repeated the idea that the white supremacist who killed him will only be remembered as a pawn, but Medgar Evers was buried in Arlinton National Cemetary. The assassin was not the hero he might have thought he would be. You can see the lyrics here: http://www.bobdylan.com/songs/pawn.html
I handed out the next assignment. You can see it on the main page of mrboz.com.
Homework: finish Unit 2, hand in the collage.
The essay should focus on something that needs to be said, something you are convicted by. I hope to clarify that idea over the next few days... for myself and my students. I did emphasize that they are writing for themselves. They should not be writing what the class needs to hear. That might be tough. I usually write with someone in mind. As teachers of writing, we are always asking the students to keep the audience in mind as they write. It focuses the writing. But I really want to see what I can do when I am writing to please myself. I am not used to that. Because this is something I don't usually do, I am excited to try it.
Again, this Dylan unit is a personal exploration which the students will benefit from experiencing.
Friday, September 22, 2006
Sept. 22
We are rolling right along on the new topic: write what needs to be said. I am backed up with work, so I hope to get a lot done soon. I accumulate many grades throughout the week that need to get entered, like vocab and the stanzas.
I also hope to get some web pages up soon. I am making the download page for the recordings I made last week. I will also have the next assignment up soon. I will let you know when you can listen to your child, provided you gave me permission to post work on the Internet.
Have a nice weekend.
-BoZ
I also hope to get some web pages up soon. I am making the download page for the recordings I made last week. I will also have the next assignment up soon. I will let you know when you can listen to your child, provided you gave me permission to post work on the Internet.
Have a nice weekend.
-BoZ
Thursday, September 21, 2006
Sept. 21
Wow! What a day! We did so much. We reviewed the vocabulary, handed out grade slips, discussed the next writing assignment, and started thinking about the upcoming collage that will be due. Oh, and we watched more of the "No Direction Home" video!
For homework, they should do the completing the sentence, get the grade slip signed, and start thinking about the collage.
The next writing topic is coming into focus. As Dylan is portrayed in the video, his writing was not about himself. He was not the star that had to create himself on stage. It was like he was the voice of the people. People insisted that he wrote topical protest songs. He explains that he didn't write topical songs. He wrote what he needed to write. People in the video thought that, in a sense, he channeled the energies of the American people in his songs, America’s collective unconscious. “It had taken all the elements I had ever known to make wide, sweeping statements which conveyed a feeling that was the general essence of the spirit of the times.” –Bob Dylan in the movie.
We already wrote the first part of that quote, all the elements. That was part of the “Hard Rain…” essay in where have we been, etc.. Now we will focus MORE on the what will you do now aspect of the song.
Therefore, I want to make the students become aware of the influences on them through the collage. Then, through some searching, they will respond to this question: What need’s to be written? In other words, after reflecting on everything, what needs to be said by you? It’s like when you have been with friends who are doing something wrong, but you don’t want to say something. You should say something!
The students and will be telling each other what needs to be said, just as Bob Dylan did during his time.
For homework, they should do the completing the sentence, get the grade slip signed, and start thinking about the collage.
The next writing topic is coming into focus. As Dylan is portrayed in the video, his writing was not about himself. He was not the star that had to create himself on stage. It was like he was the voice of the people. People insisted that he wrote topical protest songs. He explains that he didn't write topical songs. He wrote what he needed to write. People in the video thought that, in a sense, he channeled the energies of the American people in his songs, America’s collective unconscious. “It had taken all the elements I had ever known to make wide, sweeping statements which conveyed a feeling that was the general essence of the spirit of the times.” –Bob Dylan in the movie.
We already wrote the first part of that quote, all the elements. That was part of the “Hard Rain…” essay in where have we been, etc.. Now we will focus MORE on the what will you do now aspect of the song.
Therefore, I want to make the students become aware of the influences on them through the collage. Then, through some searching, they will respond to this question: What need’s to be written? In other words, after reflecting on everything, what needs to be said by you? It’s like when you have been with friends who are doing something wrong, but you don’t want to say something. You should say something!
The students and will be telling each other what needs to be said, just as Bob Dylan did during his time.
Wednesday, September 20, 2006
Sept. 20
Homework: be sure you are finished your stanza for the Bob Dylan song. Also, make sure you do the choosing the right word correctly. I will be scoring it tomorrow.
As far as classwork, we are between pieces. I am still trying to figure out where the next piece is going. As it is now, I think it will be a persuasive piece. I want it to resemble what Bob Dylan did with his songs. He reflected on the world around him and wrote a call to action. Some students said that their last piece was like that as well. True. But this one will be more direct. I want to study a few of the ideas Dylan was commenting on in his songs. In short, I am getting there.
I do plan to do something with the recordings. They are made and in my computer. I want to see if I have time to post them so they can be down loaded. That takes some work. I do not have endless time.
As far as classwork, we are between pieces. I am still trying to figure out where the next piece is going. As it is now, I think it will be a persuasive piece. I want it to resemble what Bob Dylan did with his songs. He reflected on the world around him and wrote a call to action. Some students said that their last piece was like that as well. True. But this one will be more direct. I want to study a few of the ideas Dylan was commenting on in his songs. In short, I am getting there.
I do plan to do something with the recordings. They are made and in my computer. I want to see if I have time to post them so they can be down loaded. That takes some work. I do not have endless time.
Tuesday, September 19, 2006
Sept. 19
We finished discussing the vocab words for unit 2. Homework is 11-20 pictionaries and synonyms.
We handed in the Hard Rain stanzas in most classes.
I am trying to find time to update the grades. I hope I can do it Wednesday.
We will be starting a new unit soon. It will be on the idea that Dylan was affected by the world around him. He, in turn, wrote music that would affect those who hear it. We will write something that is designed to impact the group who reads it. This paper will not be recorded. I will think about who we are writing to. It would be cool if there were a way to post papers easily so that we could share them with each other online.
We handed in the Hard Rain stanzas in most classes.
I am trying to find time to update the grades. I hope I can do it Wednesday.
We will be starting a new unit soon. It will be on the idea that Dylan was affected by the world around him. He, in turn, wrote music that would affect those who hear it. We will write something that is designed to impact the group who reads it. This paper will not be recorded. I will think about who we are writing to. It would be cool if there were a way to post papers easily so that we could share them with each other online.
Monday, September 18, 2006
Sept. 18
We finished up the readings today. I will sit down and get them converted into mp3's. I will let you know how you can listen to them soon.
We reviewed words 1-10 unit 2. They have pictionaries for tonight. I had the classes copy the week's calendar into their agendas.
We started the wrap-up activity for the "Hard Rain ..." song. You can view the requirements here: http://www.mrboz.com/school/handouts/a_hard_rains_a_gonna_fall_followup_activity.doc
I am not sure if you are aware, but there is a recording of the vocab words. You can listen to them at www.vocabularyworkshop.com . We are using level B.
We reviewed words 1-10 unit 2. They have pictionaries for tonight. I had the classes copy the week's calendar into their agendas.
We started the wrap-up activity for the "Hard Rain ..." song. You can view the requirements here: http://www.mrboz.com/school/handouts/a_hard_rains_a_gonna_fall_followup_activity.doc
I am not sure if you are aware, but there is a recording of the vocab words. You can listen to them at www.vocabularyworkshop.com . We are using level B.
Sept. 15
I did not blog today. Sorry. It was a busy week. It was nice to meet the parents who came out to the Back to School night.
In class we are wrapping up the recordings. I hope to start a new writing topic this week.
In class we are wrapping up the recordings. I hope to start a new writing topic this week.
Thursday, September 14, 2006
September 14, 2006
It was a day. We took the vocab quiz, studied subject and verb using the daily drill, and we continued with our readings. I am in an in between time, although the class is moving forward. I am trying to finish recording the first pieces, but I am trying to think about the next piece so that I will be ready. I guess this is what I enjoy about the job. I am a person who creates lessons from other lessons, namely literature and poetry. I create students who can express what they think. But first I have to get them to think!
I want to base the next piece from a Bob Dylan song, but all that seems to come to me are his protest songs from the early albums. The problem is the two pieces the students will have read in Reading are not really about protest. One is "Thank You, M'am" by Langston Hughes, and the other is "Names" by Julie Alverez. The first is about a woman who gives a boy (who was trying to steal her purse) dinner and a lesson. The second is about a girl from the Domican Republic as she struggles with her name and her roots in school in New York. They are not political in nature, but the authors were commenting on what they saw happening around them and to them.
I am thinking about a few songs where Dylan expresses his hope that things will change, especially in his times in 1962 and 1963 during the Civil Rights Movement, John F. Kennedy and war, and the need for freedom for those oppressed by forces greater than them. He saw that "The Times They Are A-Changin'." They needed to be changed.
We are to look at cause and effect. I wonder... How did the authors of the two stories express their ideas that something needed to change? How were they commenting on the world that was going on around them through their stories? What caused them to write? What forms of writing can be used to persuade? Did either of the stories move you? Maybe we could write either an autobiographical piece, or, if you can, a story with dialogue, where the goal of the piece is to make the reader think about how he/she views life/people/themself.
The hard part would be teaching the students how to look around themselves enough to reflect on that world. Maybe we could do a collage of photographs to brainstorm, a visual representation of what they notice about the world or what they would like to change.
I want to base the next piece from a Bob Dylan song, but all that seems to come to me are his protest songs from the early albums. The problem is the two pieces the students will have read in Reading are not really about protest. One is "Thank You, M'am" by Langston Hughes, and the other is "Names" by Julie Alverez. The first is about a woman who gives a boy (who was trying to steal her purse) dinner and a lesson. The second is about a girl from the Domican Republic as she struggles with her name and her roots in school in New York. They are not political in nature, but the authors were commenting on what they saw happening around them and to them.
I am thinking about a few songs where Dylan expresses his hope that things will change, especially in his times in 1962 and 1963 during the Civil Rights Movement, John F. Kennedy and war, and the need for freedom for those oppressed by forces greater than them. He saw that "The Times They Are A-Changin'." They needed to be changed.
We are to look at cause and effect. I wonder... How did the authors of the two stories express their ideas that something needed to change? How were they commenting on the world that was going on around them through their stories? What caused them to write? What forms of writing can be used to persuade? Did either of the stories move you? Maybe we could write either an autobiographical piece, or, if you can, a story with dialogue, where the goal of the piece is to make the reader think about how he/she views life/people/themself.
The hard part would be teaching the students how to look around themselves enough to reflect on that world. Maybe we could do a collage of photographs to brainstorm, a visual representation of what they notice about the world or what they would like to change.
Wednesday, September 13, 2006
Sept. 13
I am sure you are hearing horror stories that we are reading pieces in front of the class. Don't believe all of it. It's not that bad, although there are a few student who crack under the pressure. I assure you, it will get better. They have many more they will have to do.
Today we finished up the vocab unit. Sections 3,6, and 7 have to make flashcards for the quiz. They should use them to study.
I also handed out grade slips. I sent them home as well. These are to show the students what they have missed. The first two weeks might be overwhelming. They should have the make-up work ready for Friday.
Today we finished up the vocab unit. Sections 3,6, and 7 have to make flashcards for the quiz. They should use them to study.
I also handed out grade slips. I sent them home as well. These are to show the students what they have missed. The first two weeks might be overwhelming. They should have the make-up work ready for Friday.
Tuesday, September 12, 2006
Sept. 12
Not much to say. We did a daily drill, reviewed the vocab, and continued to read the pieces outloud. I have tested the e-mail addresses. As far as I know, I only have about 15 that came back. That is great. Thank you to those who sent me an e-mail. It made the process much more accurate this year.
Homework is to finish Unit 1 in the vocab. I would recommend making flash cards soon so they can be used to study for Thursday's quiz.
Homework is to finish Unit 1 in the vocab. I would recommend making flash cards soon so they can be used to study for Thursday's quiz.
Monday, September 11, 2006
Sept. 11, 2006
Class is moving right along. The first essay was turned in today, and we are now in the long process of recording them in front of the class. Today I demonstrated how it is done. I was fortunate because I got five chances to practice reading mine and recording. I will post my essay and recording soon. I hope to post the recordings of the students as well. I like to have recordings of my children. I will explain that later. Let's just say we have 26,000 digital pictures on our computer at home!
Homework for tonight is completing the sentence in the vocab. There will be a quiz on Thursday. Sections 3,6, and 7 are making flashcards. The cards should have the word on the front and the definition on the back. They should also have the part of speech.
Grades will be done this week. I will send out an e-mail with that information later this week. I also look forward to seeing you at Back to School night this Thursday at 6:30.
Homework for tonight is completing the sentence in the vocab. There will be a quiz on Thursday. Sections 3,6, and 7 are making flashcards. The cards should have the word on the front and the definition on the back. They should also have the part of speech.
Grades will be done this week. I will send out an e-mail with that information later this week. I also look forward to seeing you at Back to School night this Thursday at 6:30.
Friday, September 08, 2006
Sept. 8
The good draft of the essay is due on Monday. I plan to have the students read their essays to the class. I will record them on my computer and make mp3 files from them. I admit, it is a little early to get the kids up in front of the class, but the lesson, I believe, is invaluable. The essay must sound good to the ear.
I will be reading my own as well. I think I finally got it. I will post it on my web site when I am done. It has taken me three three-page tries to finally figure out what I had to say in a nice 1 1/2 page essay. That is fine with me. I find that when I have something I have to say, there is a strong urge to write. That urge subsides only when I am satisfied that I have written what needed to get out. Even after three starts, I was not satisfied. I would have kept going, but luckily it all came together.
If the students do not hand in the essay on time, the paper is graded two grades down. Just letting you know. Have a nice weekend.
I will be reading my own as well. I think I finally got it. I will post it on my web site when I am done. It has taken me three three-page tries to finally figure out what I had to say in a nice 1 1/2 page essay. That is fine with me. I find that when I have something I have to say, there is a strong urge to write. That urge subsides only when I am satisfied that I have written what needed to get out. Even after three starts, I was not satisfied. I would have kept going, but luckily it all came together.
If the students do not hand in the essay on time, the paper is graded two grades down. Just letting you know. Have a nice weekend.
Thursday, September 07, 2006
Sept. 7
I would like a rough draft of the current essay due Friday. I have set the due date for the final draft for Monday. The good draft must be hand written. I am using this as a diagnostic essay. I want to see what the DSTP readers will be seeing. Most essays during the school year will be typed. I would like to see the quality of the students' handwriting. It matters.
For vocab homework, the students are to do the Choosing the Right Word in the book.
Today we put some pictionaries up on the board and tried to guess what they were. I like having the students try to draw the word. It makes them think about the word in a different way. The more ways the students can work with the words the better.
I am working on my essay as well. I have a 2 1/2 page typed rough draft. That is after two other multi-page starts. I was having trouble figuring out what I wanted to write.
The essay should be about what they have seen/heard/been/met in life, what they have learned, and what they will do now with that realization. I want them to write to an older generation. That is where I was having trouble. I realize the older generation has some wisdom, unlike the way Bob Dylan felt in his times.
For vocab homework, the students are to do the Choosing the Right Word in the book.
Today we put some pictionaries up on the board and tried to guess what they were. I like having the students try to draw the word. It makes them think about the word in a different way. The more ways the students can work with the words the better.
I am working on my essay as well. I have a 2 1/2 page typed rough draft. That is after two other multi-page starts. I was having trouble figuring out what I wanted to write.
The essay should be about what they have seen/heard/been/met in life, what they have learned, and what they will do now with that realization. I want them to write to an older generation. That is where I was having trouble. I realize the older generation has some wisdom, unlike the way Bob Dylan felt in his times.
Wednesday, September 06, 2006
Sept. 6
Today we did a daily drill and checked the pictionaries from last night. I had to remind the students to not use letters, numbers, or symbols in the pictionaries.
I also pointed out that too many students have not turned in the first assignment, the internet permission form. If this is a foretaste of things to come, I am not pleased. Just to let you know, when an assignment is turned in late in my class, the grade is lowered two grades. That means that the essay starts at a C if it is late.
I gave the students time to write in class. I am expecting that much of the writing of the first essay is done outside of class. I will be writing my essay outside of class. I will find quiet time to get my work done. I expect the students to do the same.
The students are a little unsure about the topic. But so am I. I wrote a draft of something today, but I am not sure if it is what I want to write on. But it is something. I encourage the students to begin writing something called a barf draft if they are having trouble getting started. Just see what comes out. Then see what you can do with the results.
The homework for tonight is pictionaries 11-20 unit 1 and the synonyms in the vocab. They should also be working on the essay.
I also pointed out that too many students have not turned in the first assignment, the internet permission form. If this is a foretaste of things to come, I am not pleased. Just to let you know, when an assignment is turned in late in my class, the grade is lowered two grades. That means that the essay starts at a C if it is late.
I gave the students time to write in class. I am expecting that much of the writing of the first essay is done outside of class. I will be writing my essay outside of class. I will find quiet time to get my work done. I expect the students to do the same.
The students are a little unsure about the topic. But so am I. I wrote a draft of something today, but I am not sure if it is what I want to write on. But it is something. I encourage the students to begin writing something called a barf draft if they are having trouble getting started. Just see what comes out. Then see what you can do with the results.
The homework for tonight is pictionaries 11-20 unit 1 and the synonyms in the vocab. They should also be working on the essay.
Tuesday, September 05, 2006
September 5, 2006
Today we took care of business and looked at the writing topic again. I handed out the vocab books. For those who did not pay yet, I loaned them a book until they do. The first assignment for tonight was to draw pictures for each of the 10 words. The publishers of the book now have an oral reading of the words. You can find it at www.vocabularyworkshop.com. We are using level B and are on unit 1. The woman read the words and reviewed usage. She is doing what I always did. Since the mp3 can be downloaded, it might be an interesting way to study. Who knows? Maybe the students will put it on their iPods.
Most classes watched a 12 minute piece from the Bob Dylan movie we will be watching periodically. I was trying to give them a small idea of what he was like. I wanted to emphasize that an artist takes the world he sees around him, processes it, and creates something we appreciate, like a song. Bob Dylan saw the world as many did, but he was able to put it into words. He spoke for his generation, even though he said he did not. He was just writing.
I want the kids to think about what they have seen, where they have been, what they have heard, who they have met, and what they have learned. I want them to write an essay saying what they will do now with that information. Sure, the topic is deep. But I can't wait to see what they write!
Most classes watched a 12 minute piece from the Bob Dylan movie we will be watching periodically. I was trying to give them a small idea of what he was like. I wanted to emphasize that an artist takes the world he sees around him, processes it, and creates something we appreciate, like a song. Bob Dylan saw the world as many did, but he was able to put it into words. He spoke for his generation, even though he said he did not. He was just writing.
I want the kids to think about what they have seen, where they have been, what they have heard, who they have met, and what they have learned. I want them to write an essay saying what they will do now with that information. Sure, the topic is deep. But I can't wait to see what they write!
Friday, September 01, 2006
August 31, 2006
Sorry I did not blog at the end of the day. I have to get back into the habit of doing it before I leave school. I really thought I would get a chance when I got home. With two young kids, I should have known better.
Thursday, we did our first daily drill. Each day, when class starts, I will have some activity on the screen to copy and correct, or reflect on. Most times it will be two sentences to be corrected. That way we can have a grammar lesson every day. While I will cover grammar in small units, it never hurts to review the rules. I expect the students to keep the daily drills organized in a folder or notebook.
We also finished listening to the song. We discussed what Dylan was trying to say, although the song is bizarre at times. Some students are having difficulty figuring out what to write. I guess it is difficult to see how to write an essay when we have studied a song. But think of it like this. You are using the song to get you thinking about the subject: what have you seen in this world, and what have you learned? Let that idea float through your head this weekend. Your job, then, will be to speak to us, reflecting on the events of your life, telling us what you have figured out about life so far. We, then, as your audience, will take what you have learned and your events, roll them around in our heads, compare them to our own, and try to see the world a little differently as a result of hearing how you see it. As a writer and artist, my job is to get you to rethink how you see the world. That is also why I teach.
Thursday, we did our first daily drill. Each day, when class starts, I will have some activity on the screen to copy and correct, or reflect on. Most times it will be two sentences to be corrected. That way we can have a grammar lesson every day. While I will cover grammar in small units, it never hurts to review the rules. I expect the students to keep the daily drills organized in a folder or notebook.
We also finished listening to the song. We discussed what Dylan was trying to say, although the song is bizarre at times. Some students are having difficulty figuring out what to write. I guess it is difficult to see how to write an essay when we have studied a song. But think of it like this. You are using the song to get you thinking about the subject: what have you seen in this world, and what have you learned? Let that idea float through your head this weekend. Your job, then, will be to speak to us, reflecting on the events of your life, telling us what you have figured out about life so far. We, then, as your audience, will take what you have learned and your events, roll them around in our heads, compare them to our own, and try to see the world a little differently as a result of hearing how you see it. As a writer and artist, my job is to get you to rethink how you see the world. That is also why I teach.
Wednesday, August 30, 2006
August 30
Well, I was not in school yesterday because my daughter was sick. Oh well. What can you do? The students worked on the diagnostic grammar test.
Today the first period class had an assembly. The rest of the classes did the following. I collected the rest of the vocab money. I still need it from many students. We discussed MrBoZ.com, and I gave the a tour of my web page. Then we discussed the first piece of writing.
The homework for tonight is to get the internet form filled out. I would like the paper signed and returned. I would also like each student and parent to send me an e-mail. Last year I had many errors after entering the e-mails because handwriting is hard to read. I will just copy and paste the addresses from the e-mails. I will count it as a small grade. Unless there is not e-mail access, I expect an e-mail.
We started the first writing assignment. You can find the assignment and requirements on the main page of MrBoZ.com. It is listed under the current assignment on the right. I like to pick topics that make us think about ourselves and our place in the world. The topic is also part of the first theme for Language Arts: Human beings learn about life by making connections to themselves, others, and the world around them.
Today the first period class had an assembly. The rest of the classes did the following. I collected the rest of the vocab money. I still need it from many students. We discussed MrBoZ.com, and I gave the a tour of my web page. Then we discussed the first piece of writing.
The homework for tonight is to get the internet form filled out. I would like the paper signed and returned. I would also like each student and parent to send me an e-mail. Last year I had many errors after entering the e-mails because handwriting is hard to read. I will just copy and paste the addresses from the e-mails. I will count it as a small grade. Unless there is not e-mail access, I expect an e-mail.
We started the first writing assignment. You can find the assignment and requirements on the main page of MrBoZ.com. It is listed under the current assignment on the right. I like to pick topics that make us think about ourselves and our place in the world. The topic is also part of the first theme for Language Arts: Human beings learn about life by making connections to themselves, others, and the world around them.
Monday, August 28, 2006
Welcome to the 2006-2007 School Year!
This is the first post of the new school year. I do not have much to say about the first day of school. It was a blur! In this blog, you will find daily messages. Many times it will just be the class assignments we did and the homework. Other times it will be my thoughts on how things are going in class. Maybe, if you are lucky (sarcasm), you will get my thoughts on life! Anyway, if you checked out MrBoZ.com and clicked through to here today, thank you! I will see you in class tomorrow where we will be finishing a diagnostic grammar test. Then we will start our first writing assignment based on a the Bob Dylan song, "A Hard Rain's A-Gonna Fall."
Homework: Get vocab book money to me ASAP
Homework: Get vocab book money to me ASAP
Subscribe to:
Posts (Atom)
