Validation and Vocabulary

September 10, 2012

Today we focused on a few things.  First, I wanted to continue to grow the class by exploring what it means to be validated.  We will be looking at compliments this week, and the video on this site is great!

We also reviewed the literary terms throughout the movie.  We have a quiz on Thursday.

Finally, we started vocabulary unit 1.  Students have pages 5 and 6 for homework tonight.  If your student bought a book, they can sign up for access to this site.  There are lots of resources for practicing the words.
The access code is in the front of the book.  I can also send you a code if your student is borrowing a book.  It's not a big deal. The quiz will be on Friday.

Some growing the class information.

Growing my Class

The first place you should look if you are interested in knowing about my vision for this year is in my Parent's Night Power Point Presentation. I tried to organize all the thoughts I have for this year into one location.  If you cannot view the presentation, well, then... I don't know.  I think there are Power Point viewers available for download.

Self-managing Class:

Sounds too good to be true?

·      How many of you get tired of your teachers nagging you and telling you what to do?

·      Well, I am not going to do that because you are all mature young adults.

·      This is YOUR class, so you are going to decide how we treat each other.  And you are going to help each other follow what you decide.  I am no longer going to be the policeman.

·      The best part is that if you help each other, and I don’t get involved, there will be no consequences.

·      Do you believe me?  Imagine what this will look like.

We need to build our Social Contract.

The social contract is our list of words that describe how we will treat each other.  Those who do not follow the contract are not helping the class.  We are all responsible for our class, not just the teacher.

The goal is not to use consequences, but for the class to self-manage with non-verbal signs.

1.   Hand up, clapping, lights out = get quiet and refocus

2.   Thumb pull back = get back to the task at hand

3.   Foul, two put-ups = you broke the contract and/or hurt feelings.

a.   If it is called, it counts.

b.   It’s not a toy.  Don’t joke around with it.

c.    Someone can call a foul for someone else.

d.   If a foul is called, no explanation is needed.

              e.   The penalty is two put-ups.

Remember- all choices have consequences.

First blog post of the 2012-2013 School Year

Welcome to Mr. Bosler's 2012-2013 8th Grade ELA! 
(I really must make a better first entry.  I should explain all the growing of the class stuff I have been doing.  For now, here is what matters.)

Students need to know these words for Thursday's small quiz:

We have been reviewing them over and over through examples.

Short Story, Novel, Fiction

Start- Exposition (characters (minor/major) (Dynamic/Static), setting)| conflict (part of plot) | rising action | climax | falling action | resolution (reveals theme)- Finish

      Plot is made up of

Exposition

Conflict

Rising Action

Climax

Falling Action/Resolution

Theme

Fiction- Fiction is prose writing that tells an imaginary story.  The writer of a fictional work might invent all the events and characters in it or might base parts of the story on real people or events.  Fiction includes both stories and novels.  A short story can be read in one sitting.  Novels are longer and more complex.

Short Story-  A short story is a brief work of fiction that can generally be read in one setting.  A short story usually focuses on one or two main characters who face a single problem or conflict.

Novel- A novel is a work of fiction that is longer and more complex than a short story. In a novel, setting, plot, and characters are usually developed in great detail.

Plot- A plot is a sequence of related events that make up the story.  It begins with an exposition that introduces characters.  Complications arise during rising action.  Plot reaches a climax. Lose ends are tied up in the resolution.

Conflict- Conflict is a struggle between opposing forces.  In external conflict, a character struggles with another person or outside force.  Internal conflict is a struggle within a character.

Exposition- In fiction, the structure of the plot normally begins with exposition: establishing the tone, the setting, characters, and giving the reader important background.

Rising Action- Rising action refers to the events in the story that move the plot forward.  Rising action involves conflict and complications and builds to a climax or turning point.

Climax- In the plot of a story or a play, the climax, or turning point, is the point of maximum interest.  The climax usually occurs near the end of the story, after the reader has understood the conflict and become emotionally involved with the characters.  At the climax, the conflict is resolved and the outcome of the plot becomes clear. 

Falling Action- Falling action is the part of the plot that occurs after the climax.  During the falling action, sometimes called the resolution, conflicts are resolved and loose ends are tied up.

Resolution- Same as falling action.

Main and Minor Characters- Minor characters are less important characters that interact with the main characters and with one another while moving the plot along and providing background for the story.

Dynamic and Static Characters- (Character Development) Characters that grow or change during a story are said to undergo character development.  A character that changes significantly is called a dynamic character.  One that changes only a little or not at all is said to be a static character.  Main characters often develop the most.

Setting- A setting of a story, poem, or play is the time and place of the action.  Sometimes the setting is clear and well defined; at other times, it is left to readers’ imaginations.  Elements of setting can include geographic, historical period (past, present, future), season, time of day, and the customs and manners of a society.

Theme- A theme is a message about life or human nature that is communicated by a literary work.  In many cases, readers must infer what the writer’s message is.  On way of figuring out a theme is to apply the lessons learned by the main characters to all people. 

The school year is done.

Some of you will be seeing these updates again next year because I am now one of the three 8th grade ELA teachers.  I guess 15 years in 7th grade is enough anyway.  It's time for something new.  It will be great having many of the same students again.  As challenging as the year was, the students made great strides, and for once I get to see where they go from here! See some of you in September.
-MrBoZ

Portraits continue!

So this is what the students see when they are getting their pictures taken.

I have started taking portraits.

Students are allowed to bring in clothes and props.  The pictures are supposed to represent the sentiments of their autobiographies.  After I take that picture, I look for other shots that make them look good. 


I will NOT post the pictures on a site.  I don't think that is responsible.

However, if a student wants his/her picture, he/she can send me an e-mail.  I will reply with the picture(s).

bradford.bosler@redclay.k12.de.us

I am taking portraits tomorrow.

Today was the bowling trip.  The students had a really good time. 

I will shoot the portraits for sections 5, 6, and HB tomorrow.  Students may bring props and/or something to change into, but they must be in dress code around school.

The portraits will not be posted publicly, but I will gladly e-mail any student (or their parent) their own picture. They should e-mail me, and I will reply with the picture.

Next week we have half days.  I will use the time to finish the portraits.  The pictures are the conclusion of the autobiography written piece.  The students should pose as we have discussed in class based on their piece.

The Vocab Final grade is in HAC

The grades are pretty close to being done for the 4th MP.  I have at least one participation grade and maybe another small vocab grade- maybe.  But all the big grades are in. 

The vocab FINAL is Wednesday (tomorrow)

From the internet

I spent the period giving students help with reviewing for the final. Unfortunately, many of them said, "What?  We have a final tomorrow?"  Um... It's been on the board since last Monday.  I explained it to them last week as well.

Sections 3, 6, and HB were given a piece of paper that they are allowed to use on the test tomorrow.  It is up to them to complete it.  Sections 4 and 5 must take it straight.  The test will count for about 5% of the MP grade.  They will have only 45 minutes to complete it. 

To review, students could use the flashcards and multiple choice questions from the Sadlier-Oxford site.

I graded section 6 autobiographies.

Please check the HAC for the updated grades.

I look forward to seeing the students Tuesday.  My wife had surgery, so I have spent a lot of time helping her.  She is feeling better now, but she is still sore.

Enjoy you Memorial Day activities. 
-MrBoZ

I graded the HB autobiographies.

Check HAC for the updated grades.
I will grade section 6 Monday.

I graded the autobiographies for sections 4 and 5.

Please check HAC.
I was absent Wednesday, Thursday, and Friday.  My wife had surgery. 
Because of the retesting, I am sure last week was confusing.  I will see what I will count from last week. 
The students will have the vocab FINAL on Wednesday.  It is 100 questions and will count 50 points.
If you have any concerns, e-mail me.  I plan to finish the grading by Tuesday. 

This week will be scary. :)

I collected the autobiographies on Monday.  I will grade them by the end of next week... I hope.

Things will be a little crazy for the next few days.  All the students are retesting, so they get pulled out of classes.  That is why I am trying to keep it simple.  Students are expected to complete unit 15 and take a test on Friday.  That's it.

The twist is I have a sub for Wednesday, Thursday, and Friday because my wife is having surgery.  I left plenty of useful work for the students to do.  If they stay focused, they should be prepared for the quiz on Friday and get an A.  :)

The final draft of the autobiography is due MONDAY.

 It is my 43rd birthday today.  I had three students pitch in to buy me this massive barrel of cheese balls. All week I referred to them as we discussed the word nutritious.   

Today:
I checked that the students had completed their rough drafts.  I had another student read over it to see if the piece was reasonably organized and focused on the topic.  Then I had that student do a stick figure sketch of what pose would be good for a portrait based on the essay.  We will look at the results of the sketches on Monday.  The students are excited to have their pictures taken.  I just don't know when I will do it. 

Next week, students who got a 1 or a 2 on the DCAS will test two mornings for each test.  That means some students will test four mornings starting Tuesday.  Students who got a 3 or a 4 will test again for one session per test.  That will be in the afternoon.  In other words, I have no idea what next week will look like.

The plan for next week is to finish unit 15 and take the test.  That much I do know.  Now, can it be done? 

The rough draft of the autobiography is due Friday.

We took the quiz for unit 14 in class today. 

Next week should be pretty confusing with all the retesting that we will be doing.  I plan to have students finish unit 15 next week so we can take that last test.  We will eventually take a final on all of the words. 

The year is ending quickly.  I updated HAC with some grades. 

The final draft of the autobiography should be completed over the weekend.  I know..., but when else should I have them do it?  I can't get any computer time so they can type them, and the students don't really get much work done when I give them class time to write by hand.  They like to use computers... as do I.  :)

Unit 14 Quiz Thursday, not Friday

We have been doing the vocabulary unit in class.  I feel that after three days (and some review tomorrow) we are ready for the quiz.  The words will be fresh in their heads.  Let's go for it.

The students owe a rough draft of their autobiography Friday.  We did vocab in class so they can use their home time to do writing. The picture with this blog shows a basic example of an essay.  In sections 4 and 5, this essay would score about a B+.  In sections HB and 6, it would score an A.  The students have read the example and know what I am looking for.

Student 101

Another teacher and I were discussing why some students don't seem to do well in class.  One conclusion we reached is that some students don't know what it means to be a student.  In other words, they need to master Student 101 first.  

In one class, I had students discuss each of the following criteria of a student and then explain them in a brief piece.  The piece that follows is by a student who went above what was required.  I think she had a little help from home, but for this piece, that is perfect. 

       Have you ever wondered what it is to be a student?  If so, I’m here to tell you all about what it is to be a student.  The definition of a student according to Webster is, “a person who studies, at a school or college”   I’m going to give you my definition of what it is to be a student with the objectives in Student 101.

     You are in class to learn:

That is the first objective in Student 101. That means you come to class to be taught.  You don’t come to be a class clown, or a jokester, etc. You come to class to learn and get good grades, and a good education to be successful in life.    Before you can be successful in life you have to be successful as a student.  That means you have to obtain knowledge, you do this by listening and following directions that are given to you at all times.

Your grades are your paycheck:

A paycheck is a check made out to an employee for wages or salary.  Being a student is your job; your grades are your paycheck, that’s the second objective of Student 101.  That means after putting all that hard effort into your work, the outcome is you are rewarded with good grades.  It’s just like a job.  You go to work to do a job and after all your hard work and effort to complete your job you are rewarded with a paycheck.  The only difference between the two is having a job, you are paid with money, being a student you are paid with grades.  Having good grades will one day turn into hopefully you having a good job that will give you a good paycheck.

You should not distract those who are here to learn:

Distractions draws others thoughts or attention somewhere other than where it should be.  Therefore, you should not distract your fellow-students; this is the third objective of Student 101.  That means you mind your own business and be concerned about what you need to do for yourself.  You don’t talk, make noises, or disturb your classmates by being disruptive or causing other problems in the classroom or other places in school.

You should come to class prepared:

 The fourth objective of Student 101 is being prepared for class.  That means you come to class with all the supplies you will need to do your assignments.  You need to have books, paper, pens, pencils and anything else necessary for what class you’re in.  If you are in chorus or band, you would need to have your music or instrument in addition to the other things.  Being prepared also means doing homework and projects that may be assigned by your teacher.  You may not know this, but getting enough sleep at night is also an important part of being prepared.  If your school has a dress-code, following that dress-code is also a way of being prepared.

 Fun is optional:

Being a student can be fun, but fun is optional, that’s objective five of Student 101.  Activities that allow you to enjoy yourself can be a part of learning.   Many teachers try to make learning fun especially in elementary school.  But the primary purpose of being a student is to be taught and to learn what is being taught.  You have to do what is necessary first before you can expect to have freedom to do extra or fun stuff.  You have to prove you are responsible in order to have freedom that means you have to do what you’re suppose to do.

It is your job to control your behavior:

Objective six of Student 101 is controlling your behavior.  You must act in the proper way and do the right thing at all times as a student.  This is the best way to be sure you will get the best education as a student.  It is your responsibility to do the right thing; no one else can make that decision for you.  When you don’t do the right thing and act properly as a student there are consequences.  These consequences will more than likely prevent you from learning your lessons in class.  If you misbehave you could be put out of class for a time-out which would last for maybe 15 minutes or you could go to SAC or ISS for the day.  If you really do something that is inappropriate you could be suspended from school for 1 to 5 days.   As a student you don’t want to become a behavior problem.  Each time you misbehave it could be recorded in your cumulative folder.  This folder is something that will follow you for the rest of your life and it could affect you getting that good job you want with that good paycheck.  So it is better to be a good student so the bad things you do won’t follow you later.

If you follow these guidelines as explained in the objectives of Student 101, I’m sure you will be the best student you could possibly be.  You will have everything you need to be successful as a student as well as be successful in life.

Rough draft due Friday

The rough draft of this essay is due Friday.  It should be about 500-700 words.  I have talked about this enough last week and the week before. 

There is a quiz on unit 14 this Friday. I will be doing the vocab in class so students can use their time at home to write. 

The Autobiography of You What is the theme of your autobiography? (Think of it as the one quick statement that sums you up.) Ex. You can’t spend your life just watching the world go by!
Person, Event, Quality (be consistent) Lesson?	Person, Event, Quality Lesson?
Person, Event, Quality Lesson?	Person, Event, Quality Lesson?
Largest Person, Event, Quality that impacted you.

"Through an autobiography and/or fictional works, a reader can learn about the author's feelings." an account of a person's life written by that person: he gives a vivid description of his childhood in his autobiography.

        Writing Options- Choose one of the following:

1.   This is how I want you to remember me.

2.   This is who I am.

3.   Write a fiction story about… (Your story might have a character who is your alter ego.)

4.   Two people: inside/outside

5.   Squidville: Your ideal place to be like Willoughby

"The human spirit is challenged by internal and external challenges."

6.   Write a narrative about a moment in your life about when you were challenged by internal or external challenges. (Like Nicki Minaj song)

Portraits

         You will plan a photograph that will illustrate your piece.

         We will shoot the picture in class.

Block Scheduling: Interims are entered

You might want to check the HAC to see if you are one of the following "danger of failing" or "below potential" students.  I guess spring has hit hard, but assignments still have to be done.

     # of students receiving
Section HB: 9
Section    4: 9
Section    5: 5
Section    6: 11
Section    3: 7

There is no homework this week.  We are taking it easy this week due to testing.  Next week we will start unit 14 vocab and work on grammar.

The last written piece is due May 21.

Block Scheduling: Testing next week

Next week's schedule will be interesting with testing.  We will not have vocab or a quiz.  We will continue to brainstorm and study autobiographies. 

Block Scheduling: Just another day

Found on Internet

Sections 4 and HB took the vocab quiz 13.
Sections 5, 6, and 3 will take the unit 13 quiz Friday.

I did different things with the classes.  Basically, we are moving forward with vocab, grammar, and the autobiography essay.

Here is the graphic organizer I made for the students. 

The Autobiography of You What is the theme of your autobiography? (Think of it as the one quick statement that sums you up.) Ex. I am a misunderstood flower reaching for the sky.
Person, Event, Quality (be consistent) Lesson?	Person, Event, Quality Lesson?
Person, Event, Quality Lesson?	Person, Event, Quality Lesson?
Largest Person, Event, Quality that impacted you.

Block Scheduling: All Ad Grades are in HAC

Please check the HAC for updated grades.

Homework:

Sections 4 and HB will have vocab quiz tomorrow.

Today we continued to work on grammar, vocab, and the next writing piece.  

I forget if I posted the next writing topics.  Students can do one of four options.

"Through an autobiography and/or fictional works, a reader can learn about the author's feelings." an account of a person's life written by that person: he gives a vivid description of his childhood in his autobiography.

1.   This is how I want you to remember me.

2.   This is who I am.

3.   Write a fiction story about… (Your story might have a character who is your alter ego.)

"The human spirit is challenged by internal and external challenges."

1.   Write a narrative about a moment in your life about when you were challenged by internal or external challenges.

Portraits

         You will plan a photograph that will illustrate your piece.

         We will shoot the picture in class.

Block Schedule: Just another day

No homework to worry about.  We just moved forward on our work.

Sections 4 and HB will have the unit 13 quiz Thursday.
Sections 3, 5, and 6 will have unit 13 quiz Friday.