Tell me something good!

To start my class on a positive note, and to get to know and support each other better, I ask the class to "tell me something good."  Each day, I have someone type in what the students have said.  This way we can look back on all the good things!  I started typing them recently, so here is what we have so far. (The spelling and grammar are not perfect... yet.)

Tell Me Something Good

September 13, 2012

·      Tomorrow’s Friday

·      I beat the monkey king in the tenth dimension

·      Getting a new guitar tomorrow

·      Almost finished a book

·      Getting hair highlighted

·      Going camping

·      Going to a party

·      Going on America's got talent

·      Found money outside

·      Got hair cut

·      IPhone 5 came out

·      Sporks!!

·      Birthdays

·      Armor for our soldiers

September 14, 2012

·      I got 1^st chair trombone.

·      I am seeing Nemo 3d today.

·      At 2:27pm it is officially the weekend.

·      P, J, and A made it into honor band for trumpet

·      She has cupcake nails.

·      Later today photo-shoot

·      Football game

·      It’s Friday

·      Picture day

·      Pizza for lunch

·      Sister is dating a Eagle’s player & going to get us free tickets! (not)

·      Baseball practice

·      BMX Biking

·      Basketball

·      Carrots

·      Sky-diving

·      Halloween

·      Football game on Sunday

·      Birthday October 2^nd

Tuesday, September 18

·      Rosh Hashanah services

·      Beat the monkey king of the 12^th dimension

·      Beat the evil empress of the 11^th dimension

·      Only 200 pages left to finish a very long book

·      Finished second book of Heroes of Olympus series

·      Birthday yesterday

·      Getting a 100% on vocab quiz

·      Photo shoot went ok

·      Has a party on Saturday!

Thursday, September 20, 2012

·      E gets to practice after school

·      S learned she can hold a note for 72 seconds

·      S finished second AR book

·      M only 150 pages left

·      Sunday is Pat’s birthday

·      Mom goes to Niagara Falls

·      Going to the dance studio!

·      Gets to sing for the 6th and 7th graders

·      Tomorrow is Friday

·      Cheerleading practice today

Friday, September 21, 2012

·      S got tasty cough drops

·      M has 100 more pages left

·      We get to sleep in besides Mr.Boz

·      P has a football game Saturday.

·      P #2 his brothers are coming home

·      iPhone 5 today

·      It’s Friday

·      Getting the hair done

·      Brother gets to play in a football game

·      Shopping

·      Pizza day

·      Going to a party

·      Made all the teachers cry with my singing

·      Motorcycles

·      Rita’s after school

·      Play my video games

·      The feeling you get when you achieve a goal

·      Going to high school

·      Weekends

What a week! Raymond's Run is complete.

We took the vocab unit 2 quiz today.  Section 1 is in HAC already.
I collected the response to literature paragraphs on Raymond's Run.

Here is the basic rubric I will use to score the 300 word paragraph, as determined by section 1.  We had a good discussion about what a reasonable response would look like.

(Strong/Fine)       Voice      

(Strong/Fine)       Expressive

(Well/Fine)          Explained connections to story

(Yes/No)              Included details from story

(Yes/Sort of)        Organized

(No/sort of/Yes)  Grammar distracted the reading

Grade   |  A   |   B   |   C   |   C-

              100    90      85      79    (Lower if the effort is not there.)

I know the rubric is not cut and dry numerically, but neither is this piece of writing.  :)

Monday we start Stop the Sun.

The first AR test is due BEFORE October 4th

I am going to have consistent reading time in my class.  I will develop a system where students will be able to take tests in my room or the library.
-MrBoZ

Dog on a Trampoline

Date: Thursday, September 20, 2012

Homework:

 Vocab Quiz Unit 2 Friday

 The good draft of the response to literature piece on Raymond's Run is due.

 (See the earlier post for the requirements.)

Classroom:

Growing the Class:

 We are continuing to learn more about each other.  In some classes, I have to work harder to get the students to function as a whole.  We will get there.

Vocab:

 We reviewed the answers to the vocab book work.

  I showed them, again, where they can do practice exercises on-line.

Literature:

 I explained the response to literature piece again.

We read the two samples below.

I gave them time to write their pieces.  We will type them up in sections 3 and 4 Friday.

SSR/AR:

 I handed out the Welcome to Accelerated Reader sheet that needs to be signed by a parent and returned.  I provided the students with their reading range and user name.  I also showed students how they can access AR information at home and take tests in school.

Writing:

 I encouraged students to free write to get their thoughts about Raymond's Run out of their heads.  Too many expected that there is just one way to write the piece.  A few were surprised that it was not as hard as they thought.

Thoughts:

Student Start

My overall feelings about this story is that I have nothing to say but good things about it.  I feel like I have a lot in common with Squeaky like I am like her in so many different ways like she is determined to succeed and she has a good heart and she wants people to do well just like me but she has a bad attitude which makes me fall into that category the main thing I feel connects me to this story is my poetry I am devoted to it and it is something I always loved to do. I don’t enter it in any competitions or anything but I still work hard on all my poems.  My favorite part of the story is when she won the race but she was so used to winning she wasn’t really fazed by it and she paid more attention to someone else for a change. (170 words)

 Mr. Bosler's Start to a Response Paragraph
 

            How many Squeaky's have I taught over the years, boys and girls who spend their energy trying to prove to themselves and the world that they are the best?  You can always hear them coming in the hallway.  They are quick to insult and quick to fight.  The odd thing is, in their rush to be tough and have kids back off, it’s almost like they attract more drama to themselves. Most times, like Squeaky, they are good kids if you really got to know them. These kids tend to hide behind their bravado instead of allowing us to know who they are deep down.  Maybe one of the main ideas we take from Raymond’s Run is to reflect on how we define ourselves. Based on the writer’s biography, we learned that she grew up in the city.  Maybe the story is even a little autobiographical.  Maybe she thought that if she could write a story for kids to read, that maybe they would not have to go through some of the same things she did.  Maybe the Squeaky's that read this story will not have to wait until they are older to learn how to be themselves.  We all grow up.  I am not the same person I was when I was younger.  I shot my mouth off and played the tough guy.  I explored who I wanted to be as I tried to impress those around me.  But somewhere along the line, I started to become comfortable with myself.  I don’t know what it was that opened my eyes.  For Squeaky, it was her brother Raymond; at the end of the story, he gave her a bigger purpose than just being the best at something- a selfish goal in a way.  Once she had her purpose, she saw Gretchen differently.  She saw Cynthia differently.  She still had the confidence to win, but it didn’t have to be running.  Being comfortable with who you are is not easy.  Knowing who you are and what your purpose in life is is even harder.  Maybe the writer is asking us to remember a story about a tough little girl who found the solution to both of these problems outside herself.

           

This is 370 words, which is too long.  I need to make it more concise and add transitions.

We took DCAS testing today.

Homework:
Students should be finished unit 2 in the vocabulary book.
I also suggested the students bring in a completed 300 work paragraph (due Friday) so we can do some peer revision.  I will give them time to write tomorrow, but getting feedback would be a better use of their time.

Students have a written piece due Friday.

Date: Tuesday, September 18, 2012

Homework:

 We have DCAS tomorrow.  Students are reminded to NOT bring their phones into the testing session.

Vocab unit 2 work is due Thursday.

The paragraph explained below is due Friday.

Classroom:

Growing the Class:

 Draw a picture of what you enjoy doing most.

Vocab:

 We reviewed pages 16 and 17.

Literature:

 We reviewed the answers to the discussion questions we started Friday.

 I gave students the paragraph assignment. (See below.)

 We listened to the story from beginning to end to give them time to react to the piece.

SSR/AR:

 I plan to have this all figured out by Thursday... or Friday. 

Writing:

 See below.

Thoughts:

Writing options for Friday, September 21: Raymond’s Run

 I want the students to do option 2.  The first is only if 2 is overwhelming.  However, we will be writing a longer version of 2 later this MP.

1.   Squeaky says, “I am the fastest thing on two feet.” What are you really good at? Write a paragraph that describes a skill about which you feel really confident.

2.   Write a response to literature paragraph.

a.   How would you describe your overall feelings about the piece? What life experiences have you had that helped you connect with the story? (text-text, text-self, text-world)

b.   Read the selection again, paying attention to what you are thinking or feeling as you read.

                                              i.     Do you identify with one of the characters in the story?

                                             ii.     Do you identify with the events in the story?

                                           iii.     Do you identify with the theme of the story?

c.    Free write to see what comes out.

d.   How much detail from the story do you need to include?

                                              i.     Do you need direct quotes?

                                             ii.     How much of a scene do you need to describe?

·      The paragraph is due Friday.

·      Be prepared to share this with your group or the class (possibly).

·      The piece should be 250-300 words.

·      You should have a clear topic sentence, supports, and a conclusion.

·      Grammar errors should be minimal and not interfere with reading.

·      I would prefer the piece to be typed, but it is not necessary.

·      You will have time to write on Thursday.

Have a nice weekend!

Date: Friday, September 14, 2012

Homework:

 None

 Classroom:

Growing the Class:

 Today we copied the list of words we agreed to abide by as a class as a way to review the expectations.  (See below.)

Vocab:

  We took the unit 1 quiz.  I will score them over the weekend.

Literature:

 We finished studying the story by looking at the climax of the story.  I also gave them some deeper questions to explore.  We need one last day to wrap up studying the story in depth. (See the questions below.)

SSR/AR:

 We had school pictures today, so class time was limited.

Writing:

 I will have the students write a little something next week to solidify their thoughts and observations about Raymond's Run because the written piece we do later on will ask them to look at the various stories we read. 

Classroom Contract Section 1	Goal: Safe, comfortable setting for learning.
Respect Equally (as we treat others) Maturely Open minded Honesty Loving? Caring Cooperative Positive Negotiation Inclusive	Responsible Uplifting Manners Unbiased Reasonable Fairly Honor (self-respect) Respecting space Friendly Safe Listen Peaceful

Classroom Contract Section 3	Goal: Safe, comfortable setting for learning.
Focused Use self-control Use a reasonable volume Be cooperative Respect each other Treat equally, nicely, kindly Be fair Make people feel valued Be considerate Loyal? Be motivating	Honesty Leader? Likeable Mature Inspirational Motivated Proactive Positive Appropriately Helpful Caring Class should be interesting, comfortable, entertaining

Classroom Contract Section 4	Goal: Safe, comfortable setting for learning.
Respect Participation Encouragement Trustworthy Cooperative Honest Forgiving? Fait Hardworking Enthusiastic Use manners Friendly	Ambitious Communication Enjoyable(try) Responsible Sharing? Patient Like an adult Properly Welcoming Generous Loyal?

Deeper Questions about Raymond’s Run

Why did the writer not have Squeaky win right away?

How does the climax resolve all the conflicts from earlier in the story?

How she thinks of herself.

How she thinks of Raymond.

How she thinks of Gretchen.

Why is the story called Raymond’s Run?

 Explain: Through the character of Squeaky, the writer asks us to consider how we view others.  (List every mention of pretending on the back.)

 How would this story look if it were set in today where you live, i.e. Hockessin or Wilmington?

 Find a quote that exemplifies each of the following:

The theme.

The character of Squeaky (could be what others say about her, thoughts, or feelings)

The author’s purpose.

Exploding the moment

Date: Thursday, September 13, 2012

Homework:

 Quiz on vocab unit 1

There are practice games on my website.

Classroom:

Growing the Class:

 We are continuing to discuss the Classroom Contract. 

Vocab:

 Quiz Friday.

Literature:

 Today we discussed the running scene.  I asked how a movie director would film the scene.  I discussed the writing idea of exploding a moment.  This  is where the writer basically puts the story in slow motion and give lots of thoughts and/or flashbacks while the event is happening.  We determined the the actions slows down to allow us to dwell on Squeaky's thoughts.

SSR/AR:

 I am in the process of getting guidance for this. 

Writing:

 We are mostly just writing responses to questions.  More will come.

Thoughts:

We are half way through studying Raymond's Run

Date: September 12, 2012

Homework:

 Pages 10 and 11 in the vocab book.

 Quiz on the literary terms.  Please see the earlier blog for the definitions.

Classroom:

Growing the Class:

  We watched a  video on how to shake hands properly.  We took some notes and practiced.

 

Vocab:

 We reviewed the homework from last night together and in groups. As far as I can tell, the students seem to be doing fine.  The book gives the students lots of practice.

Literature:

 We continued to study Raymond's Run.  Today we spent time discussing where the story transitions from exposition into the conflict/rising action.  We acted out a scene.  I gave the students time to continue reading the story.

SSR/AR:

 No update yet.

Writing:

 I am having the students responding to the story as they read. 

Notes:

These are the skills that I am reinforcing as the year starts.  

What do I put in the blue margins?

·    Predict- Guess what will happen next.

·    Question- Is there something said that confuses you?

·    Visualize- Draw a picture of the action.

·    Evaluate- What do you think about the author’s choice to write/include something?

·    Summarize- Write a brief summary of a paragraph you just read.

·    Making Connections- Do you identify with something in the story? Text-text / text-self / text-world

Growing and Learning

Date: September 12, 2012

Homework:

    Pages 8 and 9 in the vocab book.

    Quiz on the literary terms on Thursday.  See yesterday's blog.

Classroom:

Growing the Class:

     We watched a video on how to give a compliment.

     I challenged them to apply the lessons throughout the day.

Vocab:

    We reviewed pages 6 and 7.  The students seemed to be doing ok so far.

Literature:

    We have started Raymond's Run.  As a class, we studied the story through the exposition.  Tomorrow we will continue to study the choices the author made about the structure of the story.

SSR/AR:

    I am lost on this so far.  I guess the main issue is there is too much going on right now.  Plus, I do not have computers for the students to take tests.  PLUS, the librarian has a very busy schedule and we are having trouble scheduling time with her.  More sill follow when I know what to do.

Writing:

   I explained the requirements for the end of the unit written piece for section 1.  I wanted to give them a basic idea of what they will have to do.  More details will follow.

Thoughts:

   Right now, there is not enough time in the day to do all I want.  I have no doubts that everything will fall into place.  Just know that I will always do everything I can to help the students do the best they can.  I won't do it for them, though.  :)