Tuesday, December 21, 2010

The ant debates are over and the essays are handed in!

(Can you guess who won the last ant debate of the year?)

I love the ant debates, and I know the students will not forget them.  However, the unit is a lot of work.  Getting the students to research and think deeply this close to the break is a challenge, but it is worth it!

I updated the Ant Debate assignment page.  If you scroll to the bottom, you will see the winners in each class.  I always find it interesting how the students think that the squishers have no chance of winning because it seems obvious that the ant should not be squished.  However, I tell them to think of the debate like being a lawyer.  Your job is to argue for one side whether you agree with the position or not.  As you can see, there were plenty of squishers who won!

I am looking forward to a break.  I am not sure if I will grade the essays before the new year.  I will take them home, but I make no guarantees.  :)


Have a nice holiday and a happy new year!
-MrBoZ



Monday, December 20, 2010

Final draft of the ant essay is due

Today we tied up some loose ends.  I gave grade slips out to sections 3, 6, and HB.

We are watching The Ant Bully and answering some questions:

  1. How are humans and ants alike?
  2. What details did you see in the movie that are supported by details that we learned from research and the debates.
  3. How do you change prejudice?
  4. How are ants an example of "Together we can...?"
  5. What is foreshadowing?

Friday, December 17, 2010

The debates are mostly over.

The good drafts of the essays are due by Tuesday.






This is what the action looks like from the audience.






These are the winners.  If you click on the picture or download, you can zoom in and read.

Thursday, December 16, 2010

The debates are rolling along!

Check out this score!  (Trust me.  It's amazing!
The average score from all my classes is around 23. A 100% grade is earned at 40.)

Wednesday, December 15, 2010

Rough draft of ant essay due Thursday

Check out the score of this debate!  If a student scores 35 points, I am impressed.  Most students score between 20 and 30 points.  As I said in the beginning of the unit, only the winner receives an A.  However, a student has to earn 30 points for an A-.  This student was off the chart!

(His pointing and laughing is not very Barney-like.)

Tuesday, December 14, 2010

Rough draft due Thursday instead

We had more debates today.  The winners are going crazy on my board!

Monday, December 13, 2010

We are getting some winners for the ant debates!

The rough draft of the essay is due Wednesday.

Friday, December 10, 2010

Grades are updated on the Home Access Center for 2nd MP interims

Have a nice weekend!
(Laugh at life, not the grades... unless necessary!)

The ant debates start Monday!

Parents, I would suggest you sit down and have your child go through his/her main arguments as a practice presentation.  When he/she finishes, try to ask  a few questions to see if your child is ready for his/her opponent's reasons.  Good luck!

Here is everything you would need to know about the ant debate project.
http://www.mrboz.com/MrBoZ/Ant_Debate_2010_11.html

-MrBoZ

Thursday, December 09, 2010

The outline is due tomorrow.

These are some things I discussed with the students today in sections 3, 4, 5, and HB.


……………Handshake………………………………………………………………………
……………………..The boy in the story has a decision to make: should he squish the ant or not? After researching ants and exploring the topic, I am going to prove to you that the boy in the story should squish the ant. He should squish because reason 1, reason 2, reason 3.


Ideas for interesting handshakes:
Dramatic lead
     - Like the name says, they are dramatic. They grab the reader.
Begin at the end
     - Say the result of the moment. Then go back and explain it.
Misleading lead
     - Start off on the wrong direction. Then surprise the reader.
Question
     - Start off with a question that will be answered by the piece.
Intriguing detail
     - Give a small detail that is important to the moment.
Sentence fragments
     - Give description of something in snippets. Establish a feeling

Wednesday, December 08, 2010

Check out the awesome work that I am submitting for the PTA Reflections Contest!

http://www.mrboz.com/MrBoZ/PTA_Reflections_Pictures_2010-11.html

There are some literature pieces as well. 

Good luck, guys and gals!

-MrBoZ

I continued to discuss the importance of understanding both sides of an argument

In all classes, we looked at examples of persuasive writing.  In sections 3, 6, and HB, we read a simple version of the ant essay they will be writing soon.  In sections HB, 4, and 5, we read a persuasive piece based on the picture book "Earrings" by Judith Viorst.  The writer of the piece not only showed that she understood both positions taken in the book, but she then went on to make a logical recommendation for the parents in the book. 

We discussed how persuasion should be based on logic.  However, in reality, when logic can't win the argument, we resort to artificial means of persuasion.  In the book, the nine year-old girl resorted to begging, yelling, and threatening the parents that she won't stop asking her parents for earrings until she gets what she wants. 

Once the debates start, I am always amazed at how the initial logical arguments soon degenerate into quibbling over minor points just to appear as if they are winning. 

Tuesday, December 07, 2010

This is the outline that I gave the students today.

Paragraph 1
The boy in the story has a decision to make: should he squish the ant or not? After researching ants and exploring the topic, I am going to prove to you that the boy in the story should squish the ant. He should squish because reason 1, reason 2, reason 3.

Paragraph 2
The results of your research.
1. The first reason he should squish the ant is because ….
      - why is it so bad?
      - how does this relate to our ant?
      -
2. The second reason he should squish the ant is because…..
     - what do you mean?
     - how does this relate to our story?
     - why should ours be squished?
3. The third reason he should squish the ant is because….
    - how?
    - Why does this matter?
    - How does this relate to our story?

Paragraph 3
Explain how you fully understand the other position.
    Reason for not squishing the ant.
         Why do they feel this is the correct thing to do?
    Reason for not squishing the ant.
         Why do they feel this is the correct thing to do?
    Reason for not squishing the ant.
         Why do they feel this is the correct thing to do?

Paragraph 4
Explain how their argument is wrong.
    They said that …, but they are wrong because …
    They said that …, but they are wrong because …
    They said that …, but they are wrong because …

   Add any strong arguments that you feel are needed.
   Maybe you want to end with a bang!

P5: Conclusion
I have proven to you that the boy in the story should (not) squish the ant. He should (not) squish because reason 1, reason 2, reason 3. I have also discussed how… (list some of the points you covered in the part where you refuted the other side.)

Monday, December 06, 2010

Mr. Bosler's E-mail list recipients...

You may not have received some daily e-mails because I did not understand a setting somewhere.  Please see my blog if you want to know what I have posted lately.  Sorry about that.
-MrBoZ

All the research is done. This week, we organize!

Homework:
Students should be organizing their debate strategy.

Today we discussed the beginning of the debate focusing on the first round.  As you can see below, the first found starts with an introduction.  This introduction has a handshake, a thesis, and a direction.  I discussed what each of those terms meant.  I will teach the students how to modify this introduction to make it better.

I also discussed the outline below.  Students need three or four well explained reasons to support their position.  (I checked their notes and bibliography today.  I will post those grades in HAC tomorrow afternoon.)

Paragraph 1

The boy in the story has a decision to make: should he squish the ant or not? After researching ants and exploring the topic, I am going to prove to you that the boy in the story should squish the ant. He should squish because reason 1, reason 2, reason 3.

Paragraph 2
1. The first reason he should squish the ant is because ….
- why is it so bad?
- how does this relate to our ant?
-
2. The second reason he should squish the ant is because…..
- what do mean?
- how does this relate to our story?
- why should ours be squished?

3. The third reason he should squish the ant is because….
- how?
- Why does this matter?
- How does this relate to our story?

Friday, December 03, 2010

Research and Bibliography due Monday!

If you have any questions, e-mail me at my home address: bozmd@comcast.net

On Monday, students should have two documents:

The first document should be an outline or notes:
1. The ant in the story is helpful to the environment!
        - So? Give examples of helpful things
       - What would happen if it died?
2. Some ants sting!
      - So? Which ants sting?
      - Does our ant sting?
      - Why should we worry about this?
      - Are there other examples of killing stinging things?
3. Reason # 3
     - So? Give examples of helpful things
     - What would happen if it died?

4. Reason #4
     - So? Give examples of helpful things
     - What would happen if it died?

5.
6.
7.




The second is a bibliography that looks like this:
Use EasyBib.com

The page should be a list of the web sites used for the research.
       - MLA Format
       - Alphabetical by the first letters of the citation


"ANTS: Facts about Ants." Lingolex Homepage. Web. 03 Dec. 2010. .

"Citronella Ant - Ants - Insect Control - Bug Search - Pest Control Information | Terminix." Pest Control | Exterminator | Termites. Web. 03 Dec. 2010. .

Wikipedia contributors. "Fire ant." Wikipedia, The Free Encyclopedia. Wikipedia, The Free Encyclopedia, 30 Nov. 2010. Web. 3 Dec. 2010.

Thursday, December 02, 2010

Keep up the research for the ant debates!

We were in the library again today.  The focus of today's work was organizing 5-7 main reasons to support their position.  However, it is not enough to just state that one reason.  The reason MUST be explained and supported.  That's where the points can be earned for the debate!  I explained how the rebuttal round can wipe out their unsupported reasons.  In the rebuttal round, you can earn a point for merely saying, "My opponent say that ants can sting."  The students are expected to take notes while the opponent presents.  Then, in the rebuttal round, they will offer arguments against what their opponent said.  Even if they can't offer a rebuttal, they can still get the point for repeating; however, they look silly when they have nothing to say!

I believe that the boy in the story should squish (or should not squish) the ant in the story for many reasons.

Use…
Notes from what type of ant it is sheet.
Use details from the story.
Use details from the Interesting Ant Facts sheet.
Use details from your web research.


1. The ant in the story is helpful to the environment!
      - So? Give examples of helpful things
      - What would happen if it died?
2. Some ants sting!
      - So? Which ants sting?
      - Does our ant sting?
      - Why should we worry about this?
      - Are there other examples of killing stinging things?
3.
4.
5.
6.
7.



Tomorrow, we will be in the library again.  I want to finish up the research and have them organize their bibliographies.  All their research is due Monday.

Tuesday, November 30, 2010

Students should be researching for their debates.

Students should be researching for their debates.

Where do you get support for your position in the ant debate?
1. Examine each statement from the story.
    - Examine the arguments each character gives.
    - Research the truthfulness of each statement.

2. Research ants, specifically, the type of ant in the story.
    - There are good, helpful ants in Nature.
    - There are also some deadly ants.
    - Can a case be made that some types of ants deserve to die?

3. Research each character's motivation.
    - Why does the boy feel he must squish the ant?
    - Why is the ant arguing with the boy?

4. Research both sides of the debate.
    - I said in class that weak supports will actually give points to the opponent.
    - Be ready for the arguments your opponent will make.  Have supports ready!
   
(You get a point for repeating the point the opponent made.  Then you get points for rebutting the point.  "My opponent said this ... . *point earned* He is wrong because ... *point earned* and ... *point earned * and ... *point earned*."  So weak arguments cause you to loose points!)

Monday, November 29, 2010

We researched in the library today

Here is what we worked on today.

Homework:  The better students will be researching whether the boy in the story should squish the ant in the story.

Tuesday, November 23, 2010

I collected the PTA Reflections pieces today

Have a nice break... because December will be quite a month!  Please see the due dates on my website. 

Monday, November 22, 2010

PTA Reflection contest piece is due tomorrow!

Homework:  PTA Reflection Piece is due tomorrow.  They must have the following:
1. The picture or whatever they made.
2. The 250 word (max) written piece explaining how their piece fits "Together we can..."
3. The completed and signed PTA student entry form.

Today:
We read Hey, Little Ant.  This is the beginning of out ant debate project.
Here are some upcoming due dates:

Dec. 3: All research in library will be done
Dec. 6: Note check, and bibliography (25 points)
Dec. 10: Outline due (25 points)
Dec. 13: First debates begin (100 points)
Dec. 14: Rough draft of essay due (25 points)
Dec 17:  Quiz Unit 5
Dec. 20: Ant essay due! (100 points)

I have paired the students up.  I explained that  only the winner of the debate is able to receive an A for the debate.  If you are interested in knowing who your child will compete with and in what order, please see the bottom of the assignment page.

Friday, November 19, 2010

PTA Reflection contest piece is due Tuesday

I found this link on Reddit.  Give these pictures a look if you want to be amazed by beautiful photography.

Go here if you need to know what is due.

Thursday, November 18, 2010

Sentence Structure Quiz Friday

I put the notes from class on MrBoZ.com.
Here are the terms I reviewed in class.

Sentence Structure
  Complete subject-
  Complete predicate-
  Simple subject
  Simple predicate or verb
Verb phrase
Action verb
Helping verbs
Linking verbs
Compound subjects
Compound verbs
Compound sentence
Fragment
Run-on
Sentence types:
     Declarative
     Interrogative
     Exclamatory
     Imperative

Wednesday, November 17, 2010

November 17, 2010

Homework:
I gave the students a worksheet for subjects and verbs in unusual order. 

Today:
We are continuing to practice identifying subjects and verbs in sentences.  The main goal for doing this is to eliminate run-on sentences and fragments.  In order to know where to place a comma in a compound sentence, students need to be able to identify that there are, in fact, two complete sentences. 

But more importantly, I want to give students the pleasure of looking at all the words in a sentence to find subjects and verbs.  It's strange.  I don't think teaching grammar is terribly important, yet some things do need to be taught.  I can't not teach grammar either.  I try to find a balance.  Sentences are made up of words.  Every word has a name and a function.  The words can be arrange in various ways to create interesting sentences.  Much of this is learned through reading.  We pick up on the patterns we read.  Teaching grammar is a way of explicating those patterns we pick up on as we read and try to emulate.

I do not know why I felt the need to say all that.  :)

Tuesday, November 16, 2010

HB class narratives have been graded

As of now, all the narratives are graded and the second marking period grades are in.  I work hard to keep the grades as up to date as possible. (I have a few unit 4 quizzes waiting to be scored, though.)

Homework:
I gave 3, 4, 5, and HB sections a quick worksheet to do on compound subjects and verbs.  If today's responder daily drill is any indication, they need practice.

PTA Reflections pieces are due Tuesday.

Monday, November 15, 2010

November 15, 2010

Section 6 narratives are graded.  The grades are updated on HAC.  
I will have section HB narratives done tomorrow... I hope.

Homework:  PTA Reflections Contest is due next Tuesday.  I collected the proposal today.

Here is what we covered in class today:

Lesson 3: Simple Predicates, or Verbs (page 10)

The simple predicate, or verb, is the main word or words in the complete predicate.

Prairie pioneers lived in sod houses.
Few trees grew in the prairie grasslands.

A verb is a word used to express an action, a condition, or a state of being.
Linking verbs- am, is, are, was, were, appears, seems, feels, and others

He is the president.
He was happy to be alive.
Pioneers made sod bricks.

Practice and Apply
1. My great-grandparents lived in a sod house, or soddy, on the great Kansas prairie.
2. They traveled west from their home in Tennessee.
3. The men used nearly and acre of sod for the house.
4. The home had only two windows and one door.
5. My family built their soddy in the side of a hill.
6. Sometimes the cows ate through the roof of the house.
7. Once, a cow fell through the roof into the house.
8. Heavy rains at times soaked through the sod.
9. The dirt floor turned into a giant mud puddle.
10. Still, sod houses protected my family from the harsh winters.

Lesson 4: Verb Phrases (page 12)

A verb phrase is made up of a main verb and one or more helping verbs.
A “smart house” may cook your food for you.

Main verb and Helping Verbs
A main verb can stand by itself as the simple predicate.
Computer networks run smart houses.
The network is the brain of the house. (linking verb)

Common helping verbs
Forms of be- am, is, are, was were, be, been (sometimes a linking verb)
Forms of do- do, does, did
Forms of have- has, have, had
Others- may, might, can, should, could, would, shall, will


Practice and Apply
1. The first “smart house” was developed in the early 1980s.
2. Its appliances could communicate with each other.
3. Suppose you were running the vacuum cleaner.
4. The noise might keep you from hearing the phone.
5. In that situation, the house would stop the vacuum cleaner automatically.
6. Those with disabilities may benefit the most from a smart house.
7. The house will perform some of the tasks beyond their capability.
8. For example, meals could be brought to a person’s bed.
9. The food will have been prepared by a smart kitchen.
10. Surely, you can imagine other uses for a smart house.

Lesson 5: Compound Sentence Parts

A compound subject is made up of two or more subjects that share the same verb.

Salyut 1 and Skylab were the first space stations.
American astronauts or Russian cosmonauts lived aboard the stations.

A compound verb is made up of two or more verbs that have the same subject.

The Skylab crew worked and slept in close quarters.
They worked hard but slept little.

Practice and Apply (page15)
1. Space stations and orbiting platforms are our first step away from Earth.
2. In the future, we may design and build outer-space cities.
3. Several nations or international groups could pool (consolidate) their resources.
4. They could create and manage a colony on the moon.
5. Minerals and other raw materials would be shipped to colonies in space.
6. We already design and plan model cities.
7. In one design, two huge cylinders and their solar panels form the main body of the space city.
8. The cylinders rotate and create an artificial gravity.
9. Special greenhouses shelter and sustain the city’s food.
10. These cities or other space colonies could bring is closer to the stars.

Friday, November 12, 2010

PTA Reflections proposal due Monday

Grades are updated in all classes for the 2nd MP.  Please check HAC.  However, sections 3, 4, and 5 are the most accurate because I finished grading the narrative essays for them.  I will get to the other two classes ASAP.

PTA Proposal Due Monday
Here are some things to think about for Monday's proposal. You could also check out the winners from last year here.

PTA Reflections Contest theme: “Together we can…”

1. Make a list of 25 things that can be done together.

2. Pick one of the items from your list.
         Explain what the activity would look like if it were not done together but alone.

3. What is so special about being/doing something together?
        Free think about how you feel about “togetherness.”
       What is togetherness?
       Who needs togetherness?
       Why do we need togetherness?
       Where do you see togetherness?
       When do we need togetherness?

4. What type of art project could you do to demonstrate how you feel about togetherness?
       What could you photograph? What would be in the picture?
       Could you write a poem about a moment?
       How about a poem that paints a picture?
       Can you make something graphic on your computer?

Here is a sample explanation from last year’s theme, “Beauty is…”


"Beauty is not about being young with a perfect complication. It is about you, as an individual and how you treat others... My great grandmother who is 89 truly defines the word beauty. She has lived a very long life, has seen and experienced things we read about in history class. She grew up on a farm with nine brothers and sisters. Since she was one of the oldest she always took care of everything and everyone. As she got older her family became smaller. Her children died of cancer along with her husband. But none of that stopped her. She still always looked after everyone. She would give my Aunts money if they needed, let them stay with her. She also took my mom in when she was just eleven. My Granny was an amazing person. To me she is the most beautiful person, not just by looks, but how she was as an individual." (156 words)  -From the PTA Reflections Photography winners

Wednesday, November 10, 2010

PTA Reflections proposal due Monday

Homework:
Quiz 4 on Friday
PTA Reflections Proposal due Monday

Please include the following in the proposal:

1. Together we can ... what?  Example: Together we can bake cookies.
2. Explain the type of project you will be making.  Include your plans to get the project done.
3. Explain what message you want to convey about the theme "Together we can."  What do you hope the viewer will think or feel about togetherness?

This should be on a separate sheet of paper.  The explanation should be about 250 words.  You can think of this as a dry run for the real 250 word piece that will be handed in with the entry on November 23.

If you have any questions about the project, please see my web page. 

I handed out the requirements for each type of art piece.  I made links on the project web page.

Tuesday, November 09, 2010

November 9, 2010

Homework:
Completing the Sentence Unit 4
PTA Reflections idea proposal due November 15th.  (More details tomorrow.)

Today:
Entered the Choosing the Right Word into the responders.
I had the students think about what "togetherness" means for the PTA contest.
We discussed the following notes on sentence structure.


Notes for Chapter 1: The Sentence and its parts

Lesson 1
A sentence is a group of words that expresses a complete thought.

Every complete sentence has two basic parts:
A subject and a predicate

Complete subject- all the words that tell whom or what the sentence is about.
Some architects bring nature indoors.
(Who or what does something?)

Complete Predicate- verb and all the words that complete the verb’s meaning.
Some architects bring nature indoors.
(What does the subject do?)

Professional Model: (find simple subject and simple verb)
This dreamer from the prairie states didn’t copy other people’s designs.



Find the simple subject and simple predicate.
1. Frank Lloyd Wright designed an unusual home in the Pennsylvania woods.

2. The owners called the house Fallingwater.

3. Sections of the house jut over a waterfall.

4. Its stone walls blend in with the natural surroundings.

5. More than 130,000 people visit the site each year.

6. Tourists can see a very different house near Spring Green, Wisconsin.

7. The architect Alex Jordan built House on the Rock on a column of sandstone.

8. Its many rooms contain unique furnishings.

9. An automated band plays music all day for the tourists.

10. This odd house attracts half a million visitors a year.

Monday, November 08, 2010

November 8, 2010

Homework:
Choosing the Right Word Unit 4
PTA Reflections due Nov. 23

Today:
We finished learning about the four types of sentences and took a quick assessment on the responders.
We reviewed the vocab words.
We brainstormed ideas for the PTA contest.  The students made a list of things we can do together.  I hope this stimulated them to think about what they can photograph.  See my web page for details.

I took this picture at Fair Hill this weekend.  I showed the students some of the other pictures I took yesterday.  I want the students to try to take an artistic picture for the contest.

Thursday, November 04, 2010

Types of photos

Homework:
Pictionaries 11-20 and synonyms unit 4 vocabulary.

As part of getting students ready to do the PTA Reflections Contest, I discussed how I divide pictures along a continuum.  It ranges from Documenting to Artistic/Documenting to Artistic based on the picture's purpose.  On the documenting side, the pictures are there to, well, document.  They are plain.  On the other extreme, the pictures are artistic; they are pieces of art that contain colors or lighting or a variety of other characteristics that make the picture more than just a picture.  In the middle is artistic documenting.  These are pictures that document, but they have artistic qualities.  See the pictures below.  I will try to get students to think about composing a shot rather than just snapping a picture.

I am excited to see what art form the students choose.  I must confess, I am hoping that students take pictures.  (FYI- Students will be responsible for printing their pictures.)






 This picture is artistic.








This picture is artistic/ documenting.




This picture is documenting.





For more examples of pictures, we explored MSNBC's The Week in Pictures.

Wednesday, November 03, 2010

"Together we can..."

Homework:
Pictionaries 1-10 Unit 4

"Together we can..." is the theme for this year's PTA Reflections Contest.  I am getting the students started on the contest over the next few days.  Then I will let them work on the project at home.  The piece will be due November 23.  On that day, students will turn in their piece, an application, and a 250 word explanation of how their piece explains the theme.

Here are some links:
My assignment page for the contest.
The National PTA Reflections Contest page

Monday, November 01, 2010

We are almost done all the recordings.

I plan to post what I have tonight if possible.
There is no homework.
In my section 4 class, I set up a few presentation competitions.  Guess who won in each picture!
(They all did nice jobs, but one had to win.)





Sunday, October 31, 2010

More recordings are on my website.

My goal is to finish all the recordings on Monday, if possible. 

Check this page to see if your child has made his/her recording.


I just got to the recordings today because I have been a little busy.  I went to the Rally to Restore Sanity and/or Fear on Saturday.  I left at 6:00 a.m. and got home at 8:00 p.m..  It was awesome... if you are a fan of the two shows and/or you share their views on politics and the media.  If you went, send me an e-mail.

Thursday, October 28, 2010

Grade slips were given to sections 3,4,5, and HB

I gave out grade slips to show the students approximately what they are getting for the first marking period.  I only have to add the score for the recording of the narrative.  I might get to grade a class or two's set of narrative essays by the end of the marking period.  I might just have to use the essay grades for the second marking period.

We are continuing to record our narratives. Feel free to check out the collection of recordings as it grows.  I will try to update the page daily if possible.  (Friday's might have to wait a little.  I will be a little busy this weekend.   I will be attending John Stewart's and Stephen Colbert's rallies on Saturday.)

Wednesday, October 27, 2010

We have begun recording the narratives.

For an awesome example, please see my classroom web page. Click on Delaney D.'s audio file on the right with the picture of a storm.  I was "blown away" by her writing talent.

Students should be practicing for their recordings.
I will update grades soon. 

I will also be posting some more awesome examples.

Eventually, I will make a page that has ALL of the recordings so you can listen to your child.

Tuesday, October 26, 2010

The good draft is due tomorrow! Be prepared to record!

The final draft of the essay is due tomorrow.  We practiced proofreading skills today.

I saw sections 3, 4, and HB today.  (We had testing in 5 and 6.)
I had the students practice recording using the microphone.  It is not as easy as you would think.  The students don't like to project their voices.  They try to rely on the mic.  So I kept urging them to speak up.  I told them I would do that twice and then stop when they record their piece over the next few days.

I am grading the oral presentation (25 points).  Most students will get B's.  To get an A, the student must have a good pace, yet pause as needed.  The voice has to be loud enough and clear.  But mostly, they have to sound real, like they are telling us a story.  I urged the students to practice reading to someone at home.  Maybe that person could sit across the room or down the hall to get the reader to raise his/her voice.

Here are the practice ones we did today if you are interested. 
(Maybe your child could point out which one is his/hers.)
Section 3  
Section 4   
Section HB

Monday, October 25, 2010

No vocabulary this week.

The final draft of the narrative essay is due Wednesday.  I spent today discussing the rubric I will use to score their pieces.  We also discussed punctuating dialogue.  We did some proofreading practice as well.

I would like all students to revise their papers tonight so we can get one more opportunity to fix the paper before it is due.

Here are the note I discussed today:

The goal for today is to be ready for Wednesday’s reading.

Focus on content and organization
Read your story aloud.
How does it flow?
Listener, can you follow the story?
Does it have a clear lesson learned?
Listener, what do you want to know more about?

Grammar
Spelling is usually not a problem.
Frequently confused words: there/they’re, etc.
Punctuating dialogue

John said, “I want to leave now.”
“I was wondering,” said Bill, “who will win the game.”
“I don’t really care who wins the game!”

When a new speaker begins, there is a new paragraph.

There is no vocabulary this week. We will not have time.
Upcoming grades: Rough narrative ready 5 points, Good narrative in on-time= 25 points, Read narrative to the class= 25 points if well read.

Thursday, October 21, 2010

How to improve your narrative

Homework:
Narrative due Wednesday (But I would get it done earlier!)

Today:
What can you do to improve your piece?

Outline the basic events in order.
        1st, 2nd, 3rd, 4th
        Do you have the basic story down?

Can you add sensory details?
Highlight 5 senses in yellow.
        Taste, feeling, hearing, seeing, smelling

Can you add any thoughts?
        Highlight your thoughts in blue.
         Do you have thoughts of when you were
            going through the event?
        Do you have thoughts now that you are
            older looking back at the event?

Does your piece have an overall purpose?
       Why are you telling us this story?

Could you include any dialogue?
      What exactly did someone say?
       It brings the people in the story alive.

Wednesday, October 20, 2010

Crafting a narrative continues.

Homework:
I gave students the option to take the Unit 3 quiz open book.  However, if they do, they can only earn a maximum of 85%, even if they get 100%.  The other option is to take the test normally.  Then they can earn 100%.

Students should be working on their narratives at home.  I suggest they finish a draft as soon as possible so they can get help revising.  I have finished mine.  It is 1400 words.  I am having some teachers read it to see if they can follow it.  I hope they are harsh.  I don't want to confuse people.

Today:
I discussed the idea of sea and mountain.  A narrative is where the writer is standing on the mountain observing how the event fits into the larger picture of his life.  For example, there was a poem I read to 500 people when I was a senior in high school.  Now that I am 41, I am on a mountain looking back at that moment.  From my vantage point, I see how that moment influenced me.  I loved the excitement of reading in front of people. 

Here is a rough outline of how I could tell the story.

Event: Read a poem at a graduation ceremony.

Lesson Learned: What I say can be heard by many. People like what I say.

Outline the basic events of your moment:
Before the event
         Liked to write poetry
         Wrote for fun and friends
         Somehow I volunteered to be part of event coordinating
         The idea for a poem came to my mind.
         Showed the poem to the teacher organizing event.
        He thought it would be nice to include
        (I even designed the cover of the program)

During the Event
        Sat on stage.
        500 people- Mom, Dad, girlfriend, family (Dad almost didn’t show.)
        Nervous, but did it. I have the picture Dad took.

Thoughts right after event
       I loved it!
      Appreciated the praise, but also amazed that 500 people heard my message!

Thoughts NOW on the event and why it matters
      I am sure this is one reason I love to be on stage and write.
      This is me on the mountain explaining why that event matters to me now.

Tuesday, October 19, 2010

Crafting a narrative

Homework:
Work on the narrative essay.
Study for the Unit 3 quiz. Be finished the whole unit.
Check updated grades online.

Today:
I discussed what a narrative is and what a narrative is not. First, a narrative is not a list of all the events of the moment in order. That is called a “bed to bed.” Yes, the events in the narrative can be in order, but a narrative is crafted.

Then I talked about crafting. One way to craft the telling of the story is to add sensory details. At moments, slow down and describe. Allow the reader to really sense the setting.

I also mentioned playing with time. Not every moment gets the same weight. Slow down some time and skip past others. Explode a moment like slow motion.

I also talked a little bit about flashbacks. My story is about a two minute event. However, I wrote 1300 words. During the event, I go back and explain why my event had so much importance to me. Then I come back and finish the original story.

Below is an example of the first step of planning a narrative that I will expand.

Event
Read a poem at a graduation ceremony.

Lesson Learned
What I say can be heard by many. People like what I say.

Outline the basic events of your moment:
Liked to write poetry
Wrote for fun and friends
Somehow I volunteered to be part of event coordinating
The idea for a poem came to my mind.
Showed the poem to the teacher organizing event.
He thought it would be nice to include
(I even designed the cover of the program)
Sat on stage.
500 people- Mom, Dad, girlfriend, family (Dad almost didn’t show.)
Nervous, but did it. I have the picture Dad took.
I loved it!
Appreciated the praise, but also amazed that 500 people heard my message!

Over the next few days, I will add snapshots, thoughtshots, and play with time to craft this narrative.

Monday, October 18, 2010

We have begun our narrative piece!

Homework:
Completing the Sentence Unit 3
Quiz on Unit 3 on Thursday
The narrative is due October 27ish

Today:
I reviewed the basic structure of a narrative.  I explained that they start with a hook, an interesting introduction that grabs the reader.  Then the piece goes through the event that is being discussed.  It ends with some sort of reflection.  A narrative is not just retelling a moment.  A narrative is more about the writer leading us through the event and the effect the event had on him.  I will discuss narrative more as we read more examples this week.

Today we read "I'm Not Ready to Be The Lord of the Wings," written by Peter Duffy.  If you read this article (which I hope is there), you will see that at least 1/3 of it is commentary on the event.  I will be teaching students techniques to improve their narrative writing craft.

Here is the assignment page from MrBoZ.com.

Friday, October 15, 2010

Have a nice weekend. (Finally, a pause in grading.)

I gave the interview summaries back to sections 6 and HB today as well as a grade slip.  I explained that grammar errors are like losing respect points.  We will continue to practice the skill, but I suggest you encourage your child to get help proofreading.  We will also read our next pieces out loud.  This will help them spot their awkward sentences.

As of now, all grades are updated accept for the homework and participation grades for this week. (I can never be totally up to date, but the big things are graded.)

Thursday, October 14, 2010

October 14, 2010

Have you checked the Home Access Center lately?

Homework:
Sections 5 and 6 should be sure to have the Choosing the Right Word for Unit 3.  I did not see those classes today.

Today:
We reviewed the answers to the Choosing the Right Word.
I finished up our discussion on author's purpose for "Thank You, M'am."

Next week we will start the narrative that will be due October 27th.  I want the students to think about a moment/person in their lives that they can point to as having an impact on their lives.  For example, as I had the students pretend in class, Roger could look back on his encounter with Mrs. Jones and say that the time he spent with her impacted his life.

Here are my thoughts on the author's purpose for "Thank You, M'am."

What will you take away from the story? What do you think Langston Hughes was trying to say to us through this story?

We are all trying to live our lives on this planet. Some of us have it better than others. What do we do when we encounter someone who is struggling, maybe even trying to survive? I believe Langston Hughes was trying to get us to think about how we treat others who are in need.

Maybe it’s because I am an adult, but I am most moved by the character of Mrs. Jones. I am not so sure the focus of the story is Roger. He is one person who comes in and out of Mrs. Jones’s life, one among many because she works at the hair salon where she sees people all day. The wisdom and life experience of Mrs. Jones is at the heart of the story. Roger is us, the recipient of that knowledge. For all we know, that evening had very little impact on Roger. Maybe it had a huge impact on him. The point of the story is that we should help others regardless of how it might turn out.

What would you do? I have met plenty of homeless people through my church in Elkton. Three years later, many of them are still homeless and need help with food and clothing. You might ask why they just don’t get a job. If we keep helping them, how will they every get out of their situation? I don’t know the answer. But that night, Roger needed food and love. Mrs. Jones gave that to him because she has been there. She even gave him the money for the shoes that we know he doesn’t need, but she knows that he needs to learn some lessons for himself. So she gave him the money. I believe Langston Hughes intentionally left the outcome unknown.  He did not say that as a result of the evening Roger changed his ways.  He didn't say anything at all about Roger's future.  That is the point.  Mrs. Jones helped Roger because it was the right thing to do, and sometimes we just do what is needed.

Wednesday, October 13, 2010

October 13, 2010 (Was your child on a trip today?)

Homework:
Choosing the Right Word Unit 3

Today:
We are discussing the story "Thank You, M'am" by Langston Hughes.  Today I wanted the students to extend the story by thinking about what happened to Roger after the story ends.  We are discussing cause and effect as well as author's purpose.  I had them use the following notes to write a pretend narrative as Roger.  I gave them 25 minutes to write.  Any student who was absent today MUST make up this assignment.


Cause and effect:
life before → stealing purse →meeting Luella → dinner, money, and lesson → ????

Reread/skim “Thank you, M’am” now that you have seen the video. (Page 29)

Pretend you are Roger, and you are older now. You have been asked by someone to describe an incident in your life that was important to you. That incident could have been a turning point in your life, or it could just stand out as something that you will always remember. Write a short piece describing how the evening with Mrs. Luella Bates Washington Jones affected your life.

Step 1- Where did Roger end up?
As a result of the incident with Mrs. Jones, I ended up … becoming a cop.

Step 2- Figure out the incidents he went through to get there: before, during, after, now


Step 3- Write the story following the outline below.
As a result of the incident with Mrs. Jones, I ended up … becoming a ?????
a. Describe a little about your life before you met her. (2 sentences?)
b. Describe the incidents of that evening. (4 sentences?)
c. Include the thoughts you had as you went through the event. (2 sentences?)
d. Finally, describe where you have ended up in your life now. (2 sentences?)
e. Describe how the events of that evening had an impact on you. (2 sentences?)
f. What effect did that meeting have on your life? (What lesson did you learn?)

Tuesday, October 12, 2010

October 12, 2010

Homework:
Pictionaries 1-20 Unit 3
Synonyms Unit 3

Today:
We reviewed words words 1-10 Unit 3.
We discussed words 11-20 Unit 3.
We discussed what author's purpose is.  We watched this touching video and discussed the following notes.  Then we watched the video adaptation of "Thank you, M'am."

What do you think is the author’s purpose?
         (What does he/she want you to go away with?)
         Who is the author?

         What do you think the author’s purpose was for making this piece?

What medium did he/she accomplish this?
         Medium: (story, poem, video)

         In that medium, how was the message delivered?
         (Characters, dialogue, metaphor, storyline, visuals, music)

How do you connect with this piece.
         How does this piece resonate in you?
         What does it remind you of?
         What will you remember most about this piece… now.

Monday, October 11, 2010

October 11, 2010

Homework:
Pictionaries 1-10 Unit 3

Today:
We listened to and discussed words 1-10 Unit 3.
We read "Thank you, M'am" by Langston Hughes.
We discussed the ideas of internal and external conflict.
We discussed cause and effect.  I also discussed the Butterfly Effect that Dr. Carmack mentioned on the morning announcements.
We watched this video as an example of the above terms.
Notice how in the video there is external conflict between the man and the boy.  The man has internal conflict because he struggles with a solution.  The Butterfly Effect is seen through his response.  If he has patience, the effects will be passed on.  (Likewise, if he did something bad, that would be passed on as well!)

Thursday, October 07, 2010

I published some recordings today if you would like to give a listen.

Current Understanding: To what extent do human beings learn about life by making connections to themselves, others, and the world around them?

Give a listen to these recordings and see if you make any connections.
(The links are on my homepage for now.)

Meaning of Life 1
Meaning of Life 2
Meaning of Life 3
Jared S. talks about his eye opening interview with his mom.
Sofia B. talks about learning about her father.
Jackie D. wrote about her mother's faith.
Nick M. did not know his dad was so interesting!
Alexa P. reads about her interview with her mom.
Lisa P. reads about her interview with her step-father.
Jeremiah B. reads about his mother's faith.
MrBoZ interview Raniya and why you should not mix whipped cream with OJ.

Wednesday, October 06, 2010

The Interview summary is due Thursday

Homework:
Quiz Unit 2 tomorrow
Summary piece due. See below.

Today:
We studied for the vocab quiz.
We read and discussed two summary pieces, so the students know what I am expecting.

Summary
Essential Question: To what extent do human beings learn about life by making connections to themselves, others, and the world around them?

When we listen to the interviews, we are learning from, not only the person being interviewed, we (as a class) are learning from the person who wrote the summary. We are listening for the lessons he learned. Maybe we will connect with something said.

Interview Summary Rubric

____ (25) Neatly written/typed
____ (25) 250 – 400 words
               (long enough but not too long)
____ (25) Explained focusing statement.
____ (25) More about writer’s reaction to interview
                than a summary events.
____ ( ) Number of distracting grammar/
              mechanical errors (Over 5 means
             -7 points)
_____ Total

Tuesday, October 05, 2010

The Interview summary is due Thursday

Homework:
Completing the Sentence Unit 2 due Wednesday
Interview summary due Thursday
Quiz Unit 2 Thursday

Today:
The goal for today was for the students to understand what is expected in the written interview summary due Thursday (rough draft Wed. if possible).  We read a student example today that wasn't quite what was needed.  In the summary, the student focused more on recounting the information learned during the interview with her sister.  While that is technically a summary, the piece did not have any life.  So I had the students help me create a focus that not only recounts the information, but, more importantly, includes the reactions of the interviewer.  Please see the notes below.  The very last piece is something I wrote for fun.  It is unedited and stupid, but it does show voice and my emotions as the interviewer.  I was showing my reaction to the interview, not simply recounting the information.

Notes
The goal of this interview was to connect through listening.
        What are your thoughts and reactions to what you learned?
         Did you connect with your person?

Do not simply relate the questions and answers discussed.
Volleyball: Fun
Family: Passing ball around
Family: Disney
Sisters: Dalmatians
Sisters: Talking
Sisters: Fighting
Volleyball: Proudest
Quality: Talkative


Suggested Outline
I interviewed my sister because she and I are really close. I discovered that I actually admire her.
           Explain the interview process quickly.
           I discovered my sister and I are close.
           I realized by the end that I admire my sister.
I interviewed my sister because she and I are really close. I discovered that I actually admire her.

(250 - 400 words in ONE paragraph)

I wrote this for fun.
           I thought I knew everything there is to know about Grandma. I was wrong! The interview started off boring enough. I figured I had to interview someone special because Mr. Bosler said I would remember this forever. Sure. So I asked Grandma to tell me about her life thinking, “I God. She is going to ramble on forever.” She started off by telling me that she was shot in the eye with a bb gun. What? Seriously? Not, “I was born in 1802?” In the eye with a bb gun. I had to know more. And there was plenty to tell! She told me that my mom shot her, Christmas morning, in 1857! Um… Really? This is when I knew that Grandmom was crazy! For the rest of the interview, I just went along for the ride. Did you know that the first president of the U.S. was a mouse? Neither did I! But Grandma did!

Tuesday, September 28, 2010

Students should be recording their interviews!

Homework:
Pictionaries 1-10 unit 2
Interview must be completed by Monday.
Summary is due next Wednesday

Today:
The main goal of today was to show the students what to do in an interview.  I demonstrated the technique in each class by making a recording.  Some were better than others.  I explained that the recording (or detailed notes) is not what is handed in.  The 30 minute recording is the gift for posterity.  The students will be writing a summary of the interview.  That will be handed in.

I would like those who are able to give me a two minute snippet from their interview so I can make them available for listening.  I would love to have a page that looks like this.

If you have time and would like to listen to an INTERESTING interview, go to my homepage!  There should be a player in the middle with my picture on it.  If not, click on the link that has the girl's name Reniya.

Monday, September 27, 2010

September 27, 2010

Homework:
Interview must be done by October 4.
Summary is due October 6.
Please see the assignment page for details.


Today:
We were in the computer lab today organizing questions.  Right now, each student should have a person he/she will interview and ten open ended questions.  Their job now is to conduct the interview practicing good listening, as we discussed last week.

I am trying to explain to the children that the interview is special.  I will show them more examples this week.  But basically, the recorded interview is a treasure, a gift for both the student and the person being interviewed.  This is not just some silly prompt from a book!

After the interview is recorded, the students are going to write a summary of 250-400 words.  This is the written piece that I will grade.  This piece will be a treasure as well, but it is also less personal than the recording, which we will not be able to listen to.  The recordings will be too long.

Even though the recordings are long, I am asking that the tech savvy students find a way to get me about 2 minutes of audio.  I would like to make recordings like those found on StoryCorps.  I would also like to post some of these snippets if possible.

I will be interviewing my wife in the next day or so. 

Friday, September 24, 2010

Grades are updated on the Home Access Center

I had planned on having the students a little farther along on their StoryCorps assignment, but I have been out two days this week.  However, I did give students the basics of what is expected and how to do it.  For those students who would like to work on the interview this weekend, I showed them the assignment page at my classroom website.  There are resources on it and on the StoryCorps link.

Basically, the students are to pick someone they would like to honor with an interview.  They should pick questions using the question generator at StoryCorps.  They should then prepare and practice for the interview.  The interview should be recorded somehow for posterity.  The student should sit down with the person and be a good listener, like we discussed in class. 

So far, this is all we covered.  I have not quite decided on the product that I want handed in.  Right now, I would like the student to treasure the 30 minute interview and save that for posterity.  From there, I am trying to figure out what will be shared.  I am think the best and most difficult product would be a 2-3 minute portion of the interview audio, like the kind found on StoryCorps.  Realistically, I think the interview will be summarize in writing.  That piece of writing will still be valuable.  I will figure out how to turn this in later. 

I will be interviewing my wife.  As soon as I am done that, I will think about how I want to share my interview.  (But I have access to great video and audio editing programs and equipment.)

Have a nice weekend.

Wednesday, September 22, 2010

September 22, 2010

Homework:
The quiz on Unit 1 will be FRIDAY.  (I have a sub tomorrow.)
Students can go to this page online to study for the quiz. There are games, flashcards, and practice questions.

Today:
We did four warm-up questions that reviewed concepts we have been studying.
We reviewed the notes on narrative (see below).
We watched two videos as examples of what we will be making over the next month:
     We watched The Human Voice to see a short example of a narrative.  We will write a longer one in a few weeks.
     We watched Q & A as a sample of the interview project we will start ASAP.  On Friday, I will show the students where to go if they would like to work on the project this weekend.  We will have lab time on Monday to organize the interview questions.  The assignment page is up on my site.

Here are the notes on narrative that we discussed in class.
What is narrative?
• the telling of a story
• account of a specific event or a series of connected events
• pattern of beginning, middle, and end
• often express a very important truth about life
• found in all cultures
• giving meaning to individual life
• pass on enduring values and lessons
• really more likely common to others, as well


Basically, why is narrative so important to humans?
• giving meaning to individual life
• served a vital role in the lives of those who tell and listen to them
• values, beliefs, sacred knowledge, and practices are that sustain the people
• collective memory of the elders
• a time for teaching what mattered most to them

Tuesday, September 21, 2010

September 21, 2010

Homework:
Vocab quiz Thursday
Some students still owe their flashcards.

Today:
I was off yesterday, so I checked the work that the students were supposed to do with the sub: flashcards and Completing the Sentence unit 1.  Those were for a grade.  Some students did not complete the work.

We reviewed the Completing the Sentence, looking for the context clues.

I gave students a grade slip because I put in a few grades.

Then we briefly started the next unit. They read an excerpt about narrative and took some notes.   The full explanation will be here. I have never done narrative like this before, so I am excited!

Monday, September 20, 2010

Grades are updated on the Home Access Center

If you do not know how to access the grades on-line, please contact the main office.

There are 4 categories of my grades that count: participation(10%), classwork(60%), homework(15%), and quizzes(15%).  There is a category on the grades called performance.  That category is merely for documenting.  It is a way I can tell students how they have done on something, but it does not factor into the grades.  For example, they took a vocab diagnostic.  Even though it says it is worth 100 points, the grade does not count.  Also, the grade called "jar" is used when we use the responders.  Think of them like pennies.  These points do not count against a grade.  The more pennies they have, the more it will HELP their grade.  I will explain grades more at open house.  If you have any questions, please e-mail me: bradford.bosler@redclay.k12.de.us .

Homework:
My son is sick, so I was not in school today.  The students were to do the Completing the Sentence in the vocab book.  They were to highlight the context clues as well. I will check these tomorrow for a grade.

The students were also supposed to make flashcards to study for the quiz on Thursday.  I will be checking them tomorrow, even in the honors classes where I said they did not have to do them for homework.  I needed work for the students today, so I assigned the flashcards anyway.

Friday, September 17, 2010

September 17, 2010

Homework:
Have a nice weekend!  Get ready for our new unit Monday and a vocab test on Thursday.

Today:
Some classes worked on main idea as a warm-up.

3,4,5, and HB sections finished the diagnostic vocab test.

Grades:
I really hoped to enter grades by today.  I will have them by Tuesday.  I just need to sit down and enter what I have into the computer.  The beginning of the year is quite hectic.  Thank you for your patience.

Thursday, September 16, 2010

September 16, 2010

Homework:
 None

Today:
We entered the answers from Choosing the Right Word in the vocab books into the responders.  Students immediately saw how they did.  Then we discussed context clues to help determine the answers.

Then we started a vocabulary diagnostic test.  We did the first 50 questions today on the responders.  Again, the students saw how well (or how poorly) they did.  That's OK.  This is a test on words they just started.  In January, though, I will expect these scores to rise.

We will begin a new unit on Monday.  I am currently reading the Barney essays.  I hope to get some grades entered by the end of the day Friday. 

Wednesday, September 15, 2010

September 15, 2010

Homework:
Choosing the Right Word Unit 1 vocab

Today:
I introduced students to the responder system I use in my room.  Basically, each student has a remote.  Questions are displayed on the screen, and the students register their answers.  I will also use the remotes to score their vocab quizzes.  When they finish the test, they will know how they did immediately.  In fact, we can review the answers to the test right there.  I will demonstrate the system at Open House.

I also continued to show students how to do the vocabulary exercises.  We reviewed the synonyms and began the choosing.  For the choosing, students should highlight the context clues that helped them determine the answer. 

Tuesday, September 14, 2010

September 14, 2010

Homework:
Pictionaries and synonyms for Unit 1
I am hoping the students return the colored Barneys.

Today:
Daily Drill (see notes)
We reviewed words 11-20 Unit 1.
www.vocabularyworkshop.com Level B
In most classes I am leading the students slowly through their vocab work.
We listened to a few more essays about what is the ideal class.

Notes: I had the students find 15 abbreviations that they knew the meaning of and copy them in their books. The goal was to observe the many ways words are abbreviated.
AC
A.D.
A.M.
asap
A.S.P.C.A.
B.A.
B.C.
B.C.E.
B.S.
C
c.
C.I.A.
Cm
C.O.D.
C.P.S.
C.P.R.
D.A.
DC
D.C.
D.D.S.
DNA
DOA
ed.
ESP
esp.
et al.
etc.
F
(There were many more.)

Monday, September 13, 2010

September 13, 2010

Homework:
Pictionaries 1-10 unit 1
All Barney essays should have been handed in.

Today:
DailyDrill (see below)
Handed out vocab books and began unit 1

I am in the process of organizing so many things.  I will have some grades by the end of the week.  So far, students should have handed in the blue permission slip and the Barney essay.  Those are the two main grades so far.  By the end of the week, I will have checked the pictionaries, synonyms, and the choosing the right word for unit 1 vocab.  I will also have given some participation grades as well.

I feel like I am behind because I was out two days last week for religious holidays, but we are actually right on schedule.  We will share our Barney essays in class Tuesday (and maybe Wednesday).  Then we will begin our first real written piece- a narrative.

Notes:
There- location The ball is there.
Their- possessive That is their car.
They’re= they are They’re going to the show.

September 13, 2010
1. The abbreviation of avenue is ___
2. The abbreviation of pound is __
3. You could look up what thesaurus means in a ___

4. lets play a game of Soccer to day
5. Antonio was to big for his old bike sew he sold it at the old town flea market.

Tuesday, September 07, 2010

September 7, 2010

Homework:
None

Today:
Daily Drill (see below for notes)
Discussed grades and class participation.
Students had SSW time to write their essays.

These are the notes we have taken so far:
September 7, 2010 (W1)
(Make the needed corrections.)
1. wernt their no milk in the refrijerator

2. there going to come to sea me at 7 pm

September 02, 2010
ludicrous (adjective) \LOO-duh-krus\
What does it mean?
: laughable because of being ridiculous
How do you use it?
"I turned my face away to conceal a smile I could not suppress: there was something ludicrous as well as painful in the little Parisienne's earnest and innate devotion to matters of dress."
Are you a word wiz?
Which one of the authors below do you think wrote the quotation we've used as our example sentence for "ludicrous"?
A. Hans Christian Andersen
B. Homer
C. Mother Goose
D. Charlotte Bronte

September 01, 2010
haiku (noun) \HYE-koo\
What does it mean?
: a verse form of Japanese origin having three lines containing five, seven, and five syllables respectively; also : a poem written in this form
How do you use it?
The card didn't have enough room for a sonnet, so Kaitlin wrote a short haiku instead.
Are you a word wiz?
So, you may know what "haiku" means, but can you spot one when you see it? Which of the examples below is a haiku?
A. Let me not to the marriage/ of true minds / Admit impediment.
B. I think that I shall never see / A poem lovely as a tree.
C. From all directions / Winds bring petals of cherry / Into the grebe lake.
D. Lo, we have heard tell/ of the Spear Danes/ from the days of yore.

August 31, 2010
stave off (verb) \STAYV-AWF\
What does it mean?
: to force or keep away : to fend off
How do you use it?
I knew that we'd be eating a late dinner, so I had an apple when I got home from school to stave off hunger.
Are you a word wiz?
What object gave us the word "stave off"?
A. a barrel
B. a long stick
C. a type of cracker eaten on board ships
D. a curling iron

Thursday, September 02, 2010

September 2, 2010

Homework:
Have a nice Labor Day Weekend!

Today:
We watched some of another episode of Barney.  Then I posed real classroom situations we face and asked them to come up with Barney solutions.  They were pretty crazy.  Most classes seemed to agree that our class cannot be totally Barney because it is unrealistic.  I then discussed levels of Barney that we could have in our class.

Total Barney- Impossible because it is too unrealistic.  There is no anger, only acceptance and love.  Also, every couple of minutes, everyone breaks out singing, and they all dance around.  That will not happen in my classroom!

Barney-Like- The teacher and the students embody the qualities of the show, but no singing and dancing silliness.  We are all basically nice to each other.

Some Barney- This is a realistic view of a classroom.  We will try to use the lessons of Barney, but we will not be perfect.  The classroom is pretty nice, though.

No Barney- This would be the classroom where the teacher needs to keep control of the students because they do not exhibit very Barney-like behavior.  If everyone is positive and gets along, there would not be such a need to have someone in control.  The students barely embody the Barney qualities; therefore, the teacher is not able to act very Barney-like either.

Negative- The children are so disrespectful that the teacher has no chance of demonstrating Barney ideals.  The classroom is run using strict discipline because the children are selfish and cannot control themselves. 

September 1, 2010

Homework:
Return the blue permission slip.
Return the vocab book money.

Today:
Daily Buzzword
Introduced the writing topic for the first essay: What are the qualities of a classroom where students can learn and a teacher can teach?  Can we have a Barney classroom?  Is that the answer to the question?
We watched an episode of Barney and brainstormed.

Tuesday, August 31, 2010

August 31, 2010

Homework:
Return blue e-mail and permission slip.
Bring in vocab book money.

Today:
We started to explore this essential question: What are the qualities of a classroom where students can learn and a teacher can teach?  I put the students into groups, and they came up with a description of what we would see, what we would hear, and what procedures would be done in an effective classroom.  (Two classes described the opposite- what it would be like in an ineffective classroom.)  Here are a few examples:


o Team Positive and Demeaning- constructive criticism
o Team Positive and Supportive- attentive and happy students, they know you support them, you need to try harder, reasonable, show their flaws so they can improve
o Team Supportive but Realistic- looks like students are never bored, fun, cheering, it’s not ok to fail, encourage, humorous, show you your flaws but encourage you to do better
o Team Happy Angels Who Are Nice to Everyone- friendly, supportive posters, no bad stuff, always get along, help each other, teachers encourage, happy educational books
o Team Fluffy Bunny- no one can be angry when he/she is holding a fluffy bunny in his/her hands!

(Classroom that won’t help teachers teach or students learn.)
o Team Stressful- teacher gives too much work and students are stressed, kids talk too much to their friends, daydreaming, teacher too boring
o Home of the Evil Spirits- no explanation of the work, talking while teacher is texting, kids not showing up, don’t sit still, play with stuff, sleep, eat, screaming, silence from teacher, door slamming, haunted classroom
o The Classroom of Doom!- talking, screaming, phones going off, iPods playing, arguments, running, standing, spitballs, trash, sleeping, pranks, teaching chewing gum while talking on phone doing Facebook, cutting of class.
o The Chaotic Kids- kids do not follow instructions, loud, talking while teacher is talking, texting by both teacher and students, inappropriate discussions, teacher lets personal issues affect the class, picks favorites, writes on walls, standing up
o Crazy Catastrophe- trash, desks are away from teacher, books all over, pictures and posters all over, computers broken, talking, texting, yelling, singing, teacher gives too much work, eating, sleeping, paper airplanes

Monday, August 30, 2010

The first day of school 2010-2011

Parents,
The new school year has started!  I am excited to get going.  Today I spent most of the time getting the students into their assigned seats and talking about my expectations.  My rules are posted on my walls: respect the property of others, be caring, be fair, be honest, be responsible, be honest, respect the rules, respect the feelings of others, respect people's differences, be helpful, and do what you think is best.

I also discussed what we will be studying this year: writing!  Everything I teach in my class is to improve their writing.  We will do Vocabulary Workshop, grammar, mechanics, and write a lot.  I will also be stressing perfect grammar more than I have in the past.  I believe that students are spending too much time writing in situations where imperfect grammar is accepted.  I believe this will impair their ability to use proper grammar when they need it.  One assignment they must complete this marking period is a 300-400 work piece that has not one single error. 

I will explain more tomorrow.  For now, welcome!  (Oh, and if you find an error in my daily blog and send me an e-mail, I will admit my mistake to the class!  Please, try to find them!)

Friday, June 04, 2010

The finals are done, and the grades are updated!

The only thing left to do in my class is share one piece of work.  Unless the student outright refuses, the grade on the HAC is what the student will get.  If you have any questions, please feel free to e-mail me this weekend at bozmd@comcast.net

Have a nice weekend!  Bring on the last week of school!  :)

Thursday, June 03, 2010

Vocabulary final is Friday

We have finished 15 units of vocabulary.  That is 300 words.  The students will be taking the same test they took in September and January.  I posted their scores on the Home Access Center during those marking periods.  The test counts for about 5% of this marking period's grade.  I hope they have been reviewing the words. 

Tuesday, June 01, 2010

The wisdon piece is due Wednesday (tomorrow)

Today I explained what we have left to do this year: the wisdom piece and the vocab final.  In some classes, I showed them the effect these two assignments will have on their grades.  Hopefully that will motivate them to hang in there and get these two last assignments done!  We will be sharing our pieces and studying for the vocab final this week.

Friday, May 28, 2010

I will not be Crushed

Here is the piece I wrote for our final wisdom piece if you are interested.

      I have never felt more confident of who I am as I do now at age 41. That doesn’t mean that life is going my way. In fact, the last two weeks have been incredibly challenging. This pressure must have been necessary because it has taught me a few important lessons.
       What do you think a 12-year-old player would have to do to be kicked off a softball team? What if the player did nothing wrong, but it was actually something done by the parent? What would it take: punching another parent, cursing, failing to pay the required fees? Two weeks ago, the coach of my daughter’s travel ball team called my wife and asked her if she was talking about the way he coaches. He said he heard my wife was saying that he was wrong for playing his daughter so much. She said she had said those things, to which he replied she was a bad influence on the team. He said as a result of her actions, our daughter was off the team. My wife was crushed.
     My wife, my daughter, and I were all angry and confused. Sports are supposed to teach you that hard work pays off, yet the lesson we learned was that life is not fair. My wife was hurt because she had no chance to redeem herself. I was hurt because I took professional quality pictures at games and posted them for free. My daughter took pitching lessons and worked hard at practice so she could play more often. She realized it was up to her, not us, to earn her spot in the field. Unfortunately, the clear lesson learned is that the coach favors his daughter, even when she performs poorly. I know it is hard to stay objective when your own child is involved, and I don’t totally fault him for favoring her. However, my wife said what others were whispering: if he wanted to win games, the “sideline coaches” think he was blind to one of the team’s weaknesses.
     I don’t blame him for being angry or even hurt by my wife’s words. I know he loves his daughter very much and wants the best for her. Although many parents were frustrated by the way he favored his daughter, we understood his motives and realized that complaining was as far as it would go. However, I am disappointed with how he handled criticism; he saw it as dissent, and crushed it with an iron fist. What happened to talking things out and thinking about how others feel? These kids aren’t on the Olympic team. They are 12-year-olds who want to get better and have parents willing to sacrifice time and money to help them. If my wife was disrespectful for what she said about him, his response did not show he deserved respect, only fear. Throughout all of this, I tried to be the better person because I had a lot happening in my life. My daughter’s dismissal was only one more thing I had to deal with.
     For the past month or more, my family was immersed in travel ball. It’s very expensive, and there were a few weekends where we left Friday and did not return until Sunday afternoon. It took a toll on us. We were tired. We worried about money, and my wife and I had trouble finding time for each other because our weeks were busy with practices. I was beginning to reach a breaking point when I got a phone call out the blue about a friend, Bill Berger. I was told I needed to see him right away because he only had a week to live. I hadn’t seen this man since last July when he and I went to the track to race my car, but I always thought we would get together soon. My time had run out.
     What do you say to someone who is dying? I had never done it before. Sure there were some grandparents that died. I’ve been to funerals. But I had never visited someone with the intention of saying goodbye… forever. When I walked in, Bill was happy to see me, just like any other time. I talked with his parents about the weather, his dog, and drag racing while the Hospice person organized the details of his last days of life beside us. It was surreal. When it was my time, he and I talked about nothing important. I told Bill I didn’t know what to say. He told me to just say what I want. So I knelt down, held his hand, looked him in the eye and told him that I wonder about what is on the other side, and, if he were able, could he somehow let me know. I gave him something to do after he died. I guess I was saying I hoped to hear from him soon, even though I figured I wouldn’t be.
     While I was shooting my daughter’s softball game 3 days later, I got a call that he had died. I was in the dugout at the time, and my daughter could tell what the call was about. She hugged me and asked if I was all right. I told her I wasn’t, but I would be okay. I didn’t want to disturb the coach or the team with my troubles, so I fought back the tears.
     It was two days later when we got the call that my daughter was kicked off her team because the coach was insulted. My family was exhausted, my friend had died, and now the coach was angry because my wife questioned his authority? Seriously? The next few days were filled with anger and sadness, but the struggle revealed something important to me. Life is for the living, and we were not going to let a cowardly decision rule our lives. It was time to put first things first. First, we are family. If my wife and family cannot be part of something together, then it’s not worth it. Second, we needed to put more focus on finishing up my daughter’s Hebrew school and going to synagogue. Unfortunately, God came second to tournaments. Finally, we needed to realize that sports are something you do for fun. Softball is not the ultimate goal. I sat down with my daughter and explained a few things to her. I told her I do not expect her to be a softball player when she grows up. I would like her to go to college and get a degree, preferably teaching. I don’t expect her to get a scholarship because we will find a way to pay for the education she needs. I told her she will look back at her time in softball fondly, but in the end, it is just something we do for fun. This team took the fun out of the game we loved.
     There have been a number of painful moments in my life where I look back and realize I have grown. I won’t say that I handled by daughter’s removal from the team perfectly, but I think I was pretty mature. I quickly saw who was right and who was wrong instead of focusing on anger or revenge. And even when I saw that how we were treated was not fair, the wisdom I have learned over the years helped me to move on: Treat others better than you want to be treated, Life is for the living, Put first things first. Finally, get the pain out. Talk to people, which is what I am doing here. Maybe there is a lesson in here for someone else.