Homework:
The students could work on their stories. I would like a good draft done by Thursday so we can proofread them. The final draft will be due Monday, February 8th.
Today:
I asked the students to have something done by today. Most did, but a few too many really did not have as much as I would have hoped. We will spend time next week studying punctuation dialogue.
Friday, January 29, 2010
Thursday, January 28, 2010
January 28, 2010
Homework:
I would like the students to have written a good chunk of their stories for Friday. The stories should be mostly complete so we can look at them and they can get feedback. Ideally, all students will do as I ask. That is why I have left it vague like this. But how do you assign making a best attempt at writing a story? How do you define that?
The stories should have dialogue. We will be focusing on proper punctuation of dialogue in the days to come.
Today:
Daily Drill
We entered and reviewed the Choosing the Right Word
We watched a little clip on Apple's new iPad and dreamed about how we could use something like that in the future.
I gave the students some work time.
Daily Drill:
(Yes, copy these.)
Thursday, January 28, 2010 (F6)
1. How ____ did you do on the test? (good, well)
2. ____ puppies are growing bigger every day. (Are, Our)
3. ____ that woman standing by the car? (Who’s, Whose)
4. Do you know ____ jacket that is? (who’s, whose)
5. When ____ the book reports due? (are, our)
I would like the students to have written a good chunk of their stories for Friday. The stories should be mostly complete so we can look at them and they can get feedback. Ideally, all students will do as I ask. That is why I have left it vague like this. But how do you assign making a best attempt at writing a story? How do you define that?
The stories should have dialogue. We will be focusing on proper punctuation of dialogue in the days to come.
Today:
Daily Drill
We entered and reviewed the Choosing the Right Word
We watched a little clip on Apple's new iPad and dreamed about how we could use something like that in the future.
I gave the students some work time.
Daily Drill:
(Yes, copy these.)
Thursday, January 28, 2010 (F6)
1. How ____ did you do on the test? (good, well)
2. ____ puppies are growing bigger every day. (Are, Our)
3. ____ that woman standing by the car? (Who’s, Whose)
4. Do you know ____ jacket that is? (who’s, whose)
5. When ____ the book reports due? (are, our)
Wednesday, January 27, 2010
January 27, 2010
Homework:
Choosing the Right Word Unit 8
I would like a draft of the sci-fi story done by Friday if possible.
Today:
Reviewed the synonyms unit 8
Read a sample story
Writing time on the sci-fi story
I also showed them the start of my story and asked for suggestions.
I told the students about how they will be scored in this sci-fi story writing contest:
(x2) First inpression
Craft of telling a story
Realistic dialogue
Vivid imagery
How well they stuck to the theme: sci-fi shows us a future so we can reflect on today.
They will be scored on this scale:
1- not so good
2- OK
3- Good
4- Great
(5) Incredible
We will add up the scores from 5 people, and hopefully, a few pieces will rise to the top for another round. I am so excited to see these stories. The good stories will be submitted to TeenInk.
Choosing the Right Word Unit 8
I would like a draft of the sci-fi story done by Friday if possible.
Today:
Reviewed the synonyms unit 8
Read a sample story
Writing time on the sci-fi story
I also showed them the start of my story and asked for suggestions.
I told the students about how they will be scored in this sci-fi story writing contest:
(x2) First inpression
Craft of telling a story
Realistic dialogue
Vivid imagery
How well they stuck to the theme: sci-fi shows us a future so we can reflect on today.
They will be scored on this scale:
1- not so good
2- OK
3- Good
4- Great
(5) Incredible
We will add up the scores from 5 people, and hopefully, a few pieces will rise to the top for another round. I am so excited to see these stories. The good stories will be submitted to TeenInk.
Tuesday, January 26, 2010
January 26, 2010
Homework:
Pictionaries 11-20 and synonyms unit 8
Today:
Daily Drill
Listened to 11-20 unit 8
Read a story from TeenInk to discuss the length of the sci-fi story, dialogue, and point of view. I will post the requirements for the story tomorrow on MrBoZ.com. I plan to make this unit into a story writing contest. More details to follow.
Tuesday, January 26, 2010 (R6)
1. What contraction is made from we and are? __
2. Add a prefix to this word: ___test
3. If we work hard replied Judy well earn an excellent grade.
4. Michael ask how soon will breakfast be ready
5. What tense is occupied? (past, present, future)
Pictionaries 11-20 and synonyms unit 8
Today:
Daily Drill
Listened to 11-20 unit 8
Read a story from TeenInk to discuss the length of the sci-fi story, dialogue, and point of view. I will post the requirements for the story tomorrow on MrBoZ.com. I plan to make this unit into a story writing contest. More details to follow.
Tuesday, January 26, 2010 (R6)
1. What contraction is made from we and are? __
2. Add a prefix to this word: ___test
3. If we work hard replied Judy well earn an excellent grade.
4. Michael ask how soon will breakfast be ready
5. What tense is occupied? (past, present, future)
Monday, January 25, 2010
January 25, 2010
Homework:
Pictionaries 1-10 unit 8
I would like the students to have their stories ideas again for tomorrow.
Today:
Daily Drill (see below)
We listened to 1-10 unit 8
I explained how to present their story idea:
Explain the
technology
setting
plot
conflict
author's purpose (the lesson to think about)
In one section we discussed a technology where we upload the curriculum of information into the brain. We discussed at what age this should be done, if at all. That lead us to discuss why we go to school. Is school just learning information? What does maturity have to do with learning? It was a good discussion that focused on the thoughts that should be happening behind the technology idea.
My idea is to digitize the dead. My brain is teeming with thoughts about this. I can't wait to organize this and develop a story.
Monday, January 25, 2010 (W6)
1. Every Saturday morning my little brother watches rug rats.
2. Last summer my friend sarafina moved to Santa Fe New Mexico.
3. Seldom : many :: often: (lots, more, few, several)
4. quick, speedy (synonym, antonym, homophones)
5. week, weak (synonym, antonym, homophones)
Pictionaries 1-10 unit 8
I would like the students to have their stories ideas again for tomorrow.
Today:
Daily Drill (see below)
We listened to 1-10 unit 8
I explained how to present their story idea:
Explain the
technology
setting
plot
conflict
author's purpose (the lesson to think about)
In one section we discussed a technology where we upload the curriculum of information into the brain. We discussed at what age this should be done, if at all. That lead us to discuss why we go to school. Is school just learning information? What does maturity have to do with learning? It was a good discussion that focused on the thoughts that should be happening behind the technology idea.
My idea is to digitize the dead. My brain is teeming with thoughts about this. I can't wait to organize this and develop a story.
Monday, January 25, 2010 (W6)
1. Every Saturday morning my little brother watches rug rats.
2. Last summer my friend sarafina moved to Santa Fe New Mexico.
3. Seldom : many :: often: (lots, more, few, several)
4. quick, speedy (synonym, antonym, homophones)
5. week, weak (synonym, antonym, homophones)
Friday, January 22, 2010
January 22, 2010 (Story idea due Monday)
Homework:
By Monday, I would like the students to be able to explain the basic idea for their story. They should be able to tell me the basic plot, the conflict that needs to be resolved, and the future technology that is being used in the story.
For my story, I have a future setting where, instead of burying people, the bodies are digitized and sent either to be stored on a server or to somewhere else where they are undigitized and buried. In my story, the bodies start arriving with areas missing. This is due to how files are sent on the Internet now, in small packets that are reassembled when they arrive at the receiving computer. I have ideas for the conflict. Someone could be stealing the packets mid-stream. Maybe some packets are getting lost. Maybe they are getting misdirected.
Here are four writing prompts.
Science Fiction Writing Prompt: Sucked into a computer
Set-up:
You have been physically sucked into your computer. Not only can you see everything being done on your computer, you are also able to leave your computer and travel through the Internet and view what others are doing on their computers.
How to start:
Start by listing all of the good and bad things we do on computers.
What would you see people doing?
Think about the computers that you would want to visit. What are your reasons for going to these?
Exploring the reality behind the idea:
Based on research, what you have read, or what you have experienced, what would you expect to see?
(Hacking, monitoring, tracking, controlling remote computers, viruses. If you know how computers work, that will add realism to your piece.)
Brain storm a setting and story-line:
This story is pure science fiction. We cannot physically enter the network and move around, but in this story we can. How?
What is the setting? Where? When?
Who are the characters?
Most importantly, what is the conflict that needs to be resolved?
Purpose for writing- social commentary:
This piece will be a mirror for us to examine what we do on our computers today. Do we need to worry about where our habits will lead us to in the future? Is there something we need to change before it is too late? Does something need to be invented that shows up in your story?
Deeper themes:
Should our computer use be monitored and controlled?
Who determines what is morally good or morally wrong?
Science Fiction Writing Prompt: Portable communications devices and use in future
Set-up:
Watch the MSNBC clip that explains how use of electronic communication devices is up in children. The report asks if we should be concerned about how much time children spend communicating. It gives statistics that seem to say that too much use impacts children negatively.
You are a kid who uses these things. What do you think? If the use has gone up so dramatically in five years, what will it be like in twenty-five? Write a story that includes the use of communication devices in the future.
How to start:
Start by listing all of the good and bad things about Facebook, Twitter, texting, cell phone usage, and IMing. How do you and your friends use these things? What have you observed about other people using these?
From morning until sleep, jot down every way that you use your devices to communicate. (Or describe how you know others use theirs.)
Now envision how we will be constantly in touch with each other in the future. If the MSNBC report is right, children will use these things even more!
Exploring the reality behind the idea:
What is the latest technology we have for communicating? How many people use Facebook and Twitter? Find statistics about time spent on electronic devices.
Brain storm a setting and story-line:
Think about how we communicate now. Think about how natural it is for you, but to adults and older generations, what you do now is so strange. Well, 25 years from now, what your kids will do will be normal to them but strange to you. What will they be doing? (I wrote notes when I was in school. How old fashioned!)
What is the setting? Where? When?
Who are the characters?
Most importantly, what is the conflict that needs to be resolved?
Purpose for writing- social commentary:
This piece will be a mirror for us to examine what we do on our computers today. Do we need to worry about where our habits will lead us to in the future? Is there something we need to change before it is too late? Do you want to show us that we have nothing to worry about?
Deeper themes:
Being in touch with others is a basic human need. Do these devices make us more or less human?
Science Fiction Writing Prompt: Imagine the city of the future
Set-up:
Find a picture on the Internet of someone’s vision of how we will be living in the future. Stare at it! Imagine living there. Now think about the city and how it functions, how it is constructed. How is this city different from what we have now. Why is it designed like it is? What problems do we have today that you imagine they have solved in the future?
How to start:
Stare at the picture and describe all the things you see happening in the picture. Where do the people live and work? How do they relax? How does the city function on a mechanical level? Really examine the structures. Then compare each thing you see to what we have today.
You will have to imagine a lot of other things. What about schools and sports?
Exploring the reality behind the idea:
Explore cities that are over crowded, like Hong Kong. Explore large sky scrapers and futuristic buildings that being built now.
Brain storm a setting and story-line:
The setting for your story will be the city in your picture, so the story can be about anything. However, you will want to make the image of the city vivid in the reader’s mind. You will want to use lots of sensory details. (The picture will not accompany your written piece. Create the scene in our minds. That’s what writer’s do.)
What is the setting? Where? When?
Who are the characters?
Most importantly, what is the conflict that needs to be resolved?
Purpose for writing- social commentary:
Do we need to worry about where our habits will lead us to in the future? Is there something we need to change before it is too late? Does something need to be invented that shows up in your story?
Deeper themes:
Nothing stays the same.
Hope for the future.
Science Fiction Writing Prompt: “Think different”
Set-up:
Imagine something we don’t have today that you hope we will have in the future.
How to start:
Put on your thinking cap! Don’t be limited by your imagination. However, this is science fiction, so don’t have magic pixie horses and stuff. Thing science and technology creating something that will help mankind.
Exploring the reality behind the idea:
After you have though about your idea, do some research. Is there something like it today? Is someone working on a solution now?
Brain storm a setting and story-line:
What is the setting? Where? When?
Who are the characters?
Most importantly, what is the conflict that needs to be resolved?
Purpose for writing- social commentary:
Deeper themes:
Science Fiction Writing Prompt:
Set-up:
How to start:
Exploring the reality behind the idea:
Brain storm a setting and story-line:
What is the setting? Where? When?
Who are the characters?
Most importantly, what is the conflict that needs to be resolved?
Purpose for writing- social commentary:
Deeper themes:
By Monday, I would like the students to be able to explain the basic idea for their story. They should be able to tell me the basic plot, the conflict that needs to be resolved, and the future technology that is being used in the story.For my story, I have a future setting where, instead of burying people, the bodies are digitized and sent either to be stored on a server or to somewhere else where they are undigitized and buried. In my story, the bodies start arriving with areas missing. This is due to how files are sent on the Internet now, in small packets that are reassembled when they arrive at the receiving computer. I have ideas for the conflict. Someone could be stealing the packets mid-stream. Maybe some packets are getting lost. Maybe they are getting misdirected.
Here are four writing prompts.
Science Fiction Writing Prompt: Sucked into a computer
Set-up:
You have been physically sucked into your computer. Not only can you see everything being done on your computer, you are also able to leave your computer and travel through the Internet and view what others are doing on their computers.
How to start:
Start by listing all of the good and bad things we do on computers.
What would you see people doing?
Think about the computers that you would want to visit. What are your reasons for going to these?
Exploring the reality behind the idea:
Based on research, what you have read, or what you have experienced, what would you expect to see?
(Hacking, monitoring, tracking, controlling remote computers, viruses. If you know how computers work, that will add realism to your piece.)
Brain storm a setting and story-line:
This story is pure science fiction. We cannot physically enter the network and move around, but in this story we can. How?
What is the setting? Where? When?
Who are the characters?
Most importantly, what is the conflict that needs to be resolved?
Purpose for writing- social commentary:
This piece will be a mirror for us to examine what we do on our computers today. Do we need to worry about where our habits will lead us to in the future? Is there something we need to change before it is too late? Does something need to be invented that shows up in your story?
Deeper themes:
Should our computer use be monitored and controlled?
Who determines what is morally good or morally wrong?
Science Fiction Writing Prompt: Portable communications devices and use in future
Set-up:
Watch the MSNBC clip that explains how use of electronic communication devices is up in children. The report asks if we should be concerned about how much time children spend communicating. It gives statistics that seem to say that too much use impacts children negatively.
You are a kid who uses these things. What do you think? If the use has gone up so dramatically in five years, what will it be like in twenty-five? Write a story that includes the use of communication devices in the future.
How to start:
Start by listing all of the good and bad things about Facebook, Twitter, texting, cell phone usage, and IMing. How do you and your friends use these things? What have you observed about other people using these?
From morning until sleep, jot down every way that you use your devices to communicate. (Or describe how you know others use theirs.)
Now envision how we will be constantly in touch with each other in the future. If the MSNBC report is right, children will use these things even more!
Exploring the reality behind the idea:
What is the latest technology we have for communicating? How many people use Facebook and Twitter? Find statistics about time spent on electronic devices.
Brain storm a setting and story-line:
Think about how we communicate now. Think about how natural it is for you, but to adults and older generations, what you do now is so strange. Well, 25 years from now, what your kids will do will be normal to them but strange to you. What will they be doing? (I wrote notes when I was in school. How old fashioned!)
What is the setting? Where? When?
Who are the characters?
Most importantly, what is the conflict that needs to be resolved?
Purpose for writing- social commentary:
This piece will be a mirror for us to examine what we do on our computers today. Do we need to worry about where our habits will lead us to in the future? Is there something we need to change before it is too late? Do you want to show us that we have nothing to worry about?
Deeper themes:
Being in touch with others is a basic human need. Do these devices make us more or less human?
Science Fiction Writing Prompt: Imagine the city of the future
Set-up:
Find a picture on the Internet of someone’s vision of how we will be living in the future. Stare at it! Imagine living there. Now think about the city and how it functions, how it is constructed. How is this city different from what we have now. Why is it designed like it is? What problems do we have today that you imagine they have solved in the future?
How to start:
Stare at the picture and describe all the things you see happening in the picture. Where do the people live and work? How do they relax? How does the city function on a mechanical level? Really examine the structures. Then compare each thing you see to what we have today.
You will have to imagine a lot of other things. What about schools and sports?
Exploring the reality behind the idea:
Explore cities that are over crowded, like Hong Kong. Explore large sky scrapers and futuristic buildings that being built now.
Brain storm a setting and story-line:
The setting for your story will be the city in your picture, so the story can be about anything. However, you will want to make the image of the city vivid in the reader’s mind. You will want to use lots of sensory details. (The picture will not accompany your written piece. Create the scene in our minds. That’s what writer’s do.)
What is the setting? Where? When?
Who are the characters?
Most importantly, what is the conflict that needs to be resolved?
Purpose for writing- social commentary:
Do we need to worry about where our habits will lead us to in the future? Is there something we need to change before it is too late? Does something need to be invented that shows up in your story?
Deeper themes:
Nothing stays the same.
Hope for the future.
Science Fiction Writing Prompt: “Think different”
Set-up:
Imagine something we don’t have today that you hope we will have in the future.
How to start:
Put on your thinking cap! Don’t be limited by your imagination. However, this is science fiction, so don’t have magic pixie horses and stuff. Thing science and technology creating something that will help mankind.
Exploring the reality behind the idea:
After you have though about your idea, do some research. Is there something like it today? Is someone working on a solution now?
Brain storm a setting and story-line:
What is the setting? Where? When?
Who are the characters?
Most importantly, what is the conflict that needs to be resolved?
Purpose for writing- social commentary:
Deeper themes:
Science Fiction Writing Prompt:
Set-up:
How to start:
Exploring the reality behind the idea:
Brain storm a setting and story-line:
What is the setting? Where? When?
Who are the characters?
Most importantly, what is the conflict that needs to be resolved?
Purpose for writing- social commentary:
Deeper themes:
Thursday, January 21, 2010
January 21, 2010
Homework:
By Monday, I would like the students to have a rough idea of the creative story they will write. I will have all this organized for tomorrow.
Today:
The past two days we started class with an exercise of ending sentences. Many students are trying to write complex sentences, but they don't always know how to punctuate them. If you look at the two paragraphs below, you will see what I mean. I also wanted to give students a reminder that they should read their pieces out loud and proofread a little better.
At this point all the essays are graded, and I will finalize grades tomorrow morning.
I also entered the results of the vocab final we took this week. Actually, it is the final they will take in June. They also took this same test in September. Online you will see how your child scored and how much he/she improved. The score does not count in the grades.
I will post the five prompts I have decided to suggest for the science fiction piece on my web page tomorrow.
Daily Drills:
Even though I feel that sometimes I would like to drop my foot on a few of them, I still leave them alone because it is the right thing to do. I also picture myself as that ant, it must be so scared and helpless if I was that ant I would not want to die. I also picture myself as that ant’s brother I would be devastated if I found out my own brother was killed by a giant even worse I could not do anything about it because they are so small! Also nobody knows what an ant rolls around in, but I have seen that ants mostly take what they touch because they are great full for anything that they can get their hands on! Nobody would want to die or would want a sibling to die, think of it this way, a humongous giant comes out of nowhere and steps right on your sister, or brother and is squished without a chance to fight back. I think pretty much everyone would not want that to ever happen to anyone they know even worse a family member would be hard to get over. I know that nobody would want that to ever happen.
Then second, ants are completely worthless like really what do they do for us? Nothing! It’s like legit! All they do is annoy you they get into your food and steal it and stuff which brings me back to nasty I don’t want them in my food I don’t want any bugs in my food! Also when I say there worthless there might be people that will be like well with out ants the food chain wouldn’t work what about ant eaters or something stupid like that. Oh yeah and I love it when they say ants pick up trash and bring it back to there colony…. Right...So If I dropped a bottle on a bunch of ants they would take it back to there colony and use it some how… I don’t think so.
By Monday, I would like the students to have a rough idea of the creative story they will write. I will have all this organized for tomorrow.
Today:
The past two days we started class with an exercise of ending sentences. Many students are trying to write complex sentences, but they don't always know how to punctuate them. If you look at the two paragraphs below, you will see what I mean. I also wanted to give students a reminder that they should read their pieces out loud and proofread a little better.
At this point all the essays are graded, and I will finalize grades tomorrow morning.
I also entered the results of the vocab final we took this week. Actually, it is the final they will take in June. They also took this same test in September. Online you will see how your child scored and how much he/she improved. The score does not count in the grades.
I will post the five prompts I have decided to suggest for the science fiction piece on my web page tomorrow.
Daily Drills:
Even though I feel that sometimes I would like to drop my foot on a few of them, I still leave them alone because it is the right thing to do. I also picture myself as that ant, it must be so scared and helpless if I was that ant I would not want to die. I also picture myself as that ant’s brother I would be devastated if I found out my own brother was killed by a giant even worse I could not do anything about it because they are so small! Also nobody knows what an ant rolls around in, but I have seen that ants mostly take what they touch because they are great full for anything that they can get their hands on! Nobody would want to die or would want a sibling to die, think of it this way, a humongous giant comes out of nowhere and steps right on your sister, or brother and is squished without a chance to fight back. I think pretty much everyone would not want that to ever happen to anyone they know even worse a family member would be hard to get over. I know that nobody would want that to ever happen.
Then second, ants are completely worthless like really what do they do for us? Nothing! It’s like legit! All they do is annoy you they get into your food and steal it and stuff which brings me back to nasty I don’t want them in my food I don’t want any bugs in my food! Also when I say there worthless there might be people that will be like well with out ants the food chain wouldn’t work what about ant eaters or something stupid like that. Oh yeah and I love it when they say ants pick up trash and bring it back to there colony…. Right...So If I dropped a bottle on a bunch of ants they would take it back to there colony and use it some how… I don’t think so.
Wednesday, January 20, 2010
January 20, 2010
Homework:
None that is pressing. We are just beginning to start writing a science fiction story. I have not made a web page yet because I am still grading the ant essays. I am backed up with grading, but I hope to have them all done tonight. Once those grades are in, I will enter a little last minute make-up work, and the 2nd MP grades will be done.
None that is pressing. We are just beginning to start writing a science fiction story. I have not made a web page yet because I am still grading the ant essays. I am backed up with grading, but I hope to have them all done tonight. Once those grades are in, I will enter a little last minute make-up work, and the 2nd MP grades will be done.
Friday, January 15, 2010
January 15, 2010
Homework:
None
Today:
Daily Drill
We listened to and discussed "Key Item" by Isaac Asimov
The goal for the coming week is to show the students examples of what I want them to write for their sci-fi short story.
**The grades are up for the Unit 7 quiz
I am grading the ant essays. I hope to get a lot of grading done on Monday. Sections 3 and 6 have been graded.
Friday, January 15, 2010 (T6)
1. Does the underlined adjective tell which one, what kind, or how many?
Carlos exclaimed, “Look at that huge pumpkin!”
2. Circle the predicate in this sentence:
The whiskers on my kitten twitch when I rub its back.
3. Maggie clamed she was two busy too do her homework last night.
4. Mario Lee and Robert went to the steinhart aquarium to find out more about dolphins.
5. Which word is not spelled correctly?
inconsi derate uncomfo rtable prej udice prev eiw
None
Today:
Daily Drill
We listened to and discussed "Key Item" by Isaac Asimov
The goal for the coming week is to show the students examples of what I want them to write for their sci-fi short story.
**The grades are up for the Unit 7 quiz
I am grading the ant essays. I hope to get a lot of grading done on Monday. Sections 3 and 6 have been graded.
Friday, January 15, 2010 (T6)
1. Does the underlined adjective tell which one, what kind, or how many?
Carlos exclaimed, “Look at that huge pumpkin!”
2. Circle the predicate in this sentence:
The whiskers on my kitten twitch when I rub its back.
3. Maggie clamed she was two busy too do her homework last night.
4. Mario Lee and Robert went to the steinhart aquarium to find out more about dolphins.
5. Which word is not spelled correctly?
inconsi derate uncomfo rtable prej udice prev eiw
Thursday, January 14, 2010
January 14, 2010
None
Today:
Quiz Unit 7
We watched a few appropriate clips from the new Star Trek movie. I wanted to show the students that in sci-fi, the devices and technology may look like magic to us, but they are just the devices used in the story. In Star Trek, people are beamed down to a planet. That's just what they do. However, we would know that it is a mode of transportation. Also, there are doctors, but they just use amazing tools.
I am trying to set a purpose for writing science fiction. I don't want students to write some silly story. I want them to understand that science fiction stories are written to get us to look at our present life. The stories ask us to imagine our future so we can live better today. The first step I am going to have them do is figure out what needs to be commented on about life today. I showed them the scene in Star Trek where Spock was learning. We compared the way he learned to the way we learn today. That future technology makes us rethink how we teach today. Do we need reform? Could some far out idea in a sci-fi movie inspire us to do better? I say yes! We need dreamers to give us ideas we have not thought of!
I suggested three themes we see in sci-fi stories:
1. Something is bad now that the sci-fi story shows will be worse if we don't act now: for example consumer spending ruins the planet in the Disney movie Wall-E.
2. Something is good now, but if we don't think about its implications, it will be bad: In the 40's, we were trying to harness the atom. What resulted was the atomic bomb. In Star Trek, there was a material called Red Matter which caused black holes. I am sure at one time, scientists dreamed of making it, but did they think through the potential dangers of making it?
3. Something is bad now, but if we invent something, we can solve the problem: global warming is a problem. Maybe sci-fi writers will suggest a solution and show us a world we can have in we work towards making the invention a reality.
(picture is from http://cumbriansky.wordpress.com/2009/05/11/star-trekkin/ which is taken from somewhere else I am sure)
Wednesday, January 13, 2010
January 13, 2010
Homework:
3,6,7- Flashcards
Quiz on unit 7
Today:
Daily Drill
Reviewed vocab
Students gave presentations on future devices
1. Explain a problem we have with the current device.
2. Explain the device and the technology behind it.
3. How does the device benefit society?
Wednesday, January 13, 2010 (M6)
1. Mr and Mrs Lee have traveled to europ asia and south america.
2. I cant weight to travel by myself.
3. Use context clues to figure out the meaning of mettle:
Climbing to the rock ledge will test his skills and his mettle.
4. Two synonyms for mistaken:
5. Fiction or nonfiction?
Unopened flower buds of the clove tree are used to dull the pain of a toothache, freshen breath, and flavor ham.
3,6,7- Flashcards
Quiz on unit 7
Today:
Daily Drill
Reviewed vocab
Students gave presentations on future devices
1. Explain a problem we have with the current device.
2. Explain the device and the technology behind it.
3. How does the device benefit society?
Wednesday, January 13, 2010 (M6)
1. Mr and Mrs Lee have traveled to europ asia and south america.
2. I cant weight to travel by myself.
3. Use context clues to figure out the meaning of mettle:
Climbing to the rock ledge will test his skills and his mettle.
4. Two synonyms for mistaken:
5. Fiction or nonfiction?
Unopened flower buds of the clove tree are used to dull the pain of a toothache, freshen breath, and flavor ham.
Tuesday, January 12, 2010
January 12, 2010
Homework:
Finish unit 7 vocab
Students should be ready to present their device tomorrow. Sections 3,6,7 should hand in a worksheet.
Grade slips were given to students in class. They did NOT have to be signed.
Today:
Daily Drill
Reviewed Completing the Sentence
Work time on future device
Tuesday, January 12, 2010 (W5)
1. After ive finished skateing I am going to the library four a new book to read.
2. Did you get a letter from youre pen pal
3. Which part of speech is the underlined word?
The flickering birthday candles stood at attention in the frosting drifts. (noun, verb, adjective, adverb)
4. Are reluctant and eager synonyms or antonyms?
5. What is the correct abbreviation for Michigan?
(MIC, MI, MN, MH)
Finish unit 7 vocab
Students should be ready to present their device tomorrow. Sections 3,6,7 should hand in a worksheet.
Grade slips were given to students in class. They did NOT have to be signed.
Today:
Daily Drill
Reviewed Completing the Sentence
Work time on future device
Tuesday, January 12, 2010 (W5)
1. After ive finished skateing I am going to the library four a new book to read.
2. Did you get a letter from youre pen pal
3. Which part of speech is the underlined word?
The flickering birthday candles stood at attention in the frosting drifts. (noun, verb, adjective, adverb)
4. Are reluctant and eager synonyms or antonyms?
5. What is the correct abbreviation for Michigan?
(MIC, MI, MN, MH)
Monday, January 11, 2010
January 11, 2010
*** Grades have been added on-line ***
Homework:
Completing the Sentence Unit 7
Quiz Thursday
Today:
Daily Drill
Reviewed vocab
Work time on futuristic device
Monday, January 11, 2010 (T5)
1. Divided into syllables:
rep re sen ta tive re pre sent a tive rep re sent a tive
2. Does the underlined adverb tell how, when, where, or to what extent? A cheetah runs the most quickly of all cats.
3. Why doesn’t he ever due his homework
4. This don’t look like any thing ive ever seen before said dr thomas
5. The lava oozed down the sides of the volcano and black smoke smothered the sunlight after the eruption.-Can you identify the part of speech for each word?
-Simple, compound, complex?
Futuristic Device
Design a future communication/entertainment/??? Device
Twenty-five years ago, the most portable entertainment device was a cassette Walkman by Sony. The portable video games were LCD at best, LED at worst. There were no cell phones. There were no portable video devices. Who would have thought that 25 years later we would have the iPhone, a device that is a phone, connects to the Internet, plays music, videos and games, and contains an accelerometer, GPS, and a compass?
Assigment
Design the all-in-one device your children will be using 25 or more years from now. What will they be carrying in their pockets (or transporting some other way)?
1. Draw the device so we can see what it will look like. (on the back)
2. Explain what it does and how it works. If you can, explain the technology behind it. Can you explain where you got the idea from? Is there a technology being developed now that has the possibility to do this?
3. What problem does your device solve? Think about the iPhone and what it does. Why was the device created? People obviously think they need it. Why?
4. How will the device help humanity in general? How everyone benefit from this invention?
5. The opposite idea- What are some unforeseen harms of this device? Maybe the invention will not benefit humans. Instead, it will bring out something bad in us.
Homework:
Completing the Sentence Unit 7
Quiz Thursday
Today:
Daily Drill
Reviewed vocab
Work time on futuristic device
Monday, January 11, 2010 (T5)
1. Divided into syllables:
rep re sen ta tive re pre sent a tive rep re sent a tive
2. Does the underlined adverb tell how, when, where, or to what extent? A cheetah runs the most quickly of all cats.
3. Why doesn’t he ever due his homework
4. This don’t look like any thing ive ever seen before said dr thomas
5. The lava oozed down the sides of the volcano and black smoke smothered the sunlight after the eruption.-Can you identify the part of speech for each word?
-Simple, compound, complex?
Futuristic Device
Design a future communication/entertainment/??? Device
Twenty-five years ago, the most portable entertainment device was a cassette Walkman by Sony. The portable video games were LCD at best, LED at worst. There were no cell phones. There were no portable video devices. Who would have thought that 25 years later we would have the iPhone, a device that is a phone, connects to the Internet, plays music, videos and games, and contains an accelerometer, GPS, and a compass?
Assigment
Design the all-in-one device your children will be using 25 or more years from now. What will they be carrying in their pockets (or transporting some other way)?
1. Draw the device so we can see what it will look like. (on the back)
2. Explain what it does and how it works. If you can, explain the technology behind it. Can you explain where you got the idea from? Is there a technology being developed now that has the possibility to do this?
3. What problem does your device solve? Think about the iPhone and what it does. Why was the device created? People obviously think they need it. Why?
4. How will the device help humanity in general? How everyone benefit from this invention?
5. The opposite idea- What are some unforeseen harms of this device? Maybe the invention will not benefit humans. Instead, it will bring out something bad in us.
Friday, January 08, 2010
January 8, 2010
Homework:
None
Check out the updated ant debate page. I listed the winners and posted some pictures:
http://www.mrboz.com/MrBoZ/Ant_Debate_2009_10.html
Today:
Daily Drill (see below)
Reviewed vocab words because on January 19 the students will retake the big test they took in the fall to see if their score improves now that they have studied 7 units.
I started the students thinking about science fiction today. I reviewed early technologies and moved forward through today's technology. For example, we have gone from clay tablets to files stored on a hard drive. We have gone from letters to text messages. Back when people barely understood how the phone worked, they could not conceive of cell phones let alone e-mail or text messages.
Today I had the students begin to design a future personal entertainment device. Believe it or not, our children's children will laugh at our iPhones! The computer I had 13 years ago is useless! I want the students to think about the most useful device they can think of. They don't even have to know how it would be made. They just need the idea.
However, science fiction also points out things about our culture and the solutions we need now. In their brief presentations next week, I want them to explain how these entertainment devices will help humanity. But, I also want them to think about some of the bad things that their device might cause. But that is hard. Think about texting. Did we think there would come a day when we had to have laws to stop people from killing people because they texted while driving? Who would have thought about the dangers cell phones could pose when most children have them?
Eventually, the fiction piece the students will write will include a futuristic technology that they imagined. Their technology will be a solution to a problem we have now. Their paper may also show some of the dangers of the new technology if it is appropriate. We will read lots of examples so the students know what I want them to write.
I will be explaining these things in the weeks to come. Right now, I want to awake their creative side. I look forward to seeing what we will be using 25 years from now. Did you see the iPhone coming 25 years ago? Who would have thought?
Friday, January 8, 2010 (M5)
1. “Carl will you help me with my home work afterschool”
2. “No not today because I have to go out of town with my mom and dad”
3. That is ___________ electronic game.
4. (Their, There, They’s, They’re) going to meet us in the lobby after the movie.
5. What does “Go fly a kite” mean?
None
Check out the updated ant debate page. I listed the winners and posted some pictures:
http://www.mrboz.com/MrBoZ/Ant_Debate_2009_10.html
Today:
Daily Drill (see below)
Reviewed vocab words because on January 19 the students will retake the big test they took in the fall to see if their score improves now that they have studied 7 units.
I started the students thinking about science fiction today. I reviewed early technologies and moved forward through today's technology. For example, we have gone from clay tablets to files stored on a hard drive. We have gone from letters to text messages. Back when people barely understood how the phone worked, they could not conceive of cell phones let alone e-mail or text messages.
Today I had the students begin to design a future personal entertainment device. Believe it or not, our children's children will laugh at our iPhones! The computer I had 13 years ago is useless! I want the students to think about the most useful device they can think of. They don't even have to know how it would be made. They just need the idea.
However, science fiction also points out things about our culture and the solutions we need now. In their brief presentations next week, I want them to explain how these entertainment devices will help humanity. But, I also want them to think about some of the bad things that their device might cause. But that is hard. Think about texting. Did we think there would come a day when we had to have laws to stop people from killing people because they texted while driving? Who would have thought about the dangers cell phones could pose when most children have them?
Eventually, the fiction piece the students will write will include a futuristic technology that they imagined. Their technology will be a solution to a problem we have now. Their paper may also show some of the dangers of the new technology if it is appropriate. We will read lots of examples so the students know what I want them to write.
I will be explaining these things in the weeks to come. Right now, I want to awake their creative side. I look forward to seeing what we will be using 25 years from now. Did you see the iPhone coming 25 years ago? Who would have thought?
Friday, January 8, 2010 (M5)
1. “Carl will you help me with my home work afterschool”
2. “No not today because I have to go out of town with my mom and dad”
3. That is ___________ electronic game.
4. (Their, There, They’s, They’re) going to meet us in the lobby after the movie.
5. What does “Go fly a kite” mean?
Thursday, January 07, 2010
January 7, 2010
Homework:
None
Today:
Yes, we watched Dirty Jobs! The ant unit is over, and we are starting a creative writing unit on science fiction. To start the kids thinking, I thought we would start with an old technology before we study new technologies. The video is on making velum, or parchment, which is made from animal skin. It is the material used by people hundreds of years ago for documents. We are so used to paper, but I want the kids to understand that we didn't always use paper as the medium for storing information.
Next, I will have the students brainstorm the future of information transmittal and storage. I want to model how the students should start thinking of a topic for their next piece, which will be a piece of fiction. I want that piece to include some future technology. Ideally, just as science fiction stories do, I would like their pieces to comment on or reflect on the problems we have today and how technology can be a solution. I am still thinking of where I want this to go. I am very excited to begin this because it is something I have not done before. We will read lots of examples of fiction from Teen Ink. I will discuss this more as the unit progresses.
Oh... I had said that the honors classes were going to enter the DuPont Challenge. I have decide that the honors students have researched enough this year. They wrote a research paper for Science, and they also wrote a persuasive essay for the ant debate. Both papers were research heavy, and I don't want the creative writers in my honors classes missing out on the chance to shine.
None
Today:
Yes, we watched Dirty Jobs! The ant unit is over, and we are starting a creative writing unit on science fiction. To start the kids thinking, I thought we would start with an old technology before we study new technologies. The video is on making velum, or parchment, which is made from animal skin. It is the material used by people hundreds of years ago for documents. We are so used to paper, but I want the kids to understand that we didn't always use paper as the medium for storing information.
Next, I will have the students brainstorm the future of information transmittal and storage. I want to model how the students should start thinking of a topic for their next piece, which will be a piece of fiction. I want that piece to include some future technology. Ideally, just as science fiction stories do, I would like their pieces to comment on or reflect on the problems we have today and how technology can be a solution. I am still thinking of where I want this to go. I am very excited to begin this because it is something I have not done before. We will read lots of examples of fiction from Teen Ink. I will discuss this more as the unit progresses.
Oh... I had said that the honors classes were going to enter the DuPont Challenge. I have decide that the honors students have researched enough this year. They wrote a research paper for Science, and they also wrote a persuasive essay for the ant debate. Both papers were research heavy, and I don't want the creative writers in my honors classes missing out on the chance to shine.
Wednesday, January 06, 2010
January 6, 2010
Choosing the Right Word Unit 7
The ant essay was due today. Sorry I did not get to send out a reminder yesterday. I had a yearbook meeting.
FYI- I posted the grades for the debates. I will update the ant debate web page soon with winners and some pictures from the debates. If you have any questions about how the students were scored, I can send you the rubric or discuss how I arrived at the grade. I have been doing this for so many years that I have a pretty accurate rubric. However, some points are subjective.
A note about the debates:
As the debates progressed, students became adept at earning points. In fact, some students seemed to have a checklist of things to be sure to discuss. However, just like a sports match, you never know what will happen until the match starts. That made each debate exciting, and the fact that the students gave the win not me kept everyone listening and thinking critically about the quality of the arguments being presented. When I hear students in the audience arguing over the scores and if a point is lame or not, I am thrilled. The result of all the research, outlining, and debates should be a quality paper. I look forward to grading their pieces soon. I promise you this: my students will remember the ant debate for a long time!
Monday, January 04, 2010
January 4, 2010
Homework:
Pictionaries 1-10 Unit 7
Sections 1,2,6,7 have root word sheet due Tuesday for small grade
Essay due Wednesday for sections 1,2,6,7
Debates for those who have not gone yet continue Tuesday
Section 3 essay due Tuesday and present. (Big Grade)
Today:
Listened to 1-10 Unit 7
Read over a sample ant essay
Worksheet on Latin root
I will update grades soon. I have some make-up work to enter.
I also have the debate scores to enter when we are done.
I will enter the essay scores by the end of the marking period.
Pictionaries 1-10 Unit 7
Sections 1,2,6,7 have root word sheet due Tuesday for small grade
Essay due Wednesday for sections 1,2,6,7
Debates for those who have not gone yet continue Tuesday
Section 3 essay due Tuesday and present. (Big Grade)
Today:
Listened to 1-10 Unit 7
Read over a sample ant essay
Worksheet on Latin root
I will update grades soon. I have some make-up work to enter.
I also have the debate scores to enter when we are done.
I will enter the essay scores by the end of the marking period.
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