Wednesday, May 28, 2014

Not much to update...


Sections 2 and 3 are presenting their classic books.  I think they are going really well!  All the wiki assignments are due ASAP.  I would like to grade them over the weekend if I need to.

Section 1 is watching a video on the Civil War.  I am exploring how the creators of Anne Frank, Night, and this documentary are conveying a theme through different mediums.  Tomorrow we will finish the movie and put it all together for the last assignment.


Monday, May 26, 2014

I entered Section 3's Guided Questions #3 in HAC

I am going through everything on your pages.

Here is what I have so far.  There are a lot of assignments missing.

The 1, 2, 3 are the story elements activities I told you not to burst your brains on.  However, they do need to be done soon.  The reading log should have been done.  Yellows are not late. 

This has taken a long time.

I entered Section 2's Guided Questions #3 in HAC

I am going through everything on your pages. 

Here is what I have so far.  There are a lot of assignments missing. 

The 1, 2, 3 are the story elements activities I told you not to burst your brains on.  However, they do need to be done soon.  The reading log should have been done.  Yellows are not late. 

Now I will read section 3.  This is taking a long time.


Wednesday, May 21, 2014

Clarification for the book presentation due Tuesday (Sections 2 & 3)


Independent Novel Study Presentation

You must demonstrate your proficiency with the following standards:
CC.8.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
CC.8.R.L.3 Key Ideas and Details: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
CC.8.R.L.6 Craft and Structure: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

These are the basics from the standards:
Theme
Analyze theme’s development
Through characters
Through setting
Through plot
Particular lines of dialogue & Incidents in a story
Propel the action
Provoke a decision
Differences in the points of view (optional)

Please use the bolded words in your presentation!

1.     Introduce the book in a creative way. Be sure to state the title, author, and the genre of the novel.
2.     Briefly summarize the book without giving away the ending. Provide information that will make them want to read it too… or not!
a.     Analyze theme’s development through plot
b.     Internal and external conflicts
3.     Read aloud an interesting section and explain its significance.
a.     Particular lines of dialogue & Incidents in a story
                                              i.     Propel the action
                                            ii.     Provoke a decision
4.     Describe the main characters from the book. Who are the protagonists/antagonists? What were their roles within the story?
a.     Analyze theme’s development through characters
5.     Describe the setting of the book. Tell us when and where the story takes place.
a.     Analyze theme’s development through setting
6.     Tell about some ways in which you connected with the novel (text-text, text-world, text-self).
7.     Tell about the underlying message you thought the novel was trying to communicate.
a.     Theme
8.     Your presentation is engaging and uses visuals: the wow factor.



The book should be done ASAP!  The presentation is Tuesday! 

 The questions from the project are there to help the students analyze the book deeper than just the plot and the theme.
Section 2

Section 3
 

Tuesday, May 20, 2014

Blank Grades on HAC: ALL CLASSES

Because I know exactly what needs to be done before the end of the marking period, I put those assignments on HAC as blankBlanks do not affect the grade until a score is entered.  However, I am sure you understand that if the assignment is not completed, the grade will drop.

Sections 2 and 3 were supposed to be done 75% of their book by yesterday, which means they should have entered the responses for guiding questions 2 on the wiki.  If they did not get that far, they have a MIS on HAC.  That grade will be changed when they are done with no penalty for late... within reason.

I balanced the grades today to make sure that the formatives and summatives reflect the proper weights of the assignments.  Section 1 needed some adjusting, but sections 2 and 3 were right where I wanted them.  Literature should count more than the vocabulary.  

At this point, the 4th marking period grades are in the students' hands.  All of my students, honors and academics, are capable of finishing the year strong, working independently on a novel.  Most grades are completion anyway.

Finish strong!

Section 2 completion

Section 3 completion



Monday, May 19, 2014

Sections 2 and 3 are behind in their reading!

If you ever thought about buying a Porche...
The students should have finished the second set of guiding questions by today.  However, those questions deal with the book up until near the end.  In other words, they should have read at least 75% of their book by now.  If you look at the charts below, you will see that most have not. 

I am not going to look at the questions until a student has read 80% of his/her book.

I am giving students LOTS of time to work in class, but they will need to work at home.  Students had their books May 5.  It is now May 19.  If a student had a 200 page book, that works out to 14 pages a night, which is reasonable.

I sure hope the students step it up.  I am providing lots of opportunities for some easy A's.  They just have to do the required work.

Section 2

Section 3

Thursday, May 15, 2014

Assignments to complete for 4th MP: the end is near!

Don't forget, the formal is tomorrow night!
Here is a checklist of assignment.  When these are finished, the grades are done.

Section 1

Vocab
  • Unit 15 Quiz (summative)
  • Vocab Final 300 words (summative)
  • Pages 183, 184 responder (form)
  • 187-189 responder (form)
  • Write all 300 words on paper (form)

Literature- Night
  • Answered all questions on sheet (easy form 100%)
  • Handed in chart (easy form 100%)
  • Take test on Night (summative)

  • Common Core Writing project on Night (summative)

Sections 2 and 3

Grades to finish up the MP
Vocab
  • Unit 15 Quiz (summative)
  • Vocab Final 300 words (summative)
  • Pages 183, 184 responder (form)
  • 187-189 responder (form)

Literature- Independent Reading
  • Response 2 Guiding Questions (Due: May 19)
  • Response 3 Guiding Questions (Due: May 23)
  • Signposts in Literature
  • Story Element Activities: Visualize, Synopsis, Theme 1 ½ hours (Due: May 27)
  • Reader Reflection Assignment
  • Book Talk (Due: May 28)

Tuesday, May 13, 2014

Grade updates on HAC

Homework:
ALL Classes: Synonyms and Antonyms due tomorrow.
ALL Classes can practice for the vocabulary final by using this huge collection of words!

I tried to catch all classes up today.  Please check HAC.
  • In sections 2 and 3, I added vocab scores.
  • In section 1, I helped students get in the missing work.

Independent Reading assignment in sections 2 and 3:
I read through all the answers for the first responses that were due yesterday.  It took me about four hours or so because I also gave feedback.  I wanted to see how each student is progressing.

I had said that I was not scoring the answers, but students needed to do ALL the work.  I do want to see that students are reading and reflecting.  Please see HAC for the grades.  The scores will stand.  They had plenty of time to do these.


Monday, May 12, 2014

Sections 2 & 3: Um... you knew the questions on the wiki were due today, right? Yes.

I have been looking over the wiki pages, and too many students have not done the required work on time.  I have to go photograph the boys baseball game, and I might not get to the rest of the questions until tomorrow morning.  I sure hope the questions are done by then!  This was supposed to be an easy 100%.

Also, the reading logs are not detailed enough. 

Disappointed so far.  :(

Quick post

All classes should have pictionaries and Choosing the Right Word unit 15 done for tomorrow.
All classes have quiz 15 on Friday.

Sections 2 & 3 were to have finished the first set of questions on the wiki. 
  • We spent some time working in book discussion groups today.  
  • I am asking that students write longer answers for the second set of questions which is due Monday, May 19. 
  • I am thinking five lines as of right now. 

Section 1 seems to be struggling with the assignment below.  I told the students it would be best if they worked on this tonight.  Many did not bother to take the book home. 



Common Core Standard 8.R.L.3 Key Ideas and Details: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Pages ______ - _______  Briefly summarize what happens in this section of the text.












Example from the text
Explain (including  how it fits into what we have read so far)
Find a line of dialogue that propels the action forward.



Find an incident that propels the action forward.


Find a line of dialogue said by a character.  What qualities do we learn about that character from that quote?



Find a meaningful incident.  What do we learn about the character as a result of the incident?



Find a line of dialogue that provokes a decision by a character.  Explain the decision and why it was made?



Find an incident that provokes a decision by a character.  Explain the decision and why it was made?



Tuesday, May 06, 2014

Classroom Update

Homework:
Section 1: 
  • Synonyms and Antonyms unit 14
  • Quiz Thursday unit 14

Sections 2 & 3:
  • Pictionaries unit 14
  • Synonyms and Antonyms unit 14
  • Both types of quizzes on Thursday unit 14

Interims:
I am using  the grades that are in HAC as of today for interims.
There are some homework grades for vocab, but I will get to them.

Sections 2 & 3
I gave students a printed version of their independent book project.
I tried to express that since we are short on time, I am not expecting huge answers to the questions on their reflections.  I am looking for accurate, concise answers.
All of the activities are supposed to prepare them May 27 when they present their books.

While I have spent the year trying to increase their writing, I am asking students to participate in the process of close reading.  I ask that the assignments be COMPLETED and ON TIME.  I will be doing my best to assess their progress towards their presentation.

Grades sections 2 & 3
THIS PROJECT IS THE MAJORITY OF THE 4TH MP GRADE.  
  1.  The most important assignment is the book presentation. I will create a rubric.
  2. Another piece of writing I will ask students to take their time on is the reflection/connection piece where they explain their interaction with their book.  This piece should be typed and be about 450 - 600 words.
Check out this collection of classic works! 
These are the books the students have chosen. I like how some students are doing the same book.  This way they can have discussions.


1984
Animal Farm
Animal Farm
As I Lay Dying
As I Lay Dying
As I Lay Dying
Carrie
Catch 22
Dante's Inferno
Diary of Anne Frank
Diary of Anne Frank
Farenheit 451
Farenheit 451
Farenheit 451
Farenheit 451
Farenheit 451
Frankenstein
Frankenstein
Frankenstein
Go Ask Alice
Great Expectations
Gulliver's Travels
Kafka
Little Women
Little Women
Little Women
Lord of the Flies
Lord of the Flies
Lord of the Flies
MacBeth
Red Badge of Courage
Robinson Crusoe
Robinson Crusoe
Shindler's List
The Boy in the Striped Pajamas
The Color of Water
The Grapes of Wrath
The Great Gatsby
The Great Gatsby
The Great Gatsby
The Great Gatsby
The Hobbit
The Hunchback of Notre Dame
The Life of Pi
The Pearl
The Sound and the Fury
The Sun also Rises
The Time Machine
The Time Machine
Three Musketeers
Three Musketeers
To Kill a Mocking Bird
To Kill a Mocking Bird
To Kill a Mockingbird
To Kill a Mockingbird
Treasure Island
Twelfth Night
Wuthering Heights
Wuthering Heights
Wuthering Heights

Monday, May 05, 2014

Homework and Upcoming Projects

Section 1 should do the Choosing the Right Word unit 14

Sections 2 and 3 should have the pictionaries and Choosing the Right Word done.

Sections 2 and 3 should also have logged into their wiki and started to work on the page.


I will post the project for section 1 tomorrow.  Students will be demonstrating their ability to master three of the Common Core Standards.

I entered some grades on HAC.  Sections 2 and 3 were to explain what the three men hanging and the violin at the end symbolized. 



Here is a picture of section 2 holding their independent reading books.  I hope they will be smiling in three weeks when they have finished all their work and they have presented their books to the class! 

They had the option to cover their faces.

Thursday, May 01, 2014

Sections 2 and 3: Students, please enter your book on your wiki page



At least half of you have not logged on to the wiki to enter your book information.  Your first easy grade is to enter your book on your page. 

I can easily see which pages have been edited and which user made the changes. 

This wiki will be very important over the next three weeks!  Start logging in and getting used to it.


Sections 2 and 3: You must have your book on Monday

Sections 2 and 3

I am so excited to start the independent reading project next week!  Students are starting to get their permission slips in.  Below is a list of  books students have chosen so far. 


 
The Role of Fiction in Our Lives:
We first come to reading through poetry, picture books, and stories. These experiences are our first way of making sense of the world. These works of fiction, the products of imagination, carry for us truths that throughout our lives not only entertain us but sustain us. They offer us a chance to think about human issues that concern us all: love, hate, hope, fear, and the other emotions, problems, situations, and experiences of living. 

A good book does more than entertain and pass the lazy hours on a beach or the boring hours of a long plane ride; it can change us. Current research shows that reading fiction affects the way we interact with one another. According to recent research, as we read fiction, we not only learn about the characters but also more about ourselves, others, and how we might relate to one another.

Source


I look at this list of classics and know that students will benefit from reading these books.  Even if they do not fully understand the depth of author's message at their current age, the students will have read a book whose message will evolve with them as they grow older. 

I first read 1984 in high school.  Then I taught it in my student teaching.  I am now 45 and have read the book numerous times.  Over 25 years, I have come to understand the strengths of the book's message and some of its misconceptions... so far.  


As I Lay Dying
Carrie
Catch 22
Dante's Inferno
Diary of Anne Frank
Farenheit 451
Frankenstein
Frankenstein
Kafka
Kafka
Little Women
Little Women
Little Women
Lord of the Flies
MacBeth
Red Badge of Courage
Shindler's List
The Color of Water
The Great Gatsby
The Great Gatsby
The Hobbit
The Hunchback of Notre Dame
The Life of Pi
The Sound and the Fury
The Time Machine
To Kill a Mocking Bird
To Kill a Mocking Bird
To Kill a Mockingbird
Twelfth Night