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.
Wednesday, May 28, 2014
Not much to update...
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.
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.
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.
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 blank. Blanks 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!
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... |
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! |
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.
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.
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. :(
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.
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.
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:
Sections 2 & 3:
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.
These are the books the students have chosen. I like how some students are doing the same book. This way they can have discussions.
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.
- The most important assignment is the book presentation. I will create a rubric.
- 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.
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!
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.
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 |
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