Classroom Update for MrBoZ

Section 1
We took a pop quiz on My Favorite Chaperone today.  The questions were rigorous, requiring the students to choose the BEST answer.  We had some great discussions about the results.  I also dropped one question because it was too difficult.  The grades are in HAC. (I will get the grades for the My Favorite Chaperone questions in the book soon.  Sorry about that.)

Due Friday: Students are required to make a poster for one of the following figurative language terms: metaphor, simile, personification, or hyperbole.  We have been discussing this in class.  They know the requirements.

Students should also have completed this vocabulary for unit 2: pictionaries, Choosing the Right Word, Synonyms and Antonyms, and completed one Quizlet practice.


Sections 2 & 3
We took a pop quiz on My Favorite Chaperone today.  The questions were rigorous, requiring the students to choose the BEST answer.  Tomorrow we will discuss the results.  I also dropped one question because it was too difficult.  The grades are in HAC.

Literary terms quiz Friday.  Study here.

Tomorrow I will be collecting the questions for My Favorite Chaperone.  (The online book is here.  Use student ID for username and pass.) We will be reviewing their practice paragraphs that I have entered in HAC.  Mrs. Jamison will model another example, and students will produce a well structured response.

Grades for this week... so far.

Section 1
Homework: Pictionaries for Unit 2 words.
You also have to do one Quizlet activity by Friday.
You will have a figurative language poster due Friday.  We will discuss it Tuesday.

Vocabulary Workshop
Tuesday night- Choosing the Right Word Unit 2
Wednesday night- Synonyms and Antonyms
Thursday night- be sure you have done your Quizlet

*Note for section 1*
On HAC, you see a score for the benchmark test we took.  Today we discussed each question so the students know what they got wrong.  The questions really needed to be discussed!  Some answers are tricky. We will continue to practice.

Sections 2 & 3
Homework: Study the literary terms for a quiz on Friday.
We will also take a benchmark test, questions 1-12, on Friday.  We are practicing the skills all week.
Students should be done the questions from My Favorite Chaperone by Thursday.

Grades are updated on HAC and more are coming soon.

Section 1:
We took three assessments today.  The Vocabulary Workshop quiz is a small summative.  The literary terms is larger summative.  We also took a benchmark test for practice, but their score is indicative of how they will do on the real test. Judging by the scores, students MUST do better next time.  We will discuss the test in depth next week.

Sections 2 and 3:
BIG GRADES COMING SOON
I realize their grades are a little light on summative assignments.

1. We will take a literary terms test this coming week.  Students need to practice these words.  Please use Quizlet for review.
2. Students will also be demonstrating that they can close read My Favorite Chaperone.
3. Students will also be taking a practice benchmark test when we have finished My Favorite Chaperone.  Our goal is to finish the story by Wednesday or Thursday.

Sections 2 and 3: Students should be able to write short paragraphs like the examples below:

CLAIM In lines 68-78, there is a conflict that reveals something about the narrator’s parents. CITE The conflict is that Maya needs to get her permission slip signed by her parents.  The conflict reveals that Maya’s parents are very strict. CLARIFY They care more about her education than her fun.  Momma feels that students should be doing homework.  Papa feels Maya should only stay for sports.

Reread lines 78-97 to identify the reasons why the gymnastics team “is a fine, good thing.” What do those reasons reveal about the narrator?

CLAIM The narrator identify reasons why the gymnastics team is a good thing. CITE In line 80, Maya explains that gymnastics makes her feel free of responsibilities. She likes to compete in all the events. CLARIFY This means she is a competitive person.  However, she is trapped and has stress everywhere else in her life.

Three purposes for reading My Favorite Chaperone

Homework:
     Section 1
          Quizzes on literary terms and unit 1 vocabulary tomorrow.
          The questions are due.  Share with mrbozhb@gmail.com.  

     Sections 2 & 3
           Students should continue to read My Favorite Chaperone and answer the questions using their online book.  Please see my main page for the links.

Section 1 made presentations that address the three purposes for reading My Favorite Chaperone:
1. Performance task on challenges and adjustments of immigrants
2. Know and apply the literary terms to the story
3. Develop their close reading skills per the Common Core Standards

I suggest you take some time to explore these:
Objective Summary
Theme developed through characters, setting, and plot
How incidents propel the action
How imagery is used in the story
Challenges and adjustments made by immigrants in the story
Literary terms in My Favorite Chaperone

Sections 2 and 3 only

Homework:
Students should be reading My Favorite Chaperone using their online book.
They should be practicing the literary terms on Quizlet.  There will be a quiz on Friday.
Students should be answering these questions which will be submitted for a grade.
(They are in their binders, but they are also online.)


Today:
We discussed how to properly answer these questions.

Paragraph Structure

Topic Sentence-

Restates question

States what we will discuss.

Prove with examples

Conclusion

Examples

1. The narrator is having many thoughts. Maya’s first thought is if she should take the permission slip. She wonders why she doesn’t just throw it away. Her parents will probably say no. A second thought she has is that she couldn’t give up hope.

2. In lines 15-56, there are details that explain how an international magazine brought the family to America. The aunt met a man through a dating magazine, moved to America, and married him. She invited Maya’s family to move there because they had nothing left to sell.

Answer each of these on a separate sheet of paper.  Rephrase the question into your answer! Each answer should have at least three examples. These are short answers, around 3-4 sentences.  I will be evaluating some of these for a grade.  Be prepared.

1.     (1,3) Lines 1-14: List some of the thoughts the narrator is having here.

2.     (1)    Lines 15-56: What details explain how an international dating magazine brought the narrator’s family to America.

3.     (1,3) Lines 68-78: Identify the story’s conflict.  What does the conflict reveal about the narrator’s parents?

4.     (1,3) Reread lines 78-97 to identify the reasons why the gymnastics team “is a fine, good thing.” What do those reasons reveal about the narrator?

5.     (1,3)  Lines 111-125: What does the way she speaks to Mr. Walsh reveal about her feelings?

6.     (4)     Lines 140-149: Identify the comparisons that help them imagine the scene as Mya arrives at the office.  What is the effect or the author’s comparisons?

7.     (1,3) Lines 163-180: Identify why Maya has become involved in the events surrounding her brother’s suspension from school.  What does her involvement suggest about her role in the family?

8.     (1,3) Lines 212-230: Make a note of the ways in which Nurzhan’s fight will impact Maya.  What does her reaction suggest about her?

9.     Lines 231-246: What led to Nurzhan’s fight?  What does the conversation reveal about Nurzhan?

10.  (1,3) Lines 293-314: Note the differences between what Mr. Shanaman says and what Maya translates.  What does her translation suggest about Papa?

11.  (1)    Lines 338-358: Why does Maya believe her actions are justified?

12.  (1,3) Lines 371-392: Analyze what the dialogue reveals about the brother and sister.  What is Maya’s role in Nurzhan’s life?

13.  (1,3) Lines 405-413: Identify the difference in customs between Kazakhstan and America that causes a problem.

14.  (1)    Lines 427-462: I what way is Maya like the typical middle school student? In what ways is she different?

15.  (1,4) Lines 490-503: Identify the comparisons that show Maya’s view of the situation after her father arrives.  What is the effect of the author’s comparison?

16.  (1,3) Lines 520-541: How do the events in this part of the plot affect the possibility of resolving the conflict?  Find evidence of Maya’s reaction to finding her with Daniel.  What does the reaction suggest about Maya’s chance of being allowed to go to the dance?

17.  (1,4) Lines 563-575: What does Mama mean when she says, “You have brought shame to your father and this family”?

18.  (3)    Lines 587-609: What does Nurzhan do, and what does this reveal about him?

19.  (4)    Lines 612-617: Identify the comparison the author uses to describe the family’s situation.  What does the comparison suggest about what life is like for recent immigrants to the United States?

20.  (1)    Lines 642-654: Identify the ways Maya’s life changes as a result of Mama’s injury.  How does Mama’s injury both simplify and complicate Maya’s life?

21.  (1,3) Lines 682-691: Identify what Mama says and Maya’s reaction to it.  What is the impact of Mama’s statement on Maya?

22.  (1,3) Lines 711-749: Identify Maya’s reaction to Nurzhan’s suggestion that he can convince Papa to sign the permission slip.  How does Nurzhan’s plan provoke a decision that pleases everyone?

23.  (1,3) Lines 753-766: Note the details of Nurzhan’s plan to chaperone Maya at the dance.  What does his plan reveal about him?

24.  (1,3) Lines 773-792: Note why Mama’s gift for Maya is important to both of them.  Why does the bracelet represent a change in Mama?

25.  (3)    Lines 815-850: Compare Maya’s experience at the dance to Nurzhan’s.  How does Nurzhan fulfill his role as chaperone while still allowing Maya to enjoy the dance?

26.  (1,3) Lines 856-863: Note Maya’s thoughts about the dance.  Why does Maya think that the bracelet represents a change in her family?