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

January 14, 2010

Homework:
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)

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.

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)

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.

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?

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. 

January 6, 2010

Homework:
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!

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.

December 17, 2009

Homework:
Good draft of the ant essay is due Monday.

Today:
We had 30 minute periods, and I only saw sections 1, 2, and 3.  We continued the debates.

In section 1, we had a heartbreaking defeat.  Anmol and Jake had finished their debate yesterday.  All we had to do was enter the scores.  Well, after I had entered all the scores, the result was 753 to 754: Jake won by one point!  That type of score rarely happens.  Anmol was disappointed that she will receive the B for losing (it's a 92%), but that is the way it goes.  There is only one winner.

In section 2, the students witnessed an underdog win.  Before the debate, I asked the class to raise their hands to see who they thought would win.  The class picked Colby over Travis.  I am sure Travis was a little disappointed, but I explained that the class should be impartial in their scoring.  I explained to them that when we are predisposed towards something, that can skew how we view things.  Well, after the first round, it was even. But during the rebuttal rounds, Travis took off!  Even though he was picked to lose, by the end, the class was convinced.  Travis won, and he was so happy.

December 16, 2009

Homework:
Be ready for the ant debate
Good draft due Monday

Today:
We took the quiz on unit 6
We continued the debates. 

The debates can never be predicted.  That's why I love to do them.  We all have different skills and talents.  The ability to critically evaluate the opponent's arguments is something we develop over time.  Whereas we think to win we should have a great first round presentation, we saw in some debates today that the second round rebuttal is where many debates are won or lost.  In one debate in particular today, Pasha and Anyia, both were even after the first round.  However, in the second round, Anyia took every one of Pasha's points and rebutted them.  Every point he thought he won in the first round was equalized once she was done.  I had to tell her to stop.  The class enjoyed seeing this.  This type of thing cannot be predicted, which is why I look forward to every debate.

With that said, I can't reinforce enough that I have provided ample opportunities for points in the debates.  A few too many students are being lazy thinking they will do fine when they get up there.  I assure you that they will not do well if they have not done all that I asked. 

December 15, 2009

Picture: In the debates, there is a winner and a loser.

Homework:
Quiz on Unit 6 Wednesday
Be prepared for the debates

Today:
Quick review of vocab.
We continued the debates.  I can tell that we need to discuss introductions and conclusions before the good draft.  I will do that Thursday or Friday.

I will start updating the winners and losers on the ant debate page soon. 

I will post the grades for the debates when the class is finished.

December 14, 2009

Homework:
Quiz Wednesday on Unit 6
Sections 3, 6, and 7 should be making flashcards
The good draft is due next Monday.  I will discuss the essays later this week.

Today:
I had a little competition to see who is a vocab master for unit 6.  I did it like a spelling bee where students were eliminated.  First I did definition.  Then I challenged them to identify the antonym of the word.  If there were any students left, I did spelling or part of speech.  It was fun.

Next we continued with our debates.  I have tried my best to get the students prepared, and if they followed my directions, they would be ready.  Some students just seem lost, and I cannot figure out why.  Regardless, I am pressing on and handing out the grades students earn.

We did have an interesting thing happen in one class: the winner got a lower grade than the loser.  This happened because the class thought the one girl had the better debate, but I scored them differently.  My numbers did not match theirs.  I give the grade.  The class gives the win as long as we are close enough, and we were.

December 11, 2009

Homework:
Rough draft of the ant essay is due on Monday.
Students saw what a debate consists of today.  Now they know how they should prepare.
We will have debates all next week.
The good draft is due December 21.

Today:
I collected the signed grade slips from very few students.  It counts as 10 points.
We reviewed the completing the sentence looking for context clues.
We had one debate and I explained how they are scored.  I will be posting the winners soon.

Have a nice weekend.
Happy Hanukkah if it applies.  My family is getting together tonight for dinner and gifts.

December 10, 2009

Homework:
Get grade slip signed.
Completing the Sentence Unit 6
(For those on the band trip, you owe me the Choosing the Right Word and the ant essay outline.)

Today:
The students entered the Choosing the Right Word on the responders.  I will get those grades up when all the band students do it.
I discussed the grades for this marking period and how many students are dropping the ball.
I discussed how the debates will be scored.  In some classes we had some students present to be scored.
Here is the scoring sheet we will use.  If a student wants an A, he/she must earn 35 points AND win the debate.  If two students earn 35 points, only the winner gets the A.  The loser will get a B+.  Is that tough?  Yep!  So I tell them if they want the A, they need to be prepared to win!

December 9, 2009

Homework:
Choosing the Right Word unit 6

Outline for the ant essay is due Thursday

Today:
We reviewed the pictionaries and synonyms.
Then we discussed how to fill in the outline for the ant essay.  Here is basically what I said.  The first thing they have to do is come up with a creative introduction.  I gave them a basic one to start.

The Ant Essay Outline
Then they have to come up with three main reasons to support their position.  For example, the boy in the story should squish the ant because ants are 1. nasty, 2. useless, and 3. the ant is lying.  These are not great, but they will do.

Then they need to think of three supports for each of the reasons.  For example, ants are nasty because 1,2,3.  Last, explain the 1,2,3 for each.  See this basic example:

Thesis: Mom and Dad, you should get me a car when I am 16 years old.

1. You won’t have to drive me around.
          a. You have things to do.
               Laundry
               Cook
               Clean
           b. I can do the food shopping.
              Won’t waste time.
              More cleaning!
           c. ______________

2. I can get a job.
      a. I will help pay for insurance
           I will give you money to help pay!
      b. It may be far, and I can drive.
          You can do more cleaning!
      c. Teach responsibility.
          Have to be on time, life lessons!

3. I won’t be driving your car.

Next, the students need to explain the other position.  I gave them the example of asking parents for a Playstation3.  Kids will first present their position.  This next section is where they demonstrate that they fully understand why Mom will not want to buy them a Playstation3.  The paragraph will show that they understand the complexity of the request.

Next, they will take each of the supports that Mom had and show why she is wrong.  For the ant debate, they will need to be ready to show how the opponent is wrong.  The best way to be prepared is to have an idea of what the opponent will say.

Finally, the essay will end with a conclusion.  I have supplied a basic one.

December 8, 2009

Homework:
Pictionaries and synonyms unit 6

Today:
We discussed artificial means of persuasion using the children's book Earrings, by Judith Viorst.  The 9 year old girl in the story wants earrings, and she does not persuade very well.  She argues like a child: whining, threatening, bribing.  Her arguments are weak, but the parents do not argue very well either.  The girl lists the reasons her parents do not want her to get earrings.  Basically, they don't want her to get them, but they really don't have any logical reasons.  Their reasons are opinionated and weak. 

We did not get into the depth I like to with this, but I think the kids got the point: examine your opponent's reasons carefully.  Tomorrow we will begin to outline the essay, and the first debates begin Friday.

December 7, 2009

Homework:
Pictionaries 1-10 unit 6

Today:
Copied the calendar in our agenda.
The students copied the notes below while I checked their notes and bibliography.
(Too many students were not prepared with notes or bibliography!  Regardless, I am putting the check in the book!)
I discussed strategies for doing well in the debate using the notes.
Most classes did not get to hear the vocab words.  I will discuss them tomorrow.

Notes
How to win your debate

___ Have a clear focus
            Have a clear, overall point that you want to prove beyond squish/not squish.
            Maybe a motive for the boy’s or ant’s actions.

___ Have three main ideas you want to prove.
           Helps the audience know what to expect.
           They will follow your supports.
           Know your opponent’s weakest arguments.

___ Be ready to rebut
           Know your opponent’s strongest arguments.
           Have rebuttals prepared.

___ Visuals
          You can earn three extra points.
          Give you something to talk about.
          Helps your audience stay focused.

___ Artificial means of persuasion
          Some students will give points if they think you made a good point.
          Twist the truth a little, but be warned! Your opponent may jump on it!
          Leave things out that make you look bad.
          Be a powerful presence at the podium.
          Make your opponent look weak. (You may not talk to your opponent.)

Must say the following
         ___ “In the book, Hey, Little Ant, …”
         ___ “From the movie The Ant Bully, …”
         ___ “According to the article titled ____, …”

December 4, 2009

Homework:
Notes and bibliography are due Monday.  This will be graded.  They should have a sheet that looks like notes, not a collection of web pages they have printed out.
By Monday, I expect the students to have gathered some interesting details about ants.
I plan to spend next week helping them think through their reasons and organize a clear argument for their position.

Today:
We were in the library.  Please see the library link on my website for any handouts we used.

December 3, 2009

Homework:
Just like yesterday, keep researching for the ant debate.

Today:
Look on this page to see what I talked about in the library today.

December 2, 2009

Homework:
Continue to research for the ant debate.

Today:
We were in the classroom today. 
The students copied the important dates into their agendas.  The dates are on the ant debate page and my calendar.

I wanted to give the students some time to step back from the research to see what they have learned so far.  We organized a few thoughts, and a few students even presented to the class.  It was like a very early scrimmage.
 
See this page for what we did today.

December 1, 2009

Homework:

All this week, students should be researching for the ant debate.  We are in the library for four days this week, but that will not be enough time.  I think students should spend some time researching on their own.  After two days, most students only know what ant we are dealing with and have examined a few of the arguments from the book.  There is a lot more they need to research!

Please see the assignment page on my website for further information.  You can click on the link for "Today in the Library" to see what we are working on each day in school.

November 30, 2009

Homework:
Research for the ant debate
Everything you need to know is on my site; Due dates are on this page and my calendar.
Here is the story if you do not know it.

Today:
We started research in the library.  I figure the first step for this debate is to determine what kind of ant is in the story Hey, Little Ant.  I had the students start at the Terminex site.  By determining the type of ant, I figure students could start to determine if the ant should be killed, or even what happens if the boy were to try to kill it.  The deeper question is Does it matter if the ant is deadly or not?  We will get to that later.

November 24, 2009

Homework:
Eat turkey

Today:
We took quiz 5.  The results are on the HAC.
We finished the movie and handed in the worksheet.
**The calendar of due dates is on my website.**

If you are interested, here are some things I discussed from the movie The Ant Bully.  The students must use some ideas from the movie in their debates.


Foreshadowing:
Many times in the movie, something was introduced that would be more important later. For example, the grandmother told Lucas goodnight, to not let the bed bugs bite, or lay eggs in his brain. That sounded weird, until later, when the potion was dropped in his ear. Also, the alka-root that made Lucas feel better was the same root that helped him escape from the frog. There were many other examples which I pointed out.

Perspective:
In reading, the students are discussing point of view. This whole movie is about seeing life from the point of view of the ants. Lucas bullies ants until he comes to understand them. We need to learn perspective in our own lives as well. We don’t really know someone until we have walked a mile in his/her shoes.

It is better to make an ally than an enemy:
After the ants shrank Lucas, they had a decision to make. They could destroy him and never have to worry about Lucas bothering them again, or they could change Lucas and help future generations. We discussed how killing Lucas would just bring more wrath upon them as ants. It’s like in Iraq now. Just killing everyone only makes enemies. It is better to change the way someone thinks. If they could get Lucas to understand them, he would be their friend.

Source of strength:
The ants find their source of strength in their colony, which is made up of ants doing their jobs for the good of the colony. The ants believe that their differences are what make them strong. Lucas believed that he could take care of his problems all by himself. He was bullied because he was different. He saw his difference as a weakness. By himself, he was weak. By themselves, ants are weak. Lucas pointed out that humans don’t work together for a common goal like ants do. Humans can learn some things from ants!

Finding the “ant within:”
I thought this was the deepest part of the movie. Hova saw the good in everybody, including Lucas, even when he was smashing the ant hill. She wanted to help Lucas become an ant. “There is goodness in him. There is an ant in him,” she told Zoc. Ironically, Zoc needed to find some “ant within” in himself, too. It’s almost like “ant within” represents a larger idea: love, compassion?

Finding your place in the colony:
Ants know their place in the colony. They work for the greater good. An ant will sacrifice himself for his friends. To find his place in the colony, Lucas must learn to think of others first. Which comes first: finding the “ant within” or finding your place in the colony? There are times when you can act a certain way. Zoc helped Lucas for less than totally altruistic reasons: he loved the colony, but he also loved Hova. I guess I think about it this way. When you put others and the greater good first, you begin to find the “ant within.” You see the world as a place where you can help and be of service. If you are selfish, you will not find that “ant within.” The “ant within” is tied to helping the colony. However, there can be moments of great change where the “spirit of the ant within” overcomes you and you act in a way you never have before. Lucas had this kind of awakening in the movie. Near the end, he understood what he needed to do. It was that understanding that gave him the strength he needed to act. As a result, he was given a new name, an ant wizard name, to recognize that transformation. The inner ant is recognized by his outer name.


Why I love this movie:
I love this movie because the story is about change. While many movies are about change, there is something about the way Lucas transforms; he does it reluctantly. By his own actions, he wound up in a situation where his way of life left him powerless. It was only through some painful lessons and trying moments that he came to rely on a greater power. By himself, he would fail. By trusting a power greater than himself, in this case a colony, he has found a strength he would have never known. I don’t know if you have ever experienced this. I have, and I am grateful I have found that power.

November 23, 2009

Homework:
Study for Quiz on unit 5 vocab

Today:
We reviewed for the vocab quiz by determining what we know and what we don't know. From what I saw, most students should take some time to learn the words tonight.

We continued to watch the movie The Ant Bully. Today we focused on the idea of finding your place in the colony. We also saw how the differences are what makes the ant colony strong. We need to learn that lesson as humans.


Question sheet for The Ant Bully

Similarities to Humans

Differences from Humans


Prejudice-
• preconceived opinion that is not based on reason or actual experience : English prejudice against foreigners. See note at bias .
• dislike, hostility, or unjust behavior formed on such a basis : accusations of racial prejudice.

How do each of these characters change their prejudice by the end of the movie?
Character
At the beginning?
By the end?

The boy who bullies Lucas
Lucas “The Destroyer”
The Grandmother
Zoc (The magician)



What characters did not change their prejudices?


What characters never had prejudice from the beginning? Describe why they thought that way.





The ants are looking for a solution to the destroyer problem. What are the advantages and disadvantages of these solutions?
Solution
Good results from solution
Bad results from solution

Kill the Destroyer with a potion.
Bring the Destroyer to the colony and make him an ant.





Lucas asks when he can go home. The queen says…




The movie shows the same events from different perspectives. Find some examples of things that look one way to one group yet look another way from the other side.

-One example is the firecracker. Notice what it looks like to the ants an to us.
-


-


Everything about life in the ant colony is a team effort. Even the individuals do what they do for the benefit of the colony as a whole. Hova said that Lucas needed to focus on the “ant within.” What lessons can we take from the lives of these ants in the movie? How much have you learned from your “ant within?”




In what ways do the characters in this story believe in /rely on/ fear powers greater than themselves?

November 19, 2009

***I gave grade slips to students.  Because of poor performance on the sentence structure quiz/and or not doing all homework, too many students have low grades so far.  Please ask your child how he/she is doing, or check the Home Access Center. ***

Homework:
Completing the Sentence Unit 5
There will be a quiz on unit 5 on Tuesday.

Today:
Students entered their choosing the right word on the responders for a 20 point grade.
I reviewed context clues for the completing the sentence.
I discussed the requirements for the debate a little more.
We started watching The Ant Bully and completing a worksheet which discusses themes from the movie. We discussed prejudice and the literary term foreshadowing.

Students must discuss the book, the movie, and other sources in their debates.  They must specifically say, "In the movie..."

November 18, 2009

Homework:
Choosing the Right Word Unit 5

Today:
I checked the pictionaries and synonyms (Homework is slipping.  This is reflected in the HAC.)
I read the story Hey, Little Ant to the students and explained the next unit.
You can read about the upcoming assignments on this page.

If you scroll down, you will see who your child is paired up with.  I will be explaining the details of the assignment in the weeks to come, but if your child says that only the winner of the debate gets the A, he/she is correct.  The goal, then, would be to win.  I will be teaching them how to do that.

November 17, 2009

*** The test scores from today are on the Home Access Center.  I am putting down the 60 points from this part of the test as one grade.  I will add the other 10 points as a separate grade when I have scored them.

Homework:
Pictionaries 1-20 and synonyms unit 5

Today:
I reviewed for the test thoroughly.
We took the test. It was 20 questions. Below are some of the questions.
Many students found the test difficult, but I can't always figure out why. I don't know if they don't pay attention, if they don't practice, if they don't ask questions. Sure this is difficult, but the first 15 questions should not have been. I do what I can.

Advanced Sentence Structure Test (70 points)

Simple or Compound Sentence? (3 points each)
1. The principal of Alex Moore’s school had a 16-month-old daughter with leukemia.
a. simple b. compound

2. Alex wanted to help, so he started raising money for the girl’s treatments.
a. simple b. compound



Comma or No Comma? (3 points each)
(Is a comma needed in the blank?)

6. Although the Foster Grandparent Program is more than 30 years old __ many people do not know about it.
a. comma b. no comma

7. This program was established __ so that hospitalized and institutionalized children could get special attention.
a. comma b. no comma

Independent or Dependent? (3 points each)
Is the bolded part of the sentence independent or dependent?

11. These daily visits last for two hours so that the children can get careful attention from their foster grandparents.
a. independent b. dependent

12. Although foster grandparents are volunteers, they are paid.
a. independent b. dependent

Recognizing Sentence Structures (3 points each)
Compound (SV ,and SV.)
Complex (SV+DEP. or DEP, SV.)
Compound-Complex (Will have a coordinating conjunction + relative
pronoun/subordinating conjunction)

(Look for the key words!)

16. In 1998 a hurricane swept through Central America where it hit Honduras and Nicaragua especially hard.
a. compound b. complex c. compound/complex

20. Charity groups distributed food and safe drinking water, and they handed out sleeping bags and mosquito nets, which were needed in the tropical climate.
a. compound b. complex c. compound/complex



Revising Using Subordinate Clauses

21. (10 points)

On the slip of paper I give you, write the following paragraph, combining clauses to eliminate sentence fragments and to connect related ideas. It will be worth 10 points. I will grade this subjectively. There is no one totally correct answer, but pay attention to your commas.

Reading Is Fundamental is a national organization. It promotes literacy. Students can participate. Who is interested. They can teach adults. ……

November 16, 2009

Homework:
Pictionaries 1-10 unit 5
Review notes from the past few days on sentence structure.

Today:
We had quite the intense, boring day in class today. I was trying to nail down the concepts that they need to know. Now, these are things I have been discussing all last week, but when they saw them all together, they were like deer in headlights. So I will review the concepts one last time tomorrow and give them the quiz. If they have been paying attention, I think they will do OK on the quiz. It is multiple choice. There will be a sentence combining activity, but we practiced that in class today.

Monday, November 16, 2009 (F4)
Make a compound sentence by using coordinating conjunctions:
for, and, nor, but, or, yet, so
Make a complex sentence by subordinating one independent clause:
after, although, as if, because, before, if, since, so that, than, unless, until, when, whenever, where, wherever, while


The dog chased the cat. The cat ran up the tree. (compound)
The dog chased the cat. The cat ran up the tree. (complex)

Seline needed to buy a new dress. Seline was performing in a concert.
Seline needed to buy a new dress. Seline was performing in a concert.

Tom and Seth hit home runs. The team won the championship game.
Tom and Seth hit home runs. The team won the championship game.

Would you like some lemonade to drink? Would you like some cookies to eat?
Would you like some lemonade to drink? Would you like some cookies to eat?

I am very hungry. I think I could eat a horse.
I am very hungry. I think I could eat a horse.

November 13, 2009

*There are a few grades online for the 2nd marking period. More will be entered this coming week. I will be giving a test on sentence structure on Wednesday of this coming week. I will use Monday and Tuesday to prepare the students. They will be allowed to use the sheets we did and their notes. It will be worth 70 points.



Homework:
None

Today:
Buzzword
Continued our study of sentence structure

Notebook
November 13, 2009
triskaidekaphobia (noun)
\tris-kye-dek-uh-FOH-bee-uh\
What does it mean?
: fear of the number 13
How do you use it?
Lewis was very nervous on Friday the 13th, especially since he suffered from triskaidekaphobia and couldn't even say the number 13 without great effort.
Are you a word wiz?
"Triskaidekaphobia" comes from the Greek words for "thirteen" ("treiskaideka") and "fear" ("phobia"). Three of the answers listed below name known phobias, but one is made-up. Which answer do you think names the made-up fear?
A. "ailurophobia," or the fear of cats
B. "ideophobia," or the fear of ideas
C. "tallophobia," or the fear of eating greasy food
D. "neophobia," or the fear of new things



Greasy foods may be frightening, but as far as we know there is no phobia called "tallophobia." A, B, and D, on the other hand, are documented phobias. Other phobias include "amaxophobia" (fear of being in or riding in a vehicle), "brontophobia" (fear of thunder), "doraphobia" (fear of touching the skin or fur of an animal), and what many of us suffer from on Mondays -- "ergophobia," the fear of work.

Choose the sentence that is written correctly. If there are no mistakes, choose “Correct as is.”

Arguing with my brother. It was a losing battle.
He wants to go to the art museum. After school.
Ayanna got a job. Teaching people about computers.

November 10, 2009

Homework:
Sections 3,6,7 need to make flashcards
All classes have a quiz on unit 4 on Thursday

Today
Daily Buzzword
Reviewed Completing the Sentence in vocabulary
Notes on advanced sentence structure


Daily Buzzword Notes:

November 10, 2009
hesitant (adjective)
\HEZ-uh-tunt\
What does it mean?
: showing indecision, uncertainty, or unwillingness
How do you use it?
Doug was hesitant to accept the nomination for class president because it came as such a surprise.
Are you a word wiz?
"Hesitant" has several synonyms and one of them is in the list below. Don't be hesitant -- just try to choose the word you think is most likely to mean something similar to "hesitant."
A. dainty
B. reluctant
C. ferocious
D. boastful



"Hesitant," "reluctant," "disinclined," and "averse" mean not having the will or desire for something. "Hesitant" implies holding back especially through fear or uncertainty (as in "answered with a hesitant voice" or "hesitant to try"). "Reluctant" suggests feeling or showing unwillingness (for example, "reluctant to discuss the issue"). "Disinclined" conveys unwillingness because of mild dislike or disapproval (such as, "disinclined to go to the party" or "disinclined for sports"). "Averse" suggests a holding back from or avoiding because of strong distaste or dislike (for instance, "averse to hard work" or "averse to snakes").


Choose the best way to write the sentence. If there are no mistakes, choose Correct as is.
Jeff gave water to the dog, she didn’t want it.
The spectators cheered wildly, the team scored a basket.


Sentence Structure Notes:
Clause has a subject and a verb

He jumped on the bed. (independent)

He ate crackers while he jumped on the bed (dependent)

Independent Clauses- expresses a complete thought.

My favorite store went out of business.


Compound sentence
- two independent clauses joined by a coordinating conjunction.

My favorite store went out of business, so I went somewhere else.

Coordinating Conjunctions: for, and, nor, but, or, yet, so

I am allergic to dogs, yet I still like to eat them.


Section 1
Dependent Clauses – has a subject and verb and cannot stand alone
Relative Pronouns: who, whom, whose, which, that
Combine: The girl suddenly left. She was looking at me.

The girl who was looking at me suddenly left. (no commas)

My mom, who was standing by the pool, called me. (needs commas)

November 9, 2009

Homework:
Completing the sentence unit 4
Sections 1 and 2 should complete the worksheet I gave them as best they can.

Today:
Daily Drill
Reviewed words from unit 4
Began notes on advanced sentence structure lesson

Monday, November 9, 2009 (R4)
Frequently Confused words
formally- with dignity, following strict rules
We were formally introduced at the dinner.
formerly- previously, in the past
I formerly worked at the mall before this.
hear- to perceive sounds by ear
here- in this place

1. Which word comes first alphabetically?
(myth, mystery, myself, mysterious)
2. Dad sets in a chair to read him newspaper.
3. Is miss browns english class gonna resight Robert Frosts poem at the assembly?
4. What part of speech is the underlined word?
Lay the new clothes neatly on the bed before you go outside.

Notes
Clause has a subject and a verb

He jumped on the bed. (independent)

while he jumped on the bed (dependent)

Independent Clauses- expresses a complete thought.

My favorite store went out of business.

Compound sentence
- two independent clauses joined by a coordinating conjunction.

My favorite store went out of business, so I went somewhere else.

Coordinating Conjunctions: for, and, nor, but, or, yet, so

I had to go to the store, for I needed to buy bread!
I went to the store, and I bought a lot of brownies
I did not feel like sitting any longer ,nor did I want to listen.
Alex was sleeping in class, but he woke up in time to leave.
Go to time-out , or get a phone call home!
I didn’t do my hair, yet I still looked good!
I ran out of eggs, so I had to buy more.

November 6, 2009

Today we had a pep rally!  In all my 14 years at H.B. I can not remember ever having one!  We had tug-of-war, dizzy bat races, and hula hoop competitions.  We also cheered for the girls volleyball, soccer, and field hockey who are all in the district championships tonight.  Get this: I was the MC, so I was the one talking to the whole school.  It was a lot of fun.  We should have the last two periods off every Friday!

There is no homework for the weekend.  Enjoy.
-MrBoZ

November 5, 2009

Homework:
None

Today:
Daily Drill
Reviewed synonyms
Graded the Choosing the Right Word using the responders
Worked with pictionaries which the students put on paper.  They had to guess each other's pictures.  The activity provided a lot of opportunity for discussion about the words.


Thursday, November 5, 2009 (W4)
1. The scaryest story in Horrifying Bedtime Stories was Sounds in the Night by T S Jones.
2. The farmer let ‘em ride him horse.
3. Identify the adjectives
The graceful antelope leaped quickly over the rough, rocky roadbed and disappeared into the thick bush beyond.
4. Two words that rhyme with thrown:
5. Which word is spelled correctly?
          receive     receve    recieve    receeve

November 4, 2009

** The 1st MP grades are done for all but a few students who missed today's quiz.   I added extra credit that students have earned from some daily drills we did with the responders, so I encourage students to be in class and try their best!

Homework:
Choosing the Right Word Unit 4 (will be graded)
Please make sure your pictionaries and synonyms are done.  Too many students did NOT have the homework today.  Very strange!

Today:
We reviewed the material and then took the quiz on sentence structure.  The grades are online. 

November 3, 2009

Homework:
Pictionaries and synonyms for unit 4
There is a quiz on sentence structure tomorrow.  We have been studying in class.

Today:
We reviewed the vocabulary words 1-20
We reviewed what the students needed to know for the test.  They do not have a book, but the handouts I gave them did have information on them.  I would assume they would look over these for the test tomorrow.

Tomorrow we will take the test and review the results.  Then, starting Thursday, we will go into more depth with sentence structure.  We will study compound, complex, and compound/complex.  The goal will be to study commas and punctuation.

October 29, 2009

Homework:
Most classes have a worsheet to do. We check them together in class. I hope they take time to practice what we are doing in class.

Sections 1,2,6,7 received grade slips that need to be signed.

Today:
Vocab quiz on unit 3. I have to use Scantrons, so it will take a day or two to get the scores in the computer.

We discussed subject compliments and finding subjects and verbs in sentences with unusual order.

(I cannot post the notes or worksheets because my laptop is being repaired.) Boo Hoo! :(

October 28, 2009

Homework:
Flashcards sections 3,6,7
Sections 7,1,2 had a worksheet to complete

Today:
My computer broke. My screen does not work. This is why I did not post yesterday.

We reviewed vocabulary and continued to study sentence structure.

October 27, 2009

Homework:
All- Finish unit 3
Section 1,6,7 page 7,10 worksheet


Today:
Buzzword
Reviewed Completing the Sentence
Reviewed subject/predicate worksheet
Lessons 3 and 4

Buzzword and Extra:
October 27, 2009
paternal (adjective) \puh-TER-nul\
What does it mean?
1 : fatherly
2 : related through the father
How do you use it?
Uncle Vern, my wacky paternal uncle, often tells me stories about the mischief he and my dad got into as little boys.
Are you a word wiz?
"Paternal" has its beginnings in the Latin word "pater," which means "father." Which of the words below do you think is also from "pater"?
A. parent
B. patent
C. patient
D. patriot

Even though your pater may be a patently patient parent, the word "patriot" is the only one in our list that is related to "pater." English speakers actually learned "patriot" from a French word that meant "someone from one's own country." That French word descended from the Latin "patria," meaning "lineage," and "patria" came from "pater." We only listed one "pater" descendant, but that root has given English many other words, including "patron" (which refers to a customer in a store) and "expatriate" (a synonym of the verb "exile").


Which answer best completes the word?
The dessert was delicious, but the main course was taste_____.
I regained conscious_____ soon after the surgery was complete, and my teeth didn’t hurt a bit.
You can tell by the way that Mr. Walters always wears a suit and tie that he is a respect_____ fellow.



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

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

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

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

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

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

Lesson 4: Verb Phrases (page 12)

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

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

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

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

October 26, 2009

Homework:
Completing the Sentence unit 3
Pages 1 and 2 of a worksheet I handed out. Find the simple subject and simple predicate as well.

Today:
Daily Drill
Review the schedule for the week
Sentence structure, lessons 1 and 2

Daily Drill:
Monday, October 26, 2009 (T4)
1. She (don’t, doesn’t, never, always) have any coins in her pocket.
2. The old tyred dog wantz to lay down by the warm fire.
3. Are we supposed to read across the plains or mountain trek in our history books tonight
4. What two words make up “you’d?”
5. Use this homophone pair in one sentence: forth, fourth.



Notes for sentence structure:
Notes for Chapter 1: The Sentence and its parts

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

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

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

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

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



Answers page 7
1. Frank Lloyd Wright designed an unusual home in the Pennsylvania woods.

2. The owners called the house Fallingwater.

3. Sections of the house jut over a waterfall.

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

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

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

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

8. Its many rooms contain unique furnishings.

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

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


Lesson 2: Simple Subjects (Underline blue once, green, twice.)

The simple subject is the main word or words in the complete subject.
Descriptive words are not part of the simple subject.

An expectant seal builds a shelter in a snowdrift.

The cozy shelter hides her newborn pup.

When a proper noun is used as a subject, all parts of the name make up the simple subject.

Robert Peary explored the North Pole.

Practice and Apply
Write down the simple subject and simple predicate
1. Many animals need shelter from cold and predators.
2. Lodges on islands often give beavers the best protection.
3. These homes are built up from the bottom of the pond.
4. Strong saplings are anchored into the mud.
5. The sturdy rodents then pile debris into a mound.
6. Branches buried in the mud are food for the winter.
7. The whole family lives together in the snug burrow.
8. Their warm bodies keep the temperature comfortable.
9. Predators can claw at the frozen lodge.
10. The crafty beavers stay safe and warm inside.

October 23, 2009

Homework: None
Grades are up to date for sections 1 and 2
Sections 3,6,7 should be updated by Wednesday with the 200 point essay scores. Those sections' grades do have the scores for the recordings.

Today:
I did not have my computer! Ahhhhh!
I had to do old-school teaching. We did a worksheet on frequently confused words. I will post the notes Monday. I forgot the power cord. :(

On Monday, we start grammar. Yeah?

October 22, 2009

Homework: None

Today:
We checked the Choosing using the responders
Daily Drill
Finished recording the essays.

* I will have the recording grades entered by the weekend.
* I will post the recordings by Monday, if not sooner. I will post a link on this blog and send an e-mail.

Notes

Monday, October 22, 2009 (M4)
Notes- Frequently Confused Words
altar- (noun) a table for a religious ceremony
alter- (verb) to change

brake- (noun) a device to stop a machine
break- (verb) to fracture, to shatter
(noun) a rest from something, a split

1. On april 2 garandma avery will celebrate her hundred birthday.
2. I studyed an interesting artical kayaking in alaska in the national geographic world magazine
3. The past tense of grow is _
4. One fact about Canada is_
5. The antonyms for pursue is _

October 21, 2009

Homework:
Choosing the Right Word unit 3
Be sure to highlight the context clues.

Today:
I checked and reviewed the pictionaries and synonyms.
Most classes are finishing up the recordings. I will post them by Monday.

We will finish the week with little activities. Then we will start a big grammar unit next week.

I graded section 1 essays. They are online now. I hope to have the rest of the essays graded by the end of next week, if not sooner.

October 20, 2009

FYI: On Tuesdays I have Yearbook Club, so I might post this late.

Homework:
Pictionaries 1-20 are due tomorrow and synonyms unit 3

Today:
Buzzword
Listen to words 11-20 Unit 3
Continued to record

October 20, 2009
animate (adjective)\AN-uh-mut\
What does it mean?
1 : having life : alive
2 : animated, lively
How do you use it?
In Mary Shelley's classic novel Frankenstein, the narrator of the story, Dr. Frankenstein, works feverishly to create an animate being and then is terrified by what he's done.
Are you a word wiz?
"Animate" traces back to the Latin word "anima." What do you think "anima" means?
A. distance
B. birth, beginning
C. movement
D. breath, soul

Breathe a sigh of relief: "anima" means "breath" or "soul." Between "anima" (which also gave us the word "animal") and today's word "animate," though, is another Latin word: the verb "animare," meaning "to give life to." "Animare" gave us two words "animate." One is the adjective that is today's Buzzword. The other is the verb "animate" (the last syllable is pronounced to rhyme with "late"), which means "to give life to," and "to give spirit and vigor to," and "to make as an animated cartoon." When a cartoon is drawn and filmed in such a way that lifelike movement is produced, we say that it is "animated."

Which answer best completes the word?
The traffic was diverted because of a hazard_ous____ chemical spill.
When the new girl joined the team, the other students heart__ily___ welcomed her.

October 19, 2009

Picture: This is the drawing I had the students make to explain the purpose of the handshake and thesis.

Homework:
Pictionaries 1-10 Unit 3
Practice for the reading in class. 


Today:
Reviewed the calendar for the week.
Listened to and discussed words 1-10 unit 3.
Began recording the narratives.  I will post them when we are done.

*** I updated the grades today.  FYI, the grade on the essay will be big.

October 16, 2009

Homework: 
Good Draft due Monday
Be ready to record!

Have a nice weekend!

October 15, 2009

Homework:
The good draft of the essay is due Friday!
Be sure to practice reading out loud as we discussed in class today.

Today:
We had fun! I took the poem "Smart" by Shel Silverstein and gave stanzas to the students. I discussed how an "A" reading would be clear, but it would also add to the enjoyment of hearing the poem. I demonstrated an A reading. Then they gave it a shot.

If you go to my main page, you can listen to the recordings yourself. As I told the kids, most of the readings will be B's or C's. It will be the student who goes the extra mile to perform his/her piece that will get an A for the recording of the narrative essay in the coming days. (Those recordings will be posted in the near future.)  The recording will be a 50 point grade for public speaking practice.

October 14, 2009

Homework:
Good draft of essay is due Friday
We begin recording Friday

Today:
Daily Buzzword
Peer editing of essays

Everything we did in class is below.

October 14, 2009
laureate (noun) \LOR-ee-ut\
What does it mean?
: a person honored for achievement in an art or science; especially : poet laureate
How do you use it?
In 2008, the Library of Congress announced the appointment of California native Kay Ryan as the sixteenth poet laureate of the United States.
Are you a word wiz?
Which one of these do you think gave us the word "laureate"?
A. a style of poetry
B. a family of plants
C. a famous university
D. an aristocratic title

Which answer best completes the word?
After three people quit the play, the director needed to ___re__assign the roles.
The scientist threw away a tainted sample because it was ___ir__redeemable.


Peer Editing
Today
1.In a pair, read both essays. Help the person choose which essay would be most interesting to listen to.
2.Create a revision plan.
3.Help the person with grammar editing.

Requirements for the essay:
•Intro paragraph with handshake and thesis from sheet
•Multiple paragraphs
•Conclusion paragraph
•Your narrative must tell a story that has a point, that relates a lesson.
•Your writing must be vivid.
•Use sensory details- see, hear, smell, feel, taste.
•Include dialogue to bring people to life.
•You paper must sound thoughtful, reflecting on your experience.
•I really like size 12 font Times New Roman, single spaced, normal margins, no spaces between paragraphs

October 13, 2009

Homework:
None really.  I have not handed back the good-rough drafts yet.  I will do that tomorrow.

Today:
Quiz unit 2.  The results will be on the HAC soon.
We discussed how I will score the essays.  They will be worth 200 points, which is a big class grade.  They need to have great grammar.  If you have time, I would ask that you look over their papers and HELP them to understand what THEY need to fix. :)
As of now, I have spent a lot of time showing the students what I expect from a good narrative.  It is time for them to step up.

These are the four handshakes the students should choose from.

Handshake leads the reader into the paper.

Thesis explains the focus of the paper.

Question- A question provokes thought and helps the reader become involved in your subject matter. Your job in the paper is to provide the answer to this question.

Do you believe that all dogs go to heaven? Do dogs have souls like people? The night my dog was hit by a car in front of my house, I wanted to hide in my room in cry. I wanted to run away from the pain. Instead, my dad told me to help him. When I buried my dog, I learned an important lesson about death.


Quote- Your quote should tie into your subject matter and come from a recognized authority in the field. (Try this site for quotes.) Using a quote will give your writing believability and help convince your reader to read on.

Joseph Addison, an American writer, once mused, “Animals, in their generation, are wiser than the sons of men; but their wisdom is confined to a few particulars, and lies in a very narrow compass.” The night my dog got hit by a car, I wanted to hide in my room in cry. I wanted to run away from the pain. Instead, my dad told me to help him, and I am glad he did. That night, my dying dog taught me some wisdom I would never forget.


Amazing fact or statistic- Either one of these hooks is intended to disquiet the reader with its bluntness or frankness.

Every year 10,000 family pets are hit on the road in front of their houses. While not all accidents can be prevented, people should be more careful, for both the safety of their pet and for the safety of motorists. The night my dog got hit by a car, I wanted to hide in my room in cry. I wanted to run away from the pain. Instead, my dad told me to help him, and I am glad he did.


In the middle- Your handshake puts the reader right in the middle of the action. It’s like you suck them from their world into yours.

We were all standing around the animal in the middle of the road. The sun was going down, as were our hopes for our family’s pet surviving the night. We knew we had to do something, but we were afraid that anything we would do would put the poor thing in even more pain. The night my dog got hit by a car, I wanted to hide in my room in cry. I wanted to run away from the pain. Instead, my dad told me to help him, and I am glad he did.

October 12, 2009

I was out on Thursday when we were supposed to have a quiz.  I have a stress fracture in my big toe.  I decided to give the students until tomorrow to take the quiz instead of springing it on them today. 

Homework:
Study for the Unit 2 Quiz

Today:
No Daily Drill
We reviewed the schedule for the week. See the calendar.
We diagrammed reading an essay as diving off a high diving board. The reader on the diving board is nervous about reading the paper. The longer the paper, the higher the board! The handshake gets the reader out the board, and the thesis gets the reader to jump. If the introduction paragraph is good, the reader will want to jump.

The reader jumps into the paper and reads. Then he comes out and looks back at the board. I discussed how the conclusion should reflect the introduction. If the reader gets out of the body of the paper and does not see a diving board, he will be confused!

Here are three ideas for handshakes that we discussed in class. These are taken from a handout called "The Effective Introduction: Using Hooks"which I use in class.

Question- A question provokes thought and helps the reader become involved in your subject matter. Your job in the paper is to provide the answer to this question.

Quote- Your quote should tie into your subject matter and come from a recognized authority in the field. (Try this site for quotes.) Using a quote will give your writing believability and help convince your reader to read on.

Amazing fact or statistic- Either one of these hooks is intended to disquiet the reader with its bluntness or frankness.

Here is a lame example:

Handshake: Being in the middle, doesn’t it sound great? You are neither too young nor too old. In middle school, age makes such a difference.

Thesis: Now I am in the middle, and I think I am going to like it.

October 7, 2009

Homework:
Study for Unit 2 quiz
Sections 3,6,7 have flashcards to make for the Unit 2 Quiz

Today:
Daily Drill
Reviewed frequently confused words
Took a practice test to see how they are doing using the responders
Practiced reading into the microphone.

Notes
affect- (verb) to influence, to produce an effect
Your behavior affects the whole class!
effect- (noun) the result of an action
We can see the effects of global warming
all right- everything is right or satisfactory
(alright is non-standard)
This soda is all right, I guess.
We did all right at the game yesterday.

1. Our minister rev Murphy has worked in churches in australia guatemala and malaysia.
2. There mother ask them to go to blacks market for her.
3. Cause and Effect: (The campers had to be rescued after they wandered off the trail and became lost.)
________ caused _______.
4. Phenomena is (singular or plural)
5. The past tense of teach is _



Exercise on responder (notebook pop quiz)

1. Everyone likes to give (advice, advise).
2. The (affect, effect) of the victory was startling.
3. Why did you (accept, except) Carla from the class rules?
4. The scientists were (all ready, already) to watch the launch of the rocket.
5. The coach (advices, advises) us to stick to the training rules.
6. Her weeks of practice finally (affected, effected) her game.
7. Most of the rebels were offered a pardon and (accepted, excepted) it.
8. Juan has (all ready, already) learned how to water-ski.
9. Do you think my work is (all right, alright)?
10. Whose (advice, advise) are you going to take?
11. The director called us (all together, altogether) for the rehearsal.
12. Your story is (all together, altogether) too late for this issue.
13. (It’s, Its) the same story over and over.
14. Mother asked, “(Who’s, Whose) mess is this on the floor?”
15. The children must have lost (they’re, their, there) minds!

October 7, 2009

Homework:
Finish Unit 2 vocabulary
The good draft of the Thank You, M'am essay is due Wednesday.
Get grade slip signed and return

Today:
Daily Buzzword and extra credit questions.
Reviewed the Completing the Sentence
Handed out grade slips (must be signed and returned)
Work time for last minute questions on the essays


Daily Buzzword and extra credit questions:
October 06, 2009
verbatim (adverb or adjective) \ver-BAY-tim\
What does it mean?
: in the same words : word for word
How do you use it?
Each student in Russell's class was assigned to memorize a poem and then recite it verbatim to the class.
Are you a word wiz?
"Verbatim" developed from the much older Latin word "verbum." "Verbum" is also an ancestor of other words such as "verb" and "verbal." Based on the modern words that come from it, what do you think "verbum" originally meant?
A. alphabet
B. copy
C. word
D. repeat

Take our word for it: "verbum" means "word." That Latin root is the ancestor of many modern terms, including "verbatim," "verb," "verbal," "proverb," and "verbose" (that means "wordy"). The Latin root is even related to the parent terms that gave us the word "word" itself. "Verbatim" first began to be used as a word in English in the fifteen century.

Extra Credit Questions (prefixes)
They were arguing unnecessarily about issues that were _____consequential.
The photograph shows a black silhouette _____imposed over a white sky.

October 5, 2009

Homework:
Completing the Sentence Unit 2
Essay is due Wednesday

Today:
Reviewed the weekly calendar
Reviewed the vocabulary words and practiced spelling
Reviewed the requirements for the essay.
I had a work time so I could help students with anything they might have questions on.

I have suggested an outline:

I have been telling the students to first think about a lesson they have learned, like responsibility.  Then think of when they learned it or it really sank in.  For example, I learned about responsibility from many people, but I learned it most clearly from Coach Jim.

Introduction
Discuss how we learn things from people, and I learned something from Coach Jim.

Background
Tell how others have tried.  Tell how Coach Jim told things.  Tell how parents have told things trying to teach responsibility.  I was not responsible.  I wanted to be what people were helping me to become.

The Event
But there was this one time when I learned responsibility clearly.
Include sensory details.
Tell the story clearly.
Include dialogue.
Include thoughts

Conclusion
This was the time when I learned responsibility.  Now I know.

October 2, 2009

Homework: Essay due Wednesday

Today:
Checked the Choosing the Right Word using the responders
Reviewed the Choosing
Read two pieces of writing.  Here is one story.  We read the middle part.  We did not have the beginning or the very end.  We stopped when the man caught them.  Then I had the students write an ending.  Where our version ended, the story did not end, nor was there a lesson that the writer was trying to convey.  We had to create a logical conclusion.  It was a nice little writing exercise for the brain.

October 1, 2009

Homework:
Choosing the Right Word Unit 2
Essay due Next Wednesday

Today:
Daily Drill (see below)
Reviewed synonyms
Did pictionaries on board
Discussed possible outline for the essay

Thursday, October 1, 2009 (T3)
Frequently confused words:
accept- (verb) to receive with consent
I will accept the award tonight.
except- (prep.) with the exclusion of; but
Everyone will be there except Mark.
1. Arrival and departure are (synonyms, antonyms)
2. Abandon and discontinue are (synonyms, antonyms)
3. Look out below he called that rock is falling
4. Mother and her polish friend brigitta slovik went to a chinese resterant for lunch
5. Which word does not belong in the group?
granite, quartz, feldspar, gasoline, amber

September 30, 2009

Homework: Pictionaries 11-20 and synonyms Unit 2
Students should have an idea of who they are going to write about for their essays.  The essay is due October 7.

Today:
Buzzword and extra credit questions (see below)
Listened to words 11-20 unit 2
I discussed how to choose a person for the prompt.  I will say that choosing the person is the hardest part, and I think some students are not willing to put in the thought required to find that person.  I gave them a suggestion today.  I asked them to list things they have learned, like responsibility.  Then tell who taught them that.  Then think of a clear moment when you learned that lesson.

I emphasized that I want them to stay away from Mom or Dad.  Rather, I would like them to think about someone who is not always in their lives, like a coach or a teacher, better yet, someone they met at camp or met briefly. 

I am doing mine on a student who wrote to me last May.  He had a rough time for the two times he was in seventh grade with me.  I thought he was going to lead a rough life.  In his e-mail, he let me know that he is a teacher.  He has his masters degree and is working on a business degree.   He did have a rough life after my class, but things turned around.  The moment I will discuss is reading the letter last May.  Even though I knew him for two years, he was someone who was in my life for a moment.

Daily Drill Discussion:
September 30, 2009
modulate (verb) \MAH-juh-layt\
What does it mean?
1 : to tune to a key or pitch
2 : to adjust or regulate to the proper proportion, especially : to tone down : soften
3 : to vary a quality (as frequency or amplitude) of an electromagnetic wave for the transmission of information (as by radio)
How do you use it?
Jake tries hard to remember that he must modulate his booming voice when he's in the library.

A. In an effort to be a considerate neighbor, Cassie carefully modulates the volume when she watches TV late at night.
B. Phil cracked one of his modulates when he bit down on a hard pizza crust.
C. The city is modulating the century-old school to insure that each classroom will have Internet access.
D. After its last owner died, the once grand mansion was allowed to modulate and was finally demolished.

Which month comes from the Latin word for ten? (deci)
Which answer best completes the word? (pre)
A weather forecaster’s job is to make _____dictions about weather coming to the area.

September 29, 2009

Homework: pictionaries 1-10 unit 2

Today:
No daily drill
Reviewed the calendar for this week and a few dates next week
Listened to words 1-10 unit 2
Watched a video version of "Thank you, M'am"
Discussed the first writing prompt choice for the next essay.

Essay Topic
“Thank You M’am” by Langston Hughes

“But you put yourself in contact with me,” said the woman. “If you think that that contact is not going to last a while, you got another thought coming. When I get through with you, sir, you are going to remember Luella Bates Washington Jones.”


Prompt #1
People come into our lives, intentionally or unintentionally. Some are more memorable than others. Write an essay about person in your past whose contact with you has influenced you to become who you are today. Your essay could be about one event (like the story Thank You, M’am) or a series of interactions. The piece will be reflective and clearly show cause and effect. What have you learned?

September 25, 2009

(I wasn't feeling Barney-like today.  I didn't want him to see me like this. I talked to the kids about how, even when we don't feel like it, we can try to be Barney-like.)

Homework: None

Today:
Daily Drill (see below)
Listen to "Thank you M'am" by Langston Hughes
React to the story

We will be studying this story and two other memoirs next week to prepare for another essay.  The "First Day" essay is in.  We will write another essay, get someone to read over both, and decide which one should be finalized to be graded.  I will get an assignment page up next week... after I figure out the essay topics they can choose.

The grades online are updated and include the quiz from Thursday.  I will enter this week's homework and participation later.

Daily Drill:
Friday, September 25, 2009 (M3)
Frequently Confused Words
     all together- everyone in the same place
                        We were all together for the dinner.
     altogether- entirely
                        He was altogether wrong.

1. We had a flat tire John was car sick and we got losted.
2. Chris thought I hope they will chose me for their teem.
3. The correct abbreviation for Doctor is ____
4. The correct salutation for a business letter to Dr. Ben Corliss is, “__”
5. The idiom “Winning the race was quite a feather in my cap” means …

September 24, 2009

Homework: None

Today:
Buzzword and word study (see below)
Quiz Unit 1
Reviewed the answers to the quiz
Some classes shared.


September 24, 2009
relevant (adjective) \RELL-uh-vunt\
What does it mean?
: having something to do with the matter being considered : pertinent
How do you use it?
Although the book was published in 1962, the ideas and observations expressed in it are still relevant today.
Are you a word wiz?
If you're interested in today's Buzzword, here's a relevant question. Which word do you think is a synonym of "relevant"?
A. germane
B. extraneous
C. affluent
D. plausible

Responder (to give you a feel for what we covered)
Which of the following is based on a prefix meaning one?
Which word is derived from the Greek root meaning heart?

September 23, 2009

Homework: Quiz on unit 1 vocab Thursday!
Sections 3, 6, and 7 should make flashcards.  I got them started in class.

Today:
Daily Drill (see below)
Reviewed for the vocab quiz
Explained grade slips and gave to students
Shared essays with whatever time was left.  More will share tomorrow.

Wednesday, September 23, 2009 (R2)
Frequently Confused Words
all ready-(pronoun + adjective)
     We were all ready to go.
already-(adverb meaning previously)
     Sharon had already gone.

1. Which word would come last in alphabetical order?
shale, shaft, shady, shallot, shaky

2. “relationship” has ___ syllables

3. Mrs. Peters asked mr beckman will the concert start at 700 or 730?

4. The workmen has come to fix the oven in sammis kitchin

September 22, 2009

(That's my daughter Haley catching the ball.)

Homework:
All of Unit 1 should be finished
"Good-rough draft" due Wednesday
Be prepared to share.  I want to hear about these first days!

Today:
No Daily Drill
Reviewed the answers for Completing the Sentence Unit 1
We read a story from Teen Ink about a softball player.
Work time on essays.

I talked about different things with different classes today, but we mostly focused on how to develop the essay to include sensory details, dialogue, and thoughts.  The story we read had great sensory details and showed reflection.  We discussed the author's motive for sharing this story with us.  If you get a chance, please read the story.  It is very well written.

September 21, 2009

Homework:
Completing the Sentence Unit 1
Good Rough Draft of essay due Wednesday (see past blog entries for assignment)

Today:
Daily Drill (at the end of entry)
Reviewed the week
Reviewed vocabulary and began Completing the Senetence
I discussed the idea of having the ending in mind as you write an essay.
SSW time

Daily Drill for notebook
September 21, 2009 (W2)
Frequently confused words:
Advice- (noun) council
He gave me advice.
Advise- (verb) to give advice
She advised (told, suggested) me to finish high school.
1. The work man layed a straite track for the frayt train.
2. Maggie claymd she was to busy to dew her home work.
3. “Your pen pal,” is the ___________ of a letter.
4. Simile or Metaphor?
The butterfly was as graceful as a ballerina.
Lesson
Simile-
Metaphor-
5. Circle the adverb:
Touch the new puppy gently so you don’t injure it.

September 18, 2009

Homework: None, unless they would like to work on the essay topic.
I think a "good-rough draft" will be due Wednesday.

Today:
We read two piece from Teen Ink:
Golden Summer
Puppies and Lost Innocence

We discussed sensory details, dialogue, and thoughts.  Then I explained what I was writing and some of my thoughts for what my paper should sound like.  Here is the rough introduction if you are interested:

I rolled into the parking lot on that first day of school in September with the anxieties of last year mingling with the uncertainty of this new year. I knew one thing for sure: I was still in love with my new car- a 2008 Mustang GT in Grabber Orange. As I sat in the leather bucket seats, the satellite radio still playing, I looked towards the front door of the school as if it were a world away. Like an astronaut preparing for a space walk, I would have to leave the comfort of my car and start the new year because in one hour I would be meeting the children I would spend the next 9 months teaching. In the cabin I once sought for refuge at the end of each day last June lingered a slight fear of the stress from last year.