Students have a written piece due Friday.

Date: Tuesday, September 18, 2012

Homework:

 We have DCAS tomorrow.  Students are reminded to NOT bring their phones into the testing session.

Vocab unit 2 work is due Thursday.

The paragraph explained below is due Friday.

Classroom:

Growing the Class:

 Draw a picture of what you enjoy doing most.

Vocab:

 We reviewed pages 16 and 17.

Literature:

 We reviewed the answers to the discussion questions we started Friday.

 I gave students the paragraph assignment. (See below.)

 We listened to the story from beginning to end to give them time to react to the piece.

SSR/AR:

 I plan to have this all figured out by Thursday... or Friday. 

Writing:

 See below.

Thoughts:

Writing options for Friday, September 21: Raymond’s Run

 I want the students to do option 2.  The first is only if 2 is overwhelming.  However, we will be writing a longer version of 2 later this MP.

1.   Squeaky says, “I am the fastest thing on two feet.” What are you really good at? Write a paragraph that describes a skill about which you feel really confident.

2.   Write a response to literature paragraph.

a.   How would you describe your overall feelings about the piece? What life experiences have you had that helped you connect with the story? (text-text, text-self, text-world)

b.   Read the selection again, paying attention to what you are thinking or feeling as you read.

                                              i.     Do you identify with one of the characters in the story?

                                             ii.     Do you identify with the events in the story?

                                           iii.     Do you identify with the theme of the story?

c.    Free write to see what comes out.

d.   How much detail from the story do you need to include?

                                              i.     Do you need direct quotes?

                                             ii.     How much of a scene do you need to describe?

·      The paragraph is due Friday.

·      Be prepared to share this with your group or the class (possibly).

·      The piece should be 250-300 words.

·      You should have a clear topic sentence, supports, and a conclusion.

·      Grammar errors should be minimal and not interfere with reading.

·      I would prefer the piece to be typed, but it is not necessary.

·      You will have time to write on Thursday.

Have a nice weekend!

Date: Friday, September 14, 2012

Homework:

 None

 Classroom:

Growing the Class:

 Today we copied the list of words we agreed to abide by as a class as a way to review the expectations.  (See below.)

Vocab:

  We took the unit 1 quiz.  I will score them over the weekend.

Literature:

 We finished studying the story by looking at the climax of the story.  I also gave them some deeper questions to explore.  We need one last day to wrap up studying the story in depth. (See the questions below.)

SSR/AR:

 We had school pictures today, so class time was limited.

Writing:

 I will have the students write a little something next week to solidify their thoughts and observations about Raymond's Run because the written piece we do later on will ask them to look at the various stories we read. 

Classroom Contract Section 1	Goal: Safe, comfortable setting for learning.
Respect Equally (as we treat others) Maturely Open minded Honesty Loving? Caring Cooperative Positive Negotiation Inclusive	Responsible Uplifting Manners Unbiased Reasonable Fairly Honor (self-respect) Respecting space Friendly Safe Listen Peaceful

Classroom Contract Section 3	Goal: Safe, comfortable setting for learning.
Focused Use self-control Use a reasonable volume Be cooperative Respect each other Treat equally, nicely, kindly Be fair Make people feel valued Be considerate Loyal? Be motivating	Honesty Leader? Likeable Mature Inspirational Motivated Proactive Positive Appropriately Helpful Caring Class should be interesting, comfortable, entertaining

Classroom Contract Section 4	Goal: Safe, comfortable setting for learning.
Respect Participation Encouragement Trustworthy Cooperative Honest Forgiving? Fait Hardworking Enthusiastic Use manners Friendly	Ambitious Communication Enjoyable(try) Responsible Sharing? Patient Like an adult Properly Welcoming Generous Loyal?

Deeper Questions about Raymond’s Run

Why did the writer not have Squeaky win right away?

How does the climax resolve all the conflicts from earlier in the story?

How she thinks of herself.

How she thinks of Raymond.

How she thinks of Gretchen.

Why is the story called Raymond’s Run?

 Explain: Through the character of Squeaky, the writer asks us to consider how we view others.  (List every mention of pretending on the back.)

 How would this story look if it were set in today where you live, i.e. Hockessin or Wilmington?

 Find a quote that exemplifies each of the following:

The theme.

The character of Squeaky (could be what others say about her, thoughts, or feelings)

The author’s purpose.

Exploding the moment

Date: Thursday, September 13, 2012

Homework:

 Quiz on vocab unit 1

There are practice games on my website.

Classroom:

Growing the Class:

 We are continuing to discuss the Classroom Contract. 

Vocab:

 Quiz Friday.

Literature:

 Today we discussed the running scene.  I asked how a movie director would film the scene.  I discussed the writing idea of exploding a moment.  This  is where the writer basically puts the story in slow motion and give lots of thoughts and/or flashbacks while the event is happening.  We determined the the actions slows down to allow us to dwell on Squeaky's thoughts.

SSR/AR:

 I am in the process of getting guidance for this. 

Writing:

 We are mostly just writing responses to questions.  More will come.

Thoughts:

We are half way through studying Raymond's Run

Date: September 12, 2012

Homework:

 Pages 10 and 11 in the vocab book.

 Quiz on the literary terms.  Please see the earlier blog for the definitions.

Classroom:

Growing the Class:

  We watched a  video on how to shake hands properly.  We took some notes and practiced.

 

Vocab:

 We reviewed the homework from last night together and in groups. As far as I can tell, the students seem to be doing fine.  The book gives the students lots of practice.

Literature:

 We continued to study Raymond's Run.  Today we spent time discussing where the story transitions from exposition into the conflict/rising action.  We acted out a scene.  I gave the students time to continue reading the story.

SSR/AR:

 No update yet.

Writing:

 I am having the students responding to the story as they read. 

Notes:

These are the skills that I am reinforcing as the year starts.  

What do I put in the blue margins?

·    Predict- Guess what will happen next.

·    Question- Is there something said that confuses you?

·    Visualize- Draw a picture of the action.

·    Evaluate- What do you think about the author’s choice to write/include something?

·    Summarize- Write a brief summary of a paragraph you just read.

·    Making Connections- Do you identify with something in the story? Text-text / text-self / text-world

Growing and Learning

Date: September 12, 2012

Homework:

    Pages 8 and 9 in the vocab book.

    Quiz on the literary terms on Thursday.  See yesterday's blog.

Classroom:

Growing the Class:

     We watched a video on how to give a compliment.

     I challenged them to apply the lessons throughout the day.

Vocab:

    We reviewed pages 6 and 7.  The students seemed to be doing ok so far.

Literature:

    We have started Raymond's Run.  As a class, we studied the story through the exposition.  Tomorrow we will continue to study the choices the author made about the structure of the story.

SSR/AR:

    I am lost on this so far.  I guess the main issue is there is too much going on right now.  Plus, I do not have computers for the students to take tests.  PLUS, the librarian has a very busy schedule and we are having trouble scheduling time with her.  More sill follow when I know what to do.

Writing:

   I explained the requirements for the end of the unit written piece for section 1.  I wanted to give them a basic idea of what they will have to do.  More details will follow.

Thoughts:

   Right now, there is not enough time in the day to do all I want.  I have no doubts that everything will fall into place.  Just know that I will always do everything I can to help the students do the best they can.  I won't do it for them, though.  :)

Validation and Vocabulary

September 10, 2012

Today we focused on a few things.  First, I wanted to continue to grow the class by exploring what it means to be validated.  We will be looking at compliments this week, and the video on this site is great!

We also reviewed the literary terms throughout the movie.  We have a quiz on Thursday.

Finally, we started vocabulary unit 1.  Students have pages 5 and 6 for homework tonight.  If your student bought a book, they can sign up for access to this site.  There are lots of resources for practicing the words.
The access code is in the front of the book.  I can also send you a code if your student is borrowing a book.  It's not a big deal. The quiz will be on Friday.

Some growing the class information.

Growing my Class

The first place you should look if you are interested in knowing about my vision for this year is in my Parent's Night Power Point Presentation. I tried to organize all the thoughts I have for this year into one location.  If you cannot view the presentation, well, then... I don't know.  I think there are Power Point viewers available for download.

Self-managing Class:

Sounds too good to be true?

·      How many of you get tired of your teachers nagging you and telling you what to do?

·      Well, I am not going to do that because you are all mature young adults.

·      This is YOUR class, so you are going to decide how we treat each other.  And you are going to help each other follow what you decide.  I am no longer going to be the policeman.

·      The best part is that if you help each other, and I don’t get involved, there will be no consequences.

·      Do you believe me?  Imagine what this will look like.

We need to build our Social Contract.

The social contract is our list of words that describe how we will treat each other.  Those who do not follow the contract are not helping the class.  We are all responsible for our class, not just the teacher.

The goal is not to use consequences, but for the class to self-manage with non-verbal signs.

1.   Hand up, clapping, lights out = get quiet and refocus

2.   Thumb pull back = get back to the task at hand

3.   Foul, two put-ups = you broke the contract and/or hurt feelings.

a.   If it is called, it counts.

b.   It’s not a toy.  Don’t joke around with it.

c.    Someone can call a foul for someone else.

d.   If a foul is called, no explanation is needed.

              e.   The penalty is two put-ups.

Remember- all choices have consequences.

First blog post of the 2012-2013 School Year

Welcome to Mr. Bosler's 2012-2013 8th Grade ELA! 
(I really must make a better first entry.  I should explain all the growing of the class stuff I have been doing.  For now, here is what matters.)

Students need to know these words for Thursday's small quiz:

We have been reviewing them over and over through examples.

Short Story, Novel, Fiction

Start- Exposition (characters (minor/major) (Dynamic/Static), setting)| conflict (part of plot) | rising action | climax | falling action | resolution (reveals theme)- Finish

      Plot is made up of

Exposition

Conflict

Rising Action

Climax

Falling Action/Resolution

Theme

Fiction- Fiction is prose writing that tells an imaginary story.  The writer of a fictional work might invent all the events and characters in it or might base parts of the story on real people or events.  Fiction includes both stories and novels.  A short story can be read in one sitting.  Novels are longer and more complex.

Short Story-  A short story is a brief work of fiction that can generally be read in one setting.  A short story usually focuses on one or two main characters who face a single problem or conflict.

Novel- A novel is a work of fiction that is longer and more complex than a short story. In a novel, setting, plot, and characters are usually developed in great detail.

Plot- A plot is a sequence of related events that make up the story.  It begins with an exposition that introduces characters.  Complications arise during rising action.  Plot reaches a climax. Lose ends are tied up in the resolution.

Conflict- Conflict is a struggle between opposing forces.  In external conflict, a character struggles with another person or outside force.  Internal conflict is a struggle within a character.

Exposition- In fiction, the structure of the plot normally begins with exposition: establishing the tone, the setting, characters, and giving the reader important background.

Rising Action- Rising action refers to the events in the story that move the plot forward.  Rising action involves conflict and complications and builds to a climax or turning point.

Climax- In the plot of a story or a play, the climax, or turning point, is the point of maximum interest.  The climax usually occurs near the end of the story, after the reader has understood the conflict and become emotionally involved with the characters.  At the climax, the conflict is resolved and the outcome of the plot becomes clear. 

Falling Action- Falling action is the part of the plot that occurs after the climax.  During the falling action, sometimes called the resolution, conflicts are resolved and loose ends are tied up.

Resolution- Same as falling action.

Main and Minor Characters- Minor characters are less important characters that interact with the main characters and with one another while moving the plot along and providing background for the story.

Dynamic and Static Characters- (Character Development) Characters that grow or change during a story are said to undergo character development.  A character that changes significantly is called a dynamic character.  One that changes only a little or not at all is said to be a static character.  Main characters often develop the most.

Setting- A setting of a story, poem, or play is the time and place of the action.  Sometimes the setting is clear and well defined; at other times, it is left to readers’ imaginations.  Elements of setting can include geographic, historical period (past, present, future), season, time of day, and the customs and manners of a society.

Theme- A theme is a message about life or human nature that is communicated by a literary work.  In many cases, readers must infer what the writer’s message is.  On way of figuring out a theme is to apply the lessons learned by the main characters to all people. 

The school year is done.

Some of you will be seeing these updates again next year because I am now one of the three 8th grade ELA teachers.  I guess 15 years in 7th grade is enough anyway.  It's time for something new.  It will be great having many of the same students again.  As challenging as the year was, the students made great strides, and for once I get to see where they go from here! See some of you in September.
-MrBoZ

Portraits continue!

So this is what the students see when they are getting their pictures taken.

I have started taking portraits.

Students are allowed to bring in clothes and props.  The pictures are supposed to represent the sentiments of their autobiographies.  After I take that picture, I look for other shots that make them look good. 


I will NOT post the pictures on a site.  I don't think that is responsible.

However, if a student wants his/her picture, he/she can send me an e-mail.  I will reply with the picture(s).

bradford.bosler@redclay.k12.de.us