Homework:
Completing the Sentence Unit 2 due Wednesday
Interview summary due Thursday
Quiz Unit 2 Thursday
Today:
The goal for today was for the students to understand what is expected in the written interview summary due Thursday (rough draft Wed. if possible). We read a student example today that wasn't quite what was needed. In the summary, the student focused more on recounting the information learned during the interview with her sister. While that is technically a summary, the piece did not have any life. So I had the students help me create a focus that not only recounts the information, but, more importantly, includes the reactions of the interviewer. Please see the notes below. The very last piece is something I wrote for fun. It is unedited and stupid, but it does show voice and my emotions as the interviewer. I was showing my reaction to the interview, not simply recounting the information.
Notes
The goal of this interview was to connect through listening.
What are your thoughts and reactions to what you learned?
Did you connect with your person?
Do not simply relate the questions and answers discussed.
Volleyball: Fun
Family: Passing ball around
Family: Disney
Sisters: Dalmatians
Sisters: Talking
Sisters: Fighting
Volleyball: Proudest
Quality: Talkative
Suggested Outline
I interviewed my sister because she and I are really close. I discovered that I actually admire her.
Explain the interview process quickly.
I discovered my sister and I are close.
I realized by the end that I admire my sister.
I interviewed my sister because she and I are really close. I discovered that I actually admire her.
(250 - 400 words in ONE paragraph)
I wrote this for fun.
I thought I knew everything there is to know about Grandma. I was wrong! The interview started off boring enough. I figured I had to interview someone special because Mr. Bosler said I would remember this forever. Sure. So I asked Grandma to tell me about her life thinking, “I God. She is going to ramble on forever.” She started off by telling me that she was shot in the eye with a bb gun. What? Seriously? Not, “I was born in 1802?” In the eye with a bb gun. I had to know more. And there was plenty to tell! She told me that my mom shot her, Christmas morning, in 1857! Um… Really? This is when I knew that Grandmom was crazy! For the rest of the interview, I just went along for the ride. Did you know that the first president of the U.S. was a mouse? Neither did I! But Grandma did!
Tuesday, October 05, 2010
Tuesday, September 28, 2010
Students should be recording their interviews!
Homework:
Pictionaries 1-10 unit 2
Interview must be completed by Monday.
Summary is due next Wednesday
Today:
The main goal of today was to show the students what to do in an interview. I demonstrated the technique in each class by making a recording. Some were better than others. I explained that the recording (or detailed notes) is not what is handed in. The 30 minute recording is the gift for posterity. The students will be writing a summary of the interview. That will be handed in.
I would like those who are able to give me a two minute snippet from their interview so I can make them available for listening. I would love to have a page that looks like this.
If you have time and would like to listen to an INTERESTING interview, go to my homepage! There should be a player in the middle with my picture on it. If not, click on the link that has the girl's name Reniya.
Pictionaries 1-10 unit 2
Interview must be completed by Monday.
Summary is due next Wednesday
Today:
The main goal of today was to show the students what to do in an interview. I demonstrated the technique in each class by making a recording. Some were better than others. I explained that the recording (or detailed notes) is not what is handed in. The 30 minute recording is the gift for posterity. The students will be writing a summary of the interview. That will be handed in.
I would like those who are able to give me a two minute snippet from their interview so I can make them available for listening. I would love to have a page that looks like this.
If you have time and would like to listen to an INTERESTING interview, go to my homepage! There should be a player in the middle with my picture on it. If not, click on the link that has the girl's name Reniya.
Monday, September 27, 2010
September 27, 2010
Homework:
Interview must be done by October 4.
Summary is due October 6.
Please see the assignment page for details.
Today:
We were in the computer lab today organizing questions. Right now, each student should have a person he/she will interview and ten open ended questions. Their job now is to conduct the interview practicing good listening, as we discussed last week.
I am trying to explain to the children that the interview is special. I will show them more examples this week. But basically, the recorded interview is a treasure, a gift for both the student and the person being interviewed. This is not just some silly prompt from a book!
After the interview is recorded, the students are going to write a summary of 250-400 words. This is the written piece that I will grade. This piece will be a treasure as well, but it is also less personal than the recording, which we will not be able to listen to. The recordings will be too long.
Even though the recordings are long, I am asking that the tech savvy students find a way to get me about 2 minutes of audio. I would like to make recordings like those found on StoryCorps. I would also like to post some of these snippets if possible.
I will be interviewing my wife in the next day or so.
Interview must be done by October 4.
Summary is due October 6.
Please see the assignment page for details.
Today:
We were in the computer lab today organizing questions. Right now, each student should have a person he/she will interview and ten open ended questions. Their job now is to conduct the interview practicing good listening, as we discussed last week.
I am trying to explain to the children that the interview is special. I will show them more examples this week. But basically, the recorded interview is a treasure, a gift for both the student and the person being interviewed. This is not just some silly prompt from a book!
After the interview is recorded, the students are going to write a summary of 250-400 words. This is the written piece that I will grade. This piece will be a treasure as well, but it is also less personal than the recording, which we will not be able to listen to. The recordings will be too long.
Even though the recordings are long, I am asking that the tech savvy students find a way to get me about 2 minutes of audio. I would like to make recordings like those found on StoryCorps. I would also like to post some of these snippets if possible.
I will be interviewing my wife in the next day or so.
Friday, September 24, 2010
Grades are updated on the Home Access Center
I had planned on having the students a little farther along on their StoryCorps assignment, but I have been out two days this week. However, I did give students the basics of what is expected and how to do it. For those students who would like to work on the interview this weekend, I showed them the assignment page at my classroom website. There are resources on it and on the StoryCorps link.
Basically, the students are to pick someone they would like to honor with an interview. They should pick questions using the question generator at StoryCorps. They should then prepare and practice for the interview. The interview should be recorded somehow for posterity. The student should sit down with the person and be a good listener, like we discussed in class.
So far, this is all we covered. I have not quite decided on the product that I want handed in. Right now, I would like the student to treasure the 30 minute interview and save that for posterity. From there, I am trying to figure out what will be shared. I am think the best and most difficult product would be a 2-3 minute portion of the interview audio, like the kind found on StoryCorps. Realistically, I think the interview will be summarize in writing. That piece of writing will still be valuable. I will figure out how to turn this in later.
I will be interviewing my wife. As soon as I am done that, I will think about how I want to share my interview. (But I have access to great video and audio editing programs and equipment.)
Have a nice weekend.
Basically, the students are to pick someone they would like to honor with an interview. They should pick questions using the question generator at StoryCorps. They should then prepare and practice for the interview. The interview should be recorded somehow for posterity. The student should sit down with the person and be a good listener, like we discussed in class.
So far, this is all we covered. I have not quite decided on the product that I want handed in. Right now, I would like the student to treasure the 30 minute interview and save that for posterity. From there, I am trying to figure out what will be shared. I am think the best and most difficult product would be a 2-3 minute portion of the interview audio, like the kind found on StoryCorps. Realistically, I think the interview will be summarize in writing. That piece of writing will still be valuable. I will figure out how to turn this in later.
I will be interviewing my wife. As soon as I am done that, I will think about how I want to share my interview. (But I have access to great video and audio editing programs and equipment.)
Have a nice weekend.
Wednesday, September 22, 2010
September 22, 2010
Homework:
The quiz on Unit 1 will be FRIDAY. (I have a sub tomorrow.)
Students can go to this page online to study for the quiz. There are games, flashcards, and practice questions.
Today:
We did four warm-up questions that reviewed concepts we have been studying.
We reviewed the notes on narrative (see below).
We watched two videos as examples of what we will be making over the next month:
We watched The Human Voice to see a short example of a narrative. We will write a longer one in a few weeks.
We watched Q & A as a sample of the interview project we will start ASAP. On Friday, I will show the students where to go if they would like to work on the project this weekend. We will have lab time on Monday to organize the interview questions. The assignment page is up on my site.
Here are the notes on narrative that we discussed in class.
What is narrative?
• the telling of a story
• account of a specific event or a series of connected events
• pattern of beginning, middle, and end
• often express a very important truth about life
• found in all cultures
• giving meaning to individual life
• pass on enduring values and lessons
• really more likely common to others, as well
Basically, why is narrative so important to humans?
• giving meaning to individual life
• served a vital role in the lives of those who tell and listen to them
• values, beliefs, sacred knowledge, and practices are that sustain the people
• collective memory of the elders
• a time for teaching what mattered most to them
The quiz on Unit 1 will be FRIDAY. (I have a sub tomorrow.)
Students can go to this page online to study for the quiz. There are games, flashcards, and practice questions.
Today:
We did four warm-up questions that reviewed concepts we have been studying.
We reviewed the notes on narrative (see below).
We watched two videos as examples of what we will be making over the next month:
We watched The Human Voice to see a short example of a narrative. We will write a longer one in a few weeks.
We watched Q & A as a sample of the interview project we will start ASAP. On Friday, I will show the students where to go if they would like to work on the project this weekend. We will have lab time on Monday to organize the interview questions. The assignment page is up on my site.
Here are the notes on narrative that we discussed in class.
What is narrative?
• the telling of a story
• account of a specific event or a series of connected events
• pattern of beginning, middle, and end
• often express a very important truth about life
• found in all cultures
• giving meaning to individual life
• pass on enduring values and lessons
• really more likely common to others, as well
Basically, why is narrative so important to humans?
• giving meaning to individual life
• served a vital role in the lives of those who tell and listen to them
• values, beliefs, sacred knowledge, and practices are that sustain the people
• collective memory of the elders
• a time for teaching what mattered most to them
Tuesday, September 21, 2010
September 21, 2010
Homework:
Vocab quiz Thursday
Some students still owe their flashcards.
Today:
I was off yesterday, so I checked the work that the students were supposed to do with the sub: flashcards and Completing the Sentence unit 1. Those were for a grade. Some students did not complete the work.
We reviewed the Completing the Sentence, looking for the context clues.
I gave students a grade slip because I put in a few grades.
Then we briefly started the next unit. They read an excerpt about narrative and took some notes. The full explanation will be here. I have never done narrative like this before, so I am excited!
Vocab quiz Thursday
Some students still owe their flashcards.
Today:
I was off yesterday, so I checked the work that the students were supposed to do with the sub: flashcards and Completing the Sentence unit 1. Those were for a grade. Some students did not complete the work.
We reviewed the Completing the Sentence, looking for the context clues.
I gave students a grade slip because I put in a few grades.
Then we briefly started the next unit. They read an excerpt about narrative and took some notes. The full explanation will be here. I have never done narrative like this before, so I am excited!
Monday, September 20, 2010
Grades are updated on the Home Access Center
If you do not know how to access the grades on-line, please contact the main office.
There are 4 categories of my grades that count: participation(10%), classwork(60%), homework(15%), and quizzes(15%). There is a category on the grades called performance. That category is merely for documenting. It is a way I can tell students how they have done on something, but it does not factor into the grades. For example, they took a vocab diagnostic. Even though it says it is worth 100 points, the grade does not count. Also, the grade called "jar" is used when we use the responders. Think of them like pennies. These points do not count against a grade. The more pennies they have, the more it will HELP their grade. I will explain grades more at open house. If you have any questions, please e-mail me: bradford.bosler@redclay.k12.de.us .
Homework:
My son is sick, so I was not in school today. The students were to do the Completing the Sentence in the vocab book. They were to highlight the context clues as well. I will check these tomorrow for a grade.
The students were also supposed to make flashcards to study for the quiz on Thursday. I will be checking them tomorrow, even in the honors classes where I said they did not have to do them for homework. I needed work for the students today, so I assigned the flashcards anyway.
There are 4 categories of my grades that count: participation(10%), classwork(60%), homework(15%), and quizzes(15%). There is a category on the grades called performance. That category is merely for documenting. It is a way I can tell students how they have done on something, but it does not factor into the grades. For example, they took a vocab diagnostic. Even though it says it is worth 100 points, the grade does not count. Also, the grade called "jar" is used when we use the responders. Think of them like pennies. These points do not count against a grade. The more pennies they have, the more it will HELP their grade. I will explain grades more at open house. If you have any questions, please e-mail me: bradford.bosler@redclay.k12.de.us .
Homework:
My son is sick, so I was not in school today. The students were to do the Completing the Sentence in the vocab book. They were to highlight the context clues as well. I will check these tomorrow for a grade.
The students were also supposed to make flashcards to study for the quiz on Thursday. I will be checking them tomorrow, even in the honors classes where I said they did not have to do them for homework. I needed work for the students today, so I assigned the flashcards anyway.
Friday, September 17, 2010
September 17, 2010
Homework:
Have a nice weekend! Get ready for our new unit Monday and a vocab test on Thursday.
Today:
Some classes worked on main idea as a warm-up.
3,4,5, and HB sections finished the diagnostic vocab test.
Grades:
I really hoped to enter grades by today. I will have them by Tuesday. I just need to sit down and enter what I have into the computer. The beginning of the year is quite hectic. Thank you for your patience.
Have a nice weekend! Get ready for our new unit Monday and a vocab test on Thursday.
Today:
Some classes worked on main idea as a warm-up.
3,4,5, and HB sections finished the diagnostic vocab test.
Grades:
I really hoped to enter grades by today. I will have them by Tuesday. I just need to sit down and enter what I have into the computer. The beginning of the year is quite hectic. Thank you for your patience.
Thursday, September 16, 2010
September 16, 2010
Homework:
None
Today:
We entered the answers from Choosing the Right Word in the vocab books into the responders. Students immediately saw how they did. Then we discussed context clues to help determine the answers.
Then we started a vocabulary diagnostic test. We did the first 50 questions today on the responders. Again, the students saw how well (or how poorly) they did. That's OK. This is a test on words they just started. In January, though, I will expect these scores to rise.
We will begin a new unit on Monday. I am currently reading the Barney essays. I hope to get some grades entered by the end of the day Friday.
None
Today:
We entered the answers from Choosing the Right Word in the vocab books into the responders. Students immediately saw how they did. Then we discussed context clues to help determine the answers.
Then we started a vocabulary diagnostic test. We did the first 50 questions today on the responders. Again, the students saw how well (or how poorly) they did. That's OK. This is a test on words they just started. In January, though, I will expect these scores to rise.
We will begin a new unit on Monday. I am currently reading the Barney essays. I hope to get some grades entered by the end of the day Friday.
Wednesday, September 15, 2010
September 15, 2010
Homework:
Choosing the Right Word Unit 1 vocab
Today:
I introduced students to the responder system I use in my room. Basically, each student has a remote. Questions are displayed on the screen, and the students register their answers. I will also use the remotes to score their vocab quizzes. When they finish the test, they will know how they did immediately. In fact, we can review the answers to the test right there. I will demonstrate the system at Open House.
I also continued to show students how to do the vocabulary exercises. We reviewed the synonyms and began the choosing. For the choosing, students should highlight the context clues that helped them determine the answer.
Choosing the Right Word Unit 1 vocab
Today:
I introduced students to the responder system I use in my room. Basically, each student has a remote. Questions are displayed on the screen, and the students register their answers. I will also use the remotes to score their vocab quizzes. When they finish the test, they will know how they did immediately. In fact, we can review the answers to the test right there. I will demonstrate the system at Open House.
I also continued to show students how to do the vocabulary exercises. We reviewed the synonyms and began the choosing. For the choosing, students should highlight the context clues that helped them determine the answer.
Tuesday, September 14, 2010
September 14, 2010
Homework:
Pictionaries and synonyms for Unit 1
I am hoping the students return the colored Barneys.
Today:
Daily Drill (see notes)
We reviewed words 11-20 Unit 1.
www.vocabularyworkshop.com Level B
In most classes I am leading the students slowly through their vocab work.
We listened to a few more essays about what is the ideal class.
Notes: I had the students find 15 abbreviations that they knew the meaning of and copy them in their books. The goal was to observe the many ways words are abbreviated.
AC
A.D.
A.M.
asap
A.S.P.C.A.
B.A.
B.C.
B.C.E.
B.S.
C
c.
C.I.A.
Cm
C.O.D.
C.P.S.
C.P.R.
D.A.
DC
D.C.
D.D.S.
DNA
DOA
ed.
ESP
esp.
et al.
etc.
F
(There were many more.)
Pictionaries and synonyms for Unit 1
I am hoping the students return the colored Barneys.
Today:
Daily Drill (see notes)
We reviewed words 11-20 Unit 1.
www.vocabularyworkshop.com Level B
In most classes I am leading the students slowly through their vocab work.
We listened to a few more essays about what is the ideal class.
Notes: I had the students find 15 abbreviations that they knew the meaning of and copy them in their books. The goal was to observe the many ways words are abbreviated.
AC
A.D.
A.M.
asap
A.S.P.C.A.
B.A.
B.C.
B.C.E.
B.S.
C
c.
C.I.A.
Cm
C.O.D.
C.P.S.
C.P.R.
D.A.
DC
D.C.
D.D.S.
DNA
DOA
ed.
ESP
esp.
et al.
etc.
F
(There were many more.)
Monday, September 13, 2010
September 13, 2010
Homework:
Pictionaries 1-10 unit 1
All Barney essays should have been handed in.
Today:
DailyDrill (see below)
Handed out vocab books and began unit 1
I am in the process of organizing so many things. I will have some grades by the end of the week. So far, students should have handed in the blue permission slip and the Barney essay. Those are the two main grades so far. By the end of the week, I will have checked the pictionaries, synonyms, and the choosing the right word for unit 1 vocab. I will also have given some participation grades as well.
I feel like I am behind because I was out two days last week for religious holidays, but we are actually right on schedule. We will share our Barney essays in class Tuesday (and maybe Wednesday). Then we will begin our first real written piece- a narrative.
Notes:
There- location The ball is there.
Their- possessive That is their car.
They’re= they are They’re going to the show.
September 13, 2010
1. The abbreviation of avenue is ___
2. The abbreviation of pound is __
3. You could look up what thesaurus means in a ___
4. lets play a game of Soccer to day
5. Antonio was to big for his old bike sew he sold it at the old town flea market.
Pictionaries 1-10 unit 1
All Barney essays should have been handed in.
Today:
DailyDrill (see below)
Handed out vocab books and began unit 1
I am in the process of organizing so many things. I will have some grades by the end of the week. So far, students should have handed in the blue permission slip and the Barney essay. Those are the two main grades so far. By the end of the week, I will have checked the pictionaries, synonyms, and the choosing the right word for unit 1 vocab. I will also have given some participation grades as well.
I feel like I am behind because I was out two days last week for religious holidays, but we are actually right on schedule. We will share our Barney essays in class Tuesday (and maybe Wednesday). Then we will begin our first real written piece- a narrative.
Notes:
There- location The ball is there.
Their- possessive That is their car.
They’re= they are They’re going to the show.
September 13, 2010
1. The abbreviation of avenue is ___
2. The abbreviation of pound is __
3. You could look up what thesaurus means in a ___
4. lets play a game of Soccer to day
5. Antonio was to big for his old bike sew he sold it at the old town flea market.
Tuesday, September 07, 2010
September 7, 2010
Homework:
None
Today:
Daily Drill (see below for notes)
Discussed grades and class participation.
Students had SSW time to write their essays.
These are the notes we have taken so far:
September 7, 2010 (W1)
(Make the needed corrections.)
1. wernt their no milk in the refrijerator
2. there going to come to sea me at 7 pm
September 02, 2010
ludicrous (adjective) \LOO-duh-krus\
What does it mean?
: laughable because of being ridiculous
How do you use it?
"I turned my face away to conceal a smile I could not suppress: there was something ludicrous as well as painful in the little Parisienne's earnest and innate devotion to matters of dress."
Are you a word wiz?
Which one of the authors below do you think wrote the quotation we've used as our example sentence for "ludicrous"?
A. Hans Christian Andersen
B. Homer
C. Mother Goose
D. Charlotte Bronte
September 01, 2010
haiku (noun) \HYE-koo\
What does it mean?
: a verse form of Japanese origin having three lines containing five, seven, and five syllables respectively; also : a poem written in this form
How do you use it?
The card didn't have enough room for a sonnet, so Kaitlin wrote a short haiku instead.
Are you a word wiz?
So, you may know what "haiku" means, but can you spot one when you see it? Which of the examples below is a haiku?
A. Let me not to the marriage/ of true minds / Admit impediment.
B. I think that I shall never see / A poem lovely as a tree.
C. From all directions / Winds bring petals of cherry / Into the grebe lake.
D. Lo, we have heard tell/ of the Spear Danes/ from the days of yore.
August 31, 2010
stave off (verb) \STAYV-AWF\
What does it mean?
: to force or keep away : to fend off
How do you use it?
I knew that we'd be eating a late dinner, so I had an apple when I got home from school to stave off hunger.
Are you a word wiz?
What object gave us the word "stave off"?
A. a barrel
B. a long stick
C. a type of cracker eaten on board ships
D. a curling iron
None
Today:
Daily Drill (see below for notes)
Discussed grades and class participation.
Students had SSW time to write their essays.
These are the notes we have taken so far:
September 7, 2010 (W1)
(Make the needed corrections.)
1. wernt their no milk in the refrijerator
2. there going to come to sea me at 7 pm
September 02, 2010
ludicrous (adjective) \LOO-duh-krus\
What does it mean?
: laughable because of being ridiculous
How do you use it?
"I turned my face away to conceal a smile I could not suppress: there was something ludicrous as well as painful in the little Parisienne's earnest and innate devotion to matters of dress."
Are you a word wiz?
Which one of the authors below do you think wrote the quotation we've used as our example sentence for "ludicrous"?
A. Hans Christian Andersen
B. Homer
C. Mother Goose
D. Charlotte Bronte
September 01, 2010
haiku (noun) \HYE-koo\
What does it mean?
: a verse form of Japanese origin having three lines containing five, seven, and five syllables respectively; also : a poem written in this form
How do you use it?
The card didn't have enough room for a sonnet, so Kaitlin wrote a short haiku instead.
Are you a word wiz?
So, you may know what "haiku" means, but can you spot one when you see it? Which of the examples below is a haiku?
A. Let me not to the marriage/ of true minds / Admit impediment.
B. I think that I shall never see / A poem lovely as a tree.
C. From all directions / Winds bring petals of cherry / Into the grebe lake.
D. Lo, we have heard tell/ of the Spear Danes/ from the days of yore.
August 31, 2010
stave off (verb) \STAYV-AWF\
What does it mean?
: to force or keep away : to fend off
How do you use it?
I knew that we'd be eating a late dinner, so I had an apple when I got home from school to stave off hunger.
Are you a word wiz?
What object gave us the word "stave off"?
A. a barrel
B. a long stick
C. a type of cracker eaten on board ships
D. a curling iron
Thursday, September 02, 2010
September 2, 2010
Homework:
Have a nice Labor Day Weekend!
Today:
We watched some of another episode of Barney. Then I posed real classroom situations we face and asked them to come up with Barney solutions. They were pretty crazy. Most classes seemed to agree that our class cannot be totally Barney because it is unrealistic. I then discussed levels of Barney that we could have in our class.
Total Barney- Impossible because it is too unrealistic. There is no anger, only acceptance and love. Also, every couple of minutes, everyone breaks out singing, and they all dance around. That will not happen in my classroom!
Barney-Like- The teacher and the students embody the qualities of the show, but no singing and dancing silliness. We are all basically nice to each other.
Some Barney- This is a realistic view of a classroom. We will try to use the lessons of Barney, but we will not be perfect. The classroom is pretty nice, though.
No Barney- This would be the classroom where the teacher needs to keep control of the students because they do not exhibit very Barney-like behavior. If everyone is positive and gets along, there would not be such a need to have someone in control. The students barely embody the Barney qualities; therefore, the teacher is not able to act very Barney-like either.
Negative- The children are so disrespectful that the teacher has no chance of demonstrating Barney ideals. The classroom is run using strict discipline because the children are selfish and cannot control themselves.
Have a nice Labor Day Weekend!
Today:
We watched some of another episode of Barney. Then I posed real classroom situations we face and asked them to come up with Barney solutions. They were pretty crazy. Most classes seemed to agree that our class cannot be totally Barney because it is unrealistic. I then discussed levels of Barney that we could have in our class.
Total Barney- Impossible because it is too unrealistic. There is no anger, only acceptance and love. Also, every couple of minutes, everyone breaks out singing, and they all dance around. That will not happen in my classroom!
Barney-Like- The teacher and the students embody the qualities of the show, but no singing and dancing silliness. We are all basically nice to each other.
Some Barney- This is a realistic view of a classroom. We will try to use the lessons of Barney, but we will not be perfect. The classroom is pretty nice, though.
No Barney- This would be the classroom where the teacher needs to keep control of the students because they do not exhibit very Barney-like behavior. If everyone is positive and gets along, there would not be such a need to have someone in control. The students barely embody the Barney qualities; therefore, the teacher is not able to act very Barney-like either.
Negative- The children are so disrespectful that the teacher has no chance of demonstrating Barney ideals. The classroom is run using strict discipline because the children are selfish and cannot control themselves.
September 1, 2010
Homework:Return the blue permission slip.
Return the vocab book money.
Today:
Daily Buzzword
Introduced the writing topic for the first essay: What are the qualities of a classroom where students can learn and a teacher can teach? Can we have a Barney classroom? Is that the answer to the question?
We watched an episode of Barney and brainstormed.
Tuesday, August 31, 2010
August 31, 2010
Homework:
Return blue e-mail and permission slip.
Bring in vocab book money.
Today:
We started to explore this essential question: What are the qualities of a classroom where students can learn and a teacher can teach? I put the students into groups, and they came up with a description of what we would see, what we would hear, and what procedures would be done in an effective classroom. (Two classes described the opposite- what it would be like in an ineffective classroom.) Here are a few examples:
o Team Positive and Demeaning- constructive criticism
o Team Positive and Supportive- attentive and happy students, they know you support them, you need to try harder, reasonable, show their flaws so they can improve
o Team Supportive but Realistic- looks like students are never bored, fun, cheering, it’s not ok to fail, encourage, humorous, show you your flaws but encourage you to do better
o Team Happy Angels Who Are Nice to Everyone- friendly, supportive posters, no bad stuff, always get along, help each other, teachers encourage, happy educational books
o Team Fluffy Bunny- no one can be angry when he/she is holding a fluffy bunny in his/her hands!
(Classroom that won’t help teachers teach or students learn.)
o Team Stressful- teacher gives too much work and students are stressed, kids talk too much to their friends, daydreaming, teacher too boring
o Home of the Evil Spirits- no explanation of the work, talking while teacher is texting, kids not showing up, don’t sit still, play with stuff, sleep, eat, screaming, silence from teacher, door slamming, haunted classroom
o The Classroom of Doom!- talking, screaming, phones going off, iPods playing, arguments, running, standing, spitballs, trash, sleeping, pranks, teaching chewing gum while talking on phone doing Facebook, cutting of class.
o The Chaotic Kids- kids do not follow instructions, loud, talking while teacher is talking, texting by both teacher and students, inappropriate discussions, teacher lets personal issues affect the class, picks favorites, writes on walls, standing up
o Crazy Catastrophe- trash, desks are away from teacher, books all over, pictures and posters all over, computers broken, talking, texting, yelling, singing, teacher gives too much work, eating, sleeping, paper airplanes
Return blue e-mail and permission slip.
Bring in vocab book money.
Today:
We started to explore this essential question: What are the qualities of a classroom where students can learn and a teacher can teach? I put the students into groups, and they came up with a description of what we would see, what we would hear, and what procedures would be done in an effective classroom. (Two classes described the opposite- what it would be like in an ineffective classroom.) Here are a few examples:
o Team Positive and Demeaning- constructive criticism
o Team Positive and Supportive- attentive and happy students, they know you support them, you need to try harder, reasonable, show their flaws so they can improve
o Team Supportive but Realistic- looks like students are never bored, fun, cheering, it’s not ok to fail, encourage, humorous, show you your flaws but encourage you to do better
o Team Happy Angels Who Are Nice to Everyone- friendly, supportive posters, no bad stuff, always get along, help each other, teachers encourage, happy educational books
o Team Fluffy Bunny- no one can be angry when he/she is holding a fluffy bunny in his/her hands!
(Classroom that won’t help teachers teach or students learn.)
o Team Stressful- teacher gives too much work and students are stressed, kids talk too much to their friends, daydreaming, teacher too boring
o Home of the Evil Spirits- no explanation of the work, talking while teacher is texting, kids not showing up, don’t sit still, play with stuff, sleep, eat, screaming, silence from teacher, door slamming, haunted classroom
o The Classroom of Doom!- talking, screaming, phones going off, iPods playing, arguments, running, standing, spitballs, trash, sleeping, pranks, teaching chewing gum while talking on phone doing Facebook, cutting of class.
o The Chaotic Kids- kids do not follow instructions, loud, talking while teacher is talking, texting by both teacher and students, inappropriate discussions, teacher lets personal issues affect the class, picks favorites, writes on walls, standing up
o Crazy Catastrophe- trash, desks are away from teacher, books all over, pictures and posters all over, computers broken, talking, texting, yelling, singing, teacher gives too much work, eating, sleeping, paper airplanes
Monday, August 30, 2010
The first day of school 2010-2011
Parents,
The new school year has started! I am excited to get going. Today I spent most of the time getting the students into their assigned seats and talking about my expectations. My rules are posted on my walls: respect the property of others, be caring, be fair, be honest, be responsible, be honest, respect the rules, respect the feelings of others, respect people's differences, be helpful, and do what you think is best.
I also discussed what we will be studying this year: writing! Everything I teach in my class is to improve their writing. We will do Vocabulary Workshop, grammar, mechanics, and write a lot. I will also be stressing perfect grammar more than I have in the past. I believe that students are spending too much time writing in situations where imperfect grammar is accepted. I believe this will impair their ability to use proper grammar when they need it. One assignment they must complete this marking period is a 300-400 work piece that has not one single error.
I will explain more tomorrow. For now, welcome! (Oh, and if you find an error in my daily blog and send me an e-mail, I will admit my mistake to the class! Please, try to find them!)
The new school year has started! I am excited to get going. Today I spent most of the time getting the students into their assigned seats and talking about my expectations. My rules are posted on my walls: respect the property of others, be caring, be fair, be honest, be responsible, be honest, respect the rules, respect the feelings of others, respect people's differences, be helpful, and do what you think is best.
I also discussed what we will be studying this year: writing! Everything I teach in my class is to improve their writing. We will do Vocabulary Workshop, grammar, mechanics, and write a lot. I will also be stressing perfect grammar more than I have in the past. I believe that students are spending too much time writing in situations where imperfect grammar is accepted. I believe this will impair their ability to use proper grammar when they need it. One assignment they must complete this marking period is a 300-400 work piece that has not one single error.
I will explain more tomorrow. For now, welcome! (Oh, and if you find an error in my daily blog and send me an e-mail, I will admit my mistake to the class! Please, try to find them!)
Friday, June 04, 2010
The finals are done, and the grades are updated!
The only thing left to do in my class is share one piece of work. Unless the student outright refuses, the grade on the HAC is what the student will get. If you have any questions, please feel free to e-mail me this weekend at bozmd@comcast.net .
Have a nice weekend! Bring on the last week of school! :)
Have a nice weekend! Bring on the last week of school! :)
Thursday, June 03, 2010
Vocabulary final is Friday
We have finished 15 units of vocabulary. That is 300 words. The students will be taking the same test they took in September and January. I posted their scores on the Home Access Center during those marking periods. The test counts for about 5% of this marking period's grade. I hope they have been reviewing the words.
Tuesday, June 01, 2010
The wisdon piece is due Wednesday (tomorrow)
Today I explained what we have left to do this year: the wisdom piece and the vocab final. In some classes, I showed them the effect these two assignments will have on their grades. Hopefully that will motivate them to hang in there and get these two last assignments done! We will be sharing our pieces and studying for the vocab final this week.
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