The outline is due tomorrow.

These are some things I discussed with the students today in sections 3, 4, 5, and HB.


……………Handshake………………………………………………………………………
……………………..The boy in the story has a decision to make: should he squish the ant or not? After researching ants and exploring the topic, I am going to prove to you that the boy in the story should squish the ant. He should squish because reason 1, reason 2, reason 3.


Ideas for interesting handshakes:
Dramatic lead
     - Like the name says, they are dramatic. They grab the reader.
Begin at the end
     - Say the result of the moment. Then go back and explain it.
Misleading lead
     - Start off on the wrong direction. Then surprise the reader.
Question
     - Start off with a question that will be answered by the piece.
Intriguing detail
     - Give a small detail that is important to the moment.
Sentence fragments
     - Give description of something in snippets. Establish a feeling

Check out the awesome work that I am submitting for the PTA Reflections Contest!

http://www.mrboz.com/MrBoZ/PTA_Reflections_Pictures_2010-11.html

There are some literature pieces as well. 

Good luck, guys and gals!

-MrBoZ

I continued to discuss the importance of understanding both sides of an argument

In all classes, we looked at examples of persuasive writing.  In sections 3, 6, and HB, we read a simple version of the ant essay they will be writing soon.  In sections HB, 4, and 5, we read a persuasive piece based on the picture book "Earrings" by Judith Viorst.  The writer of the piece not only showed that she understood both positions taken in the book, but she then went on to make a logical recommendation for the parents in the book. 

We discussed how persuasion should be based on logic.  However, in reality, when logic can't win the argument, we resort to artificial means of persuasion.  In the book, the nine year-old girl resorted to begging, yelling, and threatening the parents that she won't stop asking her parents for earrings until she gets what she wants. 

Once the debates start, I am always amazed at how the initial logical arguments soon degenerate into quibbling over minor points just to appear as if they are winning. 

This is the outline that I gave the students today.

Paragraph 1
The boy in the story has a decision to make: should he squish the ant or not? After researching ants and exploring the topic, I am going to prove to you that the boy in the story should squish the ant. He should squish because reason 1, reason 2, reason 3.

Paragraph 2
The results of your research.
1. The first reason he should squish the ant is because ….
      - why is it so bad?
      - how does this relate to our ant?
      -
2. The second reason he should squish the ant is because…..
     - what do you mean?
     - how does this relate to our story?
     - why should ours be squished?
3. The third reason he should squish the ant is because….
    - how?
    - Why does this matter?
    - How does this relate to our story?

Paragraph 3
Explain how you fully understand the other position.
    Reason for not squishing the ant.
         Why do they feel this is the correct thing to do?
    Reason for not squishing the ant.
         Why do they feel this is the correct thing to do?
    Reason for not squishing the ant.
         Why do they feel this is the correct thing to do?

Paragraph 4
Explain how their argument is wrong.
    They said that …, but they are wrong because …
    They said that …, but they are wrong because …
    They said that …, but they are wrong because …

   Add any strong arguments that you feel are needed.
   Maybe you want to end with a bang!

P5: Conclusion
I have proven to you that the boy in the story should (not) squish the ant. He should (not) squish because reason 1, reason 2, reason 3. I have also discussed how… (list some of the points you covered in the part where you refuted the other side.)

Mr. Bosler's E-mail list recipients...

You may not have received some daily e-mails because I did not understand a setting somewhere.  Please see my blog if you want to know what I have posted lately.  Sorry about that.
-MrBoZ

All the research is done. This week, we organize!

Homework:
Students should be organizing their debate strategy.

Today we discussed the beginning of the debate focusing on the first round.  As you can see below, the first found starts with an introduction.  This introduction has a handshake, a thesis, and a direction.  I discussed what each of those terms meant.  I will teach the students how to modify this introduction to make it better.

I also discussed the outline below.  Students need three or four well explained reasons to support their position.  (I checked their notes and bibliography today.  I will post those grades in HAC tomorrow afternoon.)

Paragraph 1

The boy in the story has a decision to make: should he squish the ant or not? After researching ants and exploring the topic, I am going to prove to you that the boy in the story should squish the ant. He should squish because reason 1, reason 2, reason 3.

Paragraph 2
1. The first reason he should squish the ant is because ….
- why is it so bad?
- how does this relate to our ant?
-
2. The second reason he should squish the ant is because…..
- what do mean?
- how does this relate to our story?
- why should ours be squished?

3. The third reason he should squish the ant is because….
- how?
- Why does this matter?
- How does this relate to our story?

Research and Bibliography due Monday!

If you have any questions, e-mail me at my home address: bozmd@comcast.net

On Monday, students should have two documents:

The first document should be an outline or notes:
1. The ant in the story is helpful to the environment!
        - So? Give examples of helpful things
       - What would happen if it died?
2. Some ants sting!
      - So? Which ants sting?
      - Does our ant sting?
      - Why should we worry about this?
      - Are there other examples of killing stinging things?
3. Reason # 3
     - So? Give examples of helpful things
     - What would happen if it died?

4. Reason #4
     - So? Give examples of helpful things
     - What would happen if it died?

5.
6.
7.




The second is a bibliography that looks like this:
Use EasyBib.com

The page should be a list of the web sites used for the research.
       - MLA Format
       - Alphabetical by the first letters of the citation


"ANTS: Facts about Ants." Lingolex Homepage. Web. 03 Dec. 2010. .

"Citronella Ant - Ants - Insect Control - Bug Search - Pest Control Information | Terminix." Pest Control | Exterminator | Termites. Web. 03 Dec. 2010. .

Wikipedia contributors. "Fire ant." Wikipedia, The Free Encyclopedia. Wikipedia, The Free Encyclopedia, 30 Nov. 2010. Web. 3 Dec. 2010.

Keep up the research for the ant debates!

We were in the library again today.  The focus of today's work was organizing 5-7 main reasons to support their position.  However, it is not enough to just state that one reason.  The reason MUST be explained and supported.  That's where the points can be earned for the debate!  I explained how the rebuttal round can wipe out their unsupported reasons.  In the rebuttal round, you can earn a point for merely saying, "My opponent say that ants can sting."  The students are expected to take notes while the opponent presents.  Then, in the rebuttal round, they will offer arguments against what their opponent said.  Even if they can't offer a rebuttal, they can still get the point for repeating; however, they look silly when they have nothing to say!

I believe that the boy in the story should squish (or should not squish) the ant in the story for many reasons.

Use…
Notes from what type of ant it is sheet.
Use details from the story.
Use details from the Interesting Ant Facts sheet.
Use details from your web research.


1. The ant in the story is helpful to the environment!
      - So? Give examples of helpful things
      - What would happen if it died?
2. Some ants sting!
      - So? Which ants sting?
      - Does our ant sting?
      - Why should we worry about this?
      - Are there other examples of killing stinging things?
3.
4.
5.
6.
7.



Tomorrow, we will be in the library again.  I want to finish up the research and have them organize their bibliographies.  All their research is due Monday.

Students should be researching for their debates.

Students should be researching for their debates.

Where do you get support for your position in the ant debate?
1. Examine each statement from the story.
    - Examine the arguments each character gives.
    - Research the truthfulness of each statement.

2. Research ants, specifically, the type of ant in the story.
    - There are good, helpful ants in Nature.
    - There are also some deadly ants.
    - Can a case be made that some types of ants deserve to die?

3. Research each character's motivation.
    - Why does the boy feel he must squish the ant?
    - Why is the ant arguing with the boy?

4. Research both sides of the debate.
    - I said in class that weak supports will actually give points to the opponent.
    - Be ready for the arguments your opponent will make.  Have supports ready!
   
(You get a point for repeating the point the opponent made.  Then you get points for rebutting the point.  "My opponent said this ... . *point earned* He is wrong because ... *point earned* and ... *point earned * and ... *point earned*."  So weak arguments cause you to loose points!)

We researched in the library today

Here is what we worked on today.

Homework:  The better students will be researching whether the boy in the story should squish the ant in the story.

I collected the PTA Reflections pieces today

Have a nice break... because December will be quite a month!  Please see the due dates on my website. 

PTA Reflection contest piece is due tomorrow!

Homework:  PTA Reflection Piece is due tomorrow.  They must have the following:
1. The picture or whatever they made.
2. The 250 word (max) written piece explaining how their piece fits "Together we can..."
3. The completed and signed PTA student entry form.

Today:
We read Hey, Little Ant.  This is the beginning of out ant debate project.
Here are some upcoming due dates:

Dec. 3: All research in library will be done
Dec. 6: Note check, and bibliography (25 points)
Dec. 10: Outline due (25 points)
Dec. 13: First debates begin (100 points)
Dec. 14: Rough draft of essay due (25 points)
Dec 17:  Quiz Unit 5
Dec. 20: Ant essay due! (100 points)

I have paired the students up.  I explained that  only the winner of the debate is able to receive an A for the debate.  If you are interested in knowing who your child will compete with and in what order, please see the bottom of the assignment page.

PTA Reflection contest piece is due Tuesday

I found this link on Reddit.  Give these pictures a look if you want to be amazed by beautiful photography.

Go here if you need to know what is due.

Sentence Structure Quiz Friday

I put the notes from class on MrBoZ.com.
Here are the terms I reviewed in class.

Sentence Structure
  Complete subject-
  Complete predicate-
  Simple subject
  Simple predicate or verb
Verb phrase
Action verb
Helping verbs
Linking verbs
Compound subjects
Compound verbs
Compound sentence
Fragment
Run-on
Sentence types:
     Declarative
     Interrogative
     Exclamatory
     Imperative

November 17, 2010

Homework:
I gave the students a worksheet for subjects and verbs in unusual order. 

Today:
We are continuing to practice identifying subjects and verbs in sentences.  The main goal for doing this is to eliminate run-on sentences and fragments.  In order to know where to place a comma in a compound sentence, students need to be able to identify that there are, in fact, two complete sentences. 

But more importantly, I want to give students the pleasure of looking at all the words in a sentence to find subjects and verbs.  It's strange.  I don't think teaching grammar is terribly important, yet some things do need to be taught.  I can't not teach grammar either.  I try to find a balance.  Sentences are made up of words.  Every word has a name and a function.  The words can be arrange in various ways to create interesting sentences.  Much of this is learned through reading.  We pick up on the patterns we read.  Teaching grammar is a way of explicating those patterns we pick up on as we read and try to emulate.

I do not know why I felt the need to say all that.  :)

HB class narratives have been graded

As of now, all the narratives are graded and the second marking period grades are in.  I work hard to keep the grades as up to date as possible. (I have a few unit 4 quizzes waiting to be scored, though.)

Homework:
I gave 3, 4, 5, and HB sections a quick worksheet to do on compound subjects and verbs.  If today's responder daily drill is any indication, they need practice.

PTA Reflections pieces are due Tuesday.

November 15, 2010

Section 6 narratives are graded.  The grades are updated on HAC.  
I will have section HB narratives done tomorrow... I hope.

Homework:  PTA Reflections Contest is due next Tuesday.  I collected the proposal today.

Here is what we covered in class today:

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.

Lesson 5: Compound Sentence Parts

A compound subject is made up of two or more subjects that share the same verb.

Salyut 1 and Skylab were the first space stations.
American astronauts or Russian cosmonauts lived aboard the stations.

A compound verb is made up of two or more verbs that have the same subject.

The Skylab crew worked and slept in close quarters.
They worked hard but slept little.

Practice and Apply (page15)
1. Space stations and orbiting platforms are our first step away from Earth.
2. In the future, we may design and build outer-space cities.
3. Several nations or international groups could pool (consolidate) their resources.
4. They could create and manage a colony on the moon.
5. Minerals and other raw materials would be shipped to colonies in space.
6. We already design and plan model cities.
7. In one design, two huge cylinders and their solar panels form the main body of the space city.
8. The cylinders rotate and create an artificial gravity.
9. Special greenhouses shelter and sustain the city’s food.
10. These cities or other space colonies could bring is closer to the stars.

PTA Reflections proposal due Monday

Grades are updated in all classes for the 2nd MP.  Please check HAC.  However, sections 3, 4, and 5 are the most accurate because I finished grading the narrative essays for them.  I will get to the other two classes ASAP.

PTA Proposal Due Monday
Here are some things to think about for Monday's proposal. You could also check out the winners from last year here.

PTA Reflections Contest theme: “Together we can…”

1. Make a list of 25 things that can be done together.

2. Pick one of the items from your list.
         Explain what the activity would look like if it were not done together but alone.

3. What is so special about being/doing something together?
        Free think about how you feel about “togetherness.”
       What is togetherness?
       Who needs togetherness?
       Why do we need togetherness?
       Where do you see togetherness?
       When do we need togetherness?

4. What type of art project could you do to demonstrate how you feel about togetherness?
       What could you photograph? What would be in the picture?
       Could you write a poem about a moment?
       How about a poem that paints a picture?
       Can you make something graphic on your computer?

Here is a sample explanation from last year’s theme, “Beauty is…”


"Beauty is not about being young with a perfect complication. It is about you, as an individual and how you treat others... My great grandmother who is 89 truly defines the word beauty. She has lived a very long life, has seen and experienced things we read about in history class. She grew up on a farm with nine brothers and sisters. Since she was one of the oldest she always took care of everything and everyone. As she got older her family became smaller. Her children died of cancer along with her husband. But none of that stopped her. She still always looked after everyone. She would give my Aunts money if they needed, let them stay with her. She also took my mom in when she was just eleven. My Granny was an amazing person. To me she is the most beautiful person, not just by looks, but how she was as an individual." (156 words)  -From the PTA Reflections Photography winners

PTA Reflections proposal due Monday

Homework:
Quiz 4 on Friday
PTA Reflections Proposal due Monday

Please include the following in the proposal:

1. Together we can ... what?  Example: Together we can bake cookies.
2. Explain the type of project you will be making.  Include your plans to get the project done.
3. Explain what message you want to convey about the theme "Together we can."  What do you hope the viewer will think or feel about togetherness?

This should be on a separate sheet of paper.  The explanation should be about 250 words.  You can think of this as a dry run for the real 250 word piece that will be handed in with the entry on November 23.

If you have any questions about the project, please see my web page. 

I handed out the requirements for each type of art piece.  I made links on the project web page.

November 9, 2010

Homework:
Completing the Sentence Unit 4
PTA Reflections idea proposal due November 15th.  (More details tomorrow.)

Today:
Entered the Choosing the Right Word into the responders.
I had the students think about what "togetherness" means for the PTA contest.
We discussed the following notes on 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.



Find the simple subject and simple predicate.
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.