I have not been keeping up with my daily e-mails

People on my e-mail list, I have not been using this as much as I have in past years.  The reason is I have been putting so many details on my daily page, that I figure all you need to know is there.

I did promise to keep you informed about my daily lessons, though, so I will try pasting my daily page into this blast.  It may look a little rough, but at least you will know what is going on.

There is a lot of information on my website.

Monday, December 7, 2015

posted 7 hours ago by Bradford Bosler   [ updated 36 minutes ago ]

Section 1 Learning Objectives:  We have now studied The Monkey's Paw in depth and written about it.  Now let's look at The Tell Tale Heart for how Poe uses the elements of horror.  The goal for this week is for you to pick a story you will use for your essay on which  story is better at creating tension and suspense when compared to the a video version of the story. Whole Group Lesson Small Group work and/or Lesson Concept clarification. Assessment/Important Upcoming dates Our goal is to have the performance task written by winter break.   December 7, 2015 Today’s Agenda 1. Warm-up:         Buzzword: Manuever        Inferencing: 4-1 2. Group Work: Tell Tale Heart Identify the elements of horror on packet Identify clues for unreliable narrator Idenfiy 5 good vocabulary words  HWK: Completing the Sentence MODIFIED Performance Task (page 125) This collection has given you both experience with and background about the horror genre.  In this activity, you will be discussing whether the written form of The Monkey's Paw or The Tell Tale Heart is better at creating tension and suspense when compared to the a video version of the story.  Use the criteria for horror explained in “What is the Horror Genre?” by Sharon A. Russell to support your analysis.  Use this chart to explore the written and the video versions. Think about the structure of horror fiction and the tools its authors use, such as suspense and plot.  As you analyze your chosen story or stories, pay attention to setting, events, and details that make the work both believable and entertaining. Vocabulary Unit 6 Homework 11/30 Monday- Pictionaries Unit 6 12/1 Tuesday- Choosing the Right Word 12/2 Wednesday- Synonyms and Antonyms 12/3 - Do one Quizlet by Friday 12/7 Monday- Completing the Sentence 12/8 Tuesday- Finish Unit 12/9 Quiz Unit 6* Do another Quizlet by Wednesday Homework See schedule above These are the Common Core Standards discussed throughout the Horror Genre performance task.   "What is the Horror Genre?" CC.8.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. "Monkey's Paw" CC.8.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.CC.8.R.L.3 Key Ideas and Details: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.CC.8.R.L.6 Craft and Structure: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.  Sections 2 & 3 Learning Objectives:  Students must be able to read the stories themselves. Students should be able to use reading strategies to plow through the text. Students should be able to summarize the basic plot of the story. Students should be able to reread a text looking for the elements of horror.  Whole Group Lesson Power Point presentations Small Group work and/or Lesson Concept clarification. Activities to practice the skills Assessment/Important Upcoming dates December 7, 2015 Today’s Agenda 1. Warm-up:         Buzzword: Manuever        Inferencing: 4-1 2. Reading Comprehension- How does the writer create tension/suspense/fear? Take turns reading Monkey's Paw Do not move on until you can say what happens in each paragraph Note taker jots down main events of the story Fill in elements of horror worksheet These are graded MODIFIED Performance Task (page 125) This collection has given you both experience with and background about the horror genre.  In this activity, you will be discussing whether the written form of The Monkey's Paw or The Tell Tale Heart is better at creating tension and suspense when compared to the a video version of the story.  Use the criteria for horror explained in “What is the Horror Genre?” by Sharon A. Russell to support your analysis.  Use this chart to explore the written and the video versions. Think about the structure of horror fiction and the tools its authors use, such as suspense and plot.  As you analyze your chosen story or stories, pay attention to setting, events, and details that make the work both believable and entertaining. Vocabulary Coming soon

Happy Thanksgiving!

This is what we did today, Wednesday.

Section 1:

• We took the test on unit 5 vocabulary.
• We watched "The Monkey's Paw." We will watch it again in class, but you should watch it once on your own.
• I have not read your essays yet.  I am sorry.  Things have been a little busy leading up to the break. They will be done by the end of break.

Sections 2 & 3:

• We took the Point of View and Characterization quiz again, but this time they did it in groups. Two heads are better than one.
• We played Apples to Apples.
• Please check your grades in HAC.  Mrs. Jamison and I have been working hard to make sure we are ready for interims.  

I am grading today (Sunday).

Sections 2 & 3
Mrs. Jamison and I are working on getting grades in for sections 2 and 3 today.  There are some classwork grades that need to be entered.  We are also grading the essays.  By Monday morning, HAC should be updated with our students' progress for the second marking period.  The students worked very hard on their essays!  We are looking forward to reading them.

Section 1
I will be reading the essays for section 1 AFTER I finish with sections 2 and 3.  Because I have spent so much time helping these students with their rough drafts, I know what to expect for the final drafts.  Most students will earn an A or a B.  There are a few that will earn a C, but I am positive those students will rewrite for a higher grade.

There are grades in HAC right now.  There will be a vocab quiz on Tuesday on unit 5.

Enjoy your Sunday.

Deadline Extended on final draft

I have no time tonight to check if all the immigrant essays are done on time.  I have meetings after school and tonight.  No biggie.  I will check them first thing tomorrow morning.

I will say that I have been using Google docs to the max.  I have been able to comment, move, color code, and offer suggestions while typing on their live document.  Google allows me to show the students exactly what needs to be done.

I read through ALL of the section 1 rough drafts

Section 1
It spent 3 1/2 hours reading through and commenting on the rough drafts from section 1.  I entered a grade in HAC that should have been an easy 100.

Please take the time to read through my comments or ask for clarification.  I will help you as much as you need me to.  I will lock down your final draft on WEDNESDAY.  Please have it complete by then.

Sections 2 & 3 worked on their pieces today. I will be taking making comments and suggestions over the next two days.

Section 1 Vocabulary Schedule

Section 1 Vocabulary Schedule
Unit 5 Homework
11/16 Monday- Pictionaries Unit 5 & Choosing the Right Word
11/17 Tuesday- Synonyms and Antonyms
11/19 - DC Trip
* Do one Quizlet by Friday

11/23 Monday- Finish Unit 5
11/24 Tuesday- Quiz Unit 5
* Do another Quizlet by Wednesday

Large Grade! All classes are now working on the immigrant essay.

Section 1

• All students should be done their rough draft by Monday- if not sooner.  
• Students will be graded for completing a rough draft.  Done = 100%.
• Students should change the title of the piece to "Rough Draft Complete" on their Google doc.
• I will spend Monday reading them and making suggestions.
• Many students are ready today.  Hopefully, I will get to them Saturday or Sunday.
• The final draft of the essay is due Wednesday. Change title to "Final Draft."

• I updated some grades on HAC.

Sections 2 & 3

• By now, the students have turned in their outline/notes for a grade.
• Today, students were beginning to type up their essays.
• (I made a Google document for MANY of the students so I can help them online.  If your student wants the address for their piece, please e-mail me.)
• Students will be working Monday, Tuesday, and Wednesday on their essays.  
• They are due Wednesday at the end of class.
• 
  
• The sooner a student can get me a rough draft, the sooner I can help him/her to make it better!

Keep working on your immigrant essay!

Section 1

• Quiz on Unit 4 vocab tomorrow.
• Be sure to have done another quizlet.
• Continue to revise your immigrant essay.  (Change the title when you want me to read it.)
• Here is the rubric I will use to grade the essays.

Section 2

• Students should have handed in the letter from Tuesday's video. (Many did not.)
• Students should have finished pasting the notes for the essay. (Some wasted time in class.)
• Students should be writing an outline from their notes.
• We will continue to type the essays in class, but the better students will have a Google account and work on their writing at home.

There is homework!

Section 1
I would like you to keep working on your essays. I would like to keep commenting on your Google Docs.  I am conferencing with you so you can at least earn a B.  Use me!

I would also like you to finish Unit 4 vocabulary.  You will have a quiz on Friday.

(We should find time to watch the video we watched in sections 2 & 3!)



Sections 2 & 3
We watched a documentary called War Dogs of the Pacific.  Mrs. Jamison's grandfather (Dale Fetzer, Sr.) fought in WWII and is featured in the video.  The students are to write a brief letter to her grandmother, Barbara Collins, or Dale Fetzer's son, Dale Fetzer, Jr.  Students should explain how they felt watching the video.

The letter is due Thursday.

We are writing our performance tasks this week.

This is a very difficult assignment for 8th-grade students. 

I have been scaffolding the assignment to guide the students.  I am trying to give students guidance, not just give them the answers.

Here is the introduction I am using for my own piece:

Throughout this unit, we have seen how immigrants come to our country seeking a new life.  In each of these stories, we saw that they did, in fact, get a new life, but it was not always the life they thought they would get.  For the immigrants who come to America, they face challenges and have to make adjustments.

Then I will go on to discuss these topics:

  1. One challenge immigrants had to adjust to was making money. 

• In APTHH,
• In TLHC,
• In MFC,

  2. Another common challenge immigrants had to adjust to was understanding the language and the limitations.

• MFC. 
• In TLHC

 3. Another challenge immigrants had to adjust to was having two cultures: the culture of their home country and the American culture. 

• In MFC,
• The contrast to this would be in BA

  4. Another challenge immigrants had to confront was the fear that America was only a temporary home. 

• In BA,
• Likewise, in TLHC
• In TLHC,
• The situation in BA was a little different.

Where do I go from here?

I have typed up a piece that is 1000 words long.  I have by no means included every possible thing that could be cited from these stories! My goal is to explain that, from what I read, I have learned that immigrants face challenges and need to make adjustments. 

I will include enough to prove the following:

• I have read the stories.
• I know some challenges immigrants face.
• I know immigrants need to make adjustments.
• I can organize what I want to say into logical topics. For example, immigrants face financial difficulties.
• I can not only list examples, I can explain the examples well enough so that the reader knows what I am talking about.

All of this should be done using correct grammar.

Students should share their Google Docs with mrbozhb@gmail.com so I can help them with their papers.

District Champions!

Our students played hard the other night at the District Championships! 

Check out the pictures when you get a chance.  Feel free to download your own pictures and use them on your many, many, many social media sites!

https://mrboz.smugmug.com/HBSports/HB-Sports-201516/Field-Hockey-Championship-2015/

https://mrboz.smugmug.com/HBSports/HB-Sports-201516/Soccer-Championship-Game/

I am ready for the next sports season!

-MrBoZ

The second marking period is starting off with a very large grade!

The Short Version
All classes are writing the Performance Task for Collection 1: From the four pieces we have read, we have learned that immigrants face challenges and make adjustments when they live in America.

This essay is a very large grade.
        Students are required to write a piece exactly like this for the Smarter Balance test!
        These are the Requirements for the Essay so far.  
        Here are some Outline Suggestions.

Section 1 has the outline due by Monday.  
Sections 2 & 3 will be outlining on Monday.
Sections 2 & 3 have a Buzzword quiz on Monday.

The sooner students create and share a Google Doc with me, the more help I can give them!  

They should share with mrbozhb@gmail.com.


The Long Version
Here is what we did in class this week.  Although these are on my site, I thought I would just paste them here at the bottom so you can see how it all fits together.

Friday, November 6, 2015

posted 4 hours ago by Bradford Bosler

Section 1 Learning Objectives:  Students will  Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.In other words, students will be determining what they need to complete the performance task. Whole Group Lesson Small Group work and/or Lesson Concept clarification. I have grouped the students so they can use each other to discuss the requirements of the performance task.  There is so much students could write about.  I found that when Mrs. Jamison and I discussed the requirements, we were better able to see what they essay will look like. Assessment/Important Upcoming dates 11/6- By the end of the week, I would like to have read over your rough draft. 11/9 Final draft of the performance task is due using Google Docs. 11/12- Test on Unit 4 Here are the requirements for the Immigrats Performance Task November 6, 2015 Today’s Agenda 1. Warm-up Commas #1 2. Buzzword Quiz 5. Outline for the performance task: a. Create a Google Doc b. Share editing with mrbozhb@google.com c. Today's goal is organization and outlining.  How are you going to discuss what we have learned about immigrants from all four pieces? d. Outline Suggestions e. The outline is a grade! Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make. Vocabulary Unit 4 Homework Monday 11/2- Make pictionaries Tuesday 11/3- Choosing the Right Word Wednesday 11/4- Synonyms and Antonyms Thursday 11/5- One Quizlet task Monday 11/9- Completing the Sentence Tuesday 11/10- Finish Unit Wednesday 11/11- One Quizlet task Thursday 11/12- Test on Unit 4 Homework See schedule above These are the Common Core Standards discussed throughout the performance task.   CC.8.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CC.8.W.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories CC.8.W.2.b Text Types and Purposes: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. CC.8.W.2.c Text Types and Purposes: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. CC.8.W.2.e Text Types and Purposes: Establish and maintain a formal style. CC.8.W.2.f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information or explanation presented.  Sections 2 & 3 Learning Objectives:  Students will: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. Whole Group Lesson Power Thinking is a technique to teach students how to organize supports for their essay.  Basically it is helping them create a hierarchy for outlining. Small Group work and/or Lesson Concept clarification. Assessment/Important Upcoming dates  Practice your buzzwords for a pop quiz November 6, 2015 Today’s Agenda 1. Warm-up Commas #1 2. Practice your buzzwords for a pop quiz 3. List the challenges and adjustments fromA Place to Call Home so they can use them in their performance task. 4. Power Thinking for the performance task Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make. Vocabulary Outlining

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Thursday, November 5, 2015

posted Nov 5, 2015, 3:31 AM by Bradford Bosler   [ updated Nov 5, 2015, 3:50 AM ]

Section 1 Learning Objectives:  Students will  Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.In other words, students will be determining what they need to complete the performance task. Whole Group Lesson Small Group work and/or Lesson Concept clarification. I have grouped the students so they can use each other to discuss the requirements of the performance task.  There is so much students could write about.  I found that when Mrs. Jamison and I discussed the requirements, we were better able to see what they essay will look like. Assessment/Important Upcoming dates 11/6- By the end of the week, I would like to have read over your rough draft. 11/9 Final draft of the performance task is due using Google Docs. 11/12- Test on Unit 4 Here are the requirements for the Immigrats Performance Task November 5, 2015 Today’s Agenda 1. Warm-up #28: Jackie Joyner-Kersee 2. Enter Synonyms and Antonyms into responders 3. Collect A Place to Call Home notes4. Practice your buzzwords for a pop quiz tomorrow.  Shhhh! 5. Brainstorm for the performance task: a. Create a Google Doc b. Share editing with mrbozhb@google.com c. Today's goal is organization and outlining.  How are you going to discuss what we have learned about immigrants from all four pieces? d. Outline Suggestions (We will be writing the performance task this week!) Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make. Vocabulary Unit 4 Homework Monday 11/2- Make pictionaries Tuesday 11/3- Choosing the Right Word Wednesday 11/4- Synonyms and Antonyms Thursday 11/5- One Quizlet task Monday 11/9- Completing the Sentence Tuesday 11/10- Finish Unit Wednesday 11/11- One Quizlet task Thursday 11/12- Test on Unit 4 Homework See schedule above These are the Common Core Standards discussed throughout the performance task.   CC.8.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CC.8.W.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories CC.8.W.2.b Text Types and Purposes: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. CC.8.W.2.c Text Types and Purposes: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. CC.8.W.2.e Text Types and Purposes: Establish and maintain a formal style. CC.8.W.2.f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information or explanation presented.  Sections 2 & 3 Learning Objectives:  Students will: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. Whole Group Lesson Power Thinking is a technique to teach students how to organize supports for their essay.  Basically it is helping them create a hierarchy for outlining. Small Group work and/or Lesson Concept clarification. Assessment/Important Upcoming dates  Practice your buzzwords for a pop quiz November 5, 2015 Today’s Agenda 1. Warm-up #28: Jackie Joyner-Kersee 2. Practice your buzzwords for a pop quiz 3. List the challenges and adjustments fromA Place to Call Home so they can use them in their performance task. 4. Power Thinking Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make. Vocabulary Outlining

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Wednesday, November 4, 2014

posted Nov 4, 2015, 3:45 AM by Bradford Bosler   [ updated Nov 4, 2015, 4:02 AM ]

Section 1 Learning Objectives:  Students will  Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.In other words, students will be determining what they need to complete the performance task. Whole Group Lesson Small Group work and/or Lesson Concept clarification. I have grouped the students so they can use each other to discuss the requirements of the performance task.  There is so much students could write about.  I found that when Mrs. Jamison and I discussed the requirements, we were better able to see what they essay will look like. Assessment/Important Upcoming dates 11/6- By the end of the week, I would like to have read over your rough draft. 11/9 Final draft of the performance task is due using Google Docs. 11/12- Test on Unit 4 Here are the requirements for the Immigrats Performance Task November 4, 2015 Today’s Agenda 1. Warm-up #22: Buzzword-misconstrue 2. Enter Choosing into responders 3. Collect A Place to Call Home notes 4. Brainstorm for the performance task: Today's goal is to figure our the main discussion points.  How are you going to discuss what we have learned about immigrants from all four pieces? (We will be writing the performance task this week!) Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make. Vocabulary Unit 4 Homework Monday 11/2- Make pictionaries Tuesday 11/3- Choosing the Right Word Wednesday 11/4- Synonyms and Antonyms Thursday 11/5- One Quizlet task Monday 11/9- Completing the Sentence Tuesday 11/10- Finish Unit Wednesday 11/11- One Quizlet task Thursday 11/12- Test on Unit 4 Homework See schedule above These are the Common Core Standards discussed throughout the performance task.   CC.8.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CC.8.W.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories CC.8.W.2.b Text Types and Purposes: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. CC.8.W.2.c Text Types and Purposes: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. CC.8.W.2.e Text Types and Purposes: Establish and maintain a formal style. CC.8.W.2.f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information or explanation presented.  Sections 2 & 3 Learning Objectives:  Students will: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. Whole Group Lesson I will lead the students through a thorough analysis of the reading selection for the recent benchmark.  It is very difficult.  I sure hope they pay attention! Small Group work and/or Lesson Concept clarification. Assessment/Important Upcoming dates November 4, 2015 Today’s Agenda 1. Warm-up #22: Buzzword-misconstrue 2. Review the benchmark test the students took last week. We will use this picture to discuss the imagery.  I will have the students draw the features in the river using this drawing.3. List the challenges and adjustments from A Place to Call Home so they can use them in their performance task. Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make. Vocabulary Text features:    Heading    Subtitle    Bulleted List    Graphic aids    Circle graph    Bar graph

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Tuesday, November 3, 2015

posted Nov 3, 2015, 3:32 AM by Bradford Bosler   [ updated Nov 3, 2015, 4:38 AM ]

Section 1 Learning Objectives:  Students will read for a purpose.  There are over 50 facts in the article.  The students do NOT have to know every single fact.  The purpose for reading this piece is to give them supports for their performance task. Whole Group Lesson Small Group work and/or Lesson Concept clarification. . Assessment/Important Upcoming dates 11/6- By the end of the week, I would like to have read over your rough draft. 11/9 Final draft of the performance task is due using Google Docs. 11/12- Test on Unit 4 Here are the requirements for the Immigrats Performance Task November 3, 2015 Today’s Agenda 1. Warm-up #22: Buzzword- Rebellion 2. Review words for unit 4 vocab  Draw pictionaries and collect. 3. "A Place to Call Home" assignment 4. Take test on responder 5. Brainstorm for the performance task: Today's goal is to figure our the main discussion points.  How are you going to discuss what we have learned about immigrants from all four pieces? (We will be writing the performance task this week!) Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make. Vocabulary Unit 4 Homework Monday 11/2- Make pictionaries Tuesday 11/3- Choosing the Right Word Wednesday 11/4- Synonyms and Antonyms Thursday 11/5- One Quizlet task Monday 11/9- Completing the Sentence Tuesday 11/10- Finish Unit Wednesday 11/11- One Quizlet task Thursday 11/12- Test on Unit 4 Homework See schedule above These are the Common Core Standards discussed throughout this unit.   CC.8.R.L.1 I will be able to cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CC.8.R.L.2 I will be able to determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CC.8.R.L.3 I will be able to analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.CC.8.R.L.4 I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.CC.8.L.4.b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). CC.8.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CC.8.R.I.7 Integration of Knowledge and Ideas: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. CC.8.R.I.5 Craft and Structure: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.  Sections 2 & 3 Learning Objectives:  Students will evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. CC.8.R.I.5 Craft and Structure: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. Whole Group Lesson Small Group work and/or Lesson Concept clarification. Assessment/Important Upcoming dates November 3, 2015 Today’s Agenda 1. Warm-up #22: Buzzword- Rebellion 2. Skim and Scan3. Begin Text Features in A Place to Call Home informational text. Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make. Vocabulary Text features:    Heading    Subtitle    Bulleted List    Graphic aids    Circle graph    Bar graph

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Monday, November 2, 2015

posted Nov 2, 2015, 5:16 AM by Bradford Bosler   [ updated Nov 2, 2015, 5:53 AM ]

Section 1 Learning Objectives:  Students will read for a purpose.  There are over 50 facts in the article.  The students do NOT have to know every single fact.  The purpose for reading this piece is to give them supports for their performance task. Whole Group Lesson Small Group work and/or Lesson Concept clarification. . Assessment/Important Upcoming dates 11/6- By the end of the week, I would like to have read over your rough draft. 11/9 Final draft of the performance task is due using Google Docs. 11/12- Test on Unit 4 Here are the requirements for the Immigrats Performance Task November 2, 2015 Today’s Agenda 1. Warm-up #21: Buzzword- Recede 2. Review words for unit 4 vocab (See scehdule below.) 3. "A Place to Call Home" assignment 4. Take test on responder (We will be writing the performance task this week!) Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make. Vocabulary Unit 4 Homework Monday 11/2- Make pictionaries Tuesday 11/3- Choosing the Right Word Wednesday 11/4- Synonyms and Antonyms Thursday 11/5- One Quizlet task Monday 11/9- Completing the Sentence Tuesday 11/10- Finish Unit Wednesday 11/11- One Quizlet task Thursday 11/12- Test on Unit 4 Homework See schedule above These are the Common Core Standards discussed throughout this unit.   CC.8.R.L.1 I will be able to cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CC.8.R.L.2 I will be able to determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CC.8.R.L.3 I will be able to analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.CC.8.R.L.4 I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.CC.8.L.4.b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). CC.8.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CC.8.R.I.7 Integration of Knowledge and Ideas: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. CC.8.R.I.5 Craft and Structure: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.  Sections 2 & 3 Learning Objectives:  Students will evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. CC.8.R.I.5 Craft and Structure: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. Whole Group Lesson Small Group work and/or Lesson Concept clarification. Assessment/Important Upcoming dates November 2, 2015 Today’s Agenda 1. Warm-up #21: Buzzword- Recede 2. Skim and Scan3. Begin Text Features in A Place to Call Home informational text. Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make. Vocabulary Text features:    Heading    Subtitle    Bulleted List    Graphic aids    Circle graph    Bar graph

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It is the start of a new marking period. Students have a very important essay!

The first large grade for the second marking period is the performance task: Students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make.

Here are some due dates for each section:

Section 1
Review words for unit 4 vocab (See schedule below.)
 "A Place to Call Home" assignment

Unit 4 Homework
Monday 11/2- Make pictionaries
Tuesday 11/3- Choosing the Right Word
Wednesday 11/4- Synonyms and Antonyms
Thursday 11/5- One Quizlet task

Monday 11/9- Completing the Sentence
Tuesday 11/10- Finish Unit
Wednesday 11/11- One Quizlet task
Thursday 11/12- Test on Unit 4

11/6- By the end of the week, I would like to have read over your rough draft.
11/9 Final draft of the performance task is due using Google Docs.
11/12- Test on Unit 4
Here are the requirements for the Immigrants Performance Task

Sections 2 & 3
By the end of this week, students will understand how to organize the details for the performance task. This week we are doing activities to help them prepare for the essay.
Next week, students will be organizing their details and writing their rough drafts. I expect them to create and share a Google doc with me so I can help them: mrbozhb@gmail.com.
I am thinking the final drafts of the performance task will be due November 16th or so.
Here are the requirements for the Immigrants Performance Task