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write 8 0708

Page history last edited by Ms. Edwards 15 years, 9 months ago

Archives Write 8 0708

 


 


11/05-11/13 Parody and Plot

 

 

11/2 Branching Out

Power Write

 

Spelling Test

 

Branching Out

 

Follow-up writing

 

What questions would you include?

 

What questions made you think about your future?

 

What plans do you have for your future?


 

10/30-11/05 Gather Info -- Plot

 

11/1 No School

 

 

Inservice

Records

 

 

10/31 Compound Sentences

 

Compound Sentences: Halloween Style

 

http://coyotetalks.pbwiki.com/compound

 

 

10/30 Apply Literary Elements/Plot

 

Power Write

 

Find your group story. Print

 

 

Determine fairy tale characteristics of your fairy tale.

Create plot profile and story elements of your group story.

 

http://www.readwritethink.org/materials/plot-diagram/

 

Test

 


 

 

 

10/23-10/29 Gather Info -- Plot

 

10/29  Project Work

 

Power Write

 

Branching Out

 

Follow-up writing

 

What questions would you include?

 

What questions made you think about your future?

 

What plans do you have for your future?

Spelling Words

 

Create plot profile and story elements of your group story.

 

10/26  Branching Out

Power Write

 

Branching Out

 

Follow-up writing

 

What questions would you include?

 

What questions made you think about your future?

 

What plans do you have for your future?

 

 

10/25 

Literary Elements - Plot

 

 

Library -- Review for test

 

Project: complete work on own story

Plot Test

 

10/24 Class Meeting

Power Write

 

Class Meeting:

 

ASB Vote

 

Safety Tips

 

Sports Responsiblities (handbook info)

 

10/23 Plot Components

 

Power Write

 

Finish Plot Component test preparation

Complete a Plot Profile of the sample story

 

http://www.readwritethink.org/materials/plot-diagram/

Test

 

 

10/22  Plot Components

Power Write

 

Spelling Words (not Monday HW)

 

Review Lit Elements for quiz;

 

Model and practice: how to work in groups to learn definitions of plot

 

 


 

 

10/16-10/22 Gather Info for Fractured Fairy Tales

 

Focus: Story Elements; Fairy Tale Elements

 

10/22 Plot

Power Write

 

Spelling Words

 

 

Review Story Elements of Plot:

Expositon

Rising Action

Climax

Falling Action

Resolution

 

Graphic Organizer for Plot Components

 

Prepare for test.

 

 

10/19 Dr. Sue Hayes presentation

Branching Out Game

 

 

10/18 Library

Finish Illuminator discussion delayed from assembly discussion in reading

 

Gist Statement: Mir Station class samples

 

10/17 Inservice

 

 

10/16 Plot

10/16

 

Work on Gist Statements  main idea/ detail

 

Learn Story Elements of Plot

Expositon

Rising Action

Climax

Falling Action

Resolution

 

Group Work:

Model of symbols/labels for Fairy Tale characteristics.

Groups read definitions and create symbols/labels for each Plot Element to share and discuss with class.

Homework: Create own symbols/labels for Plot Elements (work in class unsatisfactory).

 


 

10/9 - 10/15 Gather Info for Fractured Fairy Tales

Focus: Story Elements; Fairy Tale Elements

10/15  Plot

Finish discussion on Three Spinning Women by Brother's Grimm --Theme

Learn Story Elements of Plot:

Expositon

Rising Action

Climax

Falling Action

Resolution

 

 

10/12 Plot

Finish discussion on Three Spinning Women by Brother's Grimm --Theme

Learn Story Elements of Plot:

Expositon

Rising Action

Climax

Falling Action

Resolution

 

10/11 Library

 

 

10/10 Plot

Finish discussion on Three Spinning Women by Brother's Grimm --Theme

Learn Story Elements of Plot:

Expositon

Rising Action

Climax

Falling Action

Resolution

 

 

10/9 Fairy Tale Elements and Theme

Read Sample Story (Three Spinning Women by Brother's Grimm)

Identify Fairy Tale Elements


EALRS October November

 

1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.  Gathers information (e.g., takes notes) from a variety of sources

Produces draft(s). W  1.2.1 Analyzes task and composes multiple drafts when appropriate. Refers to prewriting plan. Drafts according to audience, purpose, and time. Assesses draft and/or feedback, decides if multiple drafts are necessary, and explains decision.

 

3.1.2 Analyzes and selects effective organizational structure.  narrative (e.g., problem-solution-outcome-- plot structure

 


 

10/2 - 10/8 Gather Info for Fractured Fairy Tales

 


 

9/25 to 10/01  Constitution Writing


9/18 to 9/25  Constitution Analysis


9/18

Prompt Poster: “They can because they think they can” (seagulls flying)-Share.

 

 

Refer to "good writers" list.  Discuss prompt responses -- how did students revise?

 

Make a chart of excellent revisions.

 

Edit: Ask students to edit their work from yesterday for spelling, capitalization, punctuation, grammar, margins, paragraphing asking for definitions.

 

Tip: underline or circle words you think you have misspelled as you draft. Correct after your ideas are written.

 

 

Teacher Card I-1 Authority List and student handout

 

Constitution Day Part 2 or 3

 

Session Two (if time, or complete tomorrow):   http://content.scholastic.com/browse/lessonplan.jsp?id=329

 

 

Trial by Jury

Americans are granted the right to trial by jury by the Sixth Amendment (criminal trials) and Seventh Amendment (civil trials) to the United States Constitution. In a jury trial, lawyers for the prosecution and defense present evidence to a jury of citizens who collectively determine the guilt or innocence of the accused. Juries have the responsibility to decide the facts pertaining to the who, what, when, where, why, and how of a case. They must listen to the judge's description of the law and apply the law to the facts. If a jury is presented with conflicting facts, it is their responsibility to decide which is more convincing, based on the credibility of the witnesses.

 

 

 

Homework: Use the strategies of persuasive writing (state your position, provide supporting evidence, answer any opposition, end with a strong point).  Write a one- to two-page persuasive essay arguing for your choice of trial. Refer to your Comparing Trial Systems from History worksheet as you craft your essay.

 

 


9/17

 

Power Write 1 minute  3x.

 

 Constitution Day Vocabulary and Spelling Words

 

Review student homework questions again for Planner 9-14.

 

 

Session One:   http://content.scholastic.com/browse/lessonplan.jsp?id=327

 

 

 YOU DECIDE: 

  1. Read Section 1 individually. 
  2. Answer questions in Section 2 by yourself.
  3. Work with your group to discuss the issue and reach consensus --every one agrees.

 

 

  1. On a separate sheet of paper, write a paragraph comparing and contrasting the experience of working individually and in a group. Answer the following questions:
  • What challenges did you face while working individually? In a group?
  • What were the advantages and disadvantages of working individually? In a group?

 

Session Two (if time, or complete tomorrow):   http://content.scholastic.com/browse/lessonplan.jsp?id=329

 

 

Trial by Jury

Americans are granted the right to trial by jury by the Sixth Amendment (criminal trials) and Seventh Amendment (civil trials) to the United States Constitution. In a jury trial, lawyers for the prosecution and defense present evidence to a jury of citizens who collectively determine the guilt or innocence of the accused. Juries have the responsibility to decide the facts pertaining to the who, what, when, where, why, and how of a case. They must listen to the judge's description of the law and apply the law to the facts. If a jury is presented with conflicting facts, it is their responsibility to decide which is more convincing, based on the credibility of the witnesses.

 

 

 

Homework: Use the strategies of persuasive writing (state your position, provide supporting evidence, answer any opposition, end with a strong point).  Write a one- to two-page persuasive essay arguing for your choice of trial. Refer to your Comparing Trial Systems from History worksheet as you craft your essay.

 

 

 

 


9/14 

Prompt:

 

 

Discuss:

How did you study for your spelling test;

Model and practice flashcards and picture words

Review your spelling words.

 

Spelling test.

 

Review student homework questions.

 

Read over today's or one of your previous prompts (in writing folder).  How can you add details or change the wording to make it more clear and more interesting? Write your suggestions on the draft you chose.

 

 

 

 


9/13  

Practice Thoughtful Thursday Spelling procedures.

Review page 7 in planner for spelling test.  (Study Skills)

Homework: Read again pages 9-14 n your planner. Write three more questions that can be answered in pages 9-14.  Spelling -- Thoughtful Thursday and study for spelling test.

 

Prompt: Respond to:

What do you think good writers do when they write?  Compare to previous prompt writing. (List should include writing process and six trait synonyms.)

 

List, and discuss responses.

 

 

Prompt

If you woke up tomorrow and by magic were already grown-up and had kids of your own, how would you treat them differently from the way your parents treat you?

 

 

 


9/12

 

Power Write (3 @ 1 minute and 1 @ 6 minutes.

 

Received textbooks.

Practice Wordy Wednesday Spelling procedures.

 

Review homework questions; discuss G-PAR (see teacher planner page 4) Students write GPAR in their planner. Practice writing goals; set goals.

 

Homework: Read  pages 9-14 n your planner. Write three  questions that can be answered in pages 9-14. Wordy Wednesday Spelling.

9/11

Prompt Poster: “Before the performance comes the practice.”

 

Review procedures.

 

Finish WASL pretest.

 

Practice Terrible Tuesday Spelling procedures.

 

Homework:

Read pages 1-8 in your planner. Write three questions that can be answered in pages 1-8.


 

Weekly Focus  9/11-17  Ideas and Logs

EALR 1: The student understands and uses a writing process.

 

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W

 

Component 1.4: Edits text. W

 

1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.--Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., free write, outline, list, T-chart for comparing)

 

1.1.1--Maintains a log or journal (electronic or handwritten) to collect and explore ideas; records observations, dialogues, and/or descriptions for later use as a basis for informational, persuasive, or literary writing.

 

 


9/10

 

Intro: Spelling Procedures

WASL Writing Test (persuasive-- persuade PE teacher to add/drop one activity.)

 

 

 

 

 

Did you follow “write to a topic” procedure?

 

 

Poster Discussion:

 

“Some days it doesn’t pay to get out of bed.” 

 

Discuss how to share feelings; how to put problems aside and focus at school.

 

Review all procedures. 

 

Use planner correctly for homework:

 

 

Intro: Spelling Procedures--Monday--write spelling words three times each.

 

 

 

Homework: Study Area: Draw a picture of your personal study area.  A good study area needs quiet, supplies (paper, pens, pencils, dictionary, calculator), your assignment, a place to write (desk/table), and good lighting.

 

 

 

 

 

 

 

 


9/7

Finish WASL Reading Pretest

 


9/6

 Write to poster prompt:

“I hear yes’s better than no’s.”

 

 

 

 

 

Continue procedures:

Procedures (T-Chart)

Enter room

Supplies

Help

Planner

Make-up Work

Homework

 

 

Lead to review of procedures and planners-- share questions from homework (hw check)

 

Check Planner:  Name, Address, Phone, Email;

 

Browse (sticky note sections);

 

Look at samples of planners -- what’s effective, not effective?

 

Circle 5 that will work for you;

 

List “Using a Planner Effectively”

 

Homework: Write a well-developed paragraph on that topic.

 

 


9/5

Continue Expectations--  add bus practice.

 

 

T-Chart: Group Work

MI Scavenger Hunt and debrief on poster

 

How did we do enter classroom, hallway, break?

 

 

Practice, Model again.

 

Bus behavior T-Chart; model and practice

 

 

What did and should independent work look/sound/feel like? teacher job?

 

 

Introduce Planner:  Name, Address, Phone, Email;

 

 

 

Homework--Planner: Read the White School rule section in your planner.  Write three questions that can be answered in the white section; include your answers (or the page number/paragraph).


 

9/4 : Barbecue & Welcome

  • Think Different, Change the World, Inpire: Each of us can make a difference in the world, even if it's helping close to home, such as helping Grandmother with her yard.
  • How are you smart? Take the survey on multiple intelligences and see where your talents shine. Bring the paper back tomorrow to share.  This will be homework tomorrow if you aren't here today :)

 

Open Letter

 

Welcome to Nespelem Middle School

 

 

Who am I?

 

 

Sheri Edwards

202 Stevens Avenue

Coulee Dam, WA 99116

 

Gramma, Teacher, Wife, Mom, Sister, Aunt, Cousin

 

634 4541 x34

633 2414

 

 

 

ms_edwards@mac.com  email

http://www.sunrae.org/index.htm    A Welcome and Cyber Information

http://www.sunrae.org/lesson/about.htm   About Me

http://www.sunrae.org/lesson/la.htm    Entry Website

 

Ask your child about the success in Grade 8 WASL Reading and Grade 7 WASL Writing (if you weren’t able to attend Open House.)

 

With you as a partner, we can continue this progress -- but I do need your support by encouraging your child’s success and completion of work.  The first rule to know is the 5Ps: Arrive in every class with your--Pens, Pencils, Planner, Paper, Projects (assignments).

 

I have worked at Nespelem School since 1985. I remained here because I care about teaching your children and know how smart they really are.  You entrust them to me, and I am honored by that.  You have provided them with special knowledge and gifts. I am here for your child, to promote the school’s mission: to enable your child to be a thinking, caring, productive person using high standards in a positive learning environment. I only want to add to the gifts in which you have guided them.

 

How can I do that?  With your help!  Here’s the first homework assignment:

 

 HOMEWORK 1:

First of all, understanding something special about your child would help me with lessons and assignments. Please help me learn something about the way s/he works -- his/her intellectual preferences, sometimes referred to as MI (multiple intelligences--verbal/linguistic, logical/mathematical, artistic/spatial, body/kinesthetic, musical, shy/intrapersonal, outgoing/interpersonal). We are all smart in several ways.  Just complete this MI form by putting a mark beside the line that is true about your child.  You can even complete it for your family by putting different marks on the lines for each person. Families have enjoyed this in the past, and have found changes from year to year.

 

 

If I should know anything special, like hobbies, activities, etc -- please list those hobbies on the MI form.  Ask your child to return the paper tomorrow or Thursday.

 

HOMEWORK 2:

I want to notify you of positive things your child is doing this first month and in the future.  Please write four telephone numbers (and names) on an index card so I can contact you.  We are focusing on positive performance.  I’ll provide an envelope and card so you can mail it back to me.  Thanks so much. 

 

HOMEWORK 3:

This week and next, I will help your child understand and practice two types of activities: 1) procedures and rules followed in all areas of the school and 2) reading and/or writing strategies.  Please ask your child what s/he learned and how s/he is doing.  Just listen, and think about something positive that might help your child.  What’s going well for your child?  What concerns do you have? Have you thought of something I should know that will help your child learn?  Call me, send a note, or email me so I know what’s working and what isn’t for your child.  Thanks again.

 

HOMEWORK 4:

As your child shares the activities at school (Homework 3), please think about what a perfect teacher would be like.  I’ve already thought about what a perfect parent would be like, and I know how difficult it is to raise pre-teens (they know everything already).  So, for your last homework, please take another stamped envelope and write a response to:  Describe “The Perfect Teacher.” You may send it anonymously! Please mail to me by 9/21/07.

 

 

Thanks so much for being a partner in your child’s education.  Please stay in contact with me. Together, we will guide your child to develop his/her talents. 

 

 

Sincerely,

 

 

 

Ms. Edwards


 

 

 

 

 

 

 

 

If paper is due, use this line:

Final Paper Due: Submit here

 

 

 

 

 

 

Lesson Reporters Members
Lesson Reporters Week 1 Name, Name, Name
Lesson Reporters Week 2 Name, Name, Name

 

 

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