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:
- Read Section 1 individually.
- Answer questions in Section 2 by yourself.
- Work with your group to discuss the issue and reach consensus --every one agrees.
- 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 |
Comments (0)
You don't have permission to comment on this page.