Wednesday, October 29, 2014
October 29, English 7 Review
Students participated in their very first English 7 Harkness discussion for "Zoo" by Edward D. Hoch. Each class went through a review of discussion guidelines and possible ways to start their conversation. Students went through a "mock" discussion with annotated text and discussion questions in hand while I documented the "course" of their conversation. I took the last fifteen minutes to ask students what they felt worked, didn't work, and possible solutions for their struggles. I am proud of their effort and willingness to "go for it"! All classes now have a "feel" and I look forward to their continued discussions tomorrow! Friday will be a treat; "The Monkey's Paw" movie!
October 29, English 7 Review
Students participated in their very first English 7 Harkness discussion for "Zoo" by Edward D. Hoch. Each class went through a review of discussion guidelines and possible ways to start their conversation. Students went through a "mock" discussion with annotated text and discussion questions in hand while I documented the "course" of their conversation. I took the last fifteen minutes to ask students what they felt worked, didn't work, and possible solutions for their struggles. I am proud of their effort and willingness to "go for it"! All classes now have a "feel" and I look forward to their continued discussions tomorrow! Friday will be a treat; "The Monkey's Paw" movie!
Monday, October 27, 2014
October 27, English 7 Review
Thank you for successful parent/teacher conferences! I hope you got a chance to see the experiences your students go through in English 7. Students work hard, and I continue to look forward to growth in reading and writing.
We round out short stories this week. Students will work together to read "Zoo" by Edward Hoch, answer comprehension questions, vocabulary in context, and three constructed responses. I look forward to reviewing "Harkness" discussion guidelines, the "Harkness" grading rubric, "inferencing" for "Zoo", and identifying "theme" in Zoo. Students will be well-prepared for "Harkness" on Thursday.
Friday - a viewing of "The Monkey's Paw"!
We round out short stories this week. Students will work together to read "Zoo" by Edward Hoch, answer comprehension questions, vocabulary in context, and three constructed responses. I look forward to reviewing "Harkness" discussion guidelines, the "Harkness" grading rubric, "inferencing" for "Zoo", and identifying "theme" in Zoo. Students will be well-prepared for "Harkness" on Thursday.
Friday - a viewing of "The Monkey's Paw"!
October 27, English 7 Review
Thank you for successful parent/teacher conferences! I hope you got a chance to see the experiences your students go through in English 7. Students work hard, and I continue to look forward to growth in reading and writing.
We round out short stories this week. Students will work together to read "Zoo" by Edward Hoch, answer comprehension questions, vocabulary in context, and three constructed responses. I look forward to reviewing "Harkness" discussion guidelines, the "Harkness" grading rubric, "inferencing" for "Zoo", and identifying "theme" in Zoo. Students will be well-prepared for "Harkness" on Thursday.
Friday - a viewing of "The Monkey's Paw"!
We round out short stories this week. Students will work together to read "Zoo" by Edward Hoch, answer comprehension questions, vocabulary in context, and three constructed responses. I look forward to reviewing "Harkness" discussion guidelines, the "Harkness" grading rubric, "inferencing" for "Zoo", and identifying "theme" in Zoo. Students will be well-prepared for "Harkness" on Thursday.
Friday - a viewing of "The Monkey's Paw"!
Monday, October 20, 2014
October 20, English 7 Review
Students brought in their rough draft for their "Fortune and Misfortune" descriptive writing inspired by W.W. Jacobs' "The Monkey's Paw". They worked in pairs to do a peer review and wrote critiques in the form of positive/delta sticky notes. Students will go through a final "self-evaluation" before they write their final copy.
October 20, English 7 Review
Students brought in their rough draft for their "Fortune and Misfortune" descriptive writing inspired by W.W. Jacobs' "The Monkey's Paw". They worked in pairs to do a peer review and wrote critiques in the form of positive/delta sticky notes. Students will go through a final "self-evaluation" before they write their final copy.
Friday, October 17, 2014
October 17, English 7 Review
Students have been developing their descriptive "Short Stories" based upon their reading from "The Monkey's Paw". Yesterday, students generated seed ideas and put them onto their story maps. Today, students will create their short stories, closely following their short stories rubric. This is probably the most creative group of students I have seen; I can't wait to see their final stories!
October 17, English 7 Review
Students have been developing their descriptive "Short Stories" based upon their reading from "The Monkey's Paw". Yesterday, students generated seed ideas and put them onto their story maps. Today, students will create their short stories, closely following their short stories rubric. This is probably the most creative group of students I have seen; I can't wait to see their final stories!
Wednesday, October 15, 2014
October 15, English 7 Review
Students used their RAFT to complete a short activity in their Interactive Student Notebooks. Ask them about it!
October 15, English 7 Review
Students used their RAFT to complete a short activity in their Interactive Student Notebooks. Ask them about it!
Tuesday, October 14, 2014
October 14, English 7 Review
Students participated in an activity using the "RAFT" writing strategy.
Students created 3 lists of words/phrases for their new computer program that will create random fortunes (wishes) to bring customers "good luck". Their goal was to build a list that ALWAYS creates a fortune which makes sense and is good. Using Post-it notes, they "generated" ideas. Each column consisted of various parts of speech. Students were not allowed to use "easy" vocabulary, instead choosing from vocabulary from our short stories or the word wall. Their Post-it notes could not contain the same number of words (thus creating a variety). If they got done early, they generated more!
Students will take a "gallery walk" to view other group ideas, and talk about what worked/did not work. Students will use these ideas to build up to a "short story" they will generate on their own.
Students' homework covers conjunctions and interjections practice.
Grades are quickly accumulating for the second quarter. It is important for students to complete each homework assignment that night and turn it in the next day. I am pretty prompt at grading items, and know when a student is in danger of falling quickly behind. Some students and parents will be getting emails to provide a "heads up" that work is falling behind!
Groups were assigned and their "RAFT" was based on the following:
R - Computer Programmer
A - Fortune Cookie Manufacturer
F - Automatic fortune cookie, "fortune writing machine"
T - Impress the Fortune Cookie Manufacturer enough to buy your program
Students created 3 lists of words/phrases for their new computer program that will create random fortunes (wishes) to bring customers "good luck". Their goal was to build a list that ALWAYS creates a fortune which makes sense and is good. Using Post-it notes, they "generated" ideas. Each column consisted of various parts of speech. Students were not allowed to use "easy" vocabulary, instead choosing from vocabulary from our short stories or the word wall. Their Post-it notes could not contain the same number of words (thus creating a variety). If they got done early, they generated more!
Students will take a "gallery walk" to view other group ideas, and talk about what worked/did not work. Students will use these ideas to build up to a "short story" they will generate on their own.
Students' homework covers conjunctions and interjections practice.
Grades are quickly accumulating for the second quarter. It is important for students to complete each homework assignment that night and turn it in the next day. I am pretty prompt at grading items, and know when a student is in danger of falling quickly behind. Some students and parents will be getting emails to provide a "heads up" that work is falling behind!
October 14, English 7 Review
Students participated in an activity using the
"RAFT" writing strategy.
Students created 3 lists of words/phrases for their new computer program that will create random fortunes (wishes) to bring customers "good luck". Their goal was to build a list that ALWAYS creates a fortune which makes sense and is good. Using Post-it notes, they "generated" ideas. Each column consisted of various parts of speech. Students were not allowed to use "easy" vocabulary, instead choosing from vocabulary from our short stories or the word wall. Their Post-it notes could not contain the same number of words (thus creating a variety). If they got done early, they generated more!
Students will take a "gallery walk" to view other group ideas, and talk about what worked/did not work. Students will use these ideas to build up to a "short story" they will generate on their own.
Students' homework covers conjunctions and interjections practice.
Grades are quickly accumulating for the second quarter. It is important for students to complete each homework assignment that night and turn it in the next day. I am pretty prompt at grading items, and know when a student is in danger of falling quickly behind. Some students and parents will be getting emails to provide a "heads up" that work is falling behind!
Groups were assigned and their "RAFT" was based on
the following:
R - Computer Programmer
A - Fortune Cookie Manufacturer
F - Automatic fortune cookie, "fortune writing
machine"
T - Impress the Fortune Cookie Manufacturer enough to buy
your program
Students created 3 lists of words/phrases for their new computer program that will create random fortunes (wishes) to bring customers "good luck". Their goal was to build a list that ALWAYS creates a fortune which makes sense and is good. Using Post-it notes, they "generated" ideas. Each column consisted of various parts of speech. Students were not allowed to use "easy" vocabulary, instead choosing from vocabulary from our short stories or the word wall. Their Post-it notes could not contain the same number of words (thus creating a variety). If they got done early, they generated more!
Students will take a "gallery walk" to view other group ideas, and talk about what worked/did not work. Students will use these ideas to build up to a "short story" they will generate on their own.
Students' homework covers conjunctions and interjections practice.
Grades are quickly accumulating for the second quarter. It is important for students to complete each homework assignment that night and turn it in the next day. I am pretty prompt at grading items, and know when a student is in danger of falling quickly behind. Some students and parents will be getting emails to provide a "heads up" that work is falling behind!
Monday, October 13, 2014
October 13, English 7 Review
Students completed most of their vocabulary packets and comprehension questions for "The Monkey's Paw". If your child did not complete these assignments, they may wish to as they will serve as their study guide for the upcoming test on "The Monkey's Paw".
Grammar review included adverbs and our in-class activities included viewing two adverb videos, taking notes, and creating a hand-drawn adverb "wordle" from "The Most Dangerous Game". Students must choose a minimum of 50 adverbs from the story, color, and use their creativity in developing their "wordle". What students did not complete in class will need to be completed for homework. I can't wait to see their "wordles".
Students are also expected to view Brain Pop's adverb movie, complete the activity, and classic quiz to be turned in tomorrow for a homework grade.
Here is a sample "wordle"
Grammar review included adverbs and our in-class activities included viewing two adverb videos, taking notes, and creating a hand-drawn adverb "wordle" from "The Most Dangerous Game". Students must choose a minimum of 50 adverbs from the story, color, and use their creativity in developing their "wordle". What students did not complete in class will need to be completed for homework. I can't wait to see their "wordles".
Students are also expected to view Brain Pop's adverb movie, complete the activity, and classic quiz to be turned in tomorrow for a homework grade.
Here is a sample "wordle"
October 13, English 7 Review
Students completed most of their vocabulary packets and comprehension questions for "The Monkey's Paw". If your child did not complete these assignments, they may wish to as they will serve as their study guide for the upcoming test on "The Monkey's Paw".
Grammar review included adverbs and our in-class activities included viewing two adverb videos, taking notes, and creating a hand-drawn adverb "wordle" from "The Most Dangerous Game". Students must choose a minimum of 50 adverbs from the story, color, and use their creativity in developing their "wordle". What students did not complete in class will need to be completed for homework. I can't wait to see their "wordles".
Students are also expected to view Brain Pop's adverb movie, complete the activity, and classic quiz to be turned in tomorrow for a homework grade.
Here is a sample "wordle"
Grammar review included adverbs and our in-class activities included viewing two adverb videos, taking notes, and creating a hand-drawn adverb "wordle" from "The Most Dangerous Game". Students must choose a minimum of 50 adverbs from the story, color, and use their creativity in developing their "wordle". What students did not complete in class will need to be completed for homework. I can't wait to see their "wordles".
Students are also expected to view Brain Pop's adverb movie, complete the activity, and classic quiz to be turned in tomorrow for a homework grade.
Here is a sample "wordle"
Friday, October 10, 2014
October 10, English 7 Review
Students, working in pairs, combed through their "Monkey's Paw" vocabulary packet to refine personal definitions, context strategies, and actual definitions. Students compared their comprehension questions notes and will complete this activity the first fifteen minutes of class on Monday, October 13. Feel free to preview a short video that will set up our writing activities for next week.
October 10, English 7 Review
Students, working in pairs, combed through their "Monkey's Paw" vocabulary packet to refine personal definitions, context strategies, and actual definitions. Students compared their comprehension questions notes and will complete this activity the first fifteen minutes of class on Monday, October 13.
Feel free to preview a short video that will set up our writing activities for next week.
Thursday, October 9, 2014
October 9, English 7 Review
Students did a fine job today analyzing foreshadowing and situational irony in Sections I and II of "The Monkey's Paw".
October 9, English 7 Review
Students did a fine job today analyzing foreshadowing and situational irony in Sections I and II of "The Monkey's Paw".
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