Thursday, February 25, 2010
Early release: 1:30 P.M.
Per. 1:
1. Students completed rubric scoring of their own essay "Special Place" using handout.
2. Students completed peer-revision of essay "My Father Sits...My Special Place"
2. Students copied prompt:
Write an essay explaining the value of the small, everyday events of life.
3. Complete for homework.
Per. 4:
1. Students turned in their "Everyday Events" composition.
2. Students analyzed state-released student sample compositions "Everyday Events."
Wednesday, February 24, 2010
Wednesday, February 24, 2010
Per. 1:
1. Students' rubric and essay were checked.
2. Students viewed state-released student samples of "Special Place" essays: 1, 2, 3, and 4.
3. Students took essays home to revise and bring back for peer-revising tomorrow.
Per. 4:
1. Students will turn in their "Special Place" final drafts.
Per. 1:
1. Students' rubric and essay were checked.
2. Students viewed state-released student samples of "Special Place" essays: 1, 2, 3, and 4.
3. Students took essays home to revise and bring back for peer-revising tomorrow.
Per. 4:
1. Students will turn in their "Special Place" final drafts.
Tuesday, February 23, 2010
Tuesday, February 23
Per. 1
1. Revise "Special Place" essay with Revisers Toolbox rubric.
2. Take Voc. Quiz 2 Latin root "sequ"
Finish essay for homework.
Per. 4:
1. Students viewed state-released student samples of "Special Place" essays: 1, 2, 3, and 4.
2. Students peer-revised their classmates' essays with rubric sheet. Two sheets per student. Each essay must have two graders.
3. Students will then read feedback from peers, revise their work, and rewrite their final copy to turn in, showing all the process (Staple all work with final copy on top). Turn in tomorrow, 2/24.
Per. 1
1. Revise "Special Place" essay with Revisers Toolbox rubric.
2. Take Voc. Quiz 2 Latin root "sequ"
Finish essay for homework.
Per. 4:
1. Students viewed state-released student samples of "Special Place" essays: 1, 2, 3, and 4.
2. Students peer-revised their classmates' essays with rubric sheet. Two sheets per student. Each essay must have two graders.
3. Students will then read feedback from peers, revise their work, and rewrite their final copy to turn in, showing all the process (Staple all work with final copy on top). Turn in tomorrow, 2/24.
Monday, February 22, 2010
Monday, February 22, 2010
Per. 1: Students graded their Open-ended responses after viewing state-released student samples on overhead projector. They then tallied their reading test items on a record sheet. They will bring their essays tomorrow. Students need to take Voc. Quiz 2 Latin Root "Sequ" tomorrow 2/23
Per. 4:
1. Review "Leads in Expository Writing" by reading examples of exemplary and not-so-exemplary leads.
2. Review "Voice" with an explanation of voice and a series of examples.
3. Passed out to students a rubric with which they will revise their essays ("My Father Sits...A Special Place") meticulously checking each section in the handout, and writing out on a sheet of paper the points earned for each item (5, 3, or 1) : Ask for these handouts if you were absent.
1. Idea Development
2. Organization
3. Voice
4. Word Choice
5. Conventions
6. Sentence Fluency
HOMEWORK: Revise your essay with rubric. Make sure you rewrite your essay and staple it on top of the rough draft. Staple the rubric to the back. In other words: Staple in this order: Final draft on top, followed by rough draft, followed by rubric(the last sheet).Bring it to class tomorrow.
Per. 1: Students graded their Open-ended responses after viewing state-released student samples on overhead projector. They then tallied their reading test items on a record sheet. They will bring their essays tomorrow. Students need to take Voc. Quiz 2 Latin Root "Sequ" tomorrow 2/23
Per. 4:
1. Review "Leads in Expository Writing" by reading examples of exemplary and not-so-exemplary leads.
2. Review "Voice" with an explanation of voice and a series of examples.
3. Passed out to students a rubric with which they will revise their essays ("My Father Sits...A Special Place") meticulously checking each section in the handout, and writing out on a sheet of paper the points earned for each item (5, 3, or 1) : Ask for these handouts if you were absent.
1. Idea Development
2. Organization
3. Voice
4. Word Choice
5. Conventions
6. Sentence Fluency
HOMEWORK: Revise your essay with rubric. Make sure you rewrite your essay and staple it on top of the rough draft. Staple the rubric to the back. In other words: Staple in this order: Final draft on top, followed by rough draft, followed by rubric(the last sheet).Bring it to class tomorrow.
Friday, February 19, 2010
Friday, February 19, 2010
Per. 1
1. Same as yesterday. Students are still working on open-ended questions 29, 30, and 31.
2. Read handout "Exploding a Moment" and discussed how one single moment can be expanded "exploded" to create an essay.
3. Reviewed vocabulary words for Lesson 2 Latin Root "Sequ" Quiz Monday, 2/22
Per. 4:
1. Students reviewed vocabulary words for Lesson 2 Latin Root "Sequ" Quiz Monday, 2/22
2. Students critiqued and analyzed sample student responses on overhead projector and graded own responses. Students tallied scores for "My Father Sits..." scantron reading test as well as open-ended responses and recorded these on tally sheet.
Per. 1
1. Same as yesterday. Students are still working on open-ended questions 29, 30, and 31.
2. Read handout "Exploding a Moment" and discussed how one single moment can be expanded "exploded" to create an essay.
3. Reviewed vocabulary words for Lesson 2 Latin Root "Sequ" Quiz Monday, 2/22
Per. 4:
1. Students reviewed vocabulary words for Lesson 2 Latin Root "Sequ" Quiz Monday, 2/22
2. Students critiqued and analyzed sample student responses on overhead projector and graded own responses. Students tallied scores for "My Father Sits..." scantron reading test as well as open-ended responses and recorded these on tally sheet.
Thursday, February 18, 2010
Wednesday, February 17, 2010
Wednesday, February 17, 2010
1. Complete Open-ended response questions to "My Father Sits in the Dark" test.
2. Use AIM handout for question 31 (Crossover) over both selections.
3. Begin essay on following prompt:
Write an essay explaining how a person can feel connected to a special place. One sheet of notebook paper, front and back.
Note: If essay is not finished in class, it must be finished for homework.
Bring to completed essay to class tomorrow.
1. Complete Open-ended response questions to "My Father Sits in the Dark" test.
2. Use AIM handout for question 31 (Crossover) over both selections.
3. Begin essay on following prompt:
Write an essay explaining how a person can feel connected to a special place. One sheet of notebook paper, front and back.
Note: If essay is not finished in class, it must be finished for homework.
Bring to completed essay to class tomorrow.
Tuesday, February 16, 2010
Tuesday, February 16, 2010
1. Continue with Open-Ended Response questions 29, 30, and 31 from TAKS Practice Test:"My Father Sits in the Dark" using rubric and format sheet for questions 29 and 30 and a hand-written box for Crossover question 30.
2. All students must finish scantron questions 1-28. If student is not finished, she/he must finish at lunch tomorrow.
Monday, February 15, 2010
Presidents' Day Holiday
1. Continue with Open-Ended Response questions 29, 30, and 31 from TAKS Practice Test:"My Father Sits in the Dark" using rubric and format sheet for questions 29 and 30 and a hand-written box for Crossover question 30.
2. All students must finish scantron questions 1-28. If student is not finished, she/he must finish at lunch tomorrow.
Monday, February 15, 2010
Presidents' Day Holiday
Friday, February 12, 2010
Tuesday, February 9, 2010
Thursday, February 11, 2010
Per. 1
1. Check Vocabulary Exercise 1 "Latin Root Scrib-Script."
2. Read handout on details, snapshots, and thoughtshots.
3. Write a description of your "sanctuary." Turn in.
Per. 4
1. Check Vocabulary Exercise 1: "Latin Root Scrib-script."
2. Students read handout on setails, snapshots, and thoughtshots; students brainstormed the crafting of detail on the board: "the spoiled rich girl" became the girl who...
wears a 5 karat diamond, rolls her eyes, flips her hair, smacks her lips when told to do something she doesn't want to do; she has a new BMW every year, and when she crashes her new car, she demands another one from her dad.
3. Students highlighted snapshots in their writing from yesterday with yellow, and thoughtshots with another color, and then traded for peer revision.
Wednesday, February 10, 2010
Per. 1:
1. Read "A Long Walk to Forever."
2. Complete one open-ended response question. Write rough draft on back; then have two peers revise and grade 1, 2, 3. Then copy onto box provided in handout.
Per. 4:
1. Define sanctuary.
2. Describe briefly with detail your sanctuary. Then skip two lines, and create and describe a fictional character looking for a sanctuary. Use images so the reader can visualize the scene. Write approximately one page to one page and a half.
Tuesday, February 9, 2010
Per. 1:
1. Students took notes on the definition of a clause:
A clause is a group of words that contains a subject and a verb.
There are two kinds of clauses: independent (IC) and dependent (DC).
Example of IC: Mary ate a cone. [can stand alone as a sentence]
Example of DC: When Mary ate a cone, [cannot stand alone as a sentence]
NOTE: A dependent clause [DC] always needs an independent clause [IC] connected to it.
[When Mary ate a cone] , [she felt full].
[DC] , [IC]
There are three ways to correct run-on sentences:
[IC] . Cap [IC]
[IC] , fanboys [IC] fanboys: ,for ,and ,nor ,but ,or ,yet ,so
[IC] ; [IC]
Example:
Mary ate a cone. She felt full.
[IC] . [IC]
Mary ate a cone (, so ) she felt full.
[IC] , fanboys [IC]
Mary ate a cone ; she felt full.
[IC] ; [IC]
2. After this review, students worked on "First Lady" and "Ions."
3. Checked answers to "First Lady" in class. Check "Ions" tomorrow.
Per. 4:
1. Read "A Long Walk to Forever."
2. Answer open-ended response, writing rough draft on back. Peer revise twice, grade, and then complete final draft on front of handout.
Per. 1
1. Check Vocabulary Exercise 1 "Latin Root Scrib-Script."
2. Read handout on details, snapshots, and thoughtshots.
3. Write a description of your "sanctuary." Turn in.
Per. 4
1. Check Vocabulary Exercise 1: "Latin Root Scrib-script."
2. Students read handout on setails, snapshots, and thoughtshots; students brainstormed the crafting of detail on the board: "the spoiled rich girl" became the girl who...
wears a 5 karat diamond, rolls her eyes, flips her hair, smacks her lips when told to do something she doesn't want to do; she has a new BMW every year, and when she crashes her new car, she demands another one from her dad.
3. Students highlighted snapshots in their writing from yesterday with yellow, and thoughtshots with another color, and then traded for peer revision.
Wednesday, February 10, 2010
Per. 1:
1. Read "A Long Walk to Forever."
2. Complete one open-ended response question. Write rough draft on back; then have two peers revise and grade 1, 2, 3. Then copy onto box provided in handout.
Per. 4:
1. Define sanctuary.
2. Describe briefly with detail your sanctuary. Then skip two lines, and create and describe a fictional character looking for a sanctuary. Use images so the reader can visualize the scene. Write approximately one page to one page and a half.
Tuesday, February 9, 2010
Per. 1:
1. Students took notes on the definition of a clause:
A clause is a group of words that contains a subject and a verb.
There are two kinds of clauses: independent (IC) and dependent (DC).
Example of IC: Mary ate a cone. [can stand alone as a sentence]
Example of DC: When Mary ate a cone, [cannot stand alone as a sentence]
NOTE: A dependent clause [DC] always needs an independent clause [IC] connected to it.
[When Mary ate a cone] , [she felt full].
[DC] , [IC]
There are three ways to correct run-on sentences:
[IC] . Cap [IC]
[IC] , fanboys [IC] fanboys: ,for ,and ,nor ,but ,or ,yet ,so
[IC] ; [IC]
Example:
Mary ate a cone. She felt full.
[IC] . [IC]
Mary ate a cone (, so ) she felt full.
[IC] , fanboys [IC]
Mary ate a cone ; she felt full.
[IC] ; [IC]
2. After this review, students worked on "First Lady" and "Ions."
3. Checked answers to "First Lady" in class. Check "Ions" tomorrow.
Per. 4:
1. Read "A Long Walk to Forever."
2. Answer open-ended response, writing rough draft on back. Peer revise twice, grade, and then complete final draft on front of handout.
Friday, February 5, 2010
Monday, February 8, 2009
1. Collect TAKS Preparation Workbook pp. 17-24 on a sheet of paper properly labeled.
2. Review items for "First Lady" and "Ions."
3. Collect three open-ended response questions on page 25 from TAKS booklet.
Per. 1: Students worked on "Notes from a Novice" and turned in sheet with answer. We reviewed each item 7-16 in class.
Friday, February 5, 2010
1. Vocabulary Quiz FM 4 (Farewell to Manzanar Vocabulary List words with (4).
2. Read "Notes from a Novice" (pp. 7-9) and takes notes within margin in booklet.
3. Answer questions 7-16 in booklet and on a sheet of paper to turn in.
Homework: Complete "Revising and Editing" on pp. 17-24.
1. Collect TAKS Preparation Workbook pp. 17-24 on a sheet of paper properly labeled.
2. Review items for "First Lady" and "Ions."
3. Collect three open-ended response questions on page 25 from TAKS booklet.
Per. 1: Students worked on "Notes from a Novice" and turned in sheet with answer. We reviewed each item 7-16 in class.
Friday, February 5, 2010
1. Vocabulary Quiz FM 4 (Farewell to Manzanar Vocabulary List words with (4).
2. Read "Notes from a Novice" (pp. 7-9) and takes notes within margin in booklet.
3. Answer questions 7-16 in booklet and on a sheet of paper to turn in.
Homework: Complete "Revising and Editing" on pp. 17-24.
Thursday, February 4, 2010
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