Students enjoyed a visit to the library today to select a novel they want to read. Their choices are varied across the board from historical fiction to science fiction and fantasy. Tomorrow we will think about what exactly happens in a person's mind during the act of reading. Students will use their choice books to practice being more aware of their thoughts and will record them on sticky notes as they read. Three times throughout the novel, students will pause to respond to quotes they choose from their book--something that intrigued them, that made them think or question, connections they might have, something they noticed about the author's language, or comments on any element of fiction that resonates with them.
On Wednesday, students will take a vocabulary quiz. Part one is matching word to definition; part two involves filling the words into blanks within a story; and in part three they use the last two words to continue the story for a bit.
Students will take our ELA Department's benchmark assessment on Thursday. The results of this are for teacher purposes only and scores will not be included in Aspen or report card averages. Teachers use the benchmark results to identify overall areas of weakness in order to focus instruction as needed.
Finally, we will round out our week by reading O. Henry's "After Twenty Years", another story with a twist in the end!
Homework:
Mon/Tues: Study vocab words; read book--bring book to school every day as you may have time to read in class.
Wed/Thurs: Read! Log sheet #1 is due tomorrow.
Friday: Read; log sheet #2 due next Thursday.
Choice Novel Reading info & Schedule
Monday, September 24, 2018
Monday, September 17, 2018
A Week of Words and Story
Today, students dove into their first vocabulary list! They will engage the words multiple times in a variety of ways in order to learn them. After a week or so, they'll take a quiz on the words, though the broader goal is to use them in their own writing/speaking, and notice them being used by others or in print.
Mid-week students will read "The Necklace" by Guy de Maupassant. They will examine the setting of the story, the characters and their motivations, and themes that arise; in addition, they will map out the story on Freytag's Pyramid (aka, plot line diagram) to understand the movement and pacing of a fiction plot.
On Friday, students will ponder (vocab word!) the things that good readers do when they read, and I will model some of these things with a piece of text. They will also consider the ways in which a reader might respond to a novel they're reading. We will read and discuss an exemplar of response writing and prepare a composition book in which students will write responses to a novel of their choice. On Monday, we will visit the library to choose books; if a student has recently begun a novel (and they're not too far into it), they should bring it to class on Monday.
Looking forward to seeing you at Open House on Thursday!
Homework:
Monday: Project due Wed.
Tuesday: Project due tomorrow!
Wednesday: Finish vocab puzzles
Thursday: Write a sentence using each vocab word correctly; include enough info in the sentence to convey the meaning of the word.
Friday: Study vocab words (can use Quizlet link below); if recently started a novel and not too far in, bring it to class on Monday.
Quizlet for Vocab Words
Mid-week students will read "The Necklace" by Guy de Maupassant. They will examine the setting of the story, the characters and their motivations, and themes that arise; in addition, they will map out the story on Freytag's Pyramid (aka, plot line diagram) to understand the movement and pacing of a fiction plot.
On Friday, students will ponder (vocab word!) the things that good readers do when they read, and I will model some of these things with a piece of text. They will also consider the ways in which a reader might respond to a novel they're reading. We will read and discuss an exemplar of response writing and prepare a composition book in which students will write responses to a novel of their choice. On Monday, we will visit the library to choose books; if a student has recently begun a novel (and they're not too far into it), they should bring it to class on Monday.
Looking forward to seeing you at Open House on Thursday!
Homework:
Monday: Project due Wed.
Tuesday: Project due tomorrow!
Wednesday: Finish vocab puzzles
Thursday: Write a sentence using each vocab word correctly; include enough info in the sentence to convey the meaning of the word.
Friday: Study vocab words (can use Quizlet link below); if recently started a novel and not too far in, bring it to class on Monday.
Quizlet for Vocab Words
Monday, September 10, 2018
Finally a Full Week!
While it was pleasant to ease into the school year with shortened weeks, it is likewise comfortable to finally settle into the usual routines. Along with the school-wide PBIS initiative to encourage and facilitate positive behaviors throughout the building, we've been brainstorming and revisiting as needed expectations for our ELA classes to run smoothly and productively.
Students have been exercising their creative muscles by brainstorming and drafting their poems. Their editing and revising work should focus on adding in description through the use of colorful words--adjectives, adverbs, and vivid verbs. We also took a first look at literary devices, and students are expected to use at least two in every poem they write this year. I will also be encouraging them to use devices to elevate any type of writing they do.
While students are busy revising their poems and working on their projects at home, in class they will begin their exploration of the elements of fiction within short stories we read together. We will kick off with Ray Bradbury's All Summer in a Day, with a focus on the way that the author develops setting, character, and conflict in the story.
Happy new year to those celebrating the Jewish holidays! Please know that students absent for the holidays can certainly take extra time needed to complete the assignments.
Homework:
Monday/Tuesday/Wednesday: work on editing/revising poem (add description through word choices and devices); work on project
Thursday/Friday: work on project
I Am From poetry project
Example of descriptive writing
Students have been exercising their creative muscles by brainstorming and drafting their poems. Their editing and revising work should focus on adding in description through the use of colorful words--adjectives, adverbs, and vivid verbs. We also took a first look at literary devices, and students are expected to use at least two in every poem they write this year. I will also be encouraging them to use devices to elevate any type of writing they do.
While students are busy revising their poems and working on their projects at home, in class they will begin their exploration of the elements of fiction within short stories we read together. We will kick off with Ray Bradbury's All Summer in a Day, with a focus on the way that the author develops setting, character, and conflict in the story.
Happy new year to those celebrating the Jewish holidays! Please know that students absent for the holidays can certainly take extra time needed to complete the assignments.
Homework:
Monday/Tuesday/Wednesday: work on editing/revising poem (add description through word choices and devices); work on project
Thursday/Friday: work on project
I Am From poetry project
Example of descriptive writing
Tuesday, September 4, 2018
Happy New Year!
Welcome to a new school year! While we've gotten off to a steamy start, we've been able to ease into a new routine and get to know one another a bit. Tomorrow we will launch into an autobiographical poem and creative project. Students will read George Ella Lyon's "Where I'm From", analyzing it for content as well as structure. Once they have thoroughly deconstructed this poem, they will begin to construct their own using Lyon's as a model. This activity accomplishes many goals. It allows students to exercise their creative writing muscles; their poems tell me a bit about them; and it takes students through the writing process to begin to establish (or re-establish) the routine of brainstorming, organizing, drafting, and revising. Students will have the opportunity to further express themselves and their creativity through a project that will incorporate their poem. (We probably won't have a chance to talk about the project until Monday, but I've attached the activity in case you want to take a peek and get a head start on gathering materials.)
Throughout the year, I will post a blog note at the start of each week to sum up the week's agenda. Following my note, I will list the homework for the week and attach relevant hand outs in case someone is absent or misplaces their papers. While students are expected to be writing their homework into their planners at the beginning of each class, I am encouraging them to refer to the blog as well if they are absent or need more clarification. Organization and use of resources are two skills we will help students develop this year, and reinforcement from home is beneficial. Please don't hesitate to email me with any questions about our work or concerns about your student's progress. Together we will guide students through a productive and enjoyable year!
Homework:
Tuesday: none unless you've forgotten to buy a writer's notebook (spiral, composition book)
Wednesday: none
Thursday: finish poem brainstorming chart
Friday: draft poem due MONDAY for conferencing; share project instructions with caregiver.
When drafting, refer to second link below to refresh your memory about writing descriptively.
I Am From Poetry Project
I Am From Poem: example of descriptive writing
Throughout the year, I will post a blog note at the start of each week to sum up the week's agenda. Following my note, I will list the homework for the week and attach relevant hand outs in case someone is absent or misplaces their papers. While students are expected to be writing their homework into their planners at the beginning of each class, I am encouraging them to refer to the blog as well if they are absent or need more clarification. Organization and use of resources are two skills we will help students develop this year, and reinforcement from home is beneficial. Please don't hesitate to email me with any questions about our work or concerns about your student's progress. Together we will guide students through a productive and enjoyable year!
Homework:
Tuesday: none unless you've forgotten to buy a writer's notebook (spiral, composition book)
Wednesday: none
Thursday: finish poem brainstorming chart
Friday: draft poem due MONDAY for conferencing; share project instructions with caregiver.
When drafting, refer to second link below to refresh your memory about writing descriptively.
I Am From Poetry Project
I Am From Poem: example of descriptive writing
Subscribe to:
Posts (Atom)