Friday. May 29th 

Students will be watching the EXTREME ENGINEERING VIDEO and these two groups will be completed a review of the video. Review the form (handouts under the notebook) with the students before they begin. 

The review will be written on MOODLE and must be completed on Monday. (see handout). Review what they need to have in their write up using the items below. They already have seen this earlier this week, but may need a reminder.

REVIEW the information on the form and listed below. They have done reviews before, but may not remember.

  • Movie Reviews intro
  • Remember-- Use this guide as a rubric. Does your story have all of the following elements?
  • FIRST PARAGRAPH- What did you think about the movie? State if you liked it or not and give some reasons. 
  • NEXT - Brief description about the movie (plot, setting, basic story line, length, rating) without giving away the ending. 
  • THEN - Your reasons (with specific examples that explain WHY you liked or didn't like the movie. No plot twists revealed!. 
  • FINALLY - Would you recommend the movie to someone? Why or why not? If you didn't like it, who might like it? Remember no plot twists revealed.

June 1 -if they get done with the Movie Review on MOODLE Then have them work on the following assignment on MOODLE

2. MOODLE - Complete the four items listed under "Talk About It"

Be sure to follow each link and enter your answers. They are due by the end of the week.

 

then then can work on this essay in MyAccess. 

Natural Disasters 

America is a beautiful land, yet it is subject to all manner of natural disasters, from tornados in the Midwest to hurricanes in the Southeast, blizzards in the Northeast to earthquakes in the West.  Think about one of these natural disasters that you may have experienced or about which you have read.  How do you think the nation can better prepare for another such disaster?  Is there anything that you can do to be ready?

Write an essay in which you describe how you think the nation and its people should prepare for another natural disaster.  Be sure to use details and reasons to support the choices you make.

As you write, remember your essay will be scored based on how well you:

  • develop a multi-paragraph response to the assigned topic that clearly communicates your controlling idea to the audience.
  • support your controlling idea with meaningful examples, reasons, and information based upon your research or readings.
  • organize your essay in a clear and logical manner, including an introduction, body, and conclusion.
  • use well-structured sentences and language that are appropriate for your audience.
  • edit your work to conform to the conventions of standard American English.

  • Use any of the tools available to you, such as the Checklist, Spellchecker, or Graphic Organizer.

 

Friday, May 15th

Tell students they will be working on their own today. They will need to complete the following essay TODAY in class. They can resubmit as many times as they wish. The goal is to increase the score at least 1/2 of a grade point each time. FOr instanced if you first received a 3.0 after your next revision your goal would be 3.5


An Invitation to Steven Spielberg


Read the Biographical Sketch of Steven Spielberg.


Would Steven Spielberg be a good speaker for a school assembly?  Write a letter convincing your principal that Steven Spielberg would or would not be a good speaker for an assembly at your school.  Use information from the passage to support your argument.


As you write your essay, think about these questions:


  • did you state your main idea clearly?
  • did you include details and examples to support your main idea?
  • did you restate information from the passage in your own words?
  • did you organize your essay clearly with an introduction, body, and conclusion?
  • did you use a variety of words and well-written sentences?
  • did you use correct grammar, spelling, and punctuation?


    • Use any of the tools available to you, such as the Checklist, Spellchecker, or Graphic Organizer.


    Steven Spielberg - A Biographical Sketch


    Steven was born in Cincinnati, Ohio in 1946.  He began making his own movies as a child.  His first movies were simple ones.  Once he had his mother boil a cherry dessert in a pressure cooker until it exploded because Steven wanted to film the mess it made when the walls and floor were covered with sticky red goo.


    To make one of his most exciting early movies, Steven carefully set up two electric trains so that they would run into each other.  Then he got his father's camera and filmed the train wreck.  He was only twelve years old, but he knew what audiences would like.


    When Steven got his first movie camera he joined a Boy Scout photography program.  The movie he made for the scouts was only three minutes long, but it told a complete story.  One of his friends dressed up in a cowboy outfit and robbed a stagecoach.  The picture ended with the outlaw counting his stolen money.


    The movie won Steven his first filmmaking award - a Boy Scout merit badge.  It also helped him become, at the age of 13, one of the youngest Eagle Scouts ever


    After he moved to California, Steven got to see the inside of a Hollywood film studio for the first time.  During one summer vacation, he joined a group on a guided tour of Universal Studios.  He waited for a chance to hide, and then let the bus go on without him, so that he could wander around on his own.


    Soon Steven had made friends with the workers.  Each day, he dressed up in a suit and tie and carried a briefcase under his arm.  Looking like an important studio worker, he walked right past the guard.


    Once inside, he watched the filming of movies and television shows.  He even found an empty desk he could use for an office and managed to get the telephone operator to list his name with the switchboard so that he could receive phone calls.  Finally, the summer was over.  But before he left, Steven told his new friends, "I want to write and direct motion pictures."


    Today, Spielberg is one of Hollywood's most famous directors.  He has a long list of film accomplishments such as Raiders of the Lost Ark, E.T., Jurassic Park, and Twister.


    Tuesday, May 5th

    VOCAB - Students have books. Review the words with them and the assignment. Please stamp their work for WAVE to make sure that they are completing the assignment. The stamp is by the bell, near where I normally sit. 

    Tuesday - Thursday - READ 180 rotations. Starting a new unit this week. 

    For rbook rotations, work on the LITTER prompt in gomyaccess. If students have trouble, have them click on the preferences to allow popups for this site. 

    A set of userenames and passwords for these students are attached in case they are not able to log in. We practiced yesterday, but sometimes the passwords are tricky.

    We rotate sections at 9:50 AM and then start clean up at 10:15 am. They know the groups. A copy of the groups is attached to the lesson plans in case they forget and is posted on the board that says GRADES.

     

    Tuesday, April 21

    rbook pgs. 172-181. The main goal is to get the paragraph prepared. This is on google docs. Be sure to save as P2_ANIMAL_Your Last Name.   

    Tuesday - Thursday - READ 180 rotations. The students on the computer and completing silent reading know what they need to do.

    For the Rbook rotation = Finish the pages 172-181 above. Review the assignments on each of the pages then allow time for students to finish the work before reviewing answers by calling on the students.

    pg 172 Completed on Monday - Khaled was absent and may need to review. 

    pg. 173 Students must have at least one animal for each of the types on the brainstorm. Time was given in class to complete the work.

    pg. 174 PLAN YOUR PARAGRAPH - Students need to plan their paragraph using the prompts. Word Choices should reflect words from the unit that they will use to enhance their paragraphs. 

    pg. 175 Use the WRITE YOUR PARAGRAPH frame to write the first draft of the paragraph. The FINAL PARAGRAPH needs to be typed in GOOGLEDOCS and shared with the instructor esmsp2@elsegundousd.com. Be sure to save as P2_ANIMAL_Your Last Name.

     pg 176 GRAMMAR: Using Subject and Object Pronouns - after completing this page, look back at your paragraph to be sure that all the subject and object pronouns are used correctly. 

    pg. 177 USAGE: Avoiding Double Negatives - finish the paragraph. Be sure to check that you are not using double negatives and that the subject and object pronouns are used correctly. 

    pg. 178 Read the article to the students. Ask (1) Why would public speaking be an important skill for Lisette's job? (She conducts tours and gives lectures, so she has to speak to people). Make inferences. (2) Which skill do you think is most important in being an animal handler? Why (Answers will vary) Evaluate
    >>>    I would/wouldn't want to be an animal keeper because (ask the students).

    pg. 179 - Reading a Public Notice - use the handout provided to guide the students. 

    A list of the rotations/groups is attached.

     

    FRIDAY< Feb. 20

    WAVE: Have them share their commonplace books. They have not done that in a while. This is the first 20 minutes of class. They would need to read the entries for about 5 minutes, then share what they thought was the best part of the entry. Have everyone share. Then pass the  books until time runs out. WAVE ends at 9:25 am. Then have them :::::

    Watch the HEROES VIDEO (already in the DVD -- see instructions on the GENERAL NOTES)

    Complete Heroes Part A - on moodle

    Start work on Heroes Part B: on moodle. Time will be given to finish on Monday. 

    Students should also have completed the following work this week:

    If done early, have them work on the QUIZ OF THE WEEK and put answers in their blue folders. They can also work on some of the GRAMMAR activities on the site (they may need to help each other move around and find the sites). We have used this site recently, but some may not remember. 

     

    Wednesday, Feb. 11, 2009

    WAVE WRITING: Have students complete the Wednesday writing assignment. MARCOS and BRENDA will pass out the books. Review the prompt/quote. Remind students to brainstorm with either RAFT for on demand writing or an essay or SAY, MEAN, MATTER for a quote, literature passage, etc.. Should be writing the whole 25 minutes. Rough draft on the RIGHT, final product on the LEFT SIDE.

     SECOND PART: Read 180 rotations - We rotate at 9:50 and pack up at 10:15 am. One group is working with you, one group on the computers, one group in independent reading. If they are ready for a test, they will just need to choose another book and we'll test later this week.

    There are two students who may work on Rosetta Stone during Workbook time, if they choose to SS and SR. They know how to enter the system.

    KA is new and will be in a group and might need help getting on the machine. The access codes are hand written on this printed document.

    • Have students work with you on pages 166-167 in the book. Use the whole group and small group instructions to lead the students through the work.
    • The teachers' edition is on the keyboard tray under the PC laptop where I usually sit. Please be sure to put it back there when done -- it's rather hefty. 
    • ALL workbooks/folders, white books need to be put away.
    • END OF CLASS - all laptops need to be shut down, headphones hung up, CDs and all books put away neatly.

    TUESDAY, DEC. 16, 2008

    WAVE WRITING: Have students complete the Dec. 9th Vocabulary assignment. MARCOS and BRENDA will pass out the books. Review the prompt/quote. Remind students to brainstorm with either RAFT for on demand writing or an essay or SAY, MEAN, MATTER for a quote, literature passage, etc.. Should be writing the whole 25 minutes. Rough draft on the RIGHT, final product on the LEFT SIDE.

     SECOND PART: Read 180 rotations - We rotate at 9:50 and pack up at 10:15 am. One group is working with you, one group on the computers, one group in independent reading. If they are ready for a test, they will just need to choose another book and we'll test later this week.

    • Have students work with you on pages 80 - 81 in the book. Use the whole group and small group instructions to lead the students through the work. If they have not finished writing or typing their paragraphs from pg. 77, have them do so using MS word. Will show them how to get the paragraphs into google docs when I return. 
    • The teachers' edition is on the keyboard tray under the PC laptop where I usually sit. Please be sure to put it back there when done -- it's rather hefty. 
    • ALL workbooks/folders, white books need to be put away.
    • END OF CLASS - all laptops need to be shut down, headphones hung up, CDs and all books put away neatly.

     

    MONDAY, Dec. 15, 2008

    WAVE VOCABULARY: Have students complete the Dec. 9th Vocabulary assignment. MARCOS and BRENDA will pass out the books. Review the definitions, the procedures for the Tuesday Vocabulary lesson from the White WAVE Vocab books. 

     SECOND PART: Rbooks.

    • Have students work on the GRAMMAR pages after the paragraph work on pages 76, 77 (may also be on page 78. Work as a group to complete the two GRAMMAR pages, think they are on 78-79. Give them instructions and then sample. Have them work on their own then review the work. 
    • The teachers' edition is on the keyboard tray under the PC laptop where I usually sit. Please be sure to put it back there when done -- it's rather hefty. If they get done early, have them work on the LESSON 2 in the AGENDA PLANNERS, near the back. Review the parts with them and have them complete the pages. If they did not finish their SMART GOALS in their blue folders, this can be done the last few minutes as well. 
    • ALL workbooks/folders, white books need to be put away.
    • END OF CLASS - all laptops need to be shut down, headphones hung up, CDs and all books put away neatly.

    THURSDAY, Nov. 6, 2008

    COMMONPLACE BOOKS: 

    Students will write about an artifact that they have brought in prior to the day. Since I will not be able to copy the pictures for them today, they need to leave a space for the picture and we will tape/glue them in on Friday. 

    They need to write for the full time. I will have some samples for those who don't have an artifact (SAGAR) so that they can write about something. They need to write for the full time. 

    If they finish early, have them write about what they feel about the results of the election on Tuesday. 

    Have them put away their white WAVE books.

     SECOND PART: 

    • Read 180 rotations - students know what to do. 
    • Remind them to be careful with the headphones -- another set was broken today and had to be fixed. Also the CD's need to be put back. 
    • Rbook folks: will be working with the teacher reviewing two poems found on pages 70 and 71. There are guides as to what to do and how to work with the students in the teachers' manual. I will make copies for you so you don't have to struggle with the 50 lb manual) and highlight what needs to be reviewed. 
    • If time for rbook round have them work on the VOCAB WORKSHOP on pgs. 72 and 73. Review PART 3 and PART 8 with them. Copies of these pages will be presented for you as well in photocopy format. 
    • END OF CLASS - all laptops need to be shut down, headphones hung up, CDs and all books put away neatly.

    • FOR OTHER WEDNESDAYS
    • WAVE: On Demand Writing
    • Have MARCOS pass out the white WAVE books and BRENDA pass out the blue folders. 
    • Pass out copies of the WEEK #9 - ODW 11/5 Prompt. Remind students to use the RAFT handout (found in their blue folders) to help them plan their paragraphs. (SEE SAMPLE BELOW). They should RAFT under the WEEK #9 space and write their responses on the blank page to the left in their books.
    • You may need to model the procedure again. Remind students that they need to start practicing the model so they can work it on their own. 
    • They are to write for the full time until the bell rings. Remind them that they only have the time for WAVE to write.

    • R.A.F.T.S. is a writing assignment designing strategy to help students writing "float." It enables the teacher or the student to design workable, varied writing prompts for a multitude of creative writing purposes.

      What is a "float?" - any piece of writing that floats from the R.A.F.T.S. strategy.

      R.A.F.T.S. supports writing by supplying:

      - a role from which to do the writing. The role may be as intimate as self or as remote as that of an inanimate object. Roles should be chosen from those that exist within the realms of the real or vicarious experience of the student.

      - an audience for whom the writing is intended. Students need to write for audiences other than the teacher. The audiences for student writing may range from self to peers to the general public. Variation in audiences causes the student to vary the form and the level of the language used to express meaning.

      - a format in which to write. Students need to experiment with a variety of formats. Writing formats should include typical school writing formats, but can also include as many type of "real life" writing as possible.

      - a topic about which to write. Topics should relate to the role and audiences selected.

     

    THURSDAY, SEPT. 25, 2008

    • WAVE: Commonplace books -
      You will use ONE of your artifacts to write about for your commonplace books When you write, think about the following items:
    1. How does the artifact represent who you are?
    2. What is going on in the image?
    3. How does the image make you feel?
    4. What is special or significant about the image in the artifact?
    You need to write for the full 20 minutes (start timing after the explanations. We have NOT done this activity before so you will need to listen to the instructions from the teacher and ask questions). 

    CLASS TIME: PRACTICE writing with RAFTS. 

    • For EACH of the prompts below, figure out the R.A.F.T. for each prompt.
    • Write these on a separate piece of paper.
    • Once you have completed RAFTing all the prompts,  choose one to write about today.
    • It is due at the end of class.
    • Keep both the RAFT practice and the writing sample that you chose in your blue notebooks.
    • We will review them on Friday.

     

    Sample Prompts to Use With RAFT

     

     

     

    1. 1. As a student council representative, you have been asked to write a letter to a group of fifth graders who have recently registered for their first middle school schedules.  This particular group of students has high rates of absenteeism, poor grades, and low self-esteem.  In your letter, give them advice on how to succeed in high school.

     

    1. 2. Write an article on the meaning of friendship for the February issue of your school newspaper.  Be sure to include some ideas from your own experiences and ideas from something you have read recently.

     

    1. 3.Think back to a time when you conformed to a group, rather than standing up for something you believed in.  Tell about that experience in an essay, remembering to reflect on what you learned from that situation.  You will share this essay with your five-member writing group.

     

    1. 4. Prepare the body of a speech that you will deliver to your homeroom, encouraging all students to attend the home football game on Friday afternoon at ESHS.  In your speech, define community spirit, and give your classmates clear examples of how to display their community spirit.

     

    1. 5. Choose the most outstanding moment of your life so far.  Set the scene for this event, tell what your were doing at the time, and clearly show how this scene is significant in your life.  Write an essay that you will share with your parents when they come for their student-led English I conference.

              

    • September 11, 2008
    • WAVE: Commonplace books. You will be getting your commonplace books personalized and ready to be used.
      • Remember, your artifacts are due by Friday! Today, take some time to personalize them.
    • CLASS: 
    • Work on writing the UNIQUENESS POEMS.
    • Each line will start with My YOUniqueness. You must have a total of ten lines for your poem. 
    •  I have a sample for you to read to them (one that I wrote). 
    • Your goal is to take the work that they did on Wednesday and to turn it into a poem.

     

    Check here for what you will be doing when you have a guest teacher! This will be available each time that Ms. Maye is absent from the class so that students will know exactly what is expected to be completed in her absence. 

    NEVER contradict a guest teacher -- if plans change, we will review the material in class the next day or as soon as Ms. Maye returns to the classroom. If you have internet access and understand the assignment, complete at home.