Our class has a new website -

http://KirrScholars.blogspot.com

Catch up with us there, or check out our Genius Hour blog -

http://geniushour.blogspot.com

My Beliefs about Homework, Grading & Testing

I believe in homework.  I believe that children will go home and learn with their families, learn from reading books of their choice, and learn from experiences wherever they may be.  I do not believe in worksheets or "busy work."

I believe that homework should be valuable. If I assign homework, I must believe it will benefit the student in some way.  Therefore, if the student does not do the assignment, or receives a low grade (showing he/she hasn't learned the material), he/she will come back to me at some point and we will work together on it.

I believe in grades. I believe that students should know where they are in relation to where they could be with their learning. That being said, I am working on how to effectively grade students based on their performance of the standards we've set for them. I do not believe on giving grades of zero when a student has not turned in an assignment. How do I know what he knows if he does not turn it in? Does a late grade of 50% off show that he does NOT know the subject, or just that he is disorganized (or had a soccer game, or... etc.)? I will be giving students time in school to complete assignments I feel will help them learn. If an assignment is not completed, but I have conversed with that student over the learning connected with the assignment, I will not put a zero in the gradebook.

I believe in testing students.  I believe in testing students throughout the year, and changing what I teach to them as a result of these assessments.  I believe that students should show me what they've learned in some way.  I do not believe that it needs to be on paper with a pencil.  I believe students should be able to show me what they've learned in many ways - through one-on-one conferences, blogging, projects, presentations, and paper.  Yes, students will be taking standardized tests throughout their career. They will, most likely, have opportunities to practice that type of testing in other classes.

I've done it!  Finally, Mrs. Kirr (me!) has learned how to upload our end-of-the-year video/picture montage!  27 min. was too long, so it is now split in three parts.

Enjoy!

Part 1

http://youtu.be/rDaDi1BMxPg

Part 2

http://youtu.be/G2bgk-V3EC4  (Still working on this one!! It's giving me trouble!)

Part 3

http://youtu.be/2-BHgk919AE

Our short stories are published online!  If you signed the agreement, your story is here - check it out, and enjoy other students' stories, like I did!

We began our literature circle groups on 5/14.  All jobs are posted on Edline, in case you lose your work between classes.

Our schedule for Literature Circle Groups:

Monday, 5/14 - Read & Complete Role #1
Tuesday, 5/15 - Group Discussion #1
                          Begin Read & Role #2
Wednesday, 5/16 - Read & Complete Role #2
                              Independent Reading Opportunity
Thursday, 5/17 - Group Discussion #2
                            Begin Read & Role #3
Friday, 5/18 - Read & Complete Role #3
Monday, 5/21 - Group Discussion #3
                          Begin Read & Role #4
Tuesday, 5/22 - Read & Complete Role #4
Wednesday, 5/23 - Group Discussion #4
                               Complete extra jobs
                               Independent Reading Opportunity
Tuesday, 5/29 - Introduction and work on final projects (keynote)
Wednesday, 5/30 - Work on final projects
                               Visit from Mr. Spicer (AHML)
Thursday, 5/31 - Present group projects

HW:
* Each day, bring something else to read (in case you finish early).
* Read 20 min. / Blog by Sunday PM.

Today we took a few minutes first to vote on the reinstatement of "Chapter One" or not.  The results  will be evident next Friday.

Next, we prepared for the rest of the year... Our ten literature circle choices were discussed, and students voted on the stories they'd like to read.  Each student should get one of their top five choices, if all goes well!  Books will be chosen based on interest (#1), completion of work in class (#2), and reading scores (#3).  Of course, how students work well in each group will also be a consideration!

We then took time to model how students will be working in class, each job that is assigned, and how students will discuss the books every other day.  Monday's blog post will include the schedule we will follow for the rest of the year.  This is very student-driven, teacher-facilitated, and the reading will be done in class, so everyone is expected to finish the group-decided reading each day.  The only excuse will be if a student is absent, but then he/she can check out a book the next night!  :-)


HW:
* Look for something to read independently for our last month together.  Bring this to school on Monday.

On our first day back to "real school," we first practiced discussion / debate skills with an activity regarding favorite and most educational activities from Taft.  We then wrote genuine thank you notes to teachers that impacted our past three days.

HW:
* Look for something to read independently for our last month together.  Bring this to school on Monday.

It's TAFT week!

Since students will be out at Lorado Taft in Oregon, IL, there will be no work in classes, only work outside! And since I don't have any time to do any work these three days, I don't expect students to, either. It'll be hard to find any time to read - even for me!

Enjoy the three days of outdoor education!!

Today we took time to share our short stories if students wanted. I also asked if we could publish them as a book to share online. For students who gave permission, I'll work on that this weekend and get you the website ASAP.

After we shared stories, we spent the rest of the block reading two short nonfiction pieces, both about Lance Armstrong. We read "It's Not About the Bike" and "23 Days in July," while working on questions from pg 800 - #6 & 8.  These two questions will be counted for a quiz grade, due at the end of the period.

Homework:
* Read 60 min. / Blog by Sunday PM.

Phew! Is the short story unit finished? Students had time to get their stories to me today if they didn't already give me their rubric, showing me their GoogleDoc was finished. We then had the block to read "Eleanor Roosevelt" from the Literature book. This is a long story, so students were just asked to create a timeline, featuring 15 events that happened in her life. The only criteria was that it spanned her entire lifetime, instead of just her youth or just later in her life.

Homework:
* Finish timeline of Eleanor Roosevelt's life.
* Read 20 min. / Blog by Sunday PM.

We had laptops for one more day if we needed them today. We also used them for research for our independent reading - to find out what we will read next, if choosing fiction, and to find out what books or articles would be helpful if researching a specific topic. We had time for presentations, for one-on-one conferences, and for reading today, for at least one period.

Homework:
* Read 20 min. / Blog by Sunday PM

We have our last chance to revise our short stories this week - we have the laptops Monday, Tuesday, and Wednesday (if needed) to type, share (via GoogleDocs), revise and edit. Students edited each others', I helped edit as well, and students practiced reading them aloud slowly before they let me know they were finished. Everyone had a rubric from which to double-check their work, of course.

Homework
* Read 20 min. / Blog
* Bring reading materials WEDNESDAY!

We revised a bit more today - we added sensory details (effectively!). Students then shared one piece of writing with a friend and they helped each other with the sensory details in the lesson of choice.

For reading, we read "The Noble Experiment" in the Literature book, finishing Close Read questions A, C, E, F, G, I and questions 7 & 8 on pg. 820 for homework if need be.

Homework:
* Finish Close Read questions A, C, E, F, G, I, and pg. 820 #7 & 8.
* Read 60 min. / Blog by Sunday PM

MAP testing today - Our goal was to take our time and try our best!!

Homework:
* Read 20 min. / Blog by Sunday PM

Today was a revision day - we revised sentence length and sentence beginnings. We also added what we felt we needed for parts of our stories that may have been missing.

For reading, we went through more of our independent reading process - we had a few presentations, one-on-one conferences, and time to read what we'd like to read!

Homework:
* Read 20 min. / Blog
* Bring something to read for after MAP testing tomorrow!

The day we've been waiting for - the day we write our climax/turning point has come! Our prompt today: Choose the turning point from your list that you think is most believable. Use details and description to write your character's turning point moment. Remember to keep the turning point consistent with your character's personality. Also remember to add those sensory details to make the moment shine.

For nonfiction reading, we read "Names/Nombres" in the Literature book. Students worked on Close Read questions A, C, and E, and Comprehension questions (pg. 787) 1, 2, & 3.

Homework:
* Finish Close Read questions A, C, E, and pg. 787 - 1, 2, & 3.
* Read 20 min. / Blog
* Bring reading material to class tomorrow!

This week, we're doing a mix of writing our short stories, and starting our short nonfiction unit from the Literature book. We started with Lesson 13 - Playing with Voice in Dialogue. This was a tough prompt, because many students will probably not want to add dialogue to their story, so it was solely a "write to write better" lesson for some. The writing prompt: Go back to your second rising action event. Write a scene of dialogue between your main character and a disagreeing supporting character in that event.

For reading, we completed the Reader's Workshop on pages 754-759 in the Literature book, finishing the 12 Close Read questions on pages 757-759 for homework if need be.

Homework:
* Finish Close Read questions, pg. 757-759.
* Read 20 min. / Blog
* Bring reading material to class Wednesday.

This is what happens when students can choose their own independent reading... Here's Thomas, during lunch, asking, "Are we allowed to read?" See his reaction to my answer!

Today we worked on Lesson 11 - Revising a Character's Voice, and Lesson 12 - Playing with Perspective. First we thought of a phrase that our characters might use frequently, and we played with putting it in various places in our stories. Then we went back and revised dialogue in previous journal entries to make sure it's consistent with our character's personality. Afterwards, we had some fun with a "funky" object in the middle of the room. We looked at it from different perspectives, and applied this lesson to our writing. We then wrote our prompt: Reread the events in your rising action. Describe one of the events of rising action from a different character's (bystander, relative, friend) perspective.

What a week - full of writing and revising our short stories!!!

Homework:
* Read 20 min./blog by Sunday night.

Lesson 9 was all about Varying Sentence Structure - Sentence Beginnings, and Sentence Length! We began by drawing a blank chart titled "Sentence Beginnings." We practiced with a sample paragraph, then students looked through their own writing and completed the chart on their own. (Left column = first word, right column = check marks for how many times s/he used that word...) We then revised our own writing - we changed the beginnings of any sentences that had a first word that was unnecessarily repeated. Next, we went on to sentence length. Again, students drew a chart (left column = how many words, right column = how many sentences have that many words). We practiced with a sample paragraph, then students looked at their own writing and revised as needed. After all this work, we completed another lesson - Lesson 10, Playing with Voice in Dialogue. First we brainstormed questions, then wrote a short dialogue between two characters in our stories for practice. We then wrote our third rising action event: Write your story's third rising action event. Remember to vary sentence lengths and beginnings as you are writing, or go back and add variety when you are done.

Homework:
* Read 20 min./blog by Sunday night.

Today we experimented a little more with point of view. First we heard Lily's Purple Plastic Purse from the point of view of her teacher. We discussed what changed about the story, what was missing, and what was added. We voted on our favorite version. We then completed a revision assignment for Lesson 8 - Experimenting with Points of View. We completed the revision assignment seen here. For the second period, we had 40 min. of independent reading & research, and one-on-one conferences.

Homework:
* Read 20 min./blog by Sunday night.

Today we went back to writing our short stories. We completed two WEX lessons - Lesson 6a (Using Sensory Details Effectively), and Lesson 6b (Analyzing Points of View). First we described the classroom in 5-10 sentences, using only one sense. Then we re-wrote that description, from the point of view of a person who is feeling either annoyed, curious, angry, creative, bored, or lonely. Next, we looked at point of view. Reading two different excerpts (third person p.o.v. and 1st person p.o.v.), we rated how close we felt to the characters on a scale of 1-10. We discussed which one made students feel closest to the characters, which made them care about the story the most, and why. Then we wrote our prompt: Now that you have decided on the best point of view for your story, write your next rising action event using your chosen point of view. This prompt will be graded for sensory details.

Homework:
* BRING READING MATERIALS to class tomorrow!
* Read 20 min./blog by Sunday night.

Tonight is the Crosstown Classic Showdown to help Shea Anderluh's family with costs for her treatments. To commemorate this, students today had a "free write" day, with parameters... Students could write for a real purpose (i.e. complaint letter, praise letter, thank you letter, suggestion letter, editorial, opinion paper, etc.), or for poetry month. Whatever they decided to do, it must be written in their best handwriting or typing, with no errors. If students wanted to make it colorful, we had markers and construction paper. If students wanted to mail the letter, we found the address. Etc., etc., etc. Hopefully students wrote something meaningful to them!

Homework:
* Read 20 min./blog by Sunday night.
* Come to the Crosstown Classic if you can!

After a few days of no writing prompts, it was time to write more of our short story. Lesson 5 - Developing the Rising Action - led us to this event. We first completed a skill drill (see image), and then wrote to the prompt: Write the first event of your rising action. Use details to show what your character does and says as his or her problem begins to get worse. If we had time afterwards, students were allowed time to conducted a tiny bit of research on the fear of Friday the 13th!

Homework:
* Independent reading process (20 min/night; blog by Sunday night)
* Bring materials for ind. reading next Wednesday

Back to our short stories...

For today's lesson, we read a children's book - Lilly's Purple Plastic Purse by Kevin Henkes. This helped us to review the shape of a story (Lesson 4). Students then completed the following skill drill (see image):

Homework:
* Complete a story chart for two of the following: The Outsiders, Out of the Dust, or Freak the Mighty. (See Edline if you need the story chart format.)
* Independent reading process (read 20 min, blog by SUNDAY PM)

Today was a full block of independent reading discussion, clarifications, presentations, one-on-one conferences, and reading! Mrs. Smith and Mr. Goldstein joined us, and we were able to take advantage of this time, as we'd had none last week.

Homework:

* Read 20 min / blog by Friday PM
(* Read through some blogs and comment some time this week.)

Four more days off? Woah! Back to work, it is!

Today we worked more with characters and theme, before we went on to another writing lesson to develop our short stories. Lesson 3 - Creating a Believable Personality. In this lesson (after all of our other mini lessons today), we asked students to write how their character would think, do, and or say to the following situations (see image). We then came up with five adjectives to describe our main character. Students were encouraged to use their character trait sheet from the beginning of the year.

Homework:

* Independent Reading Process (20 min of reading, blog by Friday PM)

* BRING IND. RDG. MATERIALS tomorrow!

In our groups today, we discussed topic vs. theme again, and transposed our ideas of theme to a Taxedo on the laptops. Students then shared their stories and the themes. Hopefully this will help us create believable stories in our writing for this unit. If there was time, students had time to read or research for their independent reading. Enjoy your long weekend!

Homework:

* Get prepared for Wed. by bringing reading material!!
* Read some fiction, and think of the characters and theme
* Independent Reading Process (blog by Friday PM)

We got into groups today to read four stories from the Literature book. Each group member had a different role, and all completed the "close read" questions from the story. This ties into our talk about character and theme this week. Hopefully this will help us create believable stories in our writing.

Homework:
* Finish the story and your job for the group classwork today.
* Independent Reading Process (blog by Friday PM)

Today we looked at themes from various children's books - and figured out how "theme" differs from "topic." We then continued with our short story creations, by composing a believable problem (WEX Lesson 2). First we brainstormed three possible problems for our character in his/her setting. We included a brief justification for each problem. What makes it believable for your character in this setting? The prompt: Choose one of the problems you imagined for your character. Write out a scene, showing the moment that the problem occurs. Show exactly what is taking place around your character.

Homework:
* Independent Reading Process (blog by Friday PM)

Welcome back! To ease back into school, we read children's books today! This is in preparation for writing our own short stories. We compared the characters in the books, and then for writing, created a believable character of our own (WEX Book 4, Lesson 1). First we brainstormed ways the person in the photograph (of students' choosing) could be connected to the setting he/she chose. What's the justification for each? We then answered the prompt: Choose one of the connections you wrote down. Write a fictional moment showing your character in the setting. Show what he or she is thinking or doing. If helpful, ask yourself these questions - 1. What activity is about to start, or has just ended? 2. Is this a new place for your character to visit? 3. Is it familiar? We will be creating our own short story this unit!!!

Homework:
* Write down the name of your favorite children's (picture) book.
* Independent reading process (blog once a week by Friday PM)

What a crazy week! It was nice to see some of you at conferences!

Today and tomorrow our classes are getting together with Mrs. Pearl's classes, and we're watching the movie "Freedom Writers." This is an inspiring tale that will hopefully show our students the value of writing. After the movie, we've got three prompts from which to choose so students can reflect on the film.

Friday is Career Day, so regular classes will not be in session - We all hope it is a successful day!

Enjoy your Spring Break!

Homework:

* READ, enjoy what you're reading, and blog about it! :-)

We're taking the next two days to clear up misconceptions about independent reading, and to actually have the time to read and to share what we're learning. We had one presentation already today (Thursday) in Block 5/6, because one student was finished with her first topic and wanted to share with us.

Thursday we'll spend time researching BOOKS and ARTICLES students can read, and sharing our ideas and topics.

Friday we'll spend quiet time in the library, actually reading, blogging, and having more one-on-one conferences.

Homework:
* Independent reading process = Read 20 min each night, and post on the blog by Friday night each week.
* BRING something to read tomorrow!

We had to stop everything to help prepare for Career Day today - Each LA teacher was given a day to work with students on a very large interest and skill survey. Students can always revise this at www.careercrusing.net.

Homework:
* Movie permission slip due Friday (it's on Edline if you "lost" yours)
* Independent reading process = Read 20 min each night, and post on the blog by Friday night each week.
* BRING something to read the next two days!

We made it! Today is the day we start typing our final papers for Phineas Gage. All of our hard work will make it's way into a document that can be shared with other students and they will help each other edit, using the editing sheet on the back of the rubric.

This work will take TWO days in class, to be sure to give students enough time to edit thoroughly before "turning in" the paper via GoogleDocs. (We're saving trees this time.)

Homework:
* Independent reading process = Read 20 min each night, and post on the blog by Friday night each week.
* BRING something to read on Thursday and Friday!

We're getting close to wrapping up our response to nonfiction essay... Today's Lesson 17 was about logical structure again - Writing Transitions and a Conclusion. We had a work session on writing transitions, and writing a conclusion. We are focusing on NOT writing "first, second, third," for transitions, and NOT just repeating what we've said throughout the essay for the conclusion. We focused on sophisticated transitions and thought-provoking conclusions.

Homework:
* Review the rubric for the response to nonfiction essay (found on Edline - will be handed out on Monday).
* Independent reading process - 60 min.

Lesson 16 today was about Logical Structure - Revising and Writing the Introduction... We first reviewed strategies for writing leads, and then experimented with different ones. We then shared the beginning of many nonfiction pieces, to see how other writers used various leads.

Next, we went right into writing the introduction for our response to nonfiction essay. Our introductions included three items (see picture).

Homework:
* Independent reading process / 20 min.

We experimented more with our writing today - Lesson 15 from Phineas Gage was "Adding Evidence From the Text and Experimenting with Paragraph Sequence and Logical Structure."

We revised once again! We then looked at a set of three paragraphs, and held a discussion on which paragraph should go first, second or third, and WHY. Students then had time to look at their own three ideas for their essay and "moved them around" to see which should be first, second, third, and WHY.

Homework:
* Independent reading process / 20 min.

We're getting into revision, preparing to write our final essay. The essay prompt will be: Explain three effects of Phineas Gage's accident. Be sure to include evidence from both texts that help show these effects in detail.

Today, Lesson 14 found us looking at a sample paper - response to nonfiction. We looked at the lead, the introduction, the claim, evidence, direct quotes, and the conclusion. We then looked back at the prompt from Lesson 13, and noticed where students bracketed their own writing. We then added more detail and another direct quote from the book or article for the revision assignment.

Homework:
* Independent reading process / 20 min.

Today we finished Lesson 11 (Citing from Multiple Sources) and then went back and completed Lesson 12 - Analyzing and Writing Conclusions. (I wanted to move this so that we wrote our three effects first! It just seemed more natural that way...) We looked at word choice in conclusions. We read the last seven paragraphs of the Blakeslee article again, and filled in the chart here. We then did the same for Phineas Gage, reading the last five paragraphs.

When we were finished, we completed the bottom of the chart, which encouraged students to fill in their own ideas about their own conclusion.


Our prompt was narrative again (so it will only be graded for completion), and it was, "Think of a time when you did something that had a consequence, good or bad. Write about that time, including what you learned as a result of that action. Be sure to include a conclusion in which you show some details about what you learned in the course of writing your entry.

Homework:
* Read 20 min.
* Independent reading process.

We started with part of Lesson 11 of from Phineas Gage - Using Evidence from Multiple Sources. (See Edline for the guide sheet.) We began by reviewing engaging leads. We're saving Lesson 12 for Monday, and completing Lesson 13 today! Lesson 13 is "Preparing to Write the Response to Non-Fiction Essay." We looked at Lesson 10's prompt of the one effect about which students wrote. Today, we answered this prompt: Write about two effects of Gage's accident. The effects could be immediate (e.g., having to do with Gage's life) or more long-term (e.g., effect on brain injury patients today). Support your ideas with evidence from both texts.

Students were given more time than usual to write, and they knew they'd be graded on dialogue and evidence today. During sharing and responding, students jotted down any other ideas they might want to use for their final piece. They also bracketed at least two places where they think they will be able to add more details from one or both texts.

Our final piece will be in response to, "Explain three effects of Phineas Gage's accident. Be sure to include evidence from both texts that help show these effects in detail."

If time, students started a GoogleDoc for their final piece, and shared it with me (under my old name - JDvoratchek) so we can use this the next two weeks.

Homework:
* Read 60 min.
* Share a Phineas document with JDvoratchek.

Before Lesson 10, Identifying the Effects of a Cause, we read pgs. 65-75 silently. As we read, we put sticky notes next to details that grabbed our attention. When we began, students were made aware that this prompt would be graded using the dialogue and evidence rubric once again. After using our sticky note details to find the main idea of this passage, we had a skill drill listing effects after one cause. We then put these effects into categories (i.e.: personal effects on Gage, effects on science in 1848, effects on science today). Lesson 10 prompt: Your friend says, "So some guy 160 years ago got a rod through his skull and survived. Cool, but really, what's the big deal?" Write your response to your friend, explaining at least one effect this event had. Be sure to use evidence from the text to support your answer.

Homework:
* Read 20 min.
(* Finish Blakeslee article if you did not.)

We dove back into discussing our independent reading "experiment" as students are calling it! Today we had laptops, and Mr. Juskiewicz was able to guide our navigation through Kidblog. This is the blog (check links in Edline) where students will be writing at least three sentences each week. They will be writing about what they've learned from their independent reading, where they've learned it (what websites or what books/articles), and what they'd like to learn next (generally speaking!). Mr. J. also showed us how to do a more specific search on Google. Mr. Hillmer also came in today and showed us how to navigate EBSCO from the LMC web page. The rest of the time was spent exploring more options for learning, and one-on-one conferences, where I, Mr. Hillmer, Mrs. Smith, Mr. Goldstein, or Mrs. Bingaman could guide students' next step in the process of independent reading.

Homework:
* Kidblog journal entry by Friday
* Read 20 minutes.

* Review the dialogue/evidence rubric for Phineas Gage.

Today we completed Lesson 9 - Writing an Engaging Lead. We read the first five paragraphs of the Blakeslee article, "Old Accident Points to Brain's Moral Center" to discuss different types of leads (and what makes them work). Our prompt: Explain how a fact about Gage's accident has helped modern scientists understand more about the brain. Make sure to introduce your entry using what you have learned about introductions. Remember to use citations when you are quoting from the text: put the author's name in parentheses (Blakeslee). After sharing, we completed a skill drill as well - students were to reread their entry, and write two or three more leads about Gage and the modern day implications of his accident, starring their favorite. (For this prompt, I'm looking for a full page, and a strong lead to post on the bulletin board and discuss in lesson 11.)

Students then had time in groups to try and finish the Blakeslee article. If not, it is homework.

Homework:
* Finish Blakeslee article.
* Read 20 min.

Oh, my! A full week! What WILL we do?! (Read and write about Phineas Gage and work on our independent reading!)

We began by reading pgs. 53-64. Next, we looked at main ideas in this section and then started Lesson 8 - Analying Topic Development. In group work, we brainstormed social behaviors, which led to our prompt: Write about a recent moment when you had to act in a certain "socially acceptable"" way. Be sure to show the learned social behavior you demonstrated in this moment. (Writing for today will only be graded on the fact that it is a full page.) Reminder to students... tomorrow is the last day to share your writing for the first half of this Phineas Gage unit.

Homework:
* Read 20 min.

I've been waiting for this day for TWO WEEKS!

Today is the day we have our huge group discussion regarding independent reading. Students were questioned about why we have independent reading grades, and why it is considered important for teachers to encourage independent reading. This then led into brainstorming subjects about which we'd like to learn. Students will be reading on their own, to research a topic of choice. Grades will be based on journaling on Kidblog, one-on-one conferences with teachers (myself, Mr. Goldstein, Mrs. Smith, etc.), and presenting what they've learned. Time is not an issue - process is what we are working on! Please see the "Independent Reading" sheet on Edline for a more complete explanation.

Homework:
* Begin reading about a topic of choice - 60 minutes.
* Jot down any source you are using (title, date, publisher, etc.) in a notebook or assignment notebook even.

Today is a long lesson... We first read pgs. 43-46 of Phineas Gage while scaffolding for the main idea. Lesson 7 was "Experimenting with Details to Show Opposing Views," and we experimented with details and wording to emphasize a tone in our skill drill. For our writing prompt, students had a choice! Option 1: Think about something you do well. Write about a moment when you were doing this activity in a way that makes your reader want to go out and try this activity as soon as possible. Option 2: Think about something you do well. Write about a moment when you were doing this activity in a way that makes your reader want to avoid trying the activity.

When students were finished, they could read pages 52-64 silently.

Homework:
* Read for 20 minutes.
* Extra credit opportunity... Go to http://www.online-literature.com/frederick_douglass/991/ and summarize Frederick Douglass's escape in three paragraphs. Equal to up to 3 extra credit points, and due by tomorrow at the beginning of class...

Before Lesson 6, Experimenting with Sequence and Framing Details to Show Opposing Views, students read pgs. 43-52 with a goal in mind - find words from the context that were difficult or that you needed to look up. We then looked at these words in context and discussed ideas as to how to use the context clues. As for the lesson, we added more to our T-charts as to why Phineas was lucky or unlucky. Our skill drill consisted of us taking two of the "lucky" details, and rewriting them in a sequence that leaves the impression that Gage was UNlucky. Our prompt was to, "Write about a moment in Gage's life after he leaves Boston to show that he was lucky or unlucky. Choose your words and sequence your background information to convey a lucky or unlucky tone." Sharing and responding was especially important today, since this is much of the backbone of writing in response to non-fiction. Students were reminded to look at the Summative Grading Rubric online once again. (It will be used on Feb. 27th.)

If we finished early, students continued with their grammar practice.

Homework:
* Read for 20 minutes.

* Extra credit opportunity... Go to http://www.online-literature.com/frederick_douglass/991/ and summarize Frederick Douglass's escape in three paragraphs. Equal to up to 3 extra credit points, and due by Friday at the beginning of class...

Welcome back! We dove right in today to Lesson 5 - Introducing Revision Assignments When Responding to Non-Fiction. First we read the posted excerpts and reflected on why they were chosen for posting. We then practiced revision assignments with an example from the WEX lessons, also looked at our own revision assignments. Students had to find the part I bracketed, and write 4-5 sentences that add more detail from the book about the bracketed idea. They needed to use a direct quote within their response, and make sure they show how the quote connects to their idea. Afterwards, they had to look at what they wrote "before" and "after" the revision, and star the strongest version. RAs will be graded and these points can be added to their first grade, along with the full-page grade for a final score of 10 points.

When students were finished, they could read pages 23-42 silently.

Homework:
* Read for 20 minutes.

Today we were able to read aloud - pages 19-22 - and look for details that lead to a main idea once again. Lesson 4, Quoting and Phrasing to Provide Evidence, reminded us how to punctuate and format direct quotes once again. We first posed the question, "How has the accident changed Gage?" We put these observations on a chart to show how you make a statement, use a direct quote, and then paraphrase. Students filled out this chart with one of their own ideas. Our writing prompt today was, "Describe the evidence you have that Phineas Gage is no longer himself. Be sure to use direct quotes as well as paraphrasing to recount the evidence you have that Gage has changed. This prompt will be graded using the Dialogue & Evidence rubric.

When we were finished, we read chapter 1 from A Tale Dark and Grimm by Adam Gidwitz, and then just scratched the surface discussing options for independent reading this quarter... Who owns the learning? Students will own the learning for independent reading. Each student will come up with his/her plan and we'll discuss them on an individual basis. Our big discussion will be next week Friday.

Homework:
* Read for 60 minutes.
* Enjoy your long weekend!

Students read pgs. 15-22 of Phineas Gage silently in class again first thing. This reflects the new Common Core Standards, and students are encouraged to ask questions if needed, of course! We completed Lesson 3 - Establishing Setting and Context. We first focused on strong verbs from the text that showed the writer's attitude, then made a T-chart about how setting and context helped or hurt Phineas Gage. Our skill drill was to find three facts to show how Gage was treated in 1848, then explain each fact and add what you think might be the same or different about this treatment today. Our prompt today: Using evidence about the setting and context of the injury, explain why Phineas Gage was lucky and/or unlucky.

If we had time when we were done, we worked on our independent grammar practice.

Homework:
* Review the dialogue/evidence rubric for Phineas Gage.
* Review the new Summative Grading Rubric (will be used on 2/27).

Happy Valentine's Day!

We took time to review The Outsiders test today first thing. We learned that following directions is an integral part of succeeding at test-taking...

After students read pgs. 8-15 of Phineas Gage silently in class, we completed Lesson 2 - Providing Background Information to Show Opposite Views. We first focused on figuring out the main idea of the section, then found background information to show why Phineas was lucky or unlucky. Our skill drill was to write 3-5 sentences that show Phineas was lucky and 3-5 sentences that show he was unlucky. Then we reread our sentences to decide one way or the other, and wrote a claim sentence stating why we think Phineas was lucky OR unlucky.

Homework:
* Find Phineas Gage resources on Edline.
* Review the setting & context rubric for Phineas Gage.
* Review the new Summative Grading Rubric (will be used on 2/27).

It's time for a new unit! For the next four weeks, we will be reading Phineas Gage: A Gruesome but True Story About Brain Science by John Fleishman, and writing about it as well. Most of the work will be done in class, but if students need to check out a book to bring home, they are available, and students may do this at any time without asking. (There is a sign-in sheet, just like there was for Out of the Dust.) Students are encouraged to keep their sticky notes in the classroom books.

Today we first discussed how we figure out words we may not know, and had a little practice. Then students read pgs. 1-8 silently in class. Afterwards, we completed Lesson 1 - Understanding How a Writer Creates Tone (Was Phineas lucky or unlucky? It depends on the tone...) Our prompt for today was "Write about a moment when you were feeling lucky or unlucky. Use details to show the reader your attitude toward this moment and why you felt so lucky or unlucky." This prompt will only be graded for completion (full page).

Homework:
* Find Phineas Gage resources on Edline.
* Read the new Summative Grading Rubric (will be used on 2/27).
* Be on the look-out for a book for third quarter!!

We made a Wordle about theme from The Outsiders, and then watched the rest of the movie, "The Outsiders" today. Happy Friday!

Homework:

* Read 60 minutes.

* Bring sticky notes & your book to class Monday.

Students came up with character posters today - yes, we cut and pasted, drew and colored! We then started the movie, "The Outsiders" !!!

Homework:

* Read 20 minutes.

We took the last portion of The Outsiders test today! First, however, we reviewed symbols from the book...

Homework:
* Bring markers, crayons, colored pencils to class tomorrow.

* Bring a book!

Students had their own review session, and we then reviewed how to choose the best evidence and how to implement it into our writing. We also reviewed how to format and punctuate quotes. After a quick game of four corners, students took the written portion of The Outsiders test. Tomorrow will be the multiple-choice / matching / short answer portion. Yes, students may use their books.

Homework:
* SYMBOLS in The Outsiders.

* Bring a book to read each day.

* Permission slip for the movie - due TOMORROW.

So... we're finished with The Outsiders... or are we?! Today we had review stations set up, and then we played study games that the students created from their notes! We have the written test tomorrow, and then the multiple-choice test on Wednesday.

Homework:

* Study Guide (optional) - Will you own your own learning?

* Topics for tomorrow's written test -

-->Socs & Greasers - similarities and differences

-->"Stay Gold" meaning

* Make sure to have your packet complete by tomorrow!

* Movie permission slip due Wednesday.

* Bring a book to read!

Today we went over our homework, added to our character charts, completed a phrazecloze activity, and then wrapped up the book with another prompt. Students were asked to provide evidence for the question, “How well do you think Ponyboy is dealing (or deals) with Johnny’s death?”

Homework:

* Finish your game.

* Permission slip due Wednesday.

* Find a book to bring to school all next week!

We reviewed chapter 10 in our groups, and worked on our games that we'll bring in on Monday. We then wrote to a prompt: What character are you most like (regarding character traits, NOT physical traits), and in what ways? We were sure to include evidence from the text!!! We then began reading chapter 11.

Homework:

* Read chapters 11 & 12 of The Outsiders.

* Complete the questions from the packet that correlate with chapters 11 & 12.

* Work on the game you'll use to study for the test on Monday.

* Permission slip for the movie - due Wednesday.

Today we went over chapter 9 in groups, rewrote a paragraph, and completed a phrazecloze for this chapter. If we had time, we began chapter 10.

Homework:

* Read chapter 10.

* Complete the questions from the packet that correlates with chapter 10.

** Bring supplies to create your game in class tomorrow!!

After we went over chapter 8 and added to our character charts, we had another prompt: On pages 128-129, Cherry describes why she can’t go see Johnny in the hospital. Do you agree with her reasoning? Why or why not? After we shared and made sure we used evidence from the text, we started in on chapter 9.

Homework:

* Read chapter 9 of The Outsiders.

* Complete the questions from the packet that correlates with chapter 9.

Wow! We’re in school on a Monday! After reviewing chapter 6 & 7 in small groups, we completed the prompt, “What was Darry’s biggest fear, and how does this effect how he treats his brothers?” Afterwards, we discussed the theme of The Outsiders and created a Wordle to represent it. Students were then able to start chapter 8.

Homework:

* Read chapter 8 of The Outsiders.

* Complete the questions from the packet that correlate with chapter 8.

After we reviewed chapter 5, we completed a phrazecloze for one paragraph, then discussed what answers were closest to S.E. Hinton’s meaning. Then we had a prompt: What do you think the poem on page 69 means to Johnny and Ponyboy? Do you agree or disagree, and why? Students used evidence from the text to support their answers and made sure to adhere to rules for direct quotes.

Homework:
• Read chapters 6 & 7 of The Outsiders.
• Complete the questions from the packet that correlate with chapters 6 & 7.

* Extra credit opportunity - Letter to Soda - See Edline for pdf.

We reviewed all four chapters of The Outsiders today by moving around the room in small groups and discussing significant quotes. We asked why the quotes are important to the development of the story or the characters. Next, our writing prompt was, “Why do you think Ponyboy used the term “premonition” to describe his internal feelings as he entered the church?” Students used evidence from the text to support their answers, and made sure they adhered to rules for direct quotes. Afterwards, students took a quiz on chapters 1-4. They could use their books for text support. Once they finished, they could start on chapter 5.

Homework:
• Read chapter 5 of The Outsiders.
• Complete the questions from the packet that correlate with chapter 5.

After students worked in groups to discuss chapter 3 of The Outsiders, we rewrote a paragraph one more time, and then had a prompt. Today’s prompt was, “What type of internal conflict is Darry dealing with, and how does he handle the conflict? Students used evidence from the text to support their answers, and made sure they adhered to rules for direct quotes. Then students began reading chapter 4.

Homework:
• Read chapter 4 of The Outsiders.
• Complete the questions from the packet that correlate with chapter 4. You can use your packet and book for the quiz tomorrow, so take good notes...

We reviewed the reading from the weekend, and then completed another rewrite of chapter 2 from The Outsiders. We then discussed how our rewrites differed, and what we expected from them. Rewrite activities stem from our lessons from the iPad pilot, and are useful for each text we read. We also had time to enhance our bulletin board with information we've learned about the characters, conflict, theme, and greasers vs. socs. If we had time at the end of class, we began reading chapter 3.

Homework:
• Read chapter 3 of The Outsiders.
• Complete the questions from the packet that correlate with chapter 3.

We talked about The Outsiders today! We looked over the questions and character chart, discussed enhancing our bulletin board, and suggestions were given as to how to take notes and own your own learning. Students then had time to discuss chapter 1 and begin reading chapter 2.
Reminder: USE THE CHECK LIST AND RUBRIC to help you succeed with your paper you'll turn in on Tuesday...

Homework:
* Read chapter 2 of The Outsiders for Tuesday's discussion.
* Complete the questions from the packet that correlate with Chapter 2.
* The final written OR typed essay for Out of the Dust is due Tuesday, Jan. 24.

It was our last day to get our Out of the Dust final essay ready. Today we wrote the lead and introduction, and then took time to edit our own and each other's papers. USE THE CHECK LIST AND RUBRIC to help you succeed with this paper...

Homework:
* Read chapter 1 of The Outsiders for tomorrow's discussion.
* The final written OR typed essay for Out of the Dust is due Tuesday, Jan. 24.
* Tomorrow is the last day to turn in bathroom passes for Q2.

Today we revised to add supporting details for our Out of the Dust final essay, putting more of it together before we start to wrap it up.

Homework:
* Friday is the last day to turn in bathroom passes for Q2.
* The final written or typed essay is due Tuesday, Jan. 24.

Today we completed two WEX lessons for Out of the Dust - Describing the character before the change, and then after the change. This is referring to the change we wrote about in Lesson 14 on Tuesday of last week.

Homework:
* Friday is the last day to turn in bathroom passes for Q2.
* The final written or typed essay will be due Tuesday, Jan. 24.

One week away from the end of second quarter, we presented our book projects today. Students were able to share their books and one of the songs they chose for each book. It's always great when students can share books they enjoy with each other! Have a great long weekend!

Homework:
* Read the article on the dust bowl & answer the questions.
(See the article at http://www.rootsweb.ancestry.com/~neadams/dust.htm and the questions are on Edline.)

Today, we truly introduced what our final product for Out of the Dust will be. We will use previous lessons and future ones to complete the essay in response to the novel

Homework:
* Q2 Book Project - DUE TOMORROW!

We were interrupted once again to take the MAP test for reading. Afterwards, we completed a lesson where we identified turning points in Out of the Dust. We will use this lesson towards our final product as well, which we will finish putting together in the next few lessons.

Homework:
* Q2 Book Project - DUE FRIDAY!

After reading to the end of Out of the Dust, we finished a lesson on recognizing events that impact a character's life. Thus begins our final product, which we will be putting together in the next few lessons.

Homework:
* Q2 Book Project - DUE FRIDAY!

* Bring a book for MAP (reading) testing in the CLC tomorrow.

We read pages 150-175 of Out of the Dust, and then continued working on using direct quotes to show evidence.

Homework:
* Q2 Book Project - DUE FRIDAY!

After reading pages 96-149 of Out of the Dust, we found "to be" verbs, and made them stronger. We also learned how to put a direct quote into our writing.

Homework:
* Q2 Book Project - Due next Friday!

We started off reading pages 52-95 of Out of the Dust, and then we had our very first revision assignment for this unit. It asked us to add more evidence from the book to support our prompt from yesterday.

Homework:
* Q2 Book Project

Today we were interrupted with the MAP test in the CLC, but then we were able to focus on Out of the Dust once again. We read pages 34-51, and found evidence for identifying setting and context for the book.

Homework:
* Q2 Book Project

Happy 2012!

Things will be different for the rest of this quarter... We'll be writing a lot in class, but there will not be homework unless you still need to work on you Q2 Independent Book Project. This means we'll be working hard in class, but you'll have time to relax at home and focus on other subjects - The Narrative of Frederick Douglass took a ton of your time, but you will be rewarded now. (Wasn't that the most powerful thing you've read so far in your LIFE?!)

As for today... we began reading Out of the Dust by Karen Hesse (pgs 1-33). This is easy reading, and we'll get through this book and the writing in 9 to 10 days if all goes well. If you are absent, you will need to check out a book from class and read what we read. Our first writing classwork consisted of finding evidence about Billie Jo (the main character) and how she uses "showing" in her writing.

Homework:
* Q2 Book Project - Due January 13th