MELP
"Shall I abide
In this dull world, which in thy absence is
No better than a sty?" Antony and Cleopatra 4.1
Hello All,
I hope that you are all healthy and safe. What an adventure in which we find ourselves. I'm looking forward to continuing our academic development online, and finding new ways to be complex thinkers and problem solvers.
Canvas assignments are up and running. My "office hours" will be from 1:00pm-2:00pm Monday - Friday. Please email me, or send me a message in Canvas, or attend the zoom meetings during my office hours if you need any additional help, have questions, comments, or concerns.
Further, please attend our weekly class zoom meetings as often as possible.
Remember, due dates are a general guideline for you and and to help me, but there will be no penalties for late work while we are conducting class online.
Modules in Canvas labeled "mandatory" are required, and those labeled "enrichment" are available for you as an option, but are not required.
Best Wishes,
-Anna Christiansen
You need a strong system of organization in this class. If you have a system that works for you, that's great, keep it. If your organization skills are weak, I would recommend the following for MELP LA. A one inch, 3-ring binder, with about 80 sheets of loose leaf paper, and 8 dividers, labeled as such: Vocabulary, Writing, Reading, Poetry, Shakespeare, Group Work, Homework (you may want to print a monthly calendar for this section). I would also recommend a large 3- ring zipper pocket in which students can put their writer's notebooks.
"Shall I abide
In this dull world, which in thy absence is
No better than a sty?" Antony and Cleopatra 4.1
Hello All,
I hope that you are all healthy and safe. What an adventure in which we find ourselves. I'm looking forward to continuing our academic development online, and finding new ways to be complex thinkers and problem solvers.
Canvas assignments are up and running. My "office hours" will be from 1:00pm-2:00pm Monday - Friday. Please email me, or send me a message in Canvas, or attend the zoom meetings during my office hours if you need any additional help, have questions, comments, or concerns.
Further, please attend our weekly class zoom meetings as often as possible.
Remember, due dates are a general guideline for you and and to help me, but there will be no penalties for late work while we are conducting class online.
Modules in Canvas labeled "mandatory" are required, and those labeled "enrichment" are available for you as an option, but are not required.
Best Wishes,
-Anna Christiansen
You need a strong system of organization in this class. If you have a system that works for you, that's great, keep it. If your organization skills are weak, I would recommend the following for MELP LA. A one inch, 3-ring binder, with about 80 sheets of loose leaf paper, and 8 dividers, labeled as such: Vocabulary, Writing, Reading, Poetry, Shakespeare, Group Work, Homework (you may want to print a monthly calendar for this section). I would also recommend a large 3- ring zipper pocket in which students can put their writer's notebooks.
***************************************Until further notice, please visit Canvas for all classwork.*******************************************
March 12, 2020: Students participated in March Madness Poetry and then used a graphic organizer and rubric to evaluate their writing on the Women's Movement. Any part of the analysis they did not complete in class (most student's finished easily) is homework, due on March 16. Further, the KKK assignment has been extended to be due on March 18th and 20th as well, but are still 3rd quarter materials.
March 11, 2020: Students participated in the March Madness Poetry competition. Then, students took a vocabulary test. They need to study the new vocabulary words for the 3/18 test at home. With the remaining time in class, students worked on SSR+ for their Friday deadline.
March 10, 2020: Students participated in March Madness Poetry, and then either worked in Writer's Workshop to finish and submit the Women's Movement rough draft +, or worked in SSR+ to complete chapters 8-9 of the KKK book, which is due on Friday.
March 9, 2020: Students had 25 minutes for writer's workshop (for the Women's movement essay) then students worked on SSR+ for the KKK book chapters 8-9, which are due this Friday, March 13th.
March 5, 2020: Students had the period to work on the Canvas informational essay on the women's movement.
March 4, 2020: Students had the beginning of class to note next week's vocabulary quiz words. Then they worked in Canvas on an informational writing prompt.
March 3, 2020: Student groups began the process of the March Madness Thesis Competition. Then, students finished presenting the women's movement projects. Lastly, students had time to read and complete text work for the KKK book.
March 2, 2020: Students began presenting their women's movement presentations.
February 28, 2020: Students had story time, wrote a brief summary of the story in their writer's notebooks, and voted for student body officers.
February 27, 2020: Students completed and turned in the visual for their women's movement presentation, reviewed expectations for their presentation, and rehearsed.
February 26, 2020: Students took the vocabulary quiz and then worked on their women's movement presentation preparation. Visual aids are due before students leave class on Thursday.
February 25, 2020: Students were paired up, selected women's movement topics, and began working on the visual and content for their presentations which will occur on March 2nd. Visuals are due on February 26th.
February 24, 2020: Students presented their KKK extension activities, and then had workshop time to work on chapter 5 reading and text work, or the AOW for the week.
February 21, 2020: Students had story time, practiced cartwheels in honor of the women's movement, and summarized bicycle face in their writer's notebooks.
February 20, 2020: Students had a final 30 minutes to work on their posters and to rehearse their presentations. Students then began presenting. Student have homework, chapters 3-4 and text work are due on Monday, February 24.
February 19, 2020: Students took the vocabulary test, and will need to study for next week's vocabulary at home. Once the vocabulary test was completed, students had the remainder of the period to work on their extension presentation for tomorrow. Students turned in their text work for a grade, and received their text work packets back.
February 18, 2020: Students worked in groups on an extension activity to the KKK book. As homework, students are required to finish reading chapter 2 and complete the associated text work, which will be turned in and graded tomorrow.
February 13, 2020: Students worked on SSR and text work.
February 12, 2020: Students took a vocabulary test, and need to learn the vocabulary for next week. Students had time for SSR and text work.
February 11, 2020: Students completed and turned in their annotated bibliographies, and annotated maps. Then students answered questions in their writer's notebook to activate their background knowledge for the upcoming classroom book, They Called Themselves the KKK: The Development of an American Terrorist Group.
February 10, 2020: Students worked on their annotated bibliographies.
February 7, 2020: Students discussed what they knew about women's suffrage and women's rights and the impact on the human condition. Students then listened to the children's book, Mary Wears What She Wants by Keith Negley, about Mary Edwards Walker. We then discussed as a class the next area's of focus, women's movement and civil rights movements.
February 6, 2020: Students began with a discussion of what an annotated bibliography is and what they are used for, then students began creating an annotated bibliography using the Japanese internment sources.
February 5, 2020: Students began by noting their new vocabulary, which will be tested next Wednesday. Then, students in 3rd period had the remainder of the time to finish and turn in their Women's Suffrage Story Maps, and students in 6th period had time to work on Lexia.
February 4, 2020: Students had the day to work on their Women's Suffrage Story Maps. Third period will have time to work on them tomorrow, 6th period should finish for homework and turn in what they did not accomplish today.
January 31, 2020: Students had the day to work on their Women's Suffrage Story Map. What they did not complete in class is homework due tomorrow. Student who had extra time in class worked on Lexia.
January 30, 2020: Students began an assignment about Women's Suffrage. This is not homework, and does not yet have a due date.
January 29, 2020: Students added to their notes on MLA format.
January 28, 2020: Students finished and turned in text work from their final book club. Then students completed and turn in their story map assignment. Story maps that were not completed and turned in during class are homework, due Thursday, January 30.
January 27, 2020: Students had 20 minutes to work on book club prep, and then began working on a story map assignment that was emailed to their student accounts.
January 24, 2020: Students worked on their book clubs and then had time to prep for the final book club next week. Classes were short due to career day activities.
January 23, 2020: Students turned in work from the field trip bus ride, and then had workshop time for their choice of the following: book club preparation, Canvas assignments (Life in Topaz), or Lexia.
January 22, 2020: Students had 20 minutes to prep for Friday's book club, then students addressed and turned in their thank you letters. Lastly, students worked in Canvas on a narrative writing assignment called "Life in Topaz."
January 21, 2020: Students participated in book clubs and turned in their text work. Then students worked in Canvas on as assignment called Semester Reflection. Students have homework to night to write a thank you card to their Topaz museum docent (Scott, Jean, Dean, Syd, or Jane) that has the following specifications:
i. Include: intro Dear _____ (use docent’s name),
ii. Say thank you for their time, expertise, and kindness in your own words.
iii. Mention your favorite part of your time with them at the museum
iv. Close the letter, Sincerely, _______(Your name)
v. Bring a stamp or 55 cents to purchase a stamp from Ms. Christiansen to school tomorrow.
vi. Decorate the front of the card, I’ll give you an envelope tomorrow.
January 17, 2020: Students participated in book clubs, turned in their text work, and then had workshop time.
January 16, 2020: Students had open workshop time to complete any of the following: work missed yesterday, Canvas assignments, bus work from yesterday - due January 23rd, or book club preparation. Students also turned in their clipboards and wrist bands from yesterday.
January 15, 2020: Field trip to Delta, Utah.
January 14, 2020: Students got final instructions for tomorrow's field trip, and turned in their final teacher permission slips. Then, students held book clubs, and lastly began working on a Canvas assignment called "poem and collage."
January 13, 2020: Students took the Rise Benchmark Argumentative Writing A test.
January 10, 2020: Students completed their first book club of round to and turned in their text work. Then, students worked on yesterday's Canvas assignment, which is homework after today, due on Monday evening.
January 9, 2020: Students began an assignment called "response to art" in Canvas after a discussion about how to read non-verbal text.
January 8, 2020: Students took Cornell style notes on MLA style citations. Then students had time to prep for their book clubs.
January 7, 2020: Students changed seats, and then took Cornell style notes on MLA formatting. Then, students arranged pages due and jobs for each of their upcoming 6 book club meetings, after which students had time to begin preparing for this Friday's book club meeting.
January 6, 2020: Welcome back! Students were reminded of procedures, policies, and expectations. Students were also reminded of the deadline this Wednesday. Students then took the Reading Inventory test, and had time to read an annotated the Introduction to Annotated Bibliographies, students took them home for homework if they were not completed, and will turn them in tomorrow. Students were also reminded to turn in their field trip permission slips by Wednesday, January 8th. Lastly, students were given a release form for parents to sign. These release forms are due on 1/8.
December 20, 2019: Students had the period to work on extra credit, or for workshop to finish projects before the break.
December 19, 2019: Students worked on a project of their choice to get caught up with class, or worked on some "pop up" extra credit.
December 18, 2019: Students completed their last round 1 book club, and turned in their text work, after which students began a Socratic seminar in which they needed to significantly contribute once with text evidence to receive participation points. Lastly, students turned in their book club books.
December 17, 2019: Student had 30 minutes to work on book club preparation, and had the remaining time in class to finish preparing their Socratic Seminar.
December 16, 2019: Students met in book clubs and then had 35 minutes to prepare for the final book club meetings on Wednesday.
December 13, 2019: Students prepped for the upcoming Socratic seminar. They needed to complete the loyalty survey and complete the following. 1) Does the loyalty survey effectively prove loyalty to the U.S.? Use evidence to support your answer. 2) Make a text- to world connection between your book club book and the loyalty survey. 3) Make a text to text connection between your book and another book you heard about during the previous "jig saw" activity, OR make a text to world connection between your book and a real world event.
December 12, 2019: Third period students had the first 30 minutes to prepare for book clubs, then had a jig saw book talk activity. Sixth period students took the vocabulary quiz then had 30 minutes to prep for book clubs, then did and abbreviated jig saw activity.
December 11, 2019: Classes were highly disrupted by fine arts assemblies today. Students began by taking the MS SAT 6 quiz, then had time to prepare for book clubs.
December 10, 2019: Students received their Topaz Field Trip permission slips, and asked questions about the upcoming event. Then student met in book clubs, after which, they turned in their book club text work. Next, students selected either to work on Canvas assignments, or to begin preparing for the next meeting of their book clubs.
December 9, 2019: Students negotiated extended due dates for 2 Canvas assignments, and voted to extend the 20 minute daily workshop time for book club preparation to 30 minutes. Students then had 30 minutes for book club workshop, and 20 minutes for Canvas work. Students received their new article of the week.
December 6, 2019: Students met as book clubs, and shared their text work. They turned in their text work at the end of the period. Any extra time in class was used for silent reading.
December 5, 2019: Students had 20 minutes to work on book club work, then had the remainder of class to work on Canvas assignments.
December 4, 2019: Students had 20 minutes to work on book club work, then had the remainder of class to work on Canvas assignments.
December 3, 2019: Students read their book club books for 20 minutes, then checked in with their book club groups to make certain that each group understood how many pages or chapters were due for the 12/6 book club meeting. Then, students had the remainder of class to work on the Japanese Internment Canvas assignment, called Race Prejudice, which is due Dec. 5th.
December 2, 2019: Students identified the commonalities of three artifacts related to Japanese Internment. Then, students received the Japanese Internment book club books, and organized text work and reading Assignments for the above listed due dates.
November 26, 2019: Students had the whole day to work on a Canvas assignment to wrap up The House on Mango Street and Animal Farm. What they did not finish in class is homework, due December 5.
November 25, 2109: Students continued the Socratic Seminar from last week. Then students read Thanksgiving poems and started to create an image to represent their favorite poem.
November 22, 2019: Students turned in their Article of the week about DACA. Then, students quickly prepared their collage presentation and presented to class. Lastly, students began working on their homework. This homework is due on November 26, and should not take longer than 20 total minutes. In your writer’s notebook: Homework due on Tuesday, 11/26
Title: Favorite Characters in a New Location
Prompts:
1) Who is your favorite character in The House on Mango Street and why?
2) How might this character change if they were a member of your family living with you in your home?
3) Who is your favorite character in Animal Farm and why?
4) How might this character change if they were a member of your family living with you in your home?
November 21, 2019: Students had 10 minutes to set up fro the Socratic Seminar and show me their prep work. Then, students had 35 minutes to participate in the discussion, which will resume on Monday. Students completed an exit ticked regarding the activity before leaving.
November 20, 2019: Students began by taking the test, then noted new vocabulary words for the December 4th quiz. Next, students finished preparing their Socratic Seminar notes, and checked them off with me.
November 19, 2019: Students had 20 minutes to complete and turn in their tan Social Class text work for The House on Mango Street. If they did not complete this text work, it is now homework, due on Friday 11/22, and students will need to check out a book. Next, students worked in groups and turned in the Squealer Propaganda identification practice, and then worked individually to prepare for the upcoming Socratic Seminar.
November 18, 2019: Students received their new AOW on Dreamers. Then, students who had not turned in the yellow text work on community, family, and home turned in that work, or took it home for homework, and as table groups students began new text work on a tan sheet about social class. Lastly, students worked together as tables to identify propaganda in Squealer's speeches in Animal Farm to prepar for an upcoming Socratic Seminar.
November 15, 2019: Students turned in their AOW on vaccines. Students then ranked their interest in book descriptions, and checked off their Animal Farm ch. 9-10 annotations. With extra time students worked on Lexia PowerUp.
November 14, 2019: Students began by reflecting on their academic progress and behavior yesterday. Then students received new guidelines for substitute behavior and participation in class, since one class in particular made very bad decisions while the guest was here yesterday. These new guidelines include a high-point value Participation and Behavior score in PowerSchool that the students earn or loose- the points are lost if the substitute mentions that the student was unkind or off-task. After reviewing new expectations for substitute behavior, students got to work on the text work for The House on Mango Street they began earlier this week.
November 13, 2019: Students took the MS SAT 4 quiz in Canvas, and then noted new vocabulary, MS SAT 5. Then, students worked on the "home, family, and community" text work- they were able to work with table groups. If they finished, they turned in that text work, and collected the new "social class" text work, OR the had time to finish reading The House on Mango Street.
November 12, 2019: Students had 30 minutes to read The House on Mango Street, and then they worked on text work "home, family and community." Due date TBA, they will have more class time to work on this before it is due.
November 11, 2019: Students received their new article of the week about vaccines, and then had the remainder of class to finish their collages. Today was the last day to work on collages. Homework: Read and annotate Animal Farm ch. 9-10, due 11/15.
November 8, 2019: Students turned in their Article of the Week about school start times, and then worked with their table groups on their human condition collages. We ended class with a due dates reminder.
November 7, 2019: Students began by competing and turning in their Herd Mentality assignment, OR studying their vocabulary notes, OR reading The House on Mango Street. While students worked on one of those tasks, they got their Animal Farm Ch. 6-8 check completed. Then, students worked on table groups to create a collage about how the authors of the two classroom novels explore how society impacts the human condition.
November 6, 2019: Students began by taking a quiz, then completed the district SEL survey. Students then took notes on their new vocabulary words for next week. Students then worked on the Herd Mentality assignment from yesterday, and those who finished turned it in, and began reading The House on Mango Street.
November 5, 2019: Students read, annotated, and answered questions about the Marx Communist Manifesto & Old Major's Speech in Animal Farm. Students need to finish this at home by highlighting pathos in pink, ethos in green, and logos in blue- due Friday. Next, students began reading about herd mentality- what they did not finish will be completed and turned in tomorrow during class. Lastly, students received the AOW, which is due Friday, but there is no vocabulary requirement for the assignment this week. The article should be annotated, and the response should be 1 page, 12 point Times New Roman Font 1.5 spacing, with 1" margins.
November 4, 2019: Students read to page 57 in The House on Mango Street, and then completed and submitted a personal response in Canvas, if they did not finish in class today, they need to finish by tomorrow as homework for full credit. Students who finished early worked on the upcoming homework that is due, either the Canvas Animal Farm ch. 1-5 assignment due tonight, or reading and annotation ch. 6-8 of Animal Farm.
November 1, 2019: Students noted due dates, etc. in their planners and then worked in Canvas on Animal Farm Ch. 1-5 Comprehension.
October 31, 2019: Third period had time to work in Canvas on the Animal Farm Comprehension & Analysis assignment. Sixth period had part of the class to finish a summarizing lesson, and then had time to work on the Canvas Animal Farm Comprehension & Analysis assignment.
October 30, 2019: Students had 30 minutes to finish the benchmark exam, then completed and turned in a Contributor to the Community reflection, and starting noting their new vocabulary words for the next week's test.
October 29, 2019: Students took the Fall Writing Informational A benchmark exam.
October 30, 2019: Students had 30 minutes to finish the benchmark exam, then completed and turned in a Contributor to the Community reflection, and starting noting their new vocabulary words for the next week's test.
October 28, 2019: Students turned in the AOW from Friday if they were not in class due to the Fun Run. Then, students took the MS SAT 2 quiz. Students then participated in a lesson on propaganda, which needs to be completed at home and turned in tomorrow for full credit. Students were also introduced to an extra credit opportunity: Identify propaganda in the real world; identify Ethos, Pathos and Logos, and strategies that the propaganda uses to serve it's point. Provide the example of propaganda, and your 2 paragraph analysis of the propaganda, submit, and receive up to 15 points. Students can submit up to 10 propaganda extra credit pieces.
****************************************************End of First Quarter*****************************************************************
October 25, 2019: Students in 3rd period celebrated their first quarter success by watching part of a movie. Students in 6th period participated in the Fun Run!
October 24, 2019: Students completed 2 literary analysis paragraphs and then read The House on Mango Street.
October 23, 2019: Students participated in their first Socratic Seminar.
October 22, 2019: Students prepped for their Socratic Seminar, and for the end of the quarter.
October 16, 2019: Students completed a vocab quiz and noted new vocabulary words. Then, students wrote a reflection in their Writer's Notebooks about annotation. Lastly, students began working on preparing for a Socratic seminar next week. Students need to read and annotate Animal Farm to the end of page 58 by Oct. 222.
October 15, 2019: Students completed the "Hairs" vignette's to explore voice in writing. Students also read and annotated and turned in text work for Animal Farm including the Allegory informational text and the Russian Revolution informational text.
October 14, 2019: Students read another section of The House on Mango Street. Then students switched gears and read and annotated/answered questions about a George Orwell mini biography.
October 11, 2019: Students had time to finish reading the selection of The House on Mango Street. Then students had time to get ahead on their Animal Farm reading homework.
October 10, 2019: Students noted new vocabulary for the next week. Then students finished the text work and reading from "Only Daughter". Then students began reading the introduction of The House on Mango Street.
October 9, 2019: Students began by taking a vocabulary quiz. Students then began working on a short story and graphic organizer about a short story called "Only Daughter."
October 8, 2019: Students began by reviewing a handout about how and what to annotate, then students annotated their first "article of the week." As a class we reviewed expectations for how to complete the article of the week. Students then received their copy of Animal Farm, and noted what to read and what to annotate. and due dates. Lastly, students began reading the short story "Only Daughter" by Sandra Cisneros. Work on this short story will continue tomorrow.
October 7, 2019: Students began by discussing the counterargument, rebuttal, and call to action, then they read and annotated passages about these items, which they then put in the writing section of their binders. Students then added, strengthened, or labeled these items in their writing before beginning a final draft. This was the last day of writer's workshop in class for this writing assignment, the rest is homework, due in Canvas on October 10. Article of the Week will begin tomorrow and be heavily scaffold before it becomes homework.
October 4, 2019: Students wrote a reflection about the value of peer editing in their writer's notebooks, and then finished the peer editing process for their argument essays. HOMEWORK: Students need to incorporate the improvements they found themselves and in the peer editing process into a new and improved draft, this draft should be printed and with the students in class on Monday.
October 3, 2019: Students finished taking vocabulary notes. Students then began writer's workshop by sharing thesis statements, and then began the peer editing/revision process.
October 2, 2019: Students took the DOK 4 & 5 vocabulary test. Then, students completed a self-directed learner reflection and turned it in. Students then began a self edit/revision of their argumentative essay. Lastly, students began noting new vocabulary from my website, these words will be tested a week from today.
October 1, 2019: Students worked in writer's workshop peer editing the informational essay. Peer edits should be used to create a final draft, final drafts are due on Friday, and need to be submitted in Canvas. There will be no more class time to work on informational essays, writer's workshop will be dedicated to argument essays for the remainder of the week. A printed rough draft of the argument essay needs to be brought to class tomorrow.
September 30 2019: During Writer's Workshop students did the following: 1) finished the revisions necessary from the self-check rubric for writing and print a new updated draft which was stapled on top of the old draft and rubric and turned in. Students who did not print up a new, clean draft need to do so as homework, or come in tomorrow morning BEFORE SCHOOL, and print one here before they come to class. Next, students worked on researching a rough drafting their argument essay about which bird would be the best for falconry.
September 26, 2019: Students self-revised and edited their work using a rubric, and then turned in the informational falconry essay attached to the rubric. With additional time, students worked on creating a rough draft of the argument essay about which bird is best for falconry.
September 25, 2019: Students took the vocabulary test for this week, and noted their new vocabulary words. With extra time, students continued their argument essay research.
September 24, 2019: Students had a mini lesson from the librarian about banned books, and had the rest of the time in class to research their upcoming argument essays.
September 23, 2019: Students got new seats in class, and then started working on writer's workshop in which they discussed what an introductory paragraph needs, and specifically look at different types of hooks. Then students began writing the 2nd draft of the introduction of their falconry essay. Students turned in their work from the day.
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September 20, 2019: Students had writers workshop time to finish implementing text structure and transitions into their body paragraphs.
September 19, 2019: Students had mini lessons on text structure and transitions, then they had workshop time to implement these writing techniques into the body paragraphs of their falconry essay.
September 18, 2019: Students took their vocabulary test, then worked on Lexia Comprehension, Word Study and Grammar placement tests.
September 17, 2019: Students spent time writing about what they knew about summaries and conclusions, then discussed each in class. Students received and filed 2 handouts in their binders for future reference. Students then wrote a revision of their rough draft falconry conclusion, and practiced writing a summary of what they have learned about falconry. Students turned in both their conclusion revision, and their practice summary. We also announced that students need to finish reading My Side of the Mountain by Monday, September 23.
September 16, 2019: Students took the Lexia Comprehension placement assessment.
September 13, 2019: Students used period to work on their falconry informational rough draft, which is due in Canvas on Monday night.
September 12, 2019: Students had the period to research falconry for their upcoming essay.
September 11, 2019: Students took their My Side of the Mountain chapter 11-17 vocabulary test and then noted next weeks vocabulary lists (purposely plural). Students then had time to work on collecting information and taking Cornell about falconry for their upcoming informational and argumentative assignments.
September 10, 2019: Students had 20 minutes to work on the plot and figurative language text work for There's an Owl in the Shower. What they did not complete in class, is homework, due tomorrow. Then, students began researching falconry for their first informational essay.
September 9, 2019: Students finished listening to There's an Owl in the Shower. Then, students discussed their likes and dislikes regarding the book.
September 6, 2019: Students sent El Paso letters and worked on text work for There's and Owl in the Shower.
September 5, 2019: Students then listened to There's an Owl in the Shower, and took notes on figurative language and elements of plot, then filled out their text work packet.
September 4, 2019: Students took the My Side ch. 6-10 vocabulary test, then noted chapter 11-17 vocabulary. Lastly, students worked on the symbolism and anthropomorphism assignment, what they didn't finish in class in homework, due tomorrow.
September 3, 2019: Students listened to There's an Owl in the Shower and took notes about plot and figurative language. Then students identified symbolism and anthropomorphism in My Side of the Mountain.
August 30, 2019: Third period went to the library for orientation, 6th period working on and listened to There's an Owl in the Shower.
August 29, 2019: Students worked for a few minutes on the figurative language/plot chart assignment for There's an Owl in the Shower, and then completed their RACES formula short answer response notes, and began a RACES practice assignment in Canvas, called, "My Side of the Mountain Comprehension."
August 28, 2019: Students completed their first vocabulary test, then took notes on next week's vocabulary test, and then began to familiarize themselves with RACES formula for short answer responses.
August 27, 2019: Students in 3rd period completed text work and took notes while they listened to the audio-book. Students in 6th period went to the library for library orientation.
August 26, 2019: Students worked on finding figurative language and noting it using chapter 1-2 of There's An Owl in the Shower, then, students listened to chapter 3-5 of the same text and took notes.
August 23, 2019: Students organized themselves into a new seating chart. Then students reviewed elements of plot and 4 figurative language devices; simile, metaphor, hyperbole, and personification. Students then listened to the first 2 chapters of There's an Owl in the Shower, and took notes on figurative language and elements of plot.
August 22, 2019: Students organized themselves into a seating chart. Then students had 10 minutes to study/note vocabulary. Students then logged into Canvas, and started to think and discuss their first Canvas assignment, which is called "The Human Condition." Their first response is due by Tuesday, the three replies are due by Friday.
August 21, 2019: Students organized themselves by height for today's seating chart. Then students collected their laptops, learned how to access my website, and began noting the vocabulary that will be tested on the 28th of this month.
August 20, 2019: Students organized themselves into a new seating charting using Cooperative Group Participant and Leadership skills, and Complex Thinking and Problem Solving Skills. Students then received and organized their writer's notebooks for this class. Students reviewed and reviewed their MELP LA Open Disclosures, the signed page is due tomorrow. Students received the book, "My Side of the Mountain," the preface and first five chapters are due on August 28, at which time vocabulary from those 5 chapters will also be tested. Students received and made genre notes on the homework assignment, "If My Summer Were a Movie."
August 19, 2019: Students organized themselves into a temporary seating chart by birthday, and shared a unique fact about themselves, which they wrote down on a 3x5 index card and either took home for homework, or turned in. Students were introduced to norms of Clayton Middle School via a school-wide PowerPoint.
March 12, 2020: Students participated in March Madness Poetry and then used a graphic organizer and rubric to evaluate their writing on the Women's Movement. Any part of the analysis they did not complete in class (most student's finished easily) is homework, due on March 16. Further, the KKK assignment has been extended to be due on March 18th and 20th as well, but are still 3rd quarter materials.
March 11, 2020: Students participated in the March Madness Poetry competition. Then, students took a vocabulary test. They need to study the new vocabulary words for the 3/18 test at home. With the remaining time in class, students worked on SSR+ for their Friday deadline.
March 10, 2020: Students participated in March Madness Poetry, and then either worked in Writer's Workshop to finish and submit the Women's Movement rough draft +, or worked in SSR+ to complete chapters 8-9 of the KKK book, which is due on Friday.
March 9, 2020: Students had 25 minutes for writer's workshop (for the Women's movement essay) then students worked on SSR+ for the KKK book chapters 8-9, which are due this Friday, March 13th.
March 5, 2020: Students had the period to work on the Canvas informational essay on the women's movement.
March 4, 2020: Students had the beginning of class to note next week's vocabulary quiz words. Then they worked in Canvas on an informational writing prompt.
March 3, 2020: Student groups began the process of the March Madness Thesis Competition. Then, students finished presenting the women's movement projects. Lastly, students had time to read and complete text work for the KKK book.
March 2, 2020: Students began presenting their women's movement presentations.
February 28, 2020: Students had story time, wrote a brief summary of the story in their writer's notebooks, and voted for student body officers.
February 27, 2020: Students completed and turned in the visual for their women's movement presentation, reviewed expectations for their presentation, and rehearsed.
February 26, 2020: Students took the vocabulary quiz and then worked on their women's movement presentation preparation. Visual aids are due before students leave class on Thursday.
February 25, 2020: Students were paired up, selected women's movement topics, and began working on the visual and content for their presentations which will occur on March 2nd. Visuals are due on February 26th.
February 24, 2020: Students presented their KKK extension activities, and then had workshop time to work on chapter 5 reading and text work, or the AOW for the week.
February 21, 2020: Students had story time, practiced cartwheels in honor of the women's movement, and summarized bicycle face in their writer's notebooks.
February 20, 2020: Students had a final 30 minutes to work on their posters and to rehearse their presentations. Students then began presenting. Student have homework, chapters 3-4 and text work are due on Monday, February 24.
February 19, 2020: Students took the vocabulary test, and will need to study for next week's vocabulary at home. Once the vocabulary test was completed, students had the remainder of the period to work on their extension presentation for tomorrow. Students turned in their text work for a grade, and received their text work packets back.
February 18, 2020: Students worked in groups on an extension activity to the KKK book. As homework, students are required to finish reading chapter 2 and complete the associated text work, which will be turned in and graded tomorrow.
February 13, 2020: Students worked on SSR and text work.
February 12, 2020: Students took a vocabulary test, and need to learn the vocabulary for next week. Students had time for SSR and text work.
February 11, 2020: Students completed and turned in their annotated bibliographies, and annotated maps. Then students answered questions in their writer's notebook to activate their background knowledge for the upcoming classroom book, They Called Themselves the KKK: The Development of an American Terrorist Group.
February 10, 2020: Students worked on their annotated bibliographies.
February 7, 2020: Students discussed what they knew about women's suffrage and women's rights and the impact on the human condition. Students then listened to the children's book, Mary Wears What She Wants by Keith Negley, about Mary Edwards Walker. We then discussed as a class the next area's of focus, women's movement and civil rights movements.
February 6, 2020: Students began with a discussion of what an annotated bibliography is and what they are used for, then students began creating an annotated bibliography using the Japanese internment sources.
February 5, 2020: Students began by noting their new vocabulary, which will be tested next Wednesday. Then, students in 3rd period had the remainder of the time to finish and turn in their Women's Suffrage Story Maps, and students in 6th period had time to work on Lexia.
February 4, 2020: Students had the day to work on their Women's Suffrage Story Maps. Third period will have time to work on them tomorrow, 6th period should finish for homework and turn in what they did not accomplish today.
January 31, 2020: Students had the day to work on their Women's Suffrage Story Map. What they did not complete in class is homework due tomorrow. Student who had extra time in class worked on Lexia.
January 30, 2020: Students began an assignment about Women's Suffrage. This is not homework, and does not yet have a due date.
January 29, 2020: Students added to their notes on MLA format.
January 28, 2020: Students finished and turned in text work from their final book club. Then students completed and turn in their story map assignment. Story maps that were not completed and turned in during class are homework, due Thursday, January 30.
January 27, 2020: Students had 20 minutes to work on book club prep, and then began working on a story map assignment that was emailed to their student accounts.
January 24, 2020: Students worked on their book clubs and then had time to prep for the final book club next week. Classes were short due to career day activities.
January 23, 2020: Students turned in work from the field trip bus ride, and then had workshop time for their choice of the following: book club preparation, Canvas assignments (Life in Topaz), or Lexia.
January 22, 2020: Students had 20 minutes to prep for Friday's book club, then students addressed and turned in their thank you letters. Lastly, students worked in Canvas on a narrative writing assignment called "Life in Topaz."
January 21, 2020: Students participated in book clubs and turned in their text work. Then students worked in Canvas on as assignment called Semester Reflection. Students have homework to night to write a thank you card to their Topaz museum docent (Scott, Jean, Dean, Syd, or Jane) that has the following specifications:
i. Include: intro Dear _____ (use docent’s name),
ii. Say thank you for their time, expertise, and kindness in your own words.
iii. Mention your favorite part of your time with them at the museum
iv. Close the letter, Sincerely, _______(Your name)
v. Bring a stamp or 55 cents to purchase a stamp from Ms. Christiansen to school tomorrow.
vi. Decorate the front of the card, I’ll give you an envelope tomorrow.
January 17, 2020: Students participated in book clubs, turned in their text work, and then had workshop time.
January 16, 2020: Students had open workshop time to complete any of the following: work missed yesterday, Canvas assignments, bus work from yesterday - due January 23rd, or book club preparation. Students also turned in their clipboards and wrist bands from yesterday.
January 15, 2020: Field trip to Delta, Utah.
January 14, 2020: Students got final instructions for tomorrow's field trip, and turned in their final teacher permission slips. Then, students held book clubs, and lastly began working on a Canvas assignment called "poem and collage."
January 13, 2020: Students took the Rise Benchmark Argumentative Writing A test.
January 10, 2020: Students completed their first book club of round to and turned in their text work. Then, students worked on yesterday's Canvas assignment, which is homework after today, due on Monday evening.
January 9, 2020: Students began an assignment called "response to art" in Canvas after a discussion about how to read non-verbal text.
January 8, 2020: Students took Cornell style notes on MLA style citations. Then students had time to prep for their book clubs.
January 7, 2020: Students changed seats, and then took Cornell style notes on MLA formatting. Then, students arranged pages due and jobs for each of their upcoming 6 book club meetings, after which students had time to begin preparing for this Friday's book club meeting.
January 6, 2020: Welcome back! Students were reminded of procedures, policies, and expectations. Students were also reminded of the deadline this Wednesday. Students then took the Reading Inventory test, and had time to read an annotated the Introduction to Annotated Bibliographies, students took them home for homework if they were not completed, and will turn them in tomorrow. Students were also reminded to turn in their field trip permission slips by Wednesday, January 8th. Lastly, students were given a release form for parents to sign. These release forms are due on 1/8.
December 20, 2019: Students had the period to work on extra credit, or for workshop to finish projects before the break.
December 19, 2019: Students worked on a project of their choice to get caught up with class, or worked on some "pop up" extra credit.
December 18, 2019: Students completed their last round 1 book club, and turned in their text work, after which students began a Socratic seminar in which they needed to significantly contribute once with text evidence to receive participation points. Lastly, students turned in their book club books.
December 17, 2019: Student had 30 minutes to work on book club preparation, and had the remaining time in class to finish preparing their Socratic Seminar.
December 16, 2019: Students met in book clubs and then had 35 minutes to prepare for the final book club meetings on Wednesday.
December 13, 2019: Students prepped for the upcoming Socratic seminar. They needed to complete the loyalty survey and complete the following. 1) Does the loyalty survey effectively prove loyalty to the U.S.? Use evidence to support your answer. 2) Make a text- to world connection between your book club book and the loyalty survey. 3) Make a text to text connection between your book and another book you heard about during the previous "jig saw" activity, OR make a text to world connection between your book and a real world event.
December 12, 2019: Third period students had the first 30 minutes to prepare for book clubs, then had a jig saw book talk activity. Sixth period students took the vocabulary quiz then had 30 minutes to prep for book clubs, then did and abbreviated jig saw activity.
December 11, 2019: Classes were highly disrupted by fine arts assemblies today. Students began by taking the MS SAT 6 quiz, then had time to prepare for book clubs.
December 10, 2019: Students received their Topaz Field Trip permission slips, and asked questions about the upcoming event. Then student met in book clubs, after which, they turned in their book club text work. Next, students selected either to work on Canvas assignments, or to begin preparing for the next meeting of their book clubs.
December 9, 2019: Students negotiated extended due dates for 2 Canvas assignments, and voted to extend the 20 minute daily workshop time for book club preparation to 30 minutes. Students then had 30 minutes for book club workshop, and 20 minutes for Canvas work. Students received their new article of the week.
December 6, 2019: Students met as book clubs, and shared their text work. They turned in their text work at the end of the period. Any extra time in class was used for silent reading.
December 5, 2019: Students had 20 minutes to work on book club work, then had the remainder of class to work on Canvas assignments.
December 4, 2019: Students had 20 minutes to work on book club work, then had the remainder of class to work on Canvas assignments.
December 3, 2019: Students read their book club books for 20 minutes, then checked in with their book club groups to make certain that each group understood how many pages or chapters were due for the 12/6 book club meeting. Then, students had the remainder of class to work on the Japanese Internment Canvas assignment, called Race Prejudice, which is due Dec. 5th.
December 2, 2019: Students identified the commonalities of three artifacts related to Japanese Internment. Then, students received the Japanese Internment book club books, and organized text work and reading Assignments for the above listed due dates.
November 26, 2019: Students had the whole day to work on a Canvas assignment to wrap up The House on Mango Street and Animal Farm. What they did not finish in class is homework, due December 5.
November 25, 2109: Students continued the Socratic Seminar from last week. Then students read Thanksgiving poems and started to create an image to represent their favorite poem.
November 22, 2019: Students turned in their Article of the week about DACA. Then, students quickly prepared their collage presentation and presented to class. Lastly, students began working on their homework. This homework is due on November 26, and should not take longer than 20 total minutes. In your writer’s notebook: Homework due on Tuesday, 11/26
Title: Favorite Characters in a New Location
Prompts:
1) Who is your favorite character in The House on Mango Street and why?
2) How might this character change if they were a member of your family living with you in your home?
3) Who is your favorite character in Animal Farm and why?
4) How might this character change if they were a member of your family living with you in your home?
November 21, 2019: Students had 10 minutes to set up fro the Socratic Seminar and show me their prep work. Then, students had 35 minutes to participate in the discussion, which will resume on Monday. Students completed an exit ticked regarding the activity before leaving.
November 20, 2019: Students began by taking the test, then noted new vocabulary words for the December 4th quiz. Next, students finished preparing their Socratic Seminar notes, and checked them off with me.
November 19, 2019: Students had 20 minutes to complete and turn in their tan Social Class text work for The House on Mango Street. If they did not complete this text work, it is now homework, due on Friday 11/22, and students will need to check out a book. Next, students worked in groups and turned in the Squealer Propaganda identification practice, and then worked individually to prepare for the upcoming Socratic Seminar.
November 18, 2019: Students received their new AOW on Dreamers. Then, students who had not turned in the yellow text work on community, family, and home turned in that work, or took it home for homework, and as table groups students began new text work on a tan sheet about social class. Lastly, students worked together as tables to identify propaganda in Squealer's speeches in Animal Farm to prepar for an upcoming Socratic Seminar.
November 15, 2019: Students turned in their AOW on vaccines. Students then ranked their interest in book descriptions, and checked off their Animal Farm ch. 9-10 annotations. With extra time students worked on Lexia PowerUp.
November 14, 2019: Students began by reflecting on their academic progress and behavior yesterday. Then students received new guidelines for substitute behavior and participation in class, since one class in particular made very bad decisions while the guest was here yesterday. These new guidelines include a high-point value Participation and Behavior score in PowerSchool that the students earn or loose- the points are lost if the substitute mentions that the student was unkind or off-task. After reviewing new expectations for substitute behavior, students got to work on the text work for The House on Mango Street they began earlier this week.
November 13, 2019: Students took the MS SAT 4 quiz in Canvas, and then noted new vocabulary, MS SAT 5. Then, students worked on the "home, family, and community" text work- they were able to work with table groups. If they finished, they turned in that text work, and collected the new "social class" text work, OR the had time to finish reading The House on Mango Street.
November 12, 2019: Students had 30 minutes to read The House on Mango Street, and then they worked on text work "home, family and community." Due date TBA, they will have more class time to work on this before it is due.
November 11, 2019: Students received their new article of the week about vaccines, and then had the remainder of class to finish their collages. Today was the last day to work on collages. Homework: Read and annotate Animal Farm ch. 9-10, due 11/15.
November 8, 2019: Students turned in their Article of the Week about school start times, and then worked with their table groups on their human condition collages. We ended class with a due dates reminder.
November 7, 2019: Students began by competing and turning in their Herd Mentality assignment, OR studying their vocabulary notes, OR reading The House on Mango Street. While students worked on one of those tasks, they got their Animal Farm Ch. 6-8 check completed. Then, students worked on table groups to create a collage about how the authors of the two classroom novels explore how society impacts the human condition.
November 6, 2019: Students began by taking a quiz, then completed the district SEL survey. Students then took notes on their new vocabulary words for next week. Students then worked on the Herd Mentality assignment from yesterday, and those who finished turned it in, and began reading The House on Mango Street.
November 5, 2019: Students read, annotated, and answered questions about the Marx Communist Manifesto & Old Major's Speech in Animal Farm. Students need to finish this at home by highlighting pathos in pink, ethos in green, and logos in blue- due Friday. Next, students began reading about herd mentality- what they did not finish will be completed and turned in tomorrow during class. Lastly, students received the AOW, which is due Friday, but there is no vocabulary requirement for the assignment this week. The article should be annotated, and the response should be 1 page, 12 point Times New Roman Font 1.5 spacing, with 1" margins.
November 4, 2019: Students read to page 57 in The House on Mango Street, and then completed and submitted a personal response in Canvas, if they did not finish in class today, they need to finish by tomorrow as homework for full credit. Students who finished early worked on the upcoming homework that is due, either the Canvas Animal Farm ch. 1-5 assignment due tonight, or reading and annotation ch. 6-8 of Animal Farm.
November 1, 2019: Students noted due dates, etc. in their planners and then worked in Canvas on Animal Farm Ch. 1-5 Comprehension.
October 31, 2019: Third period had time to work in Canvas on the Animal Farm Comprehension & Analysis assignment. Sixth period had part of the class to finish a summarizing lesson, and then had time to work on the Canvas Animal Farm Comprehension & Analysis assignment.
October 30, 2019: Students had 30 minutes to finish the benchmark exam, then completed and turned in a Contributor to the Community reflection, and starting noting their new vocabulary words for the next week's test.
October 29, 2019: Students took the Fall Writing Informational A benchmark exam.
October 30, 2019: Students had 30 minutes to finish the benchmark exam, then completed and turned in a Contributor to the Community reflection, and starting noting their new vocabulary words for the next week's test.
October 28, 2019: Students turned in the AOW from Friday if they were not in class due to the Fun Run. Then, students took the MS SAT 2 quiz. Students then participated in a lesson on propaganda, which needs to be completed at home and turned in tomorrow for full credit. Students were also introduced to an extra credit opportunity: Identify propaganda in the real world; identify Ethos, Pathos and Logos, and strategies that the propaganda uses to serve it's point. Provide the example of propaganda, and your 2 paragraph analysis of the propaganda, submit, and receive up to 15 points. Students can submit up to 10 propaganda extra credit pieces.
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October 25, 2019: Students in 3rd period celebrated their first quarter success by watching part of a movie. Students in 6th period participated in the Fun Run!
October 24, 2019: Students completed 2 literary analysis paragraphs and then read The House on Mango Street.
October 23, 2019: Students participated in their first Socratic Seminar.
October 22, 2019: Students prepped for their Socratic Seminar, and for the end of the quarter.
October 16, 2019: Students completed a vocab quiz and noted new vocabulary words. Then, students wrote a reflection in their Writer's Notebooks about annotation. Lastly, students began working on preparing for a Socratic seminar next week. Students need to read and annotate Animal Farm to the end of page 58 by Oct. 222.
October 15, 2019: Students completed the "Hairs" vignette's to explore voice in writing. Students also read and annotated and turned in text work for Animal Farm including the Allegory informational text and the Russian Revolution informational text.
October 14, 2019: Students read another section of The House on Mango Street. Then students switched gears and read and annotated/answered questions about a George Orwell mini biography.
October 11, 2019: Students had time to finish reading the selection of The House on Mango Street. Then students had time to get ahead on their Animal Farm reading homework.
October 10, 2019: Students noted new vocabulary for the next week. Then students finished the text work and reading from "Only Daughter". Then students began reading the introduction of The House on Mango Street.
October 9, 2019: Students began by taking a vocabulary quiz. Students then began working on a short story and graphic organizer about a short story called "Only Daughter."
October 8, 2019: Students began by reviewing a handout about how and what to annotate, then students annotated their first "article of the week." As a class we reviewed expectations for how to complete the article of the week. Students then received their copy of Animal Farm, and noted what to read and what to annotate. and due dates. Lastly, students began reading the short story "Only Daughter" by Sandra Cisneros. Work on this short story will continue tomorrow.
October 7, 2019: Students began by discussing the counterargument, rebuttal, and call to action, then they read and annotated passages about these items, which they then put in the writing section of their binders. Students then added, strengthened, or labeled these items in their writing before beginning a final draft. This was the last day of writer's workshop in class for this writing assignment, the rest is homework, due in Canvas on October 10. Article of the Week will begin tomorrow and be heavily scaffold before it becomes homework.
October 4, 2019: Students wrote a reflection about the value of peer editing in their writer's notebooks, and then finished the peer editing process for their argument essays. HOMEWORK: Students need to incorporate the improvements they found themselves and in the peer editing process into a new and improved draft, this draft should be printed and with the students in class on Monday.
October 3, 2019: Students finished taking vocabulary notes. Students then began writer's workshop by sharing thesis statements, and then began the peer editing/revision process.
October 2, 2019: Students took the DOK 4 & 5 vocabulary test. Then, students completed a self-directed learner reflection and turned it in. Students then began a self edit/revision of their argumentative essay. Lastly, students began noting new vocabulary from my website, these words will be tested a week from today.
October 1, 2019: Students worked in writer's workshop peer editing the informational essay. Peer edits should be used to create a final draft, final drafts are due on Friday, and need to be submitted in Canvas. There will be no more class time to work on informational essays, writer's workshop will be dedicated to argument essays for the remainder of the week. A printed rough draft of the argument essay needs to be brought to class tomorrow.
September 30 2019: During Writer's Workshop students did the following: 1) finished the revisions necessary from the self-check rubric for writing and print a new updated draft which was stapled on top of the old draft and rubric and turned in. Students who did not print up a new, clean draft need to do so as homework, or come in tomorrow morning BEFORE SCHOOL, and print one here before they come to class. Next, students worked on researching a rough drafting their argument essay about which bird would be the best for falconry.
September 26, 2019: Students self-revised and edited their work using a rubric, and then turned in the informational falconry essay attached to the rubric. With additional time, students worked on creating a rough draft of the argument essay about which bird is best for falconry.
September 25, 2019: Students took the vocabulary test for this week, and noted their new vocabulary words. With extra time, students continued their argument essay research.
September 24, 2019: Students had a mini lesson from the librarian about banned books, and had the rest of the time in class to research their upcoming argument essays.
September 23, 2019: Students got new seats in class, and then started working on writer's workshop in which they discussed what an introductory paragraph needs, and specifically look at different types of hooks. Then students began writing the 2nd draft of the introduction of their falconry essay. Students turned in their work from the day.
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September 20, 2019: Students had writers workshop time to finish implementing text structure and transitions into their body paragraphs.
September 19, 2019: Students had mini lessons on text structure and transitions, then they had workshop time to implement these writing techniques into the body paragraphs of their falconry essay.
September 18, 2019: Students took their vocabulary test, then worked on Lexia Comprehension, Word Study and Grammar placement tests.
September 17, 2019: Students spent time writing about what they knew about summaries and conclusions, then discussed each in class. Students received and filed 2 handouts in their binders for future reference. Students then wrote a revision of their rough draft falconry conclusion, and practiced writing a summary of what they have learned about falconry. Students turned in both their conclusion revision, and their practice summary. We also announced that students need to finish reading My Side of the Mountain by Monday, September 23.
September 16, 2019: Students took the Lexia Comprehension placement assessment.
September 13, 2019: Students used period to work on their falconry informational rough draft, which is due in Canvas on Monday night.
September 12, 2019: Students had the period to research falconry for their upcoming essay.
September 11, 2019: Students took their My Side of the Mountain chapter 11-17 vocabulary test and then noted next weeks vocabulary lists (purposely plural). Students then had time to work on collecting information and taking Cornell about falconry for their upcoming informational and argumentative assignments.
September 10, 2019: Students had 20 minutes to work on the plot and figurative language text work for There's an Owl in the Shower. What they did not complete in class, is homework, due tomorrow. Then, students began researching falconry for their first informational essay.
September 9, 2019: Students finished listening to There's an Owl in the Shower. Then, students discussed their likes and dislikes regarding the book.
September 6, 2019: Students sent El Paso letters and worked on text work for There's and Owl in the Shower.
September 5, 2019: Students then listened to There's an Owl in the Shower, and took notes on figurative language and elements of plot, then filled out their text work packet.
September 4, 2019: Students took the My Side ch. 6-10 vocabulary test, then noted chapter 11-17 vocabulary. Lastly, students worked on the symbolism and anthropomorphism assignment, what they didn't finish in class in homework, due tomorrow.
September 3, 2019: Students listened to There's an Owl in the Shower and took notes about plot and figurative language. Then students identified symbolism and anthropomorphism in My Side of the Mountain.
August 30, 2019: Third period went to the library for orientation, 6th period working on and listened to There's an Owl in the Shower.
August 29, 2019: Students worked for a few minutes on the figurative language/plot chart assignment for There's an Owl in the Shower, and then completed their RACES formula short answer response notes, and began a RACES practice assignment in Canvas, called, "My Side of the Mountain Comprehension."
August 28, 2019: Students completed their first vocabulary test, then took notes on next week's vocabulary test, and then began to familiarize themselves with RACES formula for short answer responses.
August 27, 2019: Students in 3rd period completed text work and took notes while they listened to the audio-book. Students in 6th period went to the library for library orientation.
August 26, 2019: Students worked on finding figurative language and noting it using chapter 1-2 of There's An Owl in the Shower, then, students listened to chapter 3-5 of the same text and took notes.
August 23, 2019: Students organized themselves into a new seating chart. Then students reviewed elements of plot and 4 figurative language devices; simile, metaphor, hyperbole, and personification. Students then listened to the first 2 chapters of There's an Owl in the Shower, and took notes on figurative language and elements of plot.
August 22, 2019: Students organized themselves into a seating chart. Then students had 10 minutes to study/note vocabulary. Students then logged into Canvas, and started to think and discuss their first Canvas assignment, which is called "The Human Condition." Their first response is due by Tuesday, the three replies are due by Friday.
August 21, 2019: Students organized themselves by height for today's seating chart. Then students collected their laptops, learned how to access my website, and began noting the vocabulary that will be tested on the 28th of this month.
August 20, 2019: Students organized themselves into a new seating charting using Cooperative Group Participant and Leadership skills, and Complex Thinking and Problem Solving Skills. Students then received and organized their writer's notebooks for this class. Students reviewed and reviewed their MELP LA Open Disclosures, the signed page is due tomorrow. Students received the book, "My Side of the Mountain," the preface and first five chapters are due on August 28, at which time vocabulary from those 5 chapters will also be tested. Students received and made genre notes on the homework assignment, "If My Summer Were a Movie."
August 19, 2019: Students organized themselves into a temporary seating chart by birthday, and shared a unique fact about themselves, which they wrote down on a 3x5 index card and either took home for homework, or turned in. Students were introduced to norms of Clayton Middle School via a school-wide PowerPoint.