June 06
Complete P247 #8 & 9
Then read
June 05
Complete p246 to be checked after 15 minutes.
Finished?? Move on to the next reading: Before Reading is on
p247. Read "Brothers" and answer the Key Ideas and Details about the excerpt, also the chart on p 249 (#10).
Also, activity 4.4 pp245-251
Also, activity 4.4 pp245-251
June 02
Per 1 & 7 Complete p 246
June 01
Use glossary in springboard to look up "anecdote" and "persona." Write definitions in My Notes on p 245.
End of May
Students are developing and completing:
A) essay comparing and contrasting the movie and novel versions of The Giver OR writing the "next chapter" of The Giver (novel).
B) The packet on Figurative Language
C) pp 233-237. One sentence summary of each section. Answer Key Ideas and Details questions (on lined paper).
D) pp238-239. Complete Denotation and Connotation chart
May 15-19
Thurs. started reviewing important information as a class.
paragraph 8 to the end to be completed on own.
1. Finish reading pp 234-237
2. Underline important info in each section.
3. Write a 1-2 sentence summary of what each section is about next to the appropriate heading.
4. On a separate piece of paper, answer all key ideas and details questions.
Wed. answer Essential Questions and Before Reading Questions.
Began reading the essay as a class; underline important information.
Students should have completed their Venn Diagrams to compare and contrast the film version of The Giver and the novel version.
Once the Venn Diagram is finished, students will choose to write the next chapter of The Giver OR develop a compare and contrast essay of the film and novel versions of The Giver.
April 03-07
Monday-picked up on reading of The Giver. We resumed with Chapter 15 and ended with Chapter 18. Please complete packet questions for these chapters.
March 27-31
Began work on the handout on Passage Catcher for Jonas's Departure.
Next began drafting final response for 2.7.
Worked on this project throughout week.
Final draft of writing is due on Friday (March 31).
Next began drafting final response for 2.7.
Worked on this project throughout week.
Final draft of writing is due on Friday (March 31).
March 20-24
Finish questions for Chapters 11-14 of The Giver (and turned in).
Began handout for Springboard 2.7
1st side of 2.7 should be completed by the end of Thursday class.
Friday. As a class, we developed an example paragraph to meet the criteria of #1 on 2.7.
Friday. As a class, we developed an example paragraph to meet the criteria of #1 on 2.7.
March 13-17
Socratic Circles on Monday (on The Giver): Questions are posted on our GoogleClassroom.
complete self-assessment on your participation and give feedback on the other groups questions and and answers
Snow Day on Tuesday
Wrap up and complete Socratic Circle papers
Complete and turn in SpringBoard pp 115-120.
Also turn in any other paperwork regarding Socratic Circles
STAR Testing on Thursday
Friday: Picked up on reading of The Giver.
The Receiver tells Jonas to call him The Giver (because Jonas is now the new Receiver). The Giver introduces the idea of "Sameness" to Jonas. Jonas did not know that there was ever another way
complete self-assessment on your participation and give feedback on the other groups questions and and answers
Snow Day on Tuesday
Wrap up and complete Socratic Circle papers
Complete and turn in SpringBoard pp 115-120.
Also turn in any other paperwork regarding Socratic Circles
STAR Testing on Thursday
Friday: Picked up on reading of The Giver.
The Receiver tells Jonas to call him The Giver (because Jonas is now the new Receiver). The Giver introduces the idea of "Sameness" to Jonas. Jonas did not know that there was ever another way
March 9-10
prepare and practice for Socratic Circle using the NYT article on China changing its one child per
family policy.
family policy.
March 08
Steps for creating Level 3 questions.
1. Brainstorm a list of broad topics discussed in the piece.
1. Brainstorm a list of broad topics discussed in the piece.
*economy
*population
*reproduction
*government & laws
These are "broad" topics because they are part of all societies/communities
2. Create questions connecting the topics in life to the topics in the reading.
Create 1 level 3 question about the 1 child policy.
Create 1 level 3 question about policies in the Giver.
March 07
DoNow: Review Literal (level 1), interpretive (level 2), and universal (level 3) questions
Level 1 - literal
A question with a right or wrong answer that you can find directly in the text.
Level 2 - interpretive
A question with an answer that is an inference. Your answer is an educated guess.
Level 3 - universal
A question with an answer that is about concepts and ideas beyond the text. Can be about theme (underlying message), opinions, making text to life connections. These questions can create greater/longer conversations.
iteral-What assignment do the Elders give to Jonas?
-If someone had more than one child in China, could they be fined?
Interpretive-Does Jonas have a crush on Fiona?
-Can the 2 child policy help China's economy?
Universal-Is it bad to be different if you’re living a
cultural life? Connect to The Giver.
-How would you feel if the laws in China happened here?
-Would you be the parent that would have one kid or have 2
kids and why?
-Why is it a problem returning people’s reproductive rights
when over 200 countries don’t have them?
March 06
Finished reading "China Ends One-Child Policy..." article that we began last week. Each student was asked to write a level 3 question at the end of the article, share question with a peer to get feedback, then record their question on the class list of questions.Need a refresher on different level questions? Click here.
or here
OR HERE
Feb. 27-March 03
Friday: Began reading article "China Ends One-Child Policy, Allowing Families Two Children" from The New York Times. Discussing and marking up the text.
Read Article on p115 and marked it up to identify the information that supports the theme or main idea of the article (what Banned Books Week is, why they have it, what the purpose is).
Then p116---> questions 3, 4, 5, and 6.
When p116 is complete, Work on completing p 117. This work and information in the chart will be used in a Socratic Circle activity later this week.
Read the introduction to Socratic Seminars at the bottom of p 117 and top of 118.
Write Several Speaking and Listening Goals for yourself on p 118.
Read the introduction to Socratic Seminars at the bottom of p 117 and top of 118.
Write Several Speaking and Listening Goals for yourself on p 118.
Feb. 27-28
Working on 2.6 in Springboard.
Complete Before Reading and During Reading p115
Feb. 22
Continuing to read The Giver through Chapter 10, then complete questions.
Feb. 18-21 -----> Presidents' Day Weekend.
Report Card Night on Thursday, February 09
Feb 13-17
This week students are responsible for finishing this assignment on dystopia (using the Venn diagram from January 31.
Wednesday:
Complete the "Picked Baby's Name? Not so fast, in Denmark" assignment. Click on the links to view printable pdf versions of this assignment. Here is page 2.
Feb. 07
Both classes finished reading through chapter 6 of The Giver (with the audio recording). Students are responsible for completing all questions for chapters 1-6. You can also find links to the pdf (printable) copies of the questions in the menu (on the right hand side of the blog --->).
Feb. 06
DoNow: On index card, answer the following questions.
1. What is different about Jonas and Gabriel from almost everyone else in the community?
(They have something in common.)
2. What job does not have much honor in the community even though it's necessary to keep the
community going?
3. What happens with the apple when Jonas and Asher are playing catch with it?
We read through Chapter 4 with the audio recording.
All students should be caught up with their reading of The Giver through chapter 3.
The journaling questions for these chapters are below if you need them. If you prefer to print them out, look in the menu on the left for a pdf version.
February 01-03
- Students have been working on several projects during this week:
- Finishing their Utopia visual project. `
- Reading The Giver (through Chapter 3)
- Reading the first chapter of either 1984 or The City of Ember
- Working on their Venn Diagram that compares and contrasts the Dystopian Characteristics of The Giver and the first chapter of either 1984 or The City of Ember
- Completing the interim assessment (writing portion)
January 31
DoNow: Read through the Utopia/Dystopia handout. Mark up the text. Pay attention to the characteristics of each and examples.
Classwork: Set up Venn Diagram for The Giver and 1984 or The City of Ember. Begin reading the first chapter of the new text. Mark up the text, make note of the characteristics of this new community; especially anything that might look like utopian or dystopian characteristics.
January 30
Roderick & Bomster out for periods 7 and 1.
Finish your project and if you still have time, continue reading The Giver through chapter 3.
January 26
Our classes began the Quarter 2 Interim Assessment today. Students read two passages and answered the multiple choice questions on chromebooks. If they finished early, they were able to start their prewriting for the essay response.
January 25
Tomorrow we will be completing the computer portion of the Q2 interim assessment. Please be on time.
You will be creating a visual display to illustrate the society's way of life and the protagonist's place in this story.. You may choose visuals such as: drawings, collages, comic.
Need 5 quotes from the story to support the visual.
January 24
DoNow: Last call for pp 100-108!! also 109-110
January 23
DoNow: Complete p 109 in Springboard. Also, turn in pp100-108 if you did not turn it in on Friday.
Class:
We read the Springboard definition of science fiction on pg 109.
Students received a packet for the Giver. It will be collected for review and graded periodically.
The first planned collection will take place after we read Chapter 2.
January 20
DoNow:
1. Make sure questions are complete (p.102-105; Key Ideas and Details
2. Complete chart (p. 106)
3. Complete paragraph (p. 108)
4. Rip out pp.100-108, staple pages together, make sure name is on packet, turn in packet
January 17
DoNow: Create 2 characters and write a dialogue between them.
Class Activity: Background on Kurt Vonnegut, Jr.
Period 7: new seating plan
12.19 - 12.23
Monday: notes and discussion on what makes an essay
handed back Odyssey Notes and Odysseus Essay Notes
12.12 - 12.16
Working on:
Thesis Statement in response to "Is Odysseus the definition of a hero?" Why or why not.
developing reasons that support thesis
finding quotes that support reasons
week of 11.28-12.02
DoNow: Read through the Utopia/Dystopia handout. Mark up the text. Pay attention to the characteristics of each and examples.
Classwork: Set up Venn Diagram for The Giver and 1984 or The City of Ember. Begin reading the first chapter of the new text. Mark up the text, make note of the characteristics of this new community; especially anything that might look like utopian or dystopian characteristics.
January 30
Roderick & Bomster out for periods 7 and 1.
Finish your project and if you still have time, continue reading The Giver through chapter 3.
January 26
Our classes began the Quarter 2 Interim Assessment today. Students read two passages and answered the multiple choice questions on chromebooks. If they finished early, they were able to start their prewriting for the essay response.
January 25
Tomorrow we will be completing the computer portion of the Q2 interim assessment. Please be on time.
You will be creating a visual display to illustrate the society's way of life and the protagonist's place in this story.. You may choose visuals such as: drawings, collages, comic.
Need 5 quotes from the story to support the visual.
January 24
DoNow: Last call for pp 100-108!! also 109-110
January 23
DoNow: Complete p 109 in Springboard. Also, turn in pp100-108 if you did not turn it in on Friday.
Class:
We read the Springboard definition of science fiction on pg 109.
Students received a packet for the Giver. It will be collected for review and graded periodically.
The first planned collection will take place after we read Chapter 2.
January 20
DoNow:
1. Make sure questions are complete (p.102-105; Key Ideas and Details
2. Complete chart (p. 106)
3. Complete paragraph (p. 108)
4. Rip out pp.100-108, staple pages together, make sure name is on packet, turn in packet
January 17
DoNow: Create 2 characters and write a dialogue between them.
Class Activity: Background on Kurt Vonnegut, Jr.
Period 7: new seating plan
12.19 - 12.23
Monday: notes and discussion on what makes an essay
handed back Odyssey Notes and Odysseus Essay Notes
12.12 - 12.16
Working on:
Thesis Statement in response to "Is Odysseus the definition of a hero?" Why or why not.
developing reasons that support thesis
finding quotes that support reasons
week of 11.28-12.02
We are continuing to explore excerpts of The Odyssey and The Hero's Journey
Students received packets that contain the chapters "Scylla" and "Charybdis and Calypso's Prisoner"
We read the first chapter together, made notes, talked about unfamiliar words.
Students are responsible for reading the second chapter and marking it up.
1. Read and mark up "Calypso's Prisoner"
*Whole packet needs to be marked up (annotated) for a grade
Circle words that you don't know AND write in a definition
?? marks when you have questions
highlight main ideas
Circle words that you don't know AND write in a definition
?? marks when you have questions
highlight main ideas
2. Create a timeline of Odysseus's journey from Troy to Ithaca
*Chronological order
*illustrate the timeline-color
*highlight major points in journey-describe what happens @ the stop
October 24, 2016
Some highlights from the year so far:
- Beginning of Year STAR testing (September)
- Reading Logs are due every Friday-Read for 30 minutes on 5 days each week and write a short summary of each day's reading.
- Reviewed Literary Triangle
- Read "The Most Dangerous Game" as a whole class
- Small groups chose a short story to read together and Nthen present to the class
- Wrote a letter to our "future selves"
- Each student wrote an original short story
- Mini-lesson/review on incorporating dialogue into a story and how dialogue needs to be written
- Review of paragraph structure
- Review of how to respond to a question or prompt
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