Grade 8 Daily Log
January 21-24
Monday
Students read "All Summer in a Day" by Ray Bradbury today. They completed the (attached) responses following the story. Then they examined elements of the story's plot and created Plot Illustrations.
January 13-17
Monday
We reviewed clauses and sentence structure today in anticipation of this week's exams.
Tuesday
Students worked on exam reviews today.
January 6-10
Monday
We reviewed our vacations along with English terminology likely to be seen on next week's midterm with the creation of a Vacation Poem. Students demonstrated elements of sentence structure and figurative language in their poems, and then they shared the poems with others in the class. I assigned this Students' Routines reading/tasks for homework. Tomorrow we will begin more closely examining text structures.
Tuesday
Today students took Notes on Text Structures in a foldable then glued that foldable reference into their spiral notebooks. For homework, they are to practice organizing text graphically on this Text Structure Practice.
Wednesday
We continued mapping text structures today. In their spiral notebooks, students created text structure maps for THESE 5 PRACTICES. For homework, they are to map out these 5 Shoes Paragraphs.
Thursday
We continued practicing text structures in class today. Tomorrow student will take a short assessment on text structure maps before beginning their test reviews.
Friday
Students completed a quiz on text structure mapping today, and then they began the first part of the exam review.
December 16-20
Monday
Students conducted a test analysis today. When finished, they began completing the tasks for "The Man in the Well." These tasks are to be completed for tomorrow's class.
Tuesday
I passed back students' characterization essay today. Then we conducted class activities around identifying a theme from last night's reading of "The Man in the Well."
Wednesday
Students worked on a creative writing task today in class focusing on imagery and figurative language. Following our reading of "The Man in the Well," students began brainstorming ideas for their creative writing piece. The story is written from the perspective of a child. For this assignment, students rewrote a portion of the story. They kept a first-person point of view but changed to the man's perspective. We retitled the piece "In the Well."
Thursday
Students shared their creative writing pieces in a circle today. They affixed "trophies" to each other's stories to compliment good use of imagery and figurative language. Then they created a collaborative writing piece we called "The Rope." Each student began the new story, and then they passed their spirals several times allowing others to contribute and build upon each other's ideas.
Friday
Students took part in a 1-Day Shakespearean Sonnet challenge today in class. If you were absent today, you won't be able to make this up. Happy holidays!
Fr
December 9-13
Monday
Students were arranged in small groups today. We began exploring vocabulary terms. We focused only on the first page of that packet today. The activity was called "A Dictionary, a Computer, and a Phone." Each person in the group used his/her resource to provide a definition of the term. They synthesized those into one working definition. Finally, they identified a character from the book for whom the term would apply. Many finished the task in class. If not, it is to be ready for tomorrow's class.
Tuesday
Students worked with partners on a quick figurative language/sentence structure practice today. Then we continued our work from yesterday's vocabulary activities. Once they reviewed the 8 terms from yesterday, they applied those term to The Devil's Arithmetic with this Apply the Terms sheet.
Wednesday
Students competed the remainder of their vocabulary packets today. We alternated between modeling, students' individual practice, and then partner collaboration. At the end of class today, I passed out the test prep reading selections. Students will work with those readings tomorrow in class before accessing the test preview. The test is Friday.
Thursday
Students worked on their test review reading selections today in class.
Friday
Unit Test
December 2-6
Monday
Students read Chapters 13-15 today (pages 105-134) in class and completed this Rivka prep sheet. They will use their notes from this sheet for tomorrow's typing activities. If you left your novel at school, HERE IS AN ONLINE COPY.
Tuesday
Students used both sides of last last night's homework to add their introduction and a body paragraph to their essays. For homework, they are to read Chapter 16. If you left your novel at school, HERE IS AN ONLINE COPY.
Wednesday
Today we examined authors' use of mood to bring readers into a scene. We used this Mood File to re-examine two scenes from The Outsiders. We looked at how S.E. Hinton used word choice, imagery, and figurative language to establish mood. Students generated a list of precise words to describe the mood in these scenes. Then we opened the the Reuven/Commandant scene from last night's reading of Chapter 16. Students created an impromptu formal paragraph in their spiral notebooks identifying and supporting their views of the mood from that scene. For homework, students are to complete this Chapter 16 Response Sheet.
Thursday
Students wrote their conclusions in class today and submitted their essays. For homework, they are to read Chapter 17 and complete the remaining portion of last night's written response sheet. If you left your novel at school, HERE IS AN ONLINE COPY.
Friday
We finished The Devil's Arithmetic together in class today. Students then read the epilogue and the "What is True about This Book" section to themselves before working on tonight's assignment: Chapter 17-18 Responses. If you left your novel at school, HERE IS AN ONLINE COPY.
November 25-26
Monday
Students typed their Fayge paragraphs today and then read through Chapter 10. For homework, they are to complete THIS paraphrasing practice. If you left your novel at school, HERE IS AN ONLINE COPY.
Tuesday
We reviewed a couple scenes from Chapter 10 and then read Chapter 11. Students watched a 7-minute clip from The Diary of Anne Frank movie showing prisoners being processed. Then they began Chapter 12.
November 18-22
Monday
We practiced identifying elements of compound sentences today to start class. Then we turned our attention to using context clues to find the meaning of words. In pairs, students worked through the first 10 practices from this CONTEXT CLUES PACKET. We began reading Chapter 6 in class. For homework, students are to read through Chapter 7 and complete the Chapter 6-7 Vocabulary activities from the packet. If you left your novel at school, HERE IS AN ONLINE COPY.
Tuesday
We had time today to type our Yitzchak characterization paragraphs from Friday. Then students began preparing a short group presentation based on the readings from Chapters 6-7. We will present tomorrow.
Wednesday
Students presented their findings from Chapters 6-7 today in class. For homework, students are to read Chapter 8. If you left your novel at school, HERE IS AN ONLINE COPY.
Thursday
We closely examined the first few pages of Chapter 8 today to explore Jane Yolen's characterization of Fayge. Then we had a conversation about the power of words before students wrote began their paragraphs. We used this file in class. The paragraph is due for tomorrow's class.
Friday
We looked back at our vocabulary work from Chapters 6 and 7 today. Students worked with a partner to identify common context clues they found to help decode the meaning of new words. We explored the swings in mood in Chapters 7 and 8. We also finished our vocabulary packet as we began to read Chapter 9.
November 11-15
Monday
We continued our exploration into elements of historical fiction today. Students identified their best examples from Friday's homework, and we turned that into our next formal paragraph. When finished with that today, students began work on this "Keepin it Straight" assignment for tomorrow's class.
Tuesday
Snow Day
Wednesday
Students labeled the parts of their formal paragraphs from Monday's class. They identified the topic sentence, textual evidence parts, context, and commentary. When finished, students got with a partner to shared their notes from Monday's "Keepin It Straight" assignment. Finally, students began completing the close reading tasks for Chapters 3-4. This assignment is due for tomorrow's class. If you left your novel at school, HERE IS AN ONLINE COPY.
Thursday
Students worked with a partner today. They checked and corrected each other's homework assignment from last night. We used this Transition Helper file to guide our corrections. Then students read Chapter 5 from The Devil's Arithmetic. For homework, students are to complete this Chapter 5 Read and Write assignment. If you left your novel at school, HERE IS AN ONLINE COPY.
Friday
Today we focused on identifying elements of characterization. I presented examples showing examples of characterization for Gitl in the novel. Then we put the focus on Yitzchak. Students created a topic sentence: Jane Yolen characterized Yitzchake as . Students chose an adjective to describe our first impressions of Yitzchak. In their spirals they created a paragraph supporting that topic sentence with context, textual evidence, and commentary.
November 4-8
Monday
Today, students read a article called A Tragedy Revealed: A Heroine's Last Days and responded to a series of prompts. This article chronicles the events surrounding the capture of Anne Frank. I've attached an online copy HERE, though the version the students read today was in a textbook. When finished, they continued creating responses to Friday's Every Person Has a Story assignment. That will be due for Wednesday's class.
Tuesday - NO SCHOOL
Wednesday
We discussed Monday's reading assignment. Then students completed their contribution to our story wall using their response sheets. Finally, we began reading Chapter 1 from The Devil's Arithmetic.
Thursday.
Students arranged themselves into groups of 3 today. I passed out a small portion of Monday's reading selection. In groups, students used highlighters to identify and label elements outlined in THESE DIRECTIONS. Then they used 3 sentences to paraphrase the text. We shared these as a class and compared them to original student paraphrases submitted on Monday. Then we continued reading The Devil's Arithmetic. Tonight, students are to finish reading through Chapter 3 and complete this Chapter 1-3 Characterization Assignment. If you left your novel at school, HERE IS AN ONLINE COPY.
Friday
Today we focused on two concepts: the ellipsis and genres. We began by looking at the use of ellipses in the first few chapters of yesterday's reading. We noticed how the ellipses help us better understand dialogue by showing us when a character is cut off or cuts himself/herself off for a moment. We looked at one use of the ellipsis, in particular, that transitions us into the first few pages of Chapter 4. Then we paused for a bit to discuss genres. After defining the term, students quickly demonstrated they could identify genres of music simply by listening to short clips. We decided a genre is simply a category of art defined by certain characteristics. We looked at genres of movies and then genres of literature. Finally, we looked at the characteristics of the genre historical fiction. I provided a couple examples of those characteristics from the portion of Chapter 4 we read together. Then students began reading the remainder of Chapter 4. For tomorrow's class. students will need to finish Chapter 4, and in their spirals, identify two more examples of historically accurate characters, setting, or dialogue from the chapter following the examples we did in class. All the ellipsis slides, genre slides, and historical fiction examples can be found on this Ellipsis and Genre PowerPoint. If you left your novel at school, HERE IS AN ONLINE COPY.
October 28-November 1
Monday
Students conducted a test analysis today. When finished, they continued working on labeling essay parts. This sheet is due for tomorrow's class.
Tuesday
Students worked in groups today while we conducted a series of tasks to close our work from The Outsiders. This included a short group presentation with famous quotations at the end of class.
Wednesday
Today we practiced our paraphrasing skills. How do I know if I'm paraphrasing or plagiarizing? We used this paraphrasing file to conduct a number of partner tasks aimed at helping us develop this skill,
Thursday
We continued our paraphrasing practice today in class. Then we transitioned to Sara Holbrook's poem "Labels." After reading the poem, students worked with partners to complete the analysis tasks.
Friday
Students shared their responses to Sara Holbrook's poem in class today. We used the text to explain WHY she feels it's a waste to put labels on people. Then we began to explore parts of our "chunk style vegetable soup" with this Every Person Has a Story reflection sheet.
October 21-25
Monday
I was out at an English department meeting today, so we had a guest teacher in the room. First students completed a short dialogue analysis from The Outsiders. Then they continued working on their dialogues in class. We will turn these in tomorrow.
Tuesday
Students mostly finished their dialogues and characterization today in class. Some were able to add some peer editing. We will read our creations together during tomorrow's class.
Wednesday
Students organized some of their formal writing pieces in their binders today. Then they conducted peer readings of their characters and dialogues. They were able to analyze 4-5 different characters by the end of class today.
Thursday
We reviewed for tomorrow's unit test.
October 14-18
Monday
Writing groups explored the elements of an essay today in class. They used a file called Essay Parts to introduce the terms. Then they began assembling their group essays using the body paragraphs they turned in on Friday. By the end of class, they assembled a 5-paragraph essay with labeled parts.
Tuesday
We began today with a quick check of writing terms to see what we could remember from yesterday's lesson about essays. Then, we finished The Outsiders. Every student in class took a turn practicing oral reading.
Wednesday
Today we examined the word infer. We discussed what it means, and students completed a short inference task from The Outsiders. Then we discussed how S.E. Hinton created her characters. Students reflected on the most memorable character from the novel and a scene that reflected that character's personality the most. Then I introduced our next assignment. Now that students have examined Hinton's work in The Outsiders, I'm calling on them to Become an Author. Today they began the process of creating a character of their own. This week, they will work on creating a dialogue that reveal's their character's personality.
Thursday
Today I passed out a sample of the products we're working on. In this sample, the author has created a character named Adam. We analyzed the writer's use of indenting, punctuation, and placement of tags. Students identified this sample is written from a third person point of view. In their spirals, I instructed students to continue Adam's day. This time, the character returns to the teacher. They changed the point of view to first person. They also practiced proper indenting and punctuation for dialogues. After this practice, students returned to creating their own characters. For tomorrow's class, they are to have their introductory paragraphs written. This paragraph will include a brief description of the character, backstory, context for the conversation, and dialogue partner.
Friday
Students began typing their character dialogues today in class. They had this Assignment Description file open in the background and used this template for their typing. We will continue this assignment next week.
October 7-11
Monday
We started class today by reviewing Friday's Identifying Paragraph Parts quiz. Some students struggled with that, so we reexamined the paragraphs we've already written about The Outsiders. Then we looked at our quiz results. Many students felt they would perform better if they could take a similar quiz again. Lucky for them, I had one ready! We will compare our results tomorrow in class. Then I passed back (and recollected for conferences) the Chapter 7 Randy Adderson written responses from Thursday. We need work on sentence creation. So we began this review as well. Tomorrow, we will practice varying our sentences.
Tuesday
Students were arranged in writing groups today. They will remain in these groups through Monday's class. We began by exploring the elements of a proper sentence, types of clauses, and types of sentences. I was really proud of all three classes today. They're soaking in the terminology very well. We will continue this practice tomorrow and apply these terms to an exploration of major events from The Outsiders.
Wednesday
We continued our practice of sentence parts and structures today in class. Then we explored 6 major scenes from the novel. For each one, we created summarizing sentences using simple, compound, and complex structures. Finally, students were given a paragraphs assignment for Friday's class. (I won't see them during tomorrow's half day.) These paragraphs are to be ready for typing on Friday. (Each student in the group was assigned one paragraph from the attached file.)
Thursday
Half Day - Remember to have your paragraphs ready for typing tomorrow. If you don't have your book with you tonight, you can read this online version HERE.
Friday
Students typed their third formal paragraphs today. They did this with their group members, and they were able peer review each other's work a little as well. If you were absent today, please type your paragraph over the weekend. You can e-mail me a copy of that paragraph and/or print that out for Monday's class.
September 30-October 4
Monday
Today we practiced a sequence of steps for determining the meaning of unfamiliar words in context. First, we looked at 5 words from Chapter 5 of The Outsiders. For each word, we identified its function in the sentence (part of speech). Then we examined the situation and wrote out an explanation of the surrounding context. We looked for any clues within the word, and then we used all that information to assign meaning. We completed these task for the words in Chapter 5. Then we began reading Chapter 6 as a class. We stopped at any of the Chapter 6 vocabulary terms we came across. For homework, students are to read the remainder of Chapter 6 and complete the sequences for the rest of the vocabulary terms. HERE is the list of vocabulary words for Chapters 5 and 6. If you don't have your book with you tonight, you can read this online version HERE.
Tuesday
We looked back at last week's paragraphs (glued in our spirals) to review the the elements of a paragraph. As a class, we put a spotlight on pages 92-19--the fire scene. In their spirals, students worked on the creation of another formal paragraph about Johnny. This we will type this paragraph tomorrow in class. Students should finish reading Chapter 7 for Thursday's class.
Wednesday
Students typed and submitted their formal paragraphs about Johnny today. With any remaining time, they began reading Chapter 7. This is to be completed for tomorrow's class. If you don't have your book with you tonight, you can read this online version HERE.
Thursday
I was at a department meeting today, so students in hours 4 and 6 had a guest teacher. They began by following THESE INSTRUCTIONS to label the sections of the paragraphs we glued in our spirals yesterday. Then they responded to 8 question from their reading of Chapter 7. For homework, students are to complete this quick possessive noun practice.
Friday
We reviewed last night's possessive noun homework. Then students completed a short assessment identifying paragraph parts, and I began checking in their formal paragraphs about Johnny's bravery. Students began this weekends reading assignment: Chapters 8-10 (Pages 119-160). If you don't have your book with you tonight, you can read this online version HERE.
September 23-27
Monday
We reviewed our work from last week--examining how authors provide direct and indirect characterization. We also identified examples of S.E. Hinton's use of figurative language to provide characterization. Students worked in their groups to complete this Characterization with Figurative Language sheet. After that, students practiced their oral reading skills in groups with Chapter 3 from The Outsiders. That chapter is to be completed for tomorrow's class. (In 3rd hour, students are to have read through page 48.) If you don't have your book with you tonight, you can read this online version HERE.
Tuesday
Our aim today was to learn elements of a paragraph. I introduced these elements as a topic sentence, context, textual support, and commentary. Those terms are explained in this Paragraph Parts PowerPoint. In that PowerPoint, I also provided a sample paragraph containing those parts. As a class, we read the closing scene of Chapter 3 (pages 49-52). Then students made an attempt at creating their own paragraphs containing a topic sentence, context, textual support, and commentary. Class ended as students were finishing their commentary. This paragraph is to be completed for tomorrow's class. (Directions can also be found on the PowerPoint.)
Wednesday
Students met with a partner to begin class today. They reviewed the elements to a proper paragraph. Then they used our computers to type the paragraphs they wrote yesterday. When those formal paragraphs were submitted, they began reading Chapter 4 from The Outsiders. This should be completed for tomorrow's class. If you don't have your book with you tonight, you can read this online version HERE.
Thursday
Students glued a printed copy of yesterday's paragraphs into their spirals. Then they identified, defined, and made corrections to their paragraph parts. If interested, you can see our STEPS. Then students began reflecting on the events from Chapter 4 of The Outsiders. I passed out these Chapter 4 Response Tasks. On side one, I've provided a topic sentence, context, and the commentary. Students are to visit the provided page and find the textual evidence supporting the topic sentence. They are to demonstrate the proper format for quoting the text. On the back, they are to examine the steps in yesterdays reading that lead to Bob Sheldon's death. In the boxes, they are to create complete sentences identifying the chronology of escalation.
Friday
Today students conducted a close analysis of Robert Frost's poem "Nothing Gold Can Stay". They used this Robert Frost Analysis File to move step-by-step through the poem. After writing all their notes directly on the poem page, they added their interpretation of the poem's meaning. After that analysis, they began reading Chapter 5 from The Outsiders. As they read, they'll come across a poem Johnny recites that may sound familiar! Chapter 5 should be read for Monday's class. If you don't have your book with you tonight, you can read this online version HERE.
September 16-20
Monday
Today we began exploring our shared cultural norms. Students took part in an activity that highlighted the cultural assumptions we have about each other. They reflected on their friendships as well. For homework, students are to complete the reading and tasks for this article, "The Benefits of Cliques."
Tuesday
We began our first novel, The Outsiders, in class. Students were arranged into two pairs. Each person in the group of four were given THIS PACKET. One pair from the group completed the first page (Chapter 1 Characterization) as we read the first chapter. The second pair completed the second page (The Benefits of Cliques) sheet as we read Chapter 1. If you were absent today, you may read Chapter 1 HERE.
Wednesday
Students returned to their groups today, and shared their characterization notes from yesterday's reading of Chapter 1. They then participated in the "Build a Greaser" group challenge. Each group was assigned a member of the greaser gang to complete the timed tasks. If you were absent today, please read the "Assignment Requirements" page. You can choose a greaser and complete the tasks (with a drawing) on a blank sheet of paper. For homework, students are to read Chapter 2 from The Outsiders. If you don't have your book, you may read Chapter 2 HERE.
Thursday
Today's class began with quick grammar refresher on sentence structure. Students worked together to complete this Varying Sentence Structure reference sheet. They glued this page into their spirals when they finished. Then we returned to our characterization packets. We examined how S.E. Hinton uses direct characterization throughout Chapter 1 to introduce the fictional characters she created. The first page of our packet is filled with examples of this direct characterization. However, authors also use indirect characterization to reveal characters as well. For this examination, we used a dialogue between Pony and Soda from the end of Chapter 1. Students used highlighters to identify the areas of narration--separating those areas from the dialogue. They also made notes on the page about the structure of the dialogue: How do we know when the characters are speaking to each other? How does the writer show when the speakers are changing back and forth? Does the closing punctuation belong inside or outside closing quotation marks? Next we made notes about how Soda is indirectly characterized though his words: What role does Soda seem to play in the family of three boys? Despite Pony's descriptions, is Soda conceited? What does he value in his family? Through her use of direct and indirect characterization, do you think S.E. Hinton wants us to like or dislike Sodapop?
Friday
Groups worked in the Presentation Room today. We built off yesterday's lesson looking at indirect characterization--this time examining Cherry Valance from Chapter 2. Each member of the group examined a different scene. Here are the four scenes. (If you were absent and are doing this at home, choose one of the four here.) Like yesterday, students used highlighters to separate narration from dialogue. They then noted their inferences about Cherry based on her words and actions. Students then shared these ideas collectively in the "bowl of cherries." They examined questions like How does Cherry fit the Soc stereotypes? How does she break from those stereotypes? What can we infer about her home life? How are she and Marcia different? After creating a collaborative representation of their group observations, they created a compound sentence predicting of Cherry's role in this novel. HERE is the direction sheet I used to lead instruction today.
September 9-13
Monday
We took a close look at personal pronouns today. I presented the Personal Pronoun Chart to students. We looked at examples at how the chart explains the why behind some of our formal writing rules. Students began practicing this chart in class.
Tuesday
Students continued to practice their pronoun chart today. With a partner, they worked on this Pronoun Practice Sheet helping them apply pronoun concepts properly into sentences and explore the different effects of formal versus informal speaking. Then we began applying concepts from the chart with this Explaining the Correction practice. We completed the first few examples together as a class. Students are to complete this sheet through and including #8.
Wednesday
We reviewed last night's work in class today. Students examined their "The Writer" statements to make sure they used grammar language to identify WHY the writer's word choice is incorrect and how it needs to be corrected. With our remaining time, students worked in small groups to complete the rest of that sheet. We discussed the answers together at the end of the hour.
Thursday
We completed a short practice today with more "The Writer" statements, and then students completed a pop quiz demonstrating this skill. When finished, I introduced the three parts of a sentence. HERE is a copy of the completed notes in case you were absent. Then we discussed the topics for tomorrow's assessment: 6 Parts of Speech, 23 Helping Verbs, Personal Pronoun Chart, "The Writer" statements, and Sentence Parts. Students may use these Review Slides to practice for tomorrow.
Friday
Students conducted a grammar review with partners today. First they completed these practice tasks. Then they held small discussions about THESE review slides. Finally, they took a short quiz assessing their understanding of our grammar concepts.
September 3-6
Tuesday
Today we completed a short writing assignment and reviewed the class syllabus. I am offering extra credit for those who get their syllabus signed and returned for tomorrow's class. (Here is the class syllabus for Co-Taught Hour Three.
Wednesday
Students explored the terms formal and informal today. We contrasted the terms and conducted a class activity to illustrate the difference. Students understand they are to write formally in our English class. This expectation requires a command of our language. We began developing this command by exploring our parts of speech: nouns, pronouns, adjectives, verbs, adverbs, and prepositions.
Thursday
We continued working with parts of speech today. Students completed a reference and glued that into their spirals. Then we began practicing our list of 23 helping verbs.
Friday
We continued working with parts of speech and helping verbs today in groups. Part of our practice included this Parts of Speech Practice Sheet. If you left your novel at school, HERE IS AN ONLINE COPY.If you left your novel at school, HERE IS AN ONLINE COPY.
Monday
Students read "All Summer in a Day" by Ray Bradbury today. They completed the (attached) responses following the story. Then they examined elements of the story's plot and created Plot Illustrations.
January 13-17
Monday
We reviewed clauses and sentence structure today in anticipation of this week's exams.
Tuesday
Students worked on exam reviews today.
January 6-10
Monday
We reviewed our vacations along with English terminology likely to be seen on next week's midterm with the creation of a Vacation Poem. Students demonstrated elements of sentence structure and figurative language in their poems, and then they shared the poems with others in the class. I assigned this Students' Routines reading/tasks for homework. Tomorrow we will begin more closely examining text structures.
Tuesday
Today students took Notes on Text Structures in a foldable then glued that foldable reference into their spiral notebooks. For homework, they are to practice organizing text graphically on this Text Structure Practice.
Wednesday
We continued mapping text structures today. In their spiral notebooks, students created text structure maps for THESE 5 PRACTICES. For homework, they are to map out these 5 Shoes Paragraphs.
Thursday
We continued practicing text structures in class today. Tomorrow student will take a short assessment on text structure maps before beginning their test reviews.
Friday
Students completed a quiz on text structure mapping today, and then they began the first part of the exam review.
December 16-20
Monday
Students conducted a test analysis today. When finished, they began completing the tasks for "The Man in the Well." These tasks are to be completed for tomorrow's class.
Tuesday
I passed back students' characterization essay today. Then we conducted class activities around identifying a theme from last night's reading of "The Man in the Well."
Wednesday
Students worked on a creative writing task today in class focusing on imagery and figurative language. Following our reading of "The Man in the Well," students began brainstorming ideas for their creative writing piece. The story is written from the perspective of a child. For this assignment, students rewrote a portion of the story. They kept a first-person point of view but changed to the man's perspective. We retitled the piece "In the Well."
Thursday
Students shared their creative writing pieces in a circle today. They affixed "trophies" to each other's stories to compliment good use of imagery and figurative language. Then they created a collaborative writing piece we called "The Rope." Each student began the new story, and then they passed their spirals several times allowing others to contribute and build upon each other's ideas.
Friday
Students took part in a 1-Day Shakespearean Sonnet challenge today in class. If you were absent today, you won't be able to make this up. Happy holidays!
Fr
December 9-13
Monday
Students were arranged in small groups today. We began exploring vocabulary terms. We focused only on the first page of that packet today. The activity was called "A Dictionary, a Computer, and a Phone." Each person in the group used his/her resource to provide a definition of the term. They synthesized those into one working definition. Finally, they identified a character from the book for whom the term would apply. Many finished the task in class. If not, it is to be ready for tomorrow's class.
Tuesday
Students worked with partners on a quick figurative language/sentence structure practice today. Then we continued our work from yesterday's vocabulary activities. Once they reviewed the 8 terms from yesterday, they applied those term to The Devil's Arithmetic with this Apply the Terms sheet.
Wednesday
Students competed the remainder of their vocabulary packets today. We alternated between modeling, students' individual practice, and then partner collaboration. At the end of class today, I passed out the test prep reading selections. Students will work with those readings tomorrow in class before accessing the test preview. The test is Friday.
Thursday
Students worked on their test review reading selections today in class.
Friday
Unit Test
December 2-6
Monday
Students read Chapters 13-15 today (pages 105-134) in class and completed this Rivka prep sheet. They will use their notes from this sheet for tomorrow's typing activities. If you left your novel at school, HERE IS AN ONLINE COPY.
Tuesday
Students used both sides of last last night's homework to add their introduction and a body paragraph to their essays. For homework, they are to read Chapter 16. If you left your novel at school, HERE IS AN ONLINE COPY.
Wednesday
Today we examined authors' use of mood to bring readers into a scene. We used this Mood File to re-examine two scenes from The Outsiders. We looked at how S.E. Hinton used word choice, imagery, and figurative language to establish mood. Students generated a list of precise words to describe the mood in these scenes. Then we opened the the Reuven/Commandant scene from last night's reading of Chapter 16. Students created an impromptu formal paragraph in their spiral notebooks identifying and supporting their views of the mood from that scene. For homework, students are to complete this Chapter 16 Response Sheet.
Thursday
Students wrote their conclusions in class today and submitted their essays. For homework, they are to read Chapter 17 and complete the remaining portion of last night's written response sheet. If you left your novel at school, HERE IS AN ONLINE COPY.
Friday
We finished The Devil's Arithmetic together in class today. Students then read the epilogue and the "What is True about This Book" section to themselves before working on tonight's assignment: Chapter 17-18 Responses. If you left your novel at school, HERE IS AN ONLINE COPY.
November 25-26
Monday
Students typed their Fayge paragraphs today and then read through Chapter 10. For homework, they are to complete THIS paraphrasing practice. If you left your novel at school, HERE IS AN ONLINE COPY.
Tuesday
We reviewed a couple scenes from Chapter 10 and then read Chapter 11. Students watched a 7-minute clip from The Diary of Anne Frank movie showing prisoners being processed. Then they began Chapter 12.
November 18-22
Monday
We practiced identifying elements of compound sentences today to start class. Then we turned our attention to using context clues to find the meaning of words. In pairs, students worked through the first 10 practices from this CONTEXT CLUES PACKET. We began reading Chapter 6 in class. For homework, students are to read through Chapter 7 and complete the Chapter 6-7 Vocabulary activities from the packet. If you left your novel at school, HERE IS AN ONLINE COPY.
Tuesday
We had time today to type our Yitzchak characterization paragraphs from Friday. Then students began preparing a short group presentation based on the readings from Chapters 6-7. We will present tomorrow.
Wednesday
Students presented their findings from Chapters 6-7 today in class. For homework, students are to read Chapter 8. If you left your novel at school, HERE IS AN ONLINE COPY.
Thursday
We closely examined the first few pages of Chapter 8 today to explore Jane Yolen's characterization of Fayge. Then we had a conversation about the power of words before students wrote began their paragraphs. We used this file in class. The paragraph is due for tomorrow's class.
Friday
We looked back at our vocabulary work from Chapters 6 and 7 today. Students worked with a partner to identify common context clues they found to help decode the meaning of new words. We explored the swings in mood in Chapters 7 and 8. We also finished our vocabulary packet as we began to read Chapter 9.
November 11-15
Monday
We continued our exploration into elements of historical fiction today. Students identified their best examples from Friday's homework, and we turned that into our next formal paragraph. When finished with that today, students began work on this "Keepin it Straight" assignment for tomorrow's class.
Tuesday
Snow Day
Wednesday
Students labeled the parts of their formal paragraphs from Monday's class. They identified the topic sentence, textual evidence parts, context, and commentary. When finished, students got with a partner to shared their notes from Monday's "Keepin It Straight" assignment. Finally, students began completing the close reading tasks for Chapters 3-4. This assignment is due for tomorrow's class. If you left your novel at school, HERE IS AN ONLINE COPY.
Thursday
Students worked with a partner today. They checked and corrected each other's homework assignment from last night. We used this Transition Helper file to guide our corrections. Then students read Chapter 5 from The Devil's Arithmetic. For homework, students are to complete this Chapter 5 Read and Write assignment. If you left your novel at school, HERE IS AN ONLINE COPY.
Friday
Today we focused on identifying elements of characterization. I presented examples showing examples of characterization for Gitl in the novel. Then we put the focus on Yitzchak. Students created a topic sentence: Jane Yolen characterized Yitzchake as . Students chose an adjective to describe our first impressions of Yitzchak. In their spirals they created a paragraph supporting that topic sentence with context, textual evidence, and commentary.
November 4-8
Monday
Today, students read a article called A Tragedy Revealed: A Heroine's Last Days and responded to a series of prompts. This article chronicles the events surrounding the capture of Anne Frank. I've attached an online copy HERE, though the version the students read today was in a textbook. When finished, they continued creating responses to Friday's Every Person Has a Story assignment. That will be due for Wednesday's class.
Tuesday - NO SCHOOL
Wednesday
We discussed Monday's reading assignment. Then students completed their contribution to our story wall using their response sheets. Finally, we began reading Chapter 1 from The Devil's Arithmetic.
Thursday.
Students arranged themselves into groups of 3 today. I passed out a small portion of Monday's reading selection. In groups, students used highlighters to identify and label elements outlined in THESE DIRECTIONS. Then they used 3 sentences to paraphrase the text. We shared these as a class and compared them to original student paraphrases submitted on Monday. Then we continued reading The Devil's Arithmetic. Tonight, students are to finish reading through Chapter 3 and complete this Chapter 1-3 Characterization Assignment. If you left your novel at school, HERE IS AN ONLINE COPY.
Friday
Today we focused on two concepts: the ellipsis and genres. We began by looking at the use of ellipses in the first few chapters of yesterday's reading. We noticed how the ellipses help us better understand dialogue by showing us when a character is cut off or cuts himself/herself off for a moment. We looked at one use of the ellipsis, in particular, that transitions us into the first few pages of Chapter 4. Then we paused for a bit to discuss genres. After defining the term, students quickly demonstrated they could identify genres of music simply by listening to short clips. We decided a genre is simply a category of art defined by certain characteristics. We looked at genres of movies and then genres of literature. Finally, we looked at the characteristics of the genre historical fiction. I provided a couple examples of those characteristics from the portion of Chapter 4 we read together. Then students began reading the remainder of Chapter 4. For tomorrow's class. students will need to finish Chapter 4, and in their spirals, identify two more examples of historically accurate characters, setting, or dialogue from the chapter following the examples we did in class. All the ellipsis slides, genre slides, and historical fiction examples can be found on this Ellipsis and Genre PowerPoint. If you left your novel at school, HERE IS AN ONLINE COPY.
October 28-November 1
Monday
Students conducted a test analysis today. When finished, they continued working on labeling essay parts. This sheet is due for tomorrow's class.
Tuesday
Students worked in groups today while we conducted a series of tasks to close our work from The Outsiders. This included a short group presentation with famous quotations at the end of class.
Wednesday
Today we practiced our paraphrasing skills. How do I know if I'm paraphrasing or plagiarizing? We used this paraphrasing file to conduct a number of partner tasks aimed at helping us develop this skill,
Thursday
We continued our paraphrasing practice today in class. Then we transitioned to Sara Holbrook's poem "Labels." After reading the poem, students worked with partners to complete the analysis tasks.
Friday
Students shared their responses to Sara Holbrook's poem in class today. We used the text to explain WHY she feels it's a waste to put labels on people. Then we began to explore parts of our "chunk style vegetable soup" with this Every Person Has a Story reflection sheet.
October 21-25
Monday
I was out at an English department meeting today, so we had a guest teacher in the room. First students completed a short dialogue analysis from The Outsiders. Then they continued working on their dialogues in class. We will turn these in tomorrow.
Tuesday
Students mostly finished their dialogues and characterization today in class. Some were able to add some peer editing. We will read our creations together during tomorrow's class.
Wednesday
Students organized some of their formal writing pieces in their binders today. Then they conducted peer readings of their characters and dialogues. They were able to analyze 4-5 different characters by the end of class today.
Thursday
We reviewed for tomorrow's unit test.
October 14-18
Monday
Writing groups explored the elements of an essay today in class. They used a file called Essay Parts to introduce the terms. Then they began assembling their group essays using the body paragraphs they turned in on Friday. By the end of class, they assembled a 5-paragraph essay with labeled parts.
Tuesday
We began today with a quick check of writing terms to see what we could remember from yesterday's lesson about essays. Then, we finished The Outsiders. Every student in class took a turn practicing oral reading.
Wednesday
Today we examined the word infer. We discussed what it means, and students completed a short inference task from The Outsiders. Then we discussed how S.E. Hinton created her characters. Students reflected on the most memorable character from the novel and a scene that reflected that character's personality the most. Then I introduced our next assignment. Now that students have examined Hinton's work in The Outsiders, I'm calling on them to Become an Author. Today they began the process of creating a character of their own. This week, they will work on creating a dialogue that reveal's their character's personality.
Thursday
Today I passed out a sample of the products we're working on. In this sample, the author has created a character named Adam. We analyzed the writer's use of indenting, punctuation, and placement of tags. Students identified this sample is written from a third person point of view. In their spirals, I instructed students to continue Adam's day. This time, the character returns to the teacher. They changed the point of view to first person. They also practiced proper indenting and punctuation for dialogues. After this practice, students returned to creating their own characters. For tomorrow's class, they are to have their introductory paragraphs written. This paragraph will include a brief description of the character, backstory, context for the conversation, and dialogue partner.
Friday
Students began typing their character dialogues today in class. They had this Assignment Description file open in the background and used this template for their typing. We will continue this assignment next week.
October 7-11
Monday
We started class today by reviewing Friday's Identifying Paragraph Parts quiz. Some students struggled with that, so we reexamined the paragraphs we've already written about The Outsiders. Then we looked at our quiz results. Many students felt they would perform better if they could take a similar quiz again. Lucky for them, I had one ready! We will compare our results tomorrow in class. Then I passed back (and recollected for conferences) the Chapter 7 Randy Adderson written responses from Thursday. We need work on sentence creation. So we began this review as well. Tomorrow, we will practice varying our sentences.
Tuesday
Students were arranged in writing groups today. They will remain in these groups through Monday's class. We began by exploring the elements of a proper sentence, types of clauses, and types of sentences. I was really proud of all three classes today. They're soaking in the terminology very well. We will continue this practice tomorrow and apply these terms to an exploration of major events from The Outsiders.
Wednesday
We continued our practice of sentence parts and structures today in class. Then we explored 6 major scenes from the novel. For each one, we created summarizing sentences using simple, compound, and complex structures. Finally, students were given a paragraphs assignment for Friday's class. (I won't see them during tomorrow's half day.) These paragraphs are to be ready for typing on Friday. (Each student in the group was assigned one paragraph from the attached file.)
Thursday
Half Day - Remember to have your paragraphs ready for typing tomorrow. If you don't have your book with you tonight, you can read this online version HERE.
Friday
Students typed their third formal paragraphs today. They did this with their group members, and they were able peer review each other's work a little as well. If you were absent today, please type your paragraph over the weekend. You can e-mail me a copy of that paragraph and/or print that out for Monday's class.
September 30-October 4
Monday
Today we practiced a sequence of steps for determining the meaning of unfamiliar words in context. First, we looked at 5 words from Chapter 5 of The Outsiders. For each word, we identified its function in the sentence (part of speech). Then we examined the situation and wrote out an explanation of the surrounding context. We looked for any clues within the word, and then we used all that information to assign meaning. We completed these task for the words in Chapter 5. Then we began reading Chapter 6 as a class. We stopped at any of the Chapter 6 vocabulary terms we came across. For homework, students are to read the remainder of Chapter 6 and complete the sequences for the rest of the vocabulary terms. HERE is the list of vocabulary words for Chapters 5 and 6. If you don't have your book with you tonight, you can read this online version HERE.
Tuesday
We looked back at last week's paragraphs (glued in our spirals) to review the the elements of a paragraph. As a class, we put a spotlight on pages 92-19--the fire scene. In their spirals, students worked on the creation of another formal paragraph about Johnny. This we will type this paragraph tomorrow in class. Students should finish reading Chapter 7 for Thursday's class.
Wednesday
Students typed and submitted their formal paragraphs about Johnny today. With any remaining time, they began reading Chapter 7. This is to be completed for tomorrow's class. If you don't have your book with you tonight, you can read this online version HERE.
Thursday
I was at a department meeting today, so students in hours 4 and 6 had a guest teacher. They began by following THESE INSTRUCTIONS to label the sections of the paragraphs we glued in our spirals yesterday. Then they responded to 8 question from their reading of Chapter 7. For homework, students are to complete this quick possessive noun practice.
Friday
We reviewed last night's possessive noun homework. Then students completed a short assessment identifying paragraph parts, and I began checking in their formal paragraphs about Johnny's bravery. Students began this weekends reading assignment: Chapters 8-10 (Pages 119-160). If you don't have your book with you tonight, you can read this online version HERE.
September 23-27
Monday
We reviewed our work from last week--examining how authors provide direct and indirect characterization. We also identified examples of S.E. Hinton's use of figurative language to provide characterization. Students worked in their groups to complete this Characterization with Figurative Language sheet. After that, students practiced their oral reading skills in groups with Chapter 3 from The Outsiders. That chapter is to be completed for tomorrow's class. (In 3rd hour, students are to have read through page 48.) If you don't have your book with you tonight, you can read this online version HERE.
Tuesday
Our aim today was to learn elements of a paragraph. I introduced these elements as a topic sentence, context, textual support, and commentary. Those terms are explained in this Paragraph Parts PowerPoint. In that PowerPoint, I also provided a sample paragraph containing those parts. As a class, we read the closing scene of Chapter 3 (pages 49-52). Then students made an attempt at creating their own paragraphs containing a topic sentence, context, textual support, and commentary. Class ended as students were finishing their commentary. This paragraph is to be completed for tomorrow's class. (Directions can also be found on the PowerPoint.)
Wednesday
Students met with a partner to begin class today. They reviewed the elements to a proper paragraph. Then they used our computers to type the paragraphs they wrote yesterday. When those formal paragraphs were submitted, they began reading Chapter 4 from The Outsiders. This should be completed for tomorrow's class. If you don't have your book with you tonight, you can read this online version HERE.
Thursday
Students glued a printed copy of yesterday's paragraphs into their spirals. Then they identified, defined, and made corrections to their paragraph parts. If interested, you can see our STEPS. Then students began reflecting on the events from Chapter 4 of The Outsiders. I passed out these Chapter 4 Response Tasks. On side one, I've provided a topic sentence, context, and the commentary. Students are to visit the provided page and find the textual evidence supporting the topic sentence. They are to demonstrate the proper format for quoting the text. On the back, they are to examine the steps in yesterdays reading that lead to Bob Sheldon's death. In the boxes, they are to create complete sentences identifying the chronology of escalation.
Friday
Today students conducted a close analysis of Robert Frost's poem "Nothing Gold Can Stay". They used this Robert Frost Analysis File to move step-by-step through the poem. After writing all their notes directly on the poem page, they added their interpretation of the poem's meaning. After that analysis, they began reading Chapter 5 from The Outsiders. As they read, they'll come across a poem Johnny recites that may sound familiar! Chapter 5 should be read for Monday's class. If you don't have your book with you tonight, you can read this online version HERE.
September 16-20
Monday
Today we began exploring our shared cultural norms. Students took part in an activity that highlighted the cultural assumptions we have about each other. They reflected on their friendships as well. For homework, students are to complete the reading and tasks for this article, "The Benefits of Cliques."
Tuesday
We began our first novel, The Outsiders, in class. Students were arranged into two pairs. Each person in the group of four were given THIS PACKET. One pair from the group completed the first page (Chapter 1 Characterization) as we read the first chapter. The second pair completed the second page (The Benefits of Cliques) sheet as we read Chapter 1. If you were absent today, you may read Chapter 1 HERE.
Wednesday
Students returned to their groups today, and shared their characterization notes from yesterday's reading of Chapter 1. They then participated in the "Build a Greaser" group challenge. Each group was assigned a member of the greaser gang to complete the timed tasks. If you were absent today, please read the "Assignment Requirements" page. You can choose a greaser and complete the tasks (with a drawing) on a blank sheet of paper. For homework, students are to read Chapter 2 from The Outsiders. If you don't have your book, you may read Chapter 2 HERE.
Thursday
Today's class began with quick grammar refresher on sentence structure. Students worked together to complete this Varying Sentence Structure reference sheet. They glued this page into their spirals when they finished. Then we returned to our characterization packets. We examined how S.E. Hinton uses direct characterization throughout Chapter 1 to introduce the fictional characters she created. The first page of our packet is filled with examples of this direct characterization. However, authors also use indirect characterization to reveal characters as well. For this examination, we used a dialogue between Pony and Soda from the end of Chapter 1. Students used highlighters to identify the areas of narration--separating those areas from the dialogue. They also made notes on the page about the structure of the dialogue: How do we know when the characters are speaking to each other? How does the writer show when the speakers are changing back and forth? Does the closing punctuation belong inside or outside closing quotation marks? Next we made notes about how Soda is indirectly characterized though his words: What role does Soda seem to play in the family of three boys? Despite Pony's descriptions, is Soda conceited? What does he value in his family? Through her use of direct and indirect characterization, do you think S.E. Hinton wants us to like or dislike Sodapop?
Friday
Groups worked in the Presentation Room today. We built off yesterday's lesson looking at indirect characterization--this time examining Cherry Valance from Chapter 2. Each member of the group examined a different scene. Here are the four scenes. (If you were absent and are doing this at home, choose one of the four here.) Like yesterday, students used highlighters to separate narration from dialogue. They then noted their inferences about Cherry based on her words and actions. Students then shared these ideas collectively in the "bowl of cherries." They examined questions like How does Cherry fit the Soc stereotypes? How does she break from those stereotypes? What can we infer about her home life? How are she and Marcia different? After creating a collaborative representation of their group observations, they created a compound sentence predicting of Cherry's role in this novel. HERE is the direction sheet I used to lead instruction today.
September 9-13
Monday
We took a close look at personal pronouns today. I presented the Personal Pronoun Chart to students. We looked at examples at how the chart explains the why behind some of our formal writing rules. Students began practicing this chart in class.
Tuesday
Students continued to practice their pronoun chart today. With a partner, they worked on this Pronoun Practice Sheet helping them apply pronoun concepts properly into sentences and explore the different effects of formal versus informal speaking. Then we began applying concepts from the chart with this Explaining the Correction practice. We completed the first few examples together as a class. Students are to complete this sheet through and including #8.
Wednesday
We reviewed last night's work in class today. Students examined their "The Writer" statements to make sure they used grammar language to identify WHY the writer's word choice is incorrect and how it needs to be corrected. With our remaining time, students worked in small groups to complete the rest of that sheet. We discussed the answers together at the end of the hour.
Thursday
We completed a short practice today with more "The Writer" statements, and then students completed a pop quiz demonstrating this skill. When finished, I introduced the three parts of a sentence. HERE is a copy of the completed notes in case you were absent. Then we discussed the topics for tomorrow's assessment: 6 Parts of Speech, 23 Helping Verbs, Personal Pronoun Chart, "The Writer" statements, and Sentence Parts. Students may use these Review Slides to practice for tomorrow.
Friday
Students conducted a grammar review with partners today. First they completed these practice tasks. Then they held small discussions about THESE review slides. Finally, they took a short quiz assessing their understanding of our grammar concepts.
September 3-6
Tuesday
Today we completed a short writing assignment and reviewed the class syllabus. I am offering extra credit for those who get their syllabus signed and returned for tomorrow's class. (Here is the class syllabus for Co-Taught Hour Three.
Wednesday
Students explored the terms formal and informal today. We contrasted the terms and conducted a class activity to illustrate the difference. Students understand they are to write formally in our English class. This expectation requires a command of our language. We began developing this command by exploring our parts of speech: nouns, pronouns, adjectives, verbs, adverbs, and prepositions.
Thursday
We continued working with parts of speech today. Students completed a reference and glued that into their spirals. Then we began practicing our list of 23 helping verbs.
Friday
We continued working with parts of speech and helping verbs today in groups. Part of our practice included this Parts of Speech Practice Sheet. If you left your novel at school, HERE IS AN ONLINE COPY.If you left your novel at school, HERE IS AN ONLINE COPY.
