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Description:

Course Goals:

Students will read and analyze mentor texts for craft and use those texts as models for their own writing.

Students will craft original writing for a specific purposes written for authentic audiences.  

Students will focus on narrative, informational, and argument writing in this class, although other types of writing may be explored.

Students will improve their skills in the following areas based on the individual results of their baseline assessment at the beginning of the year.  Those areas are:   Purpose, Audience, Idea Development, StructureResearch, Language/Vocabulary, and Conventions

Students will practice speaking and listening skills necessary for success in high school, college, and careers.  This will usually take place in writing workshop conferences.

What Did We Do Today?
  • What are We Doing This Week?

    Lesson Plans:

    Monday, November 13, 2017

    Periods 1, 5, 7

    1.  Bell Ringer:  Build a better sentence for this sentence base:

             The lamp fell.

                    (If not done in 10 minutes, this is homework)

     

    2.  "One Classroom Activity" paragraph - Finish as a class.

    3.  You will be given a new 3.8 paragraph to complete that follows this same pattern tomorrow.  That paragraph will be due the following Tuesday, November 21st. (The day before Thanksgiving break).  If not turned in on time, it will really hurt your grade!  Make sure it is done!

     

    Period 2 Monday,  November 13, 2017

    1. Bell Ringer:  Build a better sentence for this sentence base:

             The lamp fell.

                    (If not done in 20 minutes, this is homework)

     

    2.  Work on the RACE Practice Test #1

     

    Monday, November 13, 2017 Periods 4 and 6

     

    1.  Review how to annotate and answer inquiry questions.  All annotations are due by next Monday.

    2.  Review how to check your PI (poetry/inquiry) folder for others' comments.

    3.  Work on your 600 word contracts

    4.  On Wednesday, Thursday, and Friday, you will NOT be working on these assignments most of the time.  I want to be present for your inquiry sayback sessions.

     

    Tuesday, November 14, 2017 Periods 1, 5, 7

    1.  Bell Ringer:  Build a better sentence for this sentence base:

         The worker left.

                    (If not done in 10 minutes, this is homework)

    2.  "One Classroom Activity" paragraph - Finish as a class. (If not already finished)

    3.  New 3.8 Paragraph:  Due Next Tuesday, November 21st.  

    Write about paragraph states what your favorite hobby is and gives three examples of why it is as well as three details sentences that elaborate on those examples.  Finally, write a concluding sentence that wraps up your paragraph.

    ****  BE SURE YOU CAREFULLY FOLLOW ALL DIRECTIONS

     

    Period 2 Tuesday,  November 14, 2017

     

    1. Bell Ringer:  Build a better sentence for this sentence base:

             The worker left.

                    (If not done in 20 minutes, this is homework)

     

    2.  Finish RACE Practice Test #1

     

    Tuesday, November 14, 2017 Periods 4 and 6

     

    1.  Review how to annotate and answer inquiry questions.  All annotations are due by next Monday!

    2.  Review how to check your PI (poetry/inquiry) folder for others' comments.

    3.  Work on your 600 word contracts

    4.  On Wednesday, Thursday, and Friday, you will NOT be working on these assignments.  I want to be present for your inquiry sayback sessions.


     

    Wednesday, November 15, 2017 Periods 1, 5, 7     NO TALKING!

    #1 - Test:  Build a Sentence for this base: The chair broke.

    1) Add a more specific noun (subject)

    2) Add a stronger more specific verb / predicate.

    3) Add two adjectives that modify the now.  Make sure they are specific.

    4) Add an effective simile to the base sentence.

    5) Add a how/when/where phrase that adds more detail to the sentence.

    6) Read over your sentence in a one foot voice.  If something should be move, draw an arrow.

    7) Write your sentence where it says Final Sentence.  Check for spelling, capital and end punctuation, how/where/when phrase, and that your sentence makes sense and flows well.

    8) Work on the RACE Practice Test #1 - Whatever is not done today is homework.

    9) Read quietly until the end of class.  If you do not have your own book, Mrs. Kissick will give you the assignment I left to complete.  


     

    Wednesday, November 15, 2017  Period 2

     

    Ms. Brosseit and Mrs. Moore will be teaching today.  I miss you all! - Ms. Mort


     

    Wednesday, November 15, 2017 Periods 4 and 6

    1. Work on the RACE Practice Test #1 - Whatever is not done today is homework.

    2.  If you finish early, get your chromebook, and annotate some more poems.  You need to have this done by next Monday.


     

    Thursday, November 16, 2017 Periods 1, 5, 7  

    1. Trade finished RACE Practice Test #1 - Compare the version you got to my example. (see next slide)  What did the version you got NOT DO that my version did.  Point it out to your partner.  Make sure they understand how to correct their error.  You are helping your partner improve.  Don't let them down!  IF YOU DIDN'T DO YOUR HOMEWORK OR WERE ABSENT, MS. KISSICK WILL PUT YOU OUTSIDE IN THE HALLWAY TO FINISH.  YOU CAN'T IMPROVE IF YOU DON'T DO THE WORK ON YOUR OWN FIRST!

    2.  Once all the students have checked RACE Practice Test #1, return to this slide and collect.  

    3.  Hand out RACE Practice Test #2.  You are to complete this on your own.  If you don't finish in class, it is homework.

    4.  Work on your 3.8 paragraph about your favorite hobby.  Due by next Tuesday, November 21st.

    5.  Read quietly until the end of class.  If you do not have your own book, Mrs. Kissick will give you the assignment I left to complete.


     

    Question: How did Pablo injure himself?

    Answer:  Pablo wrecked on his motorbike.

    (R + A) Pablo wrecked his motorbike and injured himself

    (C) One example from the text that supports this is Pablo "picked the gravel from his wounds, wiped off the dust and looked at the motorbike."

    (E) This quote proves I am right because people who wreck their motorbikes often have gravel embedded in their skin.

    Conclusion: Clearly, Pablo injured himself when he lost control of his motorbike.

    Short Answer RACE Paragraph:

    Pablo wrecked his motorbike and injured himself.  One example from the text that supports this is Pablo "picked the gravel from his wounds, wiped off the dust and looked at the motorbike." This quote proves I am right because people who wreck their motorbikes often have gravel embedded in their skin. Clearly, Pablo injured himself when he lost control of his motorbike.

    ***  Students might use a different quote, but they must clearly explain how the quote


     

    Thursday, November 16, 2017  Period 2

     

    Ms. Brosseit and Mrs. Moore are teaching today.  Be good!  I miss you all!  - Ms. Mort


     

    Thursday, November 16, 2017 Periods 4 and 6

    1. Trade finished RACE Practice Test #1 - Compare the version you got to my example. (see next slide)  What did the version you got NOT DO that my version did.  Point it out to your partner.  Make sure they understand how to correct their error.  You are helping your partner improve.  Don't let them down!  IF YOU DIDN'T DO YOUR HOMEWORK OR WERE ABSENT, MS. KISSICK WILL PUT YOU OUTSIDE IN THE HALLWAY TO FINISH.  YOU CAN'T IMPROVE IF YOU DON'T DO THE WORK ON YOUR OWN FIRST!

    2.  Once all the students have checked RACE Practice Test #1, return to this slide and collect.  

    3.  Hand out RACE Practice Test #2.  Students are to complete this on their own.  They must finish it in class.  If students don't finish, they must leave the test here and can finish it before school on Monday morning.

    4.If you finish early, get your chromebook, and annotate some more poems.  You need to have that done by next Monday.

     

    Question: How did Pablo injure himself?

    Answer:  Pablo wrecked on his motorbike.

    (R + A) Pablo wrecked his motorbike and injured himself

    (C) One example from the text that supports this is Pablo "picked the gravel from his wounds, wiped off the dust and looked at the motorbike."

    (E) This quote proves I am right because people who wreck their motorbikes often have gravel embedded in their skin.

    Conclusion: Clearly, Pablo injured himself when he lost control of his motorbike.

    Short Answer RACE Paragraph:

    Pablo wrecked his motorbike and injured himself.  One example from the text that supports this is Pablo "picked the gravel from his wounds, wiped off the dust and looked at the motorbike." This quote proves I am right because people who wreck their motorbikes often have gravel embedded in their skin. Clearly, Pablo injured himself when he lost control of his motorbike.

    ***  Students might use a different quote, but they must clearly explain how the


     

    Friday, November 17, 2017 Periods 1, 5, 7  

    1. Trade finished RACE Practice Test #2 - Compare the version you got to my example. (see next slide)  What did the version you got NOT DO that my version did.  Point it out to your partner.  Make sure they understand how to correct their error.  You are helping your partner improve.  Don't let them down!  IF YOU DIDN'T DO YOUR HOMEWORK OR WERE ABSENT, MS. KISSICK WILL PUT YOU OUTSIDE IN THE HALLWAY TO FINISH.  YOU CAN'T IMPROVE IF YOU DON'T DO THE WORK ON YOUR OWN FIRST!

    2.  Once all the students have checked RACE Practice Test #2, return to this slide and collect.  

    3.  Hand out RACE RETEST #3.  Students are to complete this on their own.  They must finish it in class.  If students don't finish, they must leave the test here and can finish it before school on Monday morning.

    4.  Work on your 3.8 paragraph about your favorite hobby.  Due by next Tuesday, November 21st.

    5.  Read quietly until the end of class.  If you do not have your own book, Mrs. Kissick will give you the assignment I left to complete.

     

    Short Answer Open Response Question: What problem is Cassie having?

    Answer:  Cassie is late for school.

    (R + A) Cassie is late for school.

    (C) One example from the text that supports this is "Cassie jumped out of bed, threw on the first outfit that she grabbed, brushed her teeth in two swipes, threw her books into her backpack, and then ran out the door."

    (E) This quote proves I am right because people who are late for school often rush around the house in a panic and make a quick attempt to get ready before hurrying to school.

    Conclusion: Clearly, Cassie realized she was really late for school.

    Short Answer RACE Paragraph:

    Cassie is late for school. One example from the text that supports this is "Cassie jumped out of bed, threw on the first outfit that she grabbed, brushed her teeth in two swipes, threw her books into her backpack, and then ran out the door." This quote proves I am right because people who are late for school often rush around the house in a panic and make a quick attempt to get ready before hurrying to school. Clearly, Cassie realized she was really late for school.

    ***  Students might use a different quote, but they must clearly explain how the quote proves their answers are correct!

     

    Friday, November 17, 2017   Period 2

     

    Ms. Brosseit and Mrs. Moore are teaching today.  Be good!  I miss you all!  - Ms. Mort


     

    Friday, November 17, 2017 Periods 4 and 6

    1. Trade finished RACE Practice Test #2 - Compare the version you got to my example. (see next slide)  What did the version you got NOT DO that my version did.  Point it out to your partner.  Make sure they understand how to correct their error.  You are helping your partner improve.  Don't let them down!  IF YOU DIDN'T DO YOUR HOMEWORK OR WERE ABSENT, MS. KISSICK WILL PUT YOU OUTSIDE IN THE HALLWAY TO FINISH.  YOU CAN'T IMPROVE IF YOU DON'T DO THE WORK ON YOUR OWN FIRST!

    2.  Once all the students have checked RACE Practice Test #2, return to this slide and collect.  

    3.  Hand out RACE RETEST #3.  Students are to complete this on their own.  They must finish it in class.  If students don't finish, they must leave the test here and can finish it before school on Monday morning.

    4. If you finish early, get your chromebook, and annotate some more poems.  You need to have that done by next Monday.


     

    Short Answer Open Response Question: What problem is Cassie having?

    Answer:  Cassie is late for school.

    (R + A) Cassie is late for school.

    (C) One example from the text that supports this is "Cassie jumped out of bed, threw on the first outfit that she grabbed, brushed her teeth in two swipes, threw her books into her backpack, and then ran out the door."

    (E) This quote proves I am right because people who are late for school often rush around the house in a panic and make a quick attempt to get ready before hurrying to school.

    Conclusion: Clearly, Cassie realized she was really late for school.

    Short Answer RACE Paragraph:

    Cassie is late for school. One example from the text that supports this is "Cassie jumped out of bed, threw on the first outfit that she grabbed, brushed her teeth in two swipes, threw her books into her backpack, and then ran out the door." This quote proves I am right because people who are late for school often rush around the house in a panic and make a quick attempt to get ready before hurrying to school. Clearly, Cassie realized she was really late for school.

    ***  Students might use a different quote, but they must clearly explain how the quote proves their answers are correct!

     

  • What Did We Do Today?

    Period 1, 5, 7:

    1. Students finished their Halloween paragraphs and turned them in.

    Homework:  If Halloween paragraphs aren't done, students have to finish them.  Students who turn in the paragraph late will only earn a 2.5.

    Period 2

    Monday, October 30, 2017                    Period 2

    1.  Build a Sentence
     

    Monday, October 30, 2017                            Period 4 and 6
    1.  Continue Pre-Conferences/Improve your calendars, goals, and proposals if necessary and resubmit.  
    3.  Read the article  "Inquiry Week Overview" by Liz Prather. Be sure that you add what you did today to your calendar.
    4.  If you have completed your poem, craft two inquiry questions that you want the students to use to comment on your poem.  Refer to your goals to create effective questions.
    5.  Go to http://thinkwritten.com/365-creative-writing-prompts/ for some writing prompt ideas for your 600 word weekly contract. 
    Example:
    1. Outside the Window: What’s the weather outside your window doing right now? If that’s not inspiring, what’s the weather like somewhere you wish you could be?


     

  • What Did We Do Today?

    Monday, October 23, 2017                                      Period 1, 5, 7
    1.  Hand back the spec test - Retest on Friday.  Retest will be much harder.  You will have to write out the definitions for each word.
    14-15 = 3
    12-13 = 2.5
    9-11 = 2
    8 and under =1

    2.  Students who didn't get a 1 or 2 on the PRACTICE Race Paragraph will have to copy a correct version and compare it to their own version.

    Correct Version that needs to be copied:

    Short Answer Open Response Question: What is Warren doing? 
    (R + A) Warren is taking out the garbage.
    (C) One example from the text that supports this is “the bag had gotten caught on a nail and a foul, odorous juice poured out, splashing Warren’s leg.” 
    (E) This quote proves I am right because garbage is very smelly and liquid is often thrown into garbage bags. 
    Conclusion: Clearly, the smelly juice supports my answer that Warren is taking out the trash.
    Short Answer RACE Paragraph:
            Warren is taking out the garbage. One example from the text that supports this is “the bag had gotten caught on a nail and a foul, odorous juice poured out, splashing Warren’s leg.” This quote proves I am right because garbage is very smelly and liquid is often thrown into garbage bags. Clearly, the smelly juice supports my answer that Warren is taking out the trash.

    3.  Students will then have to take another practice test with a new paragraph and complete a 4.1 paragraph that is better written tomorrow.

    Period 2                                                Monday, October 23, 2017
    1.  The following students need to take the "SPEC"  test:
    14-15 = 3
    12-13 = 2.5
    9-11 = 2
    8 and under =1
    2.  Hand back the spec test - Retest on Friday.  It will not be the same test!
    3.  Continue working on the Earl Paragraph.

    Period 4 and 6                                 Monday, October 23, 2017?
    Need to take "SPEC" Test:  
    1.  Hand back the spec test - Retest on Friday.  Retest will be much harder.  You will have to write out the definitions for each word.
    14-15 = 3
    12-13 = 2.5
    9 -11 = 2
    8 and under =1  
    2.  Continue Pre-Conferences
    3.  Improve your calendars, goals, and proposals if necessary and resubmit.  
    4.  Read the article "Inquiry Week Overview" by Liz Prather and add it to your Project Library.  Be sure that you add what you did today to your calendar.

  • What Did We Do Today?

    Wednesday, October 4, 2017

    Periods 1, 5, 7

    1.  Students worked on any missing work during class.  

    2.  Students who were caught up had the opportunity to write in topic journals, create a story based on a painting I created last night in anticipation of our Smores Stories event, or read.  I am really proud of the students who have all their work turned in!

    Homework:  Complete any missing assignments.  Last day to turn in work is Wednesday, October 11th if students want it to be graded for the 1st term report card.

    Period 2 

    1.  Students completed their 3.8 paragraphs for Assignment #6 in Google Classroom.

    2.  Students who were caught up had the opportunity to write in topic journals, create a story based on a painting I created last night in anticipation of our Smores Stories event.

    Periods 4 and 6

    1.  Students pitched their poetry ideas.  We are almost done with pitches.

  • What Did We Do Today?

    Tuesday, October 3, 2017  

    Periods 1, 5, 7
    1) Journal entries for 10/2-10/6. (Assignment #11) (10 minutes)

    2) *  Continue Assignment #10:  3.8 paragraph assignment  

    * Periods 5 and 7 stopped working on this assignment and started a short scaffolding assignment titled RACE practice in Google Classroom. Period 1 will do the same thing tomorrow.  Then we will return to Assignment #10\

    Homework:  Make up any missing work

    Period 2

    1.  Students began writing the paragraph for Assignment #6.

    Homework:  Work on writing complete sentences correctly at home.

    Pitches - Students who have not done their pitches currently have a 0 for the assignment.

     

    Period 4
    Things to keep up with:
    1.  Writing regularly to fulfill your writing contract.  (We completed the contract yesterday.  See one of your classmates if you were absent to figure out how to complete it.)
    2.  Your Project Library

    Homework:  Fulfill requirements you set for your writing contract

  • What Did We Do Today?

    Monday, October 2, 2017         

    Periods 1, 5, 6
    1) Make sure you turned in your journal entries from last week, your corrections for the Heart Map Self Assessment and On-Demand. I haven't put these in the grade book yet, but I will today.  If assignments aren't turned in, your grade will suffer. 
    2) Begin this week's journal entries for 10/2-10/6. (Assignment #11)
    3) Assignment #10:  3.8 Paragraph assignment  -  If you already submitted this, please unsubmit.  We will review this and work together through the assignment. 

    Homework:  Finish any missing work

    Period 2

    1.  Finish all three detail sentences and elaboration sentences for Assignment #6 in Google Classroom.
    2.  Work on Halloween RAFT Writings if you have time.

    Periods 4 and 6

    Period 4 and 6

    All this work is in Google Classroom:
    1.  Complete the writing contract.  Turn in.
    2.  It's all about that Pitch, no treble....
    Things to keep up with:
    1.  Writing regularly to fulfill your writing contract.
    2.  Read craft pieces, models, and content pieces that have been placed or that you placed in your project library.  Be sure to summarize what you read and write a reaction to it.

    Homework: Work on writing contract commitment or your project library

  • What Did We Do Today?

    September 25 - 29, 2017

    Periods 1, 5, 6

    1.  Journal Entries Assignment for this week.
    2.  Corrections for Heart Map - Due no later than Wednesday.
    3.  Correction for On-Demands - Due no later than Monday.  If you need to work on this at home, take a picture of it and then you can do your corrections at home.

    Period 2

    1.  You need your article! Finish reading article.
    2.  Today,  complete assignment 5 by writing  about how you feel about starting school later now that you have read this second article.  
    Use sentence starters  like...
    After reading this article, I now think....
    As this article states....
    Now I am thinking ...
    I’m wondering ...
    Just as I was thinking earlier ...

    3.  Read this paragraph:

    Meg sat back in the stylish chair and chatted on her cell phone. The shopping bags at her feet bore the colorful labels of many different stores—but each seemed to have “fashionable” and “expensive” written all over it.

    4. Highlight three specific quotes in the text that help you infer something about Meg’s character (that show what kind of a person Meg is) based on the setting.  

    5. Write a paragraph plan below.  I have included sentence starters this time, but I will not always do that.  You will need to learn how to include sentence starters on your own soon.

    Prompt Question:  How does the author reveal character through setting?

    Writing out each sentence for a 3.8 paragraph:

    Topic Sentence (Restate the question and answer it)

    The author reveals character through setting in several ways.

    Detail Sentence #1 (Evidence from the text)

    First of all, the text says that Meg “sat back in the stylish chair.”

    Support of Point #1

    (Explain how this evidence shows what kind of person Meg is)

    This tells me that Meg is probably rich because the chair is not just a normal chair, but it is stylish.

    Detail Sentence #2 (Evidence from the text)

    Additionally, the text says “

    Support of Point #2

    (Explain how this evidence shows what kind of person Meg is)

    This suggests that Meg is

    Detail Sentence #3 (Evidence from the text)

    Finally, the text says “

    Support of Point #3

    (Explain how this evidence shows what kind of person Meg is)

    This makes me think that

    Concluding Sentence (Restate the question again in a little different way)

    Clearly,


    Write the paragraph using the paragraph plan above.

     

    Periods 4 and 6

    1.  Students gave their 2 - 5 minute pitches on the poems they plan to write for our first Problem Based Writing Assignment.

    2.  Each pitch was followed by a five minutes question and answer session, one student summarized the pitch, and the class voted on whether the pitch passed or failed.  If a pitch failed, students had to provide evidence to support their opinions.

     

     

     




     

  • What Did We Do Today?

    Tuesday, September 19, 2017

    Period 1, 5, and 7
     
    1.  Introduction to Retest Procedures for Summative Writing Pieces.  
    2.  Finish your short argument on this topic:  Should schools start and end later?  Make sure that your argument makes a claim and cites evidence from the three readings to support your argument.  Be sure you have checked your writing for spelling, punctuation, and capitalization errors.  Also, is each sentence a complete sentence?  Are there any unclear sentences?
    3. Use the correction codes on your Heart Map Rubric and Self-Assessment assignment in Google Classroom.  Every comment is an error. If you have 13 comments, you have 13 errors.
    4.  Get a sheet of paper out.  Write the rule for each error made.  If you made the same error over and over, you must write the rule for every time you made the error.  You must also fix the error you made after you have written each rule.

    Homework: Study "man/manu" words for quiz this Friday.

     

    Period 2
    1.  We are going to read a second article, using the read, cover up, and paraphrase strategy.

    2.  Write a 1 sentence Gist for each paragraph
    3.  Write a second paragraph after reading this article about how you feel about starting school later.  
    Use sentence starters  like...
    After reading this article, I now think....
    As this article states....
    Now I am thinking ...
    I’m wondering ...
    Just as I was thinking earlier ...

    Homework: Study "man/manu" words for quiz this Friday.

    Period 4 and 6
    1.  Poetry Pitch
    2.  Project Library

    Homework: Study "man/manu" words for quiz this Friday.

  • What Did We Do Today?

    Monday, September 18, 2017

    Period 1, 5, and 7

    1. Look at the graphic and explanation that you made and read it over. On the graphic, mark your own position in the conversation.
    2.  Write a claim that clearly states your opinion on this issue.  This should be the first sentence in your writing. 
    3.  Review the three articles and underline the 3 best piece of evidence from the three articles.  You will include these quotes in your writing. 
    4. Write  a short argument that makes a claim and cites evidence from the three readings to support your argument. 

    Homework:  Study "man" root words for quiz on Friday.

    Period 2

    1.  We are going to read a second article, using the read, cover up, and paraphrase strategy.
    2.  Write a second paragraph after reading this article about how you feel about starting school later.  
    Use sentence starters  like...
    After reading this article, I now think....
    As this article states....
    Now I am thinking ...
    I’m wondering ...
    Just as I was thinking earlier ...

    Homework:  Study "man" root words for quiz on Friday.

    Period 4 and 6

    Period 4 and 6
    1.  Poetry Pitch
    2.  Project Library

    Homework:  Study "man" root words for quiz on Friday.

  • What Did We Do Today?

    Thursday, 9/14/2017                                    Period 1, 5, 7
    1. Get your homework out. Work on your alphabet story.
    2. On a piece of paper,  draw a simple graphic that represents the relationship among these three articles. A graphic is a drawing or diagram that makes helps readers see how the parts are related.  Before you draw anything, you need to figure out how these articles are related and then what graphic will best represent that relationship.
    This will be collected at the end of the period.

    3. Write a short explanation of what your graphic shows on the paper so people can understand your drawing. You have 10 minutes, so don't worry if it's not the best artwork.  Just be sure you have a good explanation of what your graphic shows. 

    Homework:  If not finished, complete your graphic and write your explanations

    Thursday, 9/14/2017                                                  Period 2
    Small Groups - Continue
    1. Finish article
    2. Go to Google Classroom and complete the writing for "Should Schools Stay Early?"
    3.  Alphabet Story (Google Classroom)  if finished with article.

    Homework: None

    Thursday, 9/14/2017                                                Period 4, 6
    1.  Poetry Pitch
    2.  Project Library
    Homework: "Alphabet Story" if not finished
    Due Monday "Pitch"

  • What Did We Do Today?

    Wednesday, September13, 2017

    Wednesday, 9/13/2017                                    Period 1, 5, 7
    Bell-Ringer:  Make sure your "Should Schools Stay Early?" writing is finished in Google Classroom and turned in.  Then continue working on your "alphabet story" in Google Classroom for a few minutes.  Due Friday!
    1.  Read the article "High Schools with Late Start Times Help Teens but Bus Schedules and After-School Can Conflict." Write a gist for each of the 17 paragraphs. If you don't understand a paragraph, go back and use the read, cover up, paraphrase strategy. 
    Homework:  Finish the gists for the article.

    Due Friday:  Alphabet Story

    Wednesday,  September 13, 2017              Period 2
    Small Groups - Continue
    1. Finish article
    2. Go to Google Classroom and complete the writing for "Should Schools Stay Early?"
    3.  Alphabet Story (Google Classroom)  if finished with article.

    Homework: None

    Wednesday, September 13, 2017                        Period 4, 6

    1.  Review of pitch rubric.  (in Google Classroom)
    2.  Write notes for your poetry pitch.
    3.  Continue building your Poetry Project Library for this first project.

    Homework:
    Due today:  "Should School Stay Early" writing
    Due Friday: "Alphabet Story"
    Due Monday "Pitch"

     

  • What did We Do Today?

    Tuesday, September 13, 2017                            

    Period 1
    1.  Turn in homework, so I can review your work.  While I am doing this, go to your Google Classroom and write an alphabet story.  This is due Friday.
    2.  Write for 5 - 7 minutes about how you feel NOW about starting school at a later start time.   
    If you don't know how to start, use some of these sentence starters:
    Now after reading "Should School Start Early?", I think...
    As "Should School Start Early?" says, ...
    Now I am thinking ...
    Now I’m wondering ...
    Just as I was thinking earlier ...
    This article changed my mind because it says...

    Homework: None

    3.  Google Classroom - Complete "The Alphabet Story" by Friday.

    Period 2

    1.  Students continued to read, cover up, and paraphrase the article "Should School Start Early?".

    2. Some students started writing their alphabet stories.

    Homework: None

    Period 4

    1.  Turn in homework, so I can review your work.  While I am doing this, go to your Google Classroom and write an alphabet story.  This is due Friday.
    2.  Write for 5 - 7 minutes about how you feel NOW about starting school at a later start time.   
    If you don't know how to start, use some of these sentence starters:
    Now after reading "Should School Start Early?", I think...
    As "Should School Start Early?" says, ...
    Now I am thinking ...
    Now I’m wondering ...
    Just as I was thinking earlier ...
    This article changed my mind because it says...

    3.   Students continued working on their poetry project libraries.

    Homework: None

    Period 5:

    1.  Turn in homework, so I can review your work.  While I am doing this, go to your Google Classroom and write an alphabet story.  This is due Friday.
    2.  Write for 5 - 7 minutes about how you feel NOW about starting school at a later start time.   
    If you don't know how to start, use some of these sentence starters:
    Now after reading "Should School Start Early?", I think...
    As "Should School Start Early?" says, ...
    Now I am thinking ...
    Now I’m wondering ...
    Just as I was thinking earlier ...
    This article changed my mind because it says...

    Homework: None

    Period 6:

    1.  Turn in homework, so I can review your work.  While I am doing this, go to your Google Classroom and write an alphabet story.  This is due Friday.
    2.  Write for 5 - 7 minutes about how you feel NOW about starting school at a later start time.   
    If you don't know how to start, use some of these sentence starters:
    Now after reading "Should School Start Early?", I think...
    As "Should School Start Early?" says, ...
    Now I am thinking ...
    Now I’m wondering ...
    Just as I was thinking earlier ...
    This article changed my mind because it says...

    3.   Students continued working on their poetry project libraries.

    Homework: None

    Period 7:

    1.  Turn in homework, so I can review your work.  While I am doing this, go to your Google Classroom and write an alphabet story.  This is due Friday.
    2.  Write for 5 - 7 minutes about how you feel NOW about starting school at a later start time.   
    If you don't know how to start, use some of these sentence starters:
    Now after reading "Should School Start Early?", I think...
    As "Should School Start Early?" says, ...
    Now I am thinking ...
    Now I’m wondering ...
    Just as I was thinking earlier ...
    This article changed my mind because it says...

    Homework: None

    Monday, September 11, 2017      Periods 1
    1.  Get your binders 
    2.  Now read the article "Should School Stay early?"  using the read, cover up, paraphrase strategy.
    3.  Write a 1 sentence gist for each paragraph.  A gist is a short summary that states the main point the author wants you to know after reading each paragraph.  Do NOT look at your article when you write each gist.  (Periods 1, 5, and 7 had to finish as homework.  This is where those classes ended with the exception of several students who worked ahead on #4.)
    4.  Add "Should School Stay Early" to your journal table of contents.
         - skip the 3 pages to find the real page 2.
         - Title page 2 "Should School Stay Early"    
    If you don't know how to start, use some of these sentence starters:
    Now after reading "Should School Start Early?", I think...
    As "Should School Start Early?" says, ...
    Now I am thinking ...
    Now I’m wondering ...
    Just as I was thinking earlier ...
    This article changed my mind because it says...

    Homework:  Six gists for the article

    Monday, September 11, 2017                          Period 2
    1.  Get your binders 
    2.  Students were split into groups and the three teachers in class worked with each group on the same lesson.

    No Homework

    Period 4

    1.  Get your binders 
    2.  Now read the article "Should School Stay early?"  using the read, cover up, paraphrase strategy.
    3.  Write a 1 sentence gist for each paragraph.  A gist is a short summary that states the main point the author wants you to know after reading each paragraph.  Do NOT look at your article when you write each gist.  (Periods 1, 5, and 7 had to finish as homework.  This is where those classes ended with the exception of several students who worked ahead on #4.)
    4.  Add "Should School Stay Early" to your journal table of contents.
         - skip the 3 pages to find the real page 2.
         - Title page 2 "Should School Stay Early"    
    If you don't know how to start, use some of these sentence starters:
    Now after reading "Should School Start Early?", I think...
    As "Should School Start Early?" says, ...
    Now I am thinking ...
    Now I’m wondering ...
    Just as I was thinking earlier ...
    This article changed my mind because it says...

    No Homework - students completed work in class.

    Period 5

     

    1.  Get your binders 
    2.  Now read the article "Should School Stay early?"  using the read, cover up, paraphrase strategy.
    3.  Write a 1 sentence gist for each paragraph.  A gist is a short summary that states the main point the author wants you to know after reading each paragraph.  Do NOT look at your article when you write each gist.  (Periods 1, 5, and 7 had to finish as homework.  This is where those classes ended with the exception of several students who worked ahead on #4.)
    4.  Add "Should School Stay Early" to your journal table of contents.
         - skip the 3 pages to find the real page 2.
         - Title page 2 "Should School Stay Early"    
    If you don't know how to start, use some of these sentence starters:
    Now after reading "Should School Start Early?", I think...
    As "Should School Start Early?" says, ...
    Now I am thinking ...
    Now I’m wondering ...
    Just as I was thinking earlier ...
    This article changed my mind because it says...

    Homework:  Six gists for the article

    Period 6:

     

    1.  Get your binders 
    2.  Now read the article "Should School Stay early?"  using the read, cover up, paraphrase strategy.
    3.  Write a 1 sentence gist for each paragraph.  A gist is a short summary that states the main point the author wants you to know after reading each paragraph.  Do NOT look at your article when you write each gist.  (Periods 1, 5, and 7 had to finish as homework.  This is where those classes ended with the exception of several students who worked ahead on #4.)
    4.  Add "Should School Stay Early" to your journal table of contents.
         - skip the 3 pages to find the real page 2.
         - Title page 2 "Should School Stay Early"    
    If you don't know how to start, use some of these sentence starters:
    Now after reading "Should School Start Early?", I think...
    As "Should School Start Early?" says, ...
    Now I am thinking ...
    Now I’m wondering ...
    Just as I was thinking earlier ...
    This article changed my mind because it says...

    No Homework - students completed work in class.

     

    Period 7:

     

    1.  Get your binders 
    2.  Now read the article "Should School Stay early?"  using the read, cover up, paraphrase strategy.
    3.  Write a 1 sentence gist for each paragraph.  A gist is a short summary that states the main point the author wants you to know after reading each paragraph.  Do NOT look at your article when you write each gist.  (Periods 1, 5, and 7 had to finish as homework.  This is where those classes ended with the exception of several students who worked ahead on #4.)
    4.  Add "Should School Stay Early" to your journal table of contents.
         - skip the 3 pages to find the real page 2.
         - Title page 2 "Should School Stay Early"    
    If you don't know how to start, use some of these sentence starters:
    Now after reading "Should School Start Early?", I think...
    As "Should School Start Early?" says, ...
    Now I am thinking ...
    Now I’m wondering ...
    Just as I was thinking earlier ...
    This article changed my mind because it says...

    Homework:  Six gists for the article

     

     

    Friday, September 8, 2017

    All students took their reading, math, and language MAP assessments.

     

    Thursday, September 7, 2017

    Period 1

    Periods 1:  We are going through yesterday's lesson again today to make sure everyone is comfortable with the article we are reading.  Then we will do some writing about the article after our discussion.
    Directions:
    1.  Log onto Google Classroom
    2. Read “The Early Bird Gets the Bad Grade”
    3. Underline the main claim of the article.  Claim: The author's position about the topic 
    4. Highlight what you consider to be the writer’s strongest evidence.
    5. Write Early Bird - Article 1 and the next page number available in your table of contents.
    6.  Write Early Bird - Article 1 at the top of the page you will writing on.
    7.  Write 7 minutes starting on that page about the article you just read. Answer these questions in your writing:
    After reading this article, where do you stand on this issue today?
    What do you want to know more about regarding this issue?  
    Use any of these sentence starters if you get stuck. 
    After reading this article, I think...
    As the article says, ...
    Now I am thinking ...
    I’m wondering ...
    Just as I was thinking earlier ...
    8. Share Out

    Period 2:  
    1.  Review what our article has talked about so far.
    2. We are going to continue reading an article together today.    

    Period 4:

    Students reviewed several poems to see how poems are constructed.

    Period 5:

    Directions:
    1.  Log onto Google Classroom
    2. Read “The Early Bird Gets the Bad Grade”
    3. Underline the main claim of the article.  Claim: The author's position about the topic 
    4. Highlight what you consider to be the writer’s strongest evidence.
    5. Write Early Bird - Article 1 and the next page number available in your table of contents.
    6.  Write Early Bird - Article 1 at the top of the page you will writing on.
    7.  Write 7 minutes starting on that page about the article you just read. Answer these questions in your writing:
    After reading this article, where do you stand on this issue today?
    What do you want to know more about regarding this issue?  
    Use any of these sentence starters if you get stuck. 
    After reading this article, I think...
    As the article says, ...
    Now I am thinking ...
    I’m wondering ...
    Just as I was thinking earlier ...
    8. Share Out

    9. Place “Corrections for All Writing Assignment Codes” behind your 2nd tab.  Label the tab:  Corrections
    Begin teaching students how to use codes to make corrections on final drafts.

     

    Period  6: 
    1.  Discuss how to fill out the Library Project Form. 
    2.  Spend time reading poems we like and put them on your form and "Model" pieces.  
    3.   Read article about how to write poetry.  This will go on your project form as a Craft article.
    4.  Read an article about a topic you might want to do your poem on.  That could be anything!  Then list that article as a Content article.
    5.  Summarize and React to each piece you read. 

     

    Period 7:  

    Directions:
    1.  Log onto Google Classroom
    2. Read “The Early Bird Gets the Bad Grade”
    3. Underline the main claim of the article.  Claim: The author's position about the topic 
    4. Highlight what you consider to be the writer’s strongest evidence.
    5. Write Early Bird - Article 1 and the next page number available in your table of contents.
    6.  Write Early Bird - Article 1 at the top of the page you will writing on.
    7.  Write 7 minutes starting on that page about the article you just read. Answer these questions in your writing:
    After reading this article, where do you stand on this issue today?
    What do you want to know more about regarding this issue?  
    Use any of these sentence starters if you get stuck. 
    After reading this article, I think...
    As the article says, ...
    Now I am thinking ...
    I’m wondering ...
    Just as I was thinking earlier ...
    8. Share Out

     

    Wednesday, September 6, 2017

    Period 1

    We are going through yesterday's lesson again today to make sure everyone is comfortable with the article we are reading.  Then we will do some writing about the article after our discussion.
    Directions:
    1.  Get your binders and journals.
    2. Read “The Early Bird Gets the Bad Grade”
    3. Underline the main claim of the article.  Claim: The author's position about the topic 
    4. Highlight what you consider to be the writer’s strongest evidence.

    Period 2

    Students read four paragraph as a class today of the article “The Early Bird Gets the Bad Grade.”  Students practice the Read, Cover Up, and Paraphrase Strategy as a whole class.  Hopefully, tomorrow, some students will practice this strategy in small groups to allow students who are ready to practice the skill more independently.

    Period 4

    We are going through yesterday's lesson again today to make sure everyone is comfortable with the article we are reading.  Then we will do some writing about the article after our discussion.
    Directions:
    1.  Get your binders and journals.
    2. Read “The Early Bird Gets the Bad Grade”
    3. Underline the main claim of the article.  Claim: The author's position about the topic 
    4. Highlight what you consider to be the writer’s strongest evidence.

    5. Journals: Write Early Bird - Article 1 and the next page number available in your table of contents.
    6.  Journals Write Early Bird - Article 1 at the top of the page you will writing on.
    7.  Write for 6 minutes starting on that page about the article you just read. Answer these questions in your writing:
    After reading this article, where do you stand on this issue today?
    What do you want to know more about regarding this issue?  
    Use any of these sentence starters if you get stuck. 
    After reading this article, I think...
    As the article says, ...
    Now I am thinking ...
    I’m wondering ...
    Just as I was thinking earlier ...
    8. Students shared out some of their journal responses.

    Period 5:

    We are going through yesterday's lesson again today to make sure everyone is comfortable with the article we are reading.  Then we will do some writing about the article after our discussion.
    Directions:
    1.  Get your binders and journals.
    2. Read “The Early Bird Gets the Bad Grade”
    3. Underline the main claim of the article.  Claim: The author's position about the topic 
    4. Highlight what you consider to be the writer’s strongest evidence.

    Period 6:

    Students discussed how to complete the Project Library Form and they looked at the following poems which can be Googled:  "Eating Poetry" by Mark Strand, "Fire and Ice" by Robert Frost, "Another Reason Why I Don't Keep a Gun in the House" by Billy Collins, "Fast Break" by Edward Hirsch, "We Real Cool" by Gwendolyn Brooks, and "Ode to a Large Tuna in the Market" by Pablo Naruda

    Period 7:

    We are going through yesterday's lesson again today to make sure everyone is comfortable with the article we are reading.  Then we will do some writing about the article after our discussion.
    Directions:
    1.  Get your binders and journals.
    2. We read “The Early Bird Gets the Bad Grade” as a whole class and paraphrased together until paragraph 8.  

    Homework:  Students are to read and write gists for paragraphs 9 - 13.  

     

    Tuesday, September 5, 2017
    Period 1:  
    1.  Finish life inventory!
    (W.7.5, L.7.1, L.7.2)  I can restate questions that might make good seed ideas.  When I restate, I can start my sentences with capital letters and end with periods.  
    2. Review your life inventory.  Is every question restated, start with a capital letter, and end with the correct end punctuation?  Turn in!  
    3.  Read "Early Bird Gets the Bad Grade" in pairs.  Practice the strategy called Read/Cover Up/Paraphrase.

    Period 2 - 
    1.  Go to Google Classroom. Type in classroom.google.com
    2.  Click on 3.8 paragraph assignment.  We are going to write the paragraph today by making all the sentences in the outline look like a paragraph.
    3.  Once finished writing the paragraph using all the sentences we created in the outline, turn in the assignment.  

    Periods 4 
    1. Read "Early Bird Gets the Bad Grade".  Practice the strategy called Read/Cover Up/Paraphrase if you realize you are not comprehending.
    2.  Underline the main claim of the article.
    3. Highlight what you consider to be the writer’s strongest evidence in blue.
    4. Then write informally for 5-7 minutes in the box below. Use these questions to help you write:
    What do you want to know more about regarding this issue? 
    After reading this article, where do you stand on this issue?
    5.  Learn how to complete the  Project Library form for Project 

    Homework:  Finish "Early Bird Gets the Bad Grade assignment.

    Period 5 
    1.  Read "Early Bird Gets the Bad Grade" in pairs.  Practice the strategy called Read/Cover Up/Paraphrase.“The Early Bird Gets the Bad Grade”
    2.  Underline the main claim of the article.
    3. Highlight what you consider to be the writer’s strongest evidence in blue.

    Homework:  Finish the above work if you didn't finish in class.

    Periods 6
    1. Read "Early Bird Gets the Bad Grade".  Practice the strategy called Read/Cover Up/Paraphrase if you realize you are not comprehending.
    2.  Underline the main claim of the article.
    3. Highlight what you consider to be the writer’s strongest evidence in blue.
    4. Then write informally for 5-7 minutes in the box below. Use these questions to help you write:
    What do you want to know more about regarding this issue? 
    After reading this article, where do you stand on this issue?
    5.  Learn how to complete the  Project Library form for Project 

    Homework:  Finish "Early Bird Gets the Bad Grade assignment.

    Period 7 
    1.  Read "Early Bird Gets the Bad Grade" in pairs.  Practice the strategy called Read/Cover Up/Paraphrase.“The Early Bird Gets the Bad Grade”

    Homework: Finish reading the article using the Read/Cover Up/Paraphrase strategy

    Wednesday, August 30, 2017

    Period 1
    Bell-Ringer:  Turn on Chrome Books and open up your Life Inventory document in Google Classroom.  We almost finished our life inventory today. Students can log into Google Classroom and add their answers to questions they missed today.
    2.  Complete any unfinished work in Google Classroom or the heart map (Due date was 8/18 for this!) or log onto Freerice.  At that time if you need help joining our Freerice class I can help you.

    Homework: Abandoned House and any other assignments that are not completed.
     

    Period 2:                                         
    Bell-Ringer:  
    1. Turn on Chrome Books and open up Assignment #3:  Whole Class 3.8 Paragraph. 
    2.  Click on the color coded document so you are ready to start. 
    3.  Go to Google Classroom and click on the Whole Class 3.8 Paragraph assignment to see what we did today.  

    4.  We will continue tomorrow.

    Homework: Abandoned House in Google Classroom


    Periods 4 and 6:  
    1. Project Based Writing Overview  (you will NOT use your Chromebooks for this!)

    2.  Students complete the Writing Practices Questionnaire. They are to check their sentence structure, punctuation, and grammar before submitting the assignment tomorrow.

    Homework:  Abandoned House

    Period 7:  

    We finished the life inventory questions today.

    Homework:  Abandoned House

     

    Tuesday, August 29, 2017

    Period 1

    1.  Get your binders.  Get your journal out.  
    2.  Add this entry to your table of contents:  
        Time regression __________________________  Page ?

    3.  Students answered the following questions and wrote about their statements:

        - Where were you five minutes ago?

        - Where were you five days ago?

        - Where were you five weeks ago?

        - Where were you five months ago?

        - Where were you five years ago?

    4. The prompt led to a discussion about what we learn about ourselves doing these types of reflections.  I focused on resilience (not quitting), and how that is one of the most important qualities for success.  

    5.  I started sharing the article I wrote titled:  How Failing the Google Twice Twice Made Me a Better Teacher.

    Period 4, 5, 6, 7, and 8

    Students continued completing their life inventories in Google Classroom.  Periods 4 and 6 finished.  All questions answered will be in the directions for the Life Inventory Assignment in Google Classroom.

    Homework:  The Abandoned House prompt is due tomorrow.

     

    Happy Monday to you!                August 28, 2017  

    Bellringer for periods 1, 4, 6, and 7:
    1.  Get your binder and journal.
    2.  Go to your journal Table of Contents
    3.  Write "Deer" and page 1 in Table of Contents.
    4.  Go to page 1 and write "Deer" at the top.
    5.  Get ready to write for 5 straight minutes!

    ** Students absent in these classes will have to come in during the morning breakfast and complete the assignment.

    Bellringer for periods 2 and 5

    Bell Ringer - Period 2 and 5       Happy Monday, August 28, 2017 to you!
    1.  Get out a piece of paper.
    2.  Write Bell Ringer on the top line.
    3.  Write your first and last name in the upper right hand corner.
    4.  Write period 2 underneath your name.
    5.  Answer these questions:
    What is a pedestrian?
    What is a biped?
    What is an impediment?
    What is a millipede?

    Students absent in these classes will need to complete the work on their own notebook paper and turn it in when they return.

    Activities:

    Students restate questions for the 60 Question Life Inventory.  We completed different numbers of questions in each class.  If students go to their Google Classroom, they should see a list of questions that should now be answered for their class.

    Homework:  Abandoned House - Due Wednesday

     

    Friday, August 25, 2017

    1.  Students attempted to register on Freerice.com, but we had some technical issues for some.  As a result, this will have to be addressed a bit later to start tournaments.

    2.  Students turned worked on assignments that were due today which were their journal entry about a best or worst summer memory and the heart map self reflection.  

    3.  Students who needed time to complete their on-demand did so.

    Wednesday and Thursday, August 23rd and 24th, 2017

    1.  90 Minute On-Demand Baseline Test.  This will provide me information to determine the best classroom structure for the all writing classes' needs.

    2.  Students who finished early need to log into their Google Classroom and work on Assignment #4: The Abandoned House.

    Homework:  Students who have not completed Assignment #1 and Assignment #2 in Google Classroom need to finish those assignment.  (Period 2 does not have to do this homework.)

     

     

    Tuesday, August 22, 2017

    Bellringer: Get Chromebook assigned to you, and log onto Google Classroom.  If you cannot log in yet, get your journal and write Life Inventory in the Table of Contents.  You will handwrite your answers today.

    1.  Log onto your Writing Google Classroom.  

    2.  Log onto Assignment #3 - Life Inventory 
    3.  Follow these three rules: 1) Restate the question (show examples), 2) No talking as it will contaminate other people’s ideas, and 3) write the first thing that comes to mind even if you realize your answer was wrong. That is okay! 
    4.  Verbal Exit Slip: Share the best answer you wrote to a question with your elbow partner.

    Students in periods 1, 4, 5, 6, and 7 answered these 10 questions:

    60 Questions - Students MUST restate and answer questions.

    1. Who gave you your first kiss?

    2. Who first taught you about God?

    3. Who are you most like?

    4. Who do you most admire?

    5. Who was your first grade teacher?

    6. Who makes you think or wonder about things the most?

    7. Who is the most irritating person in your family?

    8. Who is the last person with whom you shared a secret?

    9. Who makes you laugh the most?

    10. Who would you die for?

    Students in period 4 and 6 also answered questions 11 - 14:

           11. What are some of your goals for the year?

           12. What gets you out of bed in the morning?

           13. What is the first argument you remember having with your parents?

           14. What is your biggest fear?

    Students in period 4 also answered questions 15-16:

           15.  What is your favorite thing to do when you aren't in school?

          16.  What drives you bananas (drives you crazy)?

         

     

    Homework: Finish the heart map self-evaluation and journal entry #1 if your class is required to do either or both.

    Monday, August 21, 2017 - No School - Solar Eclipse

    Friday, August 18, 2017

    1.  Students took a 20% formative definitions quiz over the following words:

    biped
    impediment
    pedestrian
    millipede
    peddler

    tripod
    pedicure

    centipede
    quadruped
    pedal

    2.  Students formatted their journals by creating a table of contents and numbering all of the pages.

    3.  Preferred Activity Time - Students played the game Fingerprint, and reviewed the the vocabulary words from the quiz, the definitions for the parts of speech, the parts of an essay, the use of a period at the end of a sentence and comma after the greeting and closing of a letter.

     

    Thursday, August 17, 2017

    Bell-Ringer:                          
    1.  Get your Chromebook.  
    2.  Answer the questions below on a piece of paper.  You have 5 minutes. 
        1.  What are nouns?
        2.  What does the root word "ped" mean?
        3.  What is a word that names a person who walks door-to-               door  to sell things?
        4.  What prefix means 1000?
        5.  What word means something that stands in the way of doing something; an obstacle?

    3. Get your chromebook and review its current condition.  You will be expected to check over your Chromebook for anything wrong every time you use it.

    4.  Turn on the Chromebook 

    5. Click on Add Person
    6.  Click on Next
    7. Type your Bath County Student e-mail address
                   firstname.lastname@stu.bath.kyschools.us
    8. Type in your password.  If you can't remember your password from last year, neatly write your name on the white board so I can e-mail Mrs. Colwell.  You will now    have to wait.
    9. Click on the Google icon
    10. Type classroom.google.com in the address bar.  
    11. Click on the + sign at the top of the page.
    12. Click on Join class.  
    13 Type in the following code:  
            Period 1            class code:  aznozh

    14.  Students have two assignments to complete in Google Classroom by Monday, August 21st by 11:59 PM

    Homework:  Students are to study their PED word list and learn the definitions of all the words.  Quiz tomorrow!
       

     

    Wednesday, August 16, 2017

    1.  Bell Ringer:  Watch the video about taking care your Chromebook at https://www.google.com/search?q=how+to+take+care+of+chromebooks&rlz=1C1GGRV_enUS748US749&oq=taking+care+of+chromebook&aqs=chrome.2.69i57j69i61j0.13318j0j7&sourceid=chrome&ie=UTF-8&safe=active&ssui=on  

    1. Work on your heart map.  If you do not finish in class today, it is homework and will be due on Friday at the beginning of class.

     

    Tuesday, 8/15/2017

    Bell Ringer - 
    1. Sharpen your pencil, get your binder, and go sit down.
    2.  Study the vocabulary words that are behind divider #1 - vocabulary
    (If you were absent yesterday, come get a vocabulary list, and also ask someone how to put your binder together and label the first divider.)
    3.  Get out your paperwork or signed syllabus if you haven't already turned it in.

    4.  We learned how to move into groups quickly and efficiently and practiced so students could earn PAT for Friday.

    5.  Students worked on their heart maps.  Many were already working on their final drafts by the end of class.  

    Homework:  Heart Maps are due at the beginning of class on Friday, August 18th.

     

    8/14/2017:

    1. Get your binder from the crate OR get your binder, paper, dividers, and composition book out so you can prepare your binder.  
    2. Make sure your pencil is sharpened.
    3. Go sit in your assigned seat.
    Bell Ringer -  What do the following words have in common? Why do you think I chose to share all of these words at one time? Be prepared to share your answers.
    biped (n)                                                                         pedicure (n)                                                               centipede (n)                                                                 quadruped (n)                                                               impediment (n)                                                                   tripod (n)                                                                       millipede (n)                                                                     pedestrian (n)                                                                           pedal (n)                                                                                   peddler (n)

    4.  We went over the Heart Map Project.  You can access the slideshow by going to https://docs.google.com/a/bath.kyschools.us/presentation/d/1yWQmlARG1RoYm4uLWYQj_3ig8KZYM5e5DmgQV_PHzJ0/edit?usp=sharing

    5.  Tomorrow we will start making our heart maps.

     

     

     

    8/10/2017:   1. Students found seats and filled out cards with their names and parent phone numbers.  2. Students reviewed the syllabus

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