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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 Did We Do Today?

    Monday, May 14, 2018

    Students completed their writing final - a 40 minute on-demand.

  • What are We Doing This Week?

    May 7, 2018 - May 11th, 2018

    K-PREP TESTING

  • What Did We Do Today?

    Monday, 4/23/2018

    Period 1, 5, 7

    1.   Students reviewed their new vocabulary words for the week - Root word Cred = believe

    Accreditation - Granting approval or belief in a school

    Credential - A document that proves a person is believable

    Credible -  believable; reliable

    Credit   -   to believe that someone will do something

    Creditor - someone who believe that he will be paid back the money he loaned

    Credulous - tending to believe too easily; easily convinced; easily fooled

    Creed - a set of religious beliefs or principles

    Discredit  -  to refuse to believe; to reject as untrue

    Incredible - not believable; improbable; unlikely

    Incredulous - doubting; unwilling or unable to believe

     

    2.  Students reviewed their summative test on research skills which is located in the Google Classroom.  Once students reviewed which targets they struggled with, they were given practice for any or all five.  Those practices can be accessed in Google Classroom as well.  When students master the practice they will be allowed to take the retest.

     

    Period 2

    1.   Students reviewed their new vocabulary words for the week - Root word Cred = believe

    Accreditation - Granting approval or belief in a school

    Credential - A document that proves a person is believable

    Credible -  believable; reliable

    Credit   -   to believe that someone will do something

    Creditor - someone who believe that he will be paid back the money he loaned

    Credulous - tending to believe too easily; easily convinced; easily fooled

    Creed - a set of religious beliefs or principles

    Discredit  -  to refuse to believe; to reject as untrue

    Incredible - not believable; improbable; unlikely

    Incredulous - doubting; unwilling or unable to believe

     

    Period 4 and 6

    1.   Students reviewed their new vocabulary words for the week - Root word Cred = believe

    Accreditation - Granting approval or belief in a school

    Credential - A document that proves a person is believable

    Credible -  believable; reliable

    Credit   -   to believe that someone will do something

    Creditor - someone who believe that he will be paid back the money he loaned

    Credulous - tending to believe too easily; easily convinced; easily fooled

    Creed - a set of religious beliefs or principles

    Discredit  -  to refuse to believe; to reject as untrue

    Incredible - not believable; improbable; unlikely

    Incredulous - doubting; unwilling or unable to believe

    2.  Discussed Connontation and Denotation and analyzed some poetry.

  • What Did We Do This Week?

    Periods 1, 2, 7     Friday, April 20, 2018
    1.  Review answers to yesterday's test.
    2.  Go to quill.org and continue working through assignments.  I added a new section called "Verb Tenses" that you can do if you have finished all the assignments you had.

    Period 5          Friday, April 20, 2018

    1.  Complete Ms. Halcomb's Post test

    2.  Quill.org

    Periods 4 and 6     Friday, April 20, 2018
    1.  Finish and turn in your final draft of your argument.  
    2.  Go to quill.org and continue working through assignments.  I added a new section called "Verb Tenses" that you can do if you have finished all the assignments you had.

     

    Thursday, April 19, 2018   Period 1, 2, 7
    1.  Summative Test - RI.7.8  I can trace and evaluate the claim in an argument, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
    A)  Read the questions that you will have to answer so that you know what to look for in the text as you read.
    B) Read the article "The Case for Wind Power" carefully.  Underline important information that will help you answer the questions.  Write short summaries of the paragraphs in the margins.  Make sure you understand what you read!
    C) Answer the questions.  If you need more room for part B, finish your answer on the back of the sheet.

     

    Thursday, April 19, 2018  Periods 4 & 6

    1.  Final - Homework Argument essay
        Use what you have learned to improve the commentary in your essay, and review your final draft using the 17 point rubric.  Remember, this essay is worth 17 grades!  It is a BIG deal!

    Thursday, April 19, 2018         Period 5
    1.  Ms. Halcomb's lesson - Complete a Mind Map for a given reading

     

    Wednesday, 4/18/2018    Period 1, 5, 7
    1)  Turn in 3.8 paragraph about this topic:  How have you changed in middle school?
    2)  Students who have finished pages 174 - 175 need to go to quill.org and complete as many of the activity on your learning path as you can to proficiency.  If you have finished all the assignments on your learning path, please come see me.  I could use your help grading!  Then you can read.  

     

    Wednesday, April 18, 2018       Period 2
    1.  Finish page 174 - 175 and turn in completed assignment.
    2.  Go to quill.org and work on your learning path assignments.

    Wednesday, 4/18/2018  Periods 4 and 6
    1) Go to Google classroom.  Copy and paste your essay from the P4 or P6 Argument Sayback Session into the Final -  Homework Argument With Improved Commentary assignment.
    2)  Revise your argument to include stronger commentary throughout. Use the types of commentary sheet I gave you.
    3)  This assignment is worth 17 grades, so it is really important you work through every bullet of the rubric that is attached.  I also have printed copies of the rubric if you would like one.

     

    Tuesday, April 17, 2018  Period 1, 5, 7
    1) Pages 174-175 in workbook
    A) Read and paraphrase the article "Clean Cars for California".
    B) Complete the close Reading questions or activities.
    C) Answer questions 1-3.  Be sure to explain why each ??multiple choice answer is right or wrong. Use evidence from the text.
    D)  Complete the short answer question in complete sentences.  Read the directions and do exactly what the question tells you to.
    2.  Write a 3.8 paragraph about the following topic:
    Get a sheet of paper out. 
    Label it 3.8 Paragraph 
    How have you changed in middle school?
    Write a 3.8 paragraph about how you have changed in middle school.  State your opinion in a topic sentence/claim. Support your opinion with three specific pieces of evidence that backs up your claim. Be sure to explain how each piece of evidence proves how you have changed.  Add a final concluding sentence that wraps up the paragraph.  THIS IS A GRADE!

    Tuesday, April 17, 2018  Period 2 
    1) Pages 174-175 in workbook
    A) Continue paraphrasing and summarizing the article ??"Clean Cars for California".
    B) Complete the close Reading questions.
    C) Answer questions 1-4.  Be sure to explain why each ?multiple choice answer is right or wrong. Use evidence from the text.
    D)  Complete the short answer question in complete ?sentences.  Read the directions and do exactly what the question tells you to.
    2.  Write a 3.8 paragraph about the following topic:
    Get a sheet of paper out. 
    Label it 3.8 Paragraph 
    How have you changed in middle school?
    Write a 3.8 paragraph about how you have changed in middle school.  State your opinion in a topic sentence/claim. Support your opinion with three specific pieces of evidence that backs up your claim. Be sure to explain how each piece of evidence proves how you have changed.  Add a final concluding sentence that wraps up the paragraph.  THIS IS A GRADE!

    Tuesday, April 18th    Period 4 and 6
    1)  Adding commentary to your writing direct instruction.  Go to Google Classroom and study powerpoints and review the information in the "Adding Commentary to Your Argument" assignment.  We covered these materials both Monday and Tuesday.

     

    Monday, 4/16/2018     Period 1, 5, 7
    1)  Vocabulary Test
    2) Pages 172-173 in workbook
    A) Read and paraphrase the article "Clean Cars for California.
    B) Complete the close Reading questions.
    C) Answer questions 1-4.  Be sure to explain why each multiple choice answer is right or wrong. Use evidence from the text.
    D)  Complete the short answer question in complete sentences.  Read the directions and do exactly what it tells you to.

    Monday, 4/16/2018        Period 2
    1)  Vocabulary Test
    2)  Period 1 - Turn in page 173 - It was homework
    3) Pages 174-175 in workbook

    Monday, 4/16/2018            Period 4 and 6
    1)  Vocabulary Test
    2)  Adding commentary to your writing


     



     

  • What Did We Do Today?

    Period 1                             Thursday, 4/12/2018
    Collected Homework:  Write words and definitions three times each and create pictures.
    1.  Bell Ringer:  Head a piece of paper Page 173. Write your name in the upper right hand corner.
    Complete this Bellringer:
    What is the claim for page 172?  What are the two pieces of evidence that best support the claim?  Why do you think those pieces of evidence are the best?

    Students couldn't do this bellringer, so we redid the assignment in class.  Here is the passage:

    What if we could use fuels that are not expensive, don't cause pollution, and are abundantly available right here at home?
             We have such fuels.  Scientists have confirmed that enough solar energy falls on the surface of the earth every 40 minutes to meet 100 percent of the entire world's energy needs for a full year.  Tapping just a small portion of this solar energy could provide all of the electricity America uses.
            And enough wind power blows through the Midwest corridor every day to also meet 100 percent of U.S. electricity demand.  Geothermal energy, similarly is capable of providing enormous supplies of electricity for America.


    2. Page 173 -  Do these things on your paper:
            1) Read, cover up, and write a written paraphrase for             the passage on page 173 of the workbook.
            2)  What is the claim in this new section of Gore's 
                speech? Write the sentence on your paper.
            3)  Complete the multiple choice question and explain                         why the answer you chose is correct and why the                          other choices are wrong.  

    Students didn't finish so they have to do this as homework which is due Monday.  Here is the passage:

    The quickest, cheapest, and best way to start using all this renewable energy is in the production of electricity.  In fact, we can start right now using solar power, wind power, and geothermal power to make electricity for our homes and businesses.
            But to make this exciting potential a reality, and truly solve our nation's problems, we need a new start.
             That's why I'm proposing today a strategic initiative designed to free us from the crises that are holding us down and to to regain control of our own destiny.  It's not the only thing we need to do.  But this strategic challenge is the lynchpin of a bold new strategy needed to re-power America.


    STUDY FOR MONDAY'S VOCABULARY TEST!

     

    Period 2                                    Thursday, 4/12/2018
    Collect Homework:  Word Pyramids and page 172 worksheet
    New Homework:  Study for Monday's vocabulary test
    2. Page 173 -  Do these things:
            1) Read, Coverup, and write a written paraphrase for             the passage on page 173 of the workbook.
            2)  What is the claim in this new section of Gore's 
                speech? Write the sentence on your paper.
            3)  Complete the multiple choice question and explain                        why the answer you chose is correct and why the                          other choice are wrong.  
    3.  Whole class discussion about the best answer and why.

    Here is the paragraph we used:  

    The quickest, cheapest, and best way to start using all this renewable energy is in the production of electricity.  In fact, we can start right now using solar power, wind power, and geothermal power to make electricity for our homes and businesses.
            But to make this exciting potential a reality, and truly solve our nation's problems, we need a new start.
             That's why I'm proposing today a strategic initiative designed to free us from the crises that are holding us down and to to regain control of our own destiny.  It's not the only thing we need to do.  But this strategic challenge is the lynchpin of a bold new strategy needed to re-power America.

     

    Periods 5 and 7                       Thursday, 4/12/2018
    Collected Homework:  Write words and definitions three times each and create pictures.

    New Homework:  Study for Monday's vocabulary test


    1.  Bell Ringer:  Head a piece of paper Page 173. Write your name in the upper right hand corner.
    Complete this Bellringer:
    What is the claim for page 172?  What are the two pieces of evidence that best support the claim?  Why do you think those pieces of evidence are the best?

    2. Page 173 -  Do these things:
            1) Read, Coverup, and write a written paraphrase for             the passage on page 173 of the workbook.
            2)  What is the claim in this new section of Gore's 
                speech? Write the sentence on your paper.
            3)  Complete the multiple choice question and explain                        why the answer you chose is correct and why the                          other choice are wrong.  
    3.  Whole class discussion about the best answer and why.

    Here is the paragraph we used:  

    The quickest, cheapest, and best way to start using all this renewable energy is in the production of electricity.  In fact, we can start right now using solar power, wind power, and geothermal power to make electricity for our homes and businesses.
            But to make this exciting potential a reality, and truly solve our nation's problems, we need a new start.
             That's why I'm proposing today a strategic initiative designed to free us from the crises that are holding us down and to to regain control of our own destiny.  It's not the only thing we need to do.  But this strategic challenge is the lynchpin of a bold new strategy needed to re-power America.

     

    April 12, 2016                                                        Period 4

    New Homework:  Study for Monday's vocabulary test
    1)  Finish sayback sessions if not done.
    2)  Finish reading your peers' feedback and revise your essay.  Then resubmit the assignment so I can give it a grade.
    3)  Those who have finished their revised essays need to go out in the hall. Prepare a presentation for the class about sayback sessions.  Answer some or all of these questions in your presentation:
    1.  What did you personally learn about the way you write?  
    2.  How is this type of instruction different from more traditional writing instruction?
    3.  How did saybacks improve your writing?  
    4.  What is the most useful type of feedback you received? 
    5.  Why are sayback sessions effective or ineffective use of classroom time?
    6.  What kind of student would benefit from Sayback Sessions?

    April 12, 2016                                                        Period 6

    New Homework:  Study for Monday's vocabulary test
    1) Sayback session are now complete.  If you didn't finish, your grade will be reduced.
    2)  Finish reading your peers' feedback and revise your essay.  Then resubmit the assignment so I can give it a grade.
    3)  Those who have finished their revised essays, go out in the hall and and continue preparing a presentation for the class about sayback sessions.  Answer some or all of these questions in your presentation:
    1.  What did you personally learn about the way you write?  
    2.  How is this type of instruction different from more traditional writing instruction?
    3.  How did saybacks improve your writing?  
    4.  What is the most useful type of feedback you received? 
    5.  Why are sayback sessions effective or ineffective use of classroom time?

    6.  What kind of student would benefit from Sayback Sessions?

  • What Did We Do Today?

    Wednesday, April 11, 2018 (1/2 day)

     

    Period 5, 7     

               
    Homework:  Write scrib/script words and definitions three times each and create pictures for each one.
    1.  Bell Ringer:  Get "Pages 172-173" paper and add a paraphrase for the passage on page 172.  Read each sentence and then paraphrase it in your own words so a 5th grader could understand it.
    2.  Write the claim for the passage on page 172. (Hint: It is already written down.  All you have to do is copy it.)
    3.  Write down 1 sentence from the passage that is evidence that supports the claim.  Put quotes around it and write the sentence exactly as is.
    4.  Write down a second sentence from the passage that is evidence that supports the claim.  Put quotes around it and write the sentence exactly as is.

    Student who didn't finish page 172 in class took the rest home to do as homework as well.

     

    Period 6

    April 11, 2016                        Period 6
    1)  Finish sayback sessions if not done.
    2)  Finish reading your peers' feedback and revise your essay.  Then resubmit the assignment so I can give it a grade.
    3)  Those who have finished their revised essays went out to the hall and read your work out loud to each other.  They started preparing a presentation for the class about sayback sessions.

    Answer some or all of these questions in your presentation:
    1.  What did you personally learn about the way you write?  
    2.  How is this type of instruction different from more traditional writing instruction?
    3.  How did saybacks improve your writing?  
    4.  What is the most useful type of feedback you received? 
    5.  Why are sayback sessions effective or ineffective use of classroom time?

  • What Did We Do Today?

    Tuesday, April 10, 2018

    Students took their MAP reading, math, and language usage tests today.

  • What Did We Do Today?

    Monday, 11/9/2018

    Periods 1, 2, 5, 7

    1.  Located scrib/script words.  Students know they have a test on Friday!

     

    describe                to say or to write down how something or                                       someone looks; to use adjectives in writing

    inscription            a short dedication written in a book or                                            engraved  on something, such as a coin or                                      monument

    manuscript            a piece of writing; a book

    postscript            P.S.; a short bit of writing added after a letter is\
                               finished

    prescription        a piece of paper written by a doctor that lets you
                               get medicine at the pharmacy

    scribble                sloppy writing that is hard to read

    scribe                a person who writes things down

    script                    a set of papers with writing that will be read                                    and  acted out
    subscription        a written agreement to buy and read a                                           magazine or newspaper for a set period of time

    transcribe            to write down or record; to translate

    2. Students completed page 171 in the Ready Common Core Work book by reading each sentence of the following passage and writing a paraphrase in their own words that a 5th grader would understand.  They used the read, cover up, and paraphrase reading strategy.  Here is the paragraph:

    Dedicating research money to the development of affordable solar powered cars would be a wise investment.  First, solar cars would help end our dependence on fossil fuels like oil and coal, which contribute to the pollution of our atmosphere.  In addition, solar power is a renewable resource; unlike fossil fuels, it will never run out.  Solar cars would also help the consumer save money.  Panels attached to cars can collect sunlight and turn it into electricity, so no one would ever need to buy another tank of gas.  Finally, solar powered cars would also come in all the same colors as gas powered cars.

    3.  Students then figured out which sentence was the claim of the passage.

    4.  Students found three pieces of evidence that supported the claim in the passage and one piece of evidence that did not.  

    5.  As a class we discussed the difference between reading (running your eyes across the words) and reading for understanding.

    Homework: Study your scrib/script word words.

    Period 4, 6

    1.  Located scrib/script words.  Students know they have a test on Friday!

     

    describe                to say or to write down how something or                                       someone looks; to use adjectives in writing

    inscription            a short dedication written in a book or                                            engraved  on something, such as a coin or                                      monument

    manuscript            a piece of writing; a book

    postscript            P.S.; a short bit of writing added after a letter is\
                               finished

    prescription        a piece of paper written by a doctor that lets you
                               get medicine at the pharmacy

    scribble                sloppy writing that is hard to read

    scribe                a person who writes things down

    script                    a set of papers with writing that will be read                                    and  acted out
    subscription        a written agreement to buy and read a                                           magazine or newspaper for a set period of time

    transcribe            to write down or record; to translate

    2. Students continued completing their sayback session comments for students' argument essays.

    3.  Students reviewed the comments made by their peers about their argument essay and revised their essays and turned them in for review.

    Homework: Study your scrib/script word words.

  • What are We Doing This Week?

    Thursday, March 22, 2018

    Period 1, 5, 7

    1.  Continue working on "Summative Test - Researching Skills" in Google Classroom.  Students are allowed to work together and complete the test because the purpose of the test is to figure out how to research correctly.

    2. Additional Information you need to complete test:  Go to www.citationmachine.net to create a works cited entry

    Website Title:  Time

    Publisher:  Time

    3.  When finished with the test, add these three questions after the evidence:

    Final Questions for test:
    1. Which skills do you feel confident about doing on your own now?
    2.  Which skills are still hard for you?
    3.  What can we do in class to help you get better at these skills?

    Period 2

    1.  Students discussed results of "graph" root word test and because so many did not do well, the homework next week will be required!

    2.  Finish and turn in Modified Argument Planner
    3.  www.quill.org if you have finished #2

    Period 4 and 6

    1.  Students will continue to critique each other's argument essays.  Assignment needs to be finished no later than the end of Monday's class.

    Wednesday, March 21, 2018

    No School - Snow Day

    Tuesday, March 20, 2018

    Period 1, 5, 7

    1.  Students took their vocabulary words for the "Graph" root words.

    2.  Students started working on a research skills summative test that is worth five 80% summative grades.  This test can be accessed in Google Classrooms.  Students must do the following:

    Read article.
    Make a works cited entry for this article on a website in MLA format.
    In red, write a one sentence summary for each paragraph after each paragraph
    Decide what the purpose of the article is.
    Write the two main claims in the article.                                          Write the evidence in the article that supports each claim.

    Because research is a skill that requires lots of practice, students may work on test together, but each student must turn in test to earn their own grades.  

    Tests must be turned in in Google Classroom no later than 11:59 on Friday, March 23rd.

    Tuesday, March 20, 2018

    Period 2

    1.  Students reviewed their "graph" words.

    2.  Students took their "graph" test.

    3.  Students who were not done with their argument essay plany worked on them while students who had finished worked on quill.org.

    Tuesday, March 20, 2018

    Periods 4 and 5

    1.  Students took their vocabulary words for the "Graph" root words.

    2.  Students continued addressing their peers' argument essays using the sayback session questions.  All students must have their feedback provided no later than Friday, 3/23/2018 at 11:59 PM.

    Monday, March 19, 2018

    All Classes:

    1. Show this video to students. https://www.youtube.com/watch?v=aoiW5LWuQGA
    2. Complete the parallel structure assignment by clicking on http://chompchomp.com/structure03/
    3. Student - Log on to https://quizlet.com/live (students)
    4. Teacher - Log onto https://quizlet.com/262750411/root-word-graph-flash-cards/
    5. Teacher - Click on "live". Once all students have signed in, click "create game" and the students will be shuffled into groups. Click start after all students have moved. To play another game, click on "Shuffle Teams"

  • What Did We Do Today?

    Thursday, March 8, 2018       Period 1                   

    * Have your homework out for me to check!

    1)  Quizlet.live - Practice for Friday's review test while students who didn't complete do that.

    2)  Students who are done with homework worked on their parallel structure lesson on www.quill.org 

    Homework:  Study for tomorrow's port/mit/miss root word test (go to Google Classroom and click on the quizlet link) and finish summarizing the article "In Some Schools, Homework Doesn't Make the Grade Anymore" if not finished!

     

    Thursday, March 8, 2018  Period 2                       

    1)  Quizlet.live - Practice for Friday's review test
    2)  Continue summarizing the article "In Some Schools, Homework Doesn't Make the Grade Anymore" with your group.

    Tonight's homework:  Complete two activities for the Miss/
    Mit and Port Review assignment in Google Classroom.  Test is tomorrow!  Also, finish quill.org assignment on parallel structure.

     

    Thursday, March 8, 2018    Period 4                         
    1) Finish your essay plan
    2) Write a strong introduction for your argument

    Tonight's homework:  Homework:  Study for tomorrow's port/mit/miss root word test (go to Google Classroom and click on the quizlet link) and finish quill.org assignment on parallel structure.

     

    Thursday, March 8, 2018   Period 5                           

    * Have your homework out for me to check!

    1)  Quizlet.live - Practice for Friday's review test while students who didn't complete do that.

    2)  Students who are done with homework worked on their parallel structure lesson on www.quill.org 

    Tonight's homework:  Complete two activities for the Miss/
    Mit and Port Review assignment in Google Classroom.  Test is tomorrow!  Also, finish quill.org assignment on parallel structure.

     

    Thursday, March 8, 2018 Period 6                            
    1) Finish your essay plan
    2) Write a strong introduction for your argument

    Tonight's homework:  Homework:  Study for tomorrow's port/mit/miss root word test (go to Google Classroom and click on the quizlet link) and finish quill.org assignment on parallel structure.

     

     

    Thursday, March 8, 2018   Period 7                           

    * Have your homework out for me to check!

    1)  Quizlet.live - Practice for Friday's review test while students who didn't complete do that.

    2)  Students who are done with homework worked on their parallel structure lesson on www.quill.org 

    Tonight's homework:  Complete two activities for the Miss/
    Mit and Port Review assignment in Google Classroom.  Test is tomorrow!  Also, finish quill.org assignment on parallel structure.

  • What Did We Do Today?

    Wednesday, March 7, 2018                                    Period 1

    * Have your homework out for me to check!

    1)  Quizlet.live - Practice for Friday's review test

    2)  Write summaries for  paragraphs 11 - 33 of "In Some Schools, Homework Doesn't Make the Grade Anymore" 

    3)  Determine the purpose and claims for this article and add them to source #3 of your Notes for Researching Homework Debate

    Tonight's homework:  Complete two activities for the Miss/?Mit and Port Review assignment in Google Classroom.  ?Also, finish writing summaries for paragraphs 11 - 33 of the article "In Some Schools, Homework Doesn't Make the Grade Anymore" if you did not finish it in class.

     

    Wednesday, March 7, 2018?                                Period 2
    1)  Quizlet.live - Practice for Friday's review test
    2)  Summarize new article - "In Some Schools, Homework Doesn't Make the Grade Anymore" with your group.

    Tonight's homework:  Complete two activities for the Miss/?Mit and Port Review assignment in Google Classroom.  

     

     

    Wednesday, 3/7/2018                Period 4

    Quill.org - We did a group lesson on Parallel Structure

    Tonight's homework:  Finish Parallel Structure independent lesson on www.quill.org
     

     

    Wednesday, March 7, 2018                                    Period 5

    * Have your homework out for me to check!

    1)  Quizlet.live - Practice for Friday's review test

    2)  Write summaries for  paragraphs 11 - 33 of "In Some Schools, Homework Doesn't Make the Grade Anymore" 

    3)  Determine the purpose and claims for this article and add them to source #3 of your Notes for Researching Homework Debate

    Tonight's homework:  Complete two activities for the Miss/?Mit and Port Review assignment in Google Classroom.  ?Also, finish writing summaries for paragraphs 11 - 33 of the article "In Some Schools, Homework Doesn't Make the Grade Anymore" if you did not finish it in class.

     

    1) Revise your claim using the feedback provided. 
    2) Sift through all four sources for specific evidence from your notes that supports your claim.
    3) Decide on the order you will organize your evidence. Reorder it, based how it will best support your claim in your essay.
    4) Add the counterclaim reason you will address where it says counterclaim.
    5) Find two pieces of evidence you can use to rebut the counterclaim's reason

    6) Argument Essay Powerpoint
    7) Write your introduction


    Tonight's homework:  Complete two activities for the Miss/Mit and Port 

     

     

     

    Wednesday, March 7, 2018                                    Period 7

    * Have your homework out for me to check!

    1)  Quizlet.live - Practice for Friday's review test

    2)  Write summaries for  paragraphs 11 - 33 of "In Some Schools, Homework Doesn't Make the Grade Anymore" 

    3)  Determine the purpose and claims for this article and add them to source #3 of your Notes for Researching Homework Debate

    Tonight's homework:  Complete two activities for the Miss/?Mit and Port Review assignment in Google Classroom.  ?Also, finish writing summaries for paragraphs 11 - 33 of the article "In Some Schools, Homework Doesn't Make the Grade Anymore" if you did not finish it in class.

  • What Did We Do Today?

    Tuesday, March 6, 2018       Period 1
    1)  Quizlet.live - Practice for Friday's review test
    2)  Discuss what you put under each claim for source #2 ?source #2 section of your "Research Notes for Homework ?Debate" Google Assignment.
    3)  Write summaries for each paragraph of source #3.

    Tonight's homework:  Complete two activities for the Miss/?Mit and Port Review assignment in Google Classroom.  ?Also, write summaries for paragraphs 1-10  of the article "In Some Schools, Homework Doesn't Make the Grade Anymore"

     

    Tuesday, March 6, 2018?                                        Period 2
    1)  Quizlet.live - Practice for Friday's review test
    2)  We numbered our paragraphs - "In Some Schools, Homework Doesn't Make the Grade Anymore"

    Group 1:  Jayden Hernandez, Mikey Baber, Ashton Johnson, Mason 
    Merkel, Allison Conley, Emily Crouch, Marcella Copley, Savannah 
    Lamb, Austin Bowling, Matthew Watkins

    Group 2:   Vanessa Ortiz, Austin Hall, JC Prater, Sandra Spence, 
    Landen Dailey, Josh Fugate, Devin Kiskaden, Isaac Flannery

    Group 3:   Santana Anderson, Marcus Bowling, John Bell, Blayton 
    Wills, Billy Hardin, Selena Bowles, Eli Nelson 

    Tuesday, March 6, 2018                                 Period 4

    1) Revise your claim using the feedback provided. 
    2) Sift through all four sources for specific evidence from your notes that supports your claim.
    3) Decide on the order you will organize your evidence. Reorder it, based how it will best support your claim in your essay.
    4) Add the counterclaim reason you will address where it says counterclaim.
    5) Find two pieces of evidence you can use to rebut the counterclaim's reason.
    6) Write your essay using your essay plan.  Due by Friday.
    7) Quill.org

    Tonight's homework:  Complete two activities for the Miss/Mit and Port Review assignment in Google Classroom (quizlet link). 

     

    Tuesday, March 6, 2018       Period 5
    1)  Quizlet.live - Practice for Friday's review test
    2)  Discuss what you put under each claim for source #2 ?source #2 section of your "Research Notes for Homework ?Debate" Google Assignment.
    3)  Write summaries for each paragraph of source #3.

    Tonight's homework:  Complete two activities for the Miss/?Mit and Port Review assignment in Google Classroom.  ?Also, write summaries for paragraphs 1-10  of the article "In Some Schools, Homework Doesn't Make the Grade Anymore"

     

    Tuesday, March 6, 2018                                 Period 6

    1) Revise your claim using the feedback provided. 
    2) Sift through all four sources for specific evidence from your notes that supports your claim.
    3) Decide on the order you will organize your evidence. Reorder it, based how it will best support your claim in your essay.
    4) Add the counterclaim reason you will address where it says counterclaim.
    6)  Students completed a group lesson on quill.org about parallel structure

     

    Tonight's homework:  Complete two activities for the Miss/Mit and Port Review assignment in Google Classroom (quizlet link). Finish the parallel structure independent lesson on quill.org

    Tuesday, March 6, 2018       Period 7
    1)  Quizlet.live - Practice for Friday's review test
    2)  Discuss what you put under each claim for source #2 ?source #2 section of your "Research Notes for Homework ?Debate" Google Assignment.
    3)  Write summaries for each paragraph of source #3.

    Tonight's homework:  Complete two activities for the Miss/?Mit and Port Review assignment in Google Classroom.  ?Also, write summaries for paragraphs 1-10  of the article "In Some Schools, Homework Doesn't Make the Grade Anymore"

  • What Did We Do Today?

    Monday, March 5, 2017

    Period 1

    1) "Miss/Mit" Root Word Test
    2) Whole class review of the answers Ms. Mort created for the "Writing Summaries for Paragraphs" assignment and the "Highlighting Evidence Assignment". Compare it to your own work.
    3) Using your corrected version of "Highlighting Evidence Assignment", complete source #2 section of your "Research Notes for Homework Debate" Google Assignment.

    Tonight's homework:  Complete two activities for the Miss/Mit and Port Review assignment in Google Classroom (quizlet link).  Also, finish source #2 section of your "Research Notes for Homework Debate" Google Classroom assignment if not completed in class.

    Period 2

    1) "Miss/Mit" Root Word Test
    2)  Quizlet.live - Practice for Friday's review test
    3)  Compare your version of the writing summaries with Ms. Moriarity's.
    Tonight's homework:  Complete two activities for the Miss/Mit and Port Review assignment in Google Classroom. 

    Tonight's homework:  Complete two activities for the Miss/Mit and Port Review assignment in Google Classroom (quizlet link).

    Period 4

    1) "Miss/Mit" Root Word Test
    2) Revise your claim using the feedback provided. 
    3) Sift through all four sources for specific evidence from your notes that supports your claim.
    4) Decide on the order you will organize your evidence. Reorder it, based how it will best support your claim in your essay.
    5) Add the counterclaim reason you will address where it says counterclaim.
    6) Find two pieces of evidence you can use to rebut the counterclaim's reason.

    Tonight's homework:  Complete two activities for the Miss/Mit and Port Review assignment in Google Classroom (quizlet link). If your essay plan is not completed and turned in, do so before class tomorrow.

    Period 5

    1) "Miss/Mit" Root Word Test
    2) Whole class review of the answers Ms. Mort created for the "Writing Summaries for Paragraphs" assignment and the "Highlighting Evidence Assignment". Compare it to your own work.
    3) Using your corrected version of "Highlighting Evidence Assignment", complete source #2 section of your "Research Notes for Homework Debate" Google Assignment.

    Tonight's homework:  Complete two activities for the Miss/Mit and Port Review assignment in Google Classroom (quizlet link).  Also, finish source #2 section of your "Research Notes for Homework Debate" Google Classroom assignment if not completed in class.

    Period 6

    1) "Miss/Mit" Root Word Test
    2) Revise your claim using the feedback provided. 
    3) Sift through all four sources for specific evidence from your notes that supports your claim.
    4) Decide on the order you will organize your evidence. Reorder it, based how it will best support your claim in your essay.
    5) Add the counterclaim reason you will address where it says counterclaim.
    6) Find two pieces of evidence you can use to rebut the counterclaim's reason.

    Period 7

    1) "Miss/Mit" Root Word Test
    2) Whole class review of the answers Ms. Mort created for the "Writing Summaries for Paragraphs" assignment and the "Highlighting Evidence Assignment". Compare it to your own work.
    3) Using your corrected version of "Highlighting Evidence Assignment", complete source #2 section of your "Research Notes for Homework Debate" Google Assignment.

    Tonight's homework:  Complete two activities for the Miss/Mit and Port Review assignment in Google Classroom (quizlet link).  Also, finish source #2 section of your "Research Notes for Homework Debate" Google Classroom assignment if not completed in class.

     

  • What Did We Do Today?

    Friday, March 2, 2018 - Club Day

    Students went to various clubs.  Periods 1 - 4 played Kahoot to review for Monday's Test.

    Students went to Genius Hours starting 5th period.  Then Wildcat Club was called out, and students were sent to classes where they had failing grades or had to make up work.  The remaining students worked on their genius hour projects.

    Weekend Homework:  Please make up any missing work that I assigned on Thursday if it is not yet done.  Also, student need to review their words on Sunday evening since the vocabulary test was rescheduled for Monday due to Club Day.

  • What Did We Do Today?

    Thursday, March 1, 2018       Period 1                    
    1) Turn in your "miss/mit" root words flash cards or show me your flashcard app.
    2) Google Classroom - Writing Summaries assignment must be finished today.  Color Coding assignment must be finished today.  This is your last chance to get these completed as I will be sharing the actual answers on Monday.
    3)  Study your words using the flashcards I placed on Google classroom
    4)  Quill.org - Parallel Structure assignment
    5)  Read

    Tonight's homework:  Study words and finish Writing Summaries and Color Coding Assignments if you didn't get done in class.  You must submit them, or they will not be graded/re-graded.  Test will be postponed to Monday because tomorrow is Club Day.

    Thursday, March 1, 2018     Period 2                      
    1) "miss/mit" root words Review- Test on Friday
    2) Finish summarizing article about the homework debate and turn in.  
    Parallel Teaching Groups.  Students will read and paraphrase the 
    article "Homework:  Too Little or Too Much?  It Depends"
    3)  Quill.org - Finish a/an assignment if not done.  Continue working on your learning path.

    Tonight's homework:  Study words and finish Writing Summaries Assignment if not done.  You must submit the Writing Summaries assignment or it will not be graded/re-graded.  Test will be postponed to Monday because tomorrow is Club Day.

    Thursday, March 1, 2018      Period 4                        
    1) "miss/mit" root words - Turn in homework

    Tonight's homework:  Study words and finish Essay Planning assignment if not done.  You must submit the Essay Planning assignment or it will not be graded.  Test will be postponed to Monday because tomorrow is Club Day. 

    2) Discussion about how to create a well structured nuanced claim

    A strong claim is ...
    *  debatable
    *  defensible
    *  can be supported with reliable evidence
    *  clearly identifies the writers position
    *  is an opinion

    Your claim should...
    *  start by referencing the other side's position
    *  clearly state your opinion (is/is not, better/worse or best/worst, should/should not)

    Example:  Although technology is useful, people should not become overly reliant upon it.

    While some people believe uniforms would prohibit their freedom,  our school should require school uniforms because it would cost parents less money for school clothes and eliminates classroom distractions.

    3)  Now improve yesterday's claim about homework.
    4) Sift through all four sources for specific evidence that supports the claims in each article.
    5) Decide on the order you will use to organize your evidence. Consider the evidence you have selected and number it form 1-4, based on how you will order it in their argument.

    Thursday, March 1, 2018       Period 5                   
    1) Turn in your "miss/mit" root words flash cards or show me your flashcard app.
    2) Google Classroom - Writing Summaries assignment must be finished today.  Color Coding assignment must be finished today.  This is your last chance to get these completed as I will be sharing the actual answers on Monday.
    3)  Study your words using the flashcards I placed on Google classroom
    4)  Quill.org - Parallel Structure assignment
    5)  Read

    Tonight's homework:  Study words and finish Writing Summaries and Color Coding Assignments if you didn't get done in class.  You must submit them, or they will not be graded/re-graded.  Test will be postponed to Monday because tomorrow is Club Day.

    Thursday, March 1, 2018      Period 6                        
    1) "miss/mit" root words - Turn in homework

    Tonight's homework:  Study words and finish Essay Planning assignment if not done.  You must submit the Essay Planning assignment or it will not be graded.  Test will be postponed to Monday because tomorrow is Club Day. 

    2) Discussion about how to create a well structured nuanced claim

    A strong claim is ...
    *  debatable
    *  defensible
    *  can be supported with reliable evidence
    *  clearly identifies the writers position
    *  is an opinion

    Your claim should...
    *  start by referencing the other side's position
    *  clearly state your opinion (is/is not, better/worse or best/worst, should/should not)

    Example:  Although technology is useful, people should not become overly reliant upon it.

    While some people believe uniforms would prohibit their freedom,  our school should require school uniforms because it would cost parents less money for school clothes and eliminates classroom distractions.

    3)  Now improve yesterday's claim about homework.
    4) Sift through all four sources for specific evidence that supports the claims in each article.
    5) Decide on the order you will use to organize your evidence. Consider the evidence you have selected and number it form 1-4, based on how you will order it in their argument.

     

    Thursday, March 1, 2018     Period 7                         
    1) Turn in your "miss/mit" root words flash cards or show me your flashcard app.
    2) Google Classroom - Writing Summaries assignment must be finished today.  Color Coding assignment must be finished today.  This is your last chance to get these completed as I will be sharing the actual answers on Monday.
    3)  Study your words using the flashcards I placed on Google classroom
    4)  Quill.org - Parallel Structure assignment
    5)  Read

    Tonight's homework:  Study words and finish Writing Summaries and Color Coding Assignments if you didn't get done in class.  You must submit them, or they will not be graded/re-graded.  Test will be postponed to Monday because tomorrow is Club Day.

     

     

     

  • What Did We Do Today?

    Wednesday, 2/28/2018

    Period 1

    1) "miss/mit" root words - Turn in homework
    2) Google Classroom - Turn in  "Writing Summary Paragraphs" assignment
    3)  Quill.org - Parallel Structure Group Lesson

    Tonight's homework:  Create flashcards using 3 X 5 Cards or quizlet or some other app.  Quiz yourself for 10 minutes.

    Period 2

    1) "miss/mit" root words Review- Test on Friday
    2) Reading and understanding an article about the homework debate.  
    Parallel Teaching Groups.  Students will read and paraphrase the 
    article "Homework:  Too Little or Too Much?  It Depends"

    Tonight's homework:  Create flashcards using 3 X 5 Cards or quizlet or some other app.  Quiz yourself for 10 minutes.

    Period 4

    1) "miss/mit" root words - Turn in homework

    * Tonight's homework:  Create flashcards using 3 X 5 Cards or quizlet or some other app.  Quiz yourself for 10 minutes.

    2) Turn in Notes on Homework Debate Research  
    3)  Now develop a well written nuanced claim for your paper.

    Homwork:  Create flashcards using 3 X 5 Cards or quizlet or some other app.  Quiz yourself for 10 minutes, and improve your nuanced claim.

    Period 5

    1) "miss/mit" root words - Turn in homework
    2) Google Classroom - Turn in  "Writing Summary Paragraphs" assignment
    3)  Quill.org - Parallel Structure Group Lesson

    Tonight's homework:  Create flashcards using 3 X 5 Cards or quizlet or some other app.  Quiz yourself for 10 minutes.

    Period 6

    1) "miss/mit" root words - Turn in homework

    * Tonight's homework:  Create flashcards using 3 X 5 Cards or quizlet or some other app.  Quiz yourself for 10 minutes.

    2) Turn in Notes on Homework Debate Research  
    3)  Now develop a well written nuanced claim for your paper.

    Homework:  Create flashcards using 3 X 5 Cards or quizlet or some other app.  Quiz yourself for 10 minutes, and improve your nuanced claim.

    Period 7

    1) "miss/mit" root words - Turn in homework
    2) Google Classroom - Turn in  "Writing Summary Paragraphs" assignment
    3)  Quill.org - Parallel Structure Group Lesson

    Tonight's homework:  Create flashcards using 3 X 5 Cards or quizlet or some other app.  Quiz yourself for 10 minutes.

  • What Did We Do Today?

    Monday, February 26, 2018            Period 1
    1) "miss/mit" root words - Test on Friday
    2) Google Classroom - Colorcoding evidence to claim

    Homework:  Write words and definitions one time each (only students who didn't earn a 3 on last week's test); otherwise study words the way that works best for you.

    Monday, February 26, 2018            Period 2
    1) "miss/mit" root words - Test on Friday
    2) quill.org - Continue lesson ?"Missing Subject or Verb Fragments"

    Homework:  Write words and definitions one time each (only students who didn't earn a 3 on last week's test); otherwise study words the way that works best for you.

    Monday, February 26, 2018            Period 4
    1) "miss/mit" root words - Test on Friday
    2) Google Classroom - Finish gathering notes for the 4th article.

    Homework:  Write words and definitions one time each (only students who didn't earn a 3 on last week's test); otherwise study words the way that works best for you.

    Monday, February 26, 2018            Period 5
    1) "miss/mit" root words - Test on Friday
    2) Google Classroom - Colorcoding evidence to claim

    Homework:  Write words and definitions one time each (only students who didn't earn a 3 on last week's test); otherwise study words the way that works best for you.

    Monday, February 26, 2018            Period 6
    1) "miss/mit" root words - Test on Friday
    2) Google Classroom - Finish gathering notes for the 4th article.

    Homework:  Write words and definitions one time each (only students who didn't earn a 3 on last week's test); otherwise study words the way that works best for you.

    Monday, February 26, 2018            Period 7
    1) "miss/mit" root words - Test on Friday
    2) Google Classroom - Colorcoding evidence to claim

    Homework:  Write words and definitions one time each (only students who didn't earn a 3 on last week's test); otherwise study words the way that works best for you.

  • Friday, 2/23/2018

    Friday, 2/23/2018

    Period 1 

    1) "Port" Root Word Test
    2) Continued Notes for "Homework: Too Little or Too Much? It Depends."  Students struggled, so I have to develop a lesson that bridges the gap from summarizing to identifying the evidence that supports each claim in the article.

    Homework:  Have a nice weekend!  See all of  you Monday.  Let's earn a "W"!

    Period 2

    1) "Port" Root Word Test
    2) Quill.org - Group lesson in class on fixing sentence fragments.

    Homework:  Have a nice weekend!  See all of  you Monday.

    Period 4 

    1) "Port" Root Word Test
    2) Complete notes for "What Kinds of Homework Seem to be Most Effective?" - Purpose, Claims, & Evidence 
    3)  Begin Article # 4: "Changing the Way Students Make the Grade" - Read and add research to your notes.  Remember to cite your source using Son of Citation!

    Homework:  Have a nice weekend!  See all of  you Monday.

    Period 5

    1) "Port" Root Word Test
    2) Students were given the article "Homework: Too Little or Too Much? It Depends" with their claims highlighted in different colors at the top.  We developed these claims yesterday in class.
      Now students had to colorcode evidence from the article for each claim.  The assignment is in Google classroom and students will continue it on Monday.  This lesson seemed to bridge the gap between summarizing the article and then looking through it for evidence to support the claims in the article.

    Homework:  Have a nice weekend!  See all of  you Monday. 

    Period 6

    1) "Port" Root Word Test
    2) Complete notes for "What Kinds of Homework Seem to be Most Effective?" - Purpose, Claims, & Evidence 
    3)  Begin Article # 4: "Changing the Way Students Make the Grade" - Read and add research to your notes.  Remember to cite your source using Son of Citation!

    Homework:  Have a nice weekend!  See all of  you Monday.

    Period 7

    1) "Port" Root Word Test
    2) Students were given the article "Homework: Too Little or Too Much? It Depends" with their claims highlighted in different colors at the top.  We developed these claims yesterday in class.
      Now students had to colorcode evidence from the article for each claim.  The assignment is in Google classroom and students will continue it on Monday.  This lesson seemed to bridge the gap between summarizing the article and then looking through it for evidence to support the claims in the article.

    Homework:  Have a nice weekend!  See all of  you Monday. 

  • What are we Doing Today?

    Thursday, 2/22/2018

    All classes either played a Kahoot Review game for tomorrow's test over the "port" root words or they participated in a digital breakout game about argument writing.

     

    Homework:  Students need to study their "Port" root words.  Test is tomorrow!

     

  • What are we Doing Today?

    Wednesday, 2/21/2018                                                Period 1
    1) Turn in homework for the "Port" root words.  
    2) Go to "Writing Summaries for Each Paragraph" Assignment in Google Classroom.  Turn in what you have completed.
    3)  As a class, we will fill out the notes for this article.  We filled in the purpose, claim #1, and claim #2.  Then we learned how to create a third claim box and third evidence box.

    Homework:  Write out the last two words and definitions three times each.  Review all the words tonight as well.  NOTE:  Writing must be legible, and everything must be correctly spelled!  If you did not do last night's homework, you can get credit for yesterday's homework by writing the  4 words and definitions ("portage," "porter," "portfolio," and "report.") six times each!  

    Tuesday, 2/20/2018                                                    Period 2
    1) Turn in homework for the "Port" root words.  
    2)  Reading and understanding an article about the homework debate.  Parallel Teaching Groups.  Students will read and paraphrase the article "Homework:  Too Little or Too Much?  It Depends"  Group 1 is on the 1st paragraph after the subheading Rule of Thumb, group 2 is on the 2nd paragraph after Rule of Thumb, and group 3 is on the the 3rd paragraph after the subheading Rule of Thumb.  

    Homework:  Write out the last two words and definitions three times each.  Review all the words tonight as well.  NOTE:  Writing must be legible, and everything must be correctly spelled!  If you did not do last night's homework, you can get credit for yesterday's homework by writing the  4 words and definitions ("portage," "porter," "portfolio," and "report.") six times each!  

    Wednesday, 2/21/2018                                                    Period 4
    1) Turn in homework
    2) Complete notes for "What Kinds of Homework Seem to be Most Effective?" - Purpose, Claims, & Evidence 
    3)  Kahoot (If you work hard!)

    Homework:  Write out the last two words and definitions three times each.  Review all the words tonight as well.  NOTE:  Writing must be legible, and everything must be correctly spelled!  If you did not do last night's homework, you can get credit for yesterday's homework by writing the  4 words and definitions ("portage," "porter," "portfolio," and "report.") six times each!

    Wednesday, 2/21/2018                                                Period 5
    1) Turn in homework for the "Port" root words.  
    2) Go to "Writing Summaries for Each Paragraph" Assignment in Google Classroom.  Turn in what you have completed.
    3)  As a class, we will fill out the notes for this article.  We filled in the purpose, claim #1, and claim #2.  Then we learned how to create a third claim box and third evidence box.                              4) We filled in a third claim and figured out one piece of evidence for each claim.

    Homework:  Write out the last two words and definitions three times each.  Review all the words tonight as well.  NOTE:  Writing must be legible, and everything must be correctly spelled!  If you did not do last night's homework, you can get credit for yesterday's homework by writing the  4 words and definitions ("portage," "porter," "portfolio," and "report.") six times each!  

    Wednesday, 2/21/2018                                                    Period 6
    1) Turn in homework
    2) Complete notes for "What Kinds of Homework Seem to be Most Effective?" - Purpose, Claims, & Evidence 
    3)  Kahoot (If you work hard!)

    Homework:  Write out the last two words and definitions three times each.  Review all the words tonight as well.  NOTE:  Writing must be legible, and everything must be correctly spelled!  If you did not do last night's homework, you can get credit for yesterday's homework by writing the  4 words and definitions ("portage," "porter," "portfolio," and "report.") six times each!

    Wednesday, 2/21/2018                                                Period 7
    1) Turn in homework for the "Port" root words.  
    2) Go to "Writing Summaries for Each Paragraph" Assignment in Google Classroom.  Turn in what you have completed.
    3)  As a class, we will fill out the notes for this article.  We filled in the purpose, claim #1, and claim #2.  Then we learned how to create a third claim box and third evidence box.                              4) We in two potential rebuttals for claim #1 and a piece of evidence for claim #2.


    Homework:  Write out the last two words and definitions three times each.  Review all the words tonight as well.  NOTE:  Writing must be legible, and everything must be correctly spelled!  If you did not do last night's homework, you can get credit for yesterday's homework by writing the  4 words and definitions ("portage," "porter," "portfolio," and "report.") six times each!  

  • What are we Doing Today?

    Tuesday, 2/20/2018                                              

    Period 1
    1) Turn in homework for the "Port" root words.  
    2) Go to "Writing Summaries for Each Paragraph" Assignment in Google Classroom.  You will have today in class to complete the one sentence summaries.  Anything not done during class today is homework!  

    Homework:  (Students who did not earn a 3 on last week's test ONLY) Write word and definitions three times each for the words "portage," "porter," "portfolio," and "report."  NOTE:  Writing must be legible, and everything must be correctly spelled!

    *****  If you did not do last night's homework, you can get credit by writing the first 4 words and definitions six times each!  

    Period 2
    1) Turn in homework for the "Port" root words.  
    2) Students need to make sure they have finished writing their claims of fact, value, and policy from last Friday.  We finished and turned in today.
    3)  We discussed the importance of understand what we read when we have to do research.  Students will be divided into three groups tomorrow in order to work on reading an article about the homework debate.  Students will have to write a sentence that summarizes each paragraph in the article in their own words.

    Homework:  (Students who did not earn a 3 on last week's test ONLY) Write word and definitions three times each for the words "portage," "porter," "portfolio," and "report."  NOTE:  Writing must be legible, and everything must be correctly spelled!

    *****  If you did not do last night's homework, you can get credit by writing the first 4 words and definitions six times each!  

    Period 4

    Tuesday, 2/20/2018                                                    Period 4
    1) New vocabulary for this week:  "Port" Root Words - Review words as a class.
    2) Whole class. We will work together to see if we all agree on the claims and where the evidence should be placed for "Homework: Too Little or Too Much?  It Depends".   
    3)  Students were taught how to go to Son of Citation and complete a works cited entry for an article on a website in MLA format.  They then cut and pasted the entry onto the Notes About the Homework Debate Assignment. 

    Homework:  (Students who did not earn a 3 on last week's test ONLY) Write word and definitions three times each for the words "portage," "porter," "portfolio," and "report."  NOTE:  Writing must be legible, and everything must be correctly spelled! 

    *****  If you did not do last night's homework, you can get credit by writing the first 4 words and definitions six times each!  

    Period 5

    1) Turn in homework for the "Port" root words.  
    2) Go to "Writing Summaries for Each Paragraph" Assignment in Google Classroom.  You will have today in class to complete the one sentence summaries.  Anything not done during class today is homework!  

    (Several students finished early and did a fabulous job on their paragraph summaries.  Those students acted as tutors and did a fabulous job of teaching the other students who needed a little extra help.  I was so impressed with the following students' abilities to ask questions that helped their peers figure out the answers instead of simply telling them what to write!  Great job to these students! 

    Camryn Allen, Mia Newton, Catherine Conkright, David Conant, and Kristen Hawkins

    Homework:  (Students who did not earn a 3 on last week's test ONLY) Write word and definitions three times each for the words "portage," "porter," "portfolio," and "report."  NOTE:  Writing must be legible, and everything must be correctly spelled!

    *****  If you did not do last night's homework, you can get credit by writing the first 4 words and definitions six times each!  

    Period 6

    Tuesday, 2/20/2018                                                    Period 4
    1) New vocabulary for this week:  "Port" Root Words - Review words as a class.
    2) Whole class. We will work together to see if we all agree on the claims and where the evidence should be placed for "Homework: Too Little or Too Much?  It Depends"                                                3) Students reviewed their own work and compared it to my sample. Then they reflected on the assignment by writing about the following:  

    I think I mastered this (3), progressing (2), or struggling (1).  What is going well?  What is still challenging?  I did/did not finish this assignment before today because…  I have learned.

    4) Students were taught how to go to Son of Citation and complete a works cited entry for an article on a website in MLA format.  They then cut and pasted the entry onto the Notes About the Homework Debate Assignment. 
     

    Homework:  (Students who did not earn a 3 on last week's test ONLY) Write word and definitions three times each for the words "portage," "porter," "portfolio," and "report."  NOTE:  Writing must be legible, and everything must be correctly spelled! 

    *****  If you did not do last night's homework, you can get credit by writing the first 4 words and definitions six times each!  

    Period 7 

    1) Turn in homework for the "Port" root words.  
    2) Go to "Writing Summaries for Each Paragraph" Assignment in Google Classroom.  You will have today in class to complete the one sentence summaries.  Anything not done during class today is homework!  

    Homework:  (Students who did not earn a 3 on last week's test ONLY) Write word and definitions three times each for the words "portage," "porter," "portfolio," and "report."  NOTE:  Writing must be legible, and everything must be correctly spelled!

    *****  If you did not do last night's homework, you can get credit by writing the first 4 words and definitions six times each!  

     

     

  • What are we Doing Today?

    Monday, 2/19/2018                                                Period 1
    1) New vocabulary for this week:  "Port" Root Words.  Review words as a class.
    2) Go to "Writing Summaries for Each Paragraph" Assignment in Google Classroom.  You will have today and tomorrow in class to complete the one sentence summaries.  After tomorrow you will have to complete this assignment as homework.  

    Homework:  (Students who did not earn a 3 on last week's test ONLY) Write first 4 words and definitions three times each.  NOTE:  Writing must be legible, and everything must be correctly spelled!  
     

    Monday, 2/19/2018                                                    Period 2
    1) New Vocabulary List - "Port" Root Words. Review words as a class.
    2) Students need to make sure they have finished writing their claims of fact, value, and policy from last Friday.  If not, finish!
    3) Quill.org - Finish "a, an, the" if not already done.
    4) Continue working on your individual learning path on quill.org.

    Homework:  (Students who did not earn a 3 on last week's test ONLY) Write first 4 words and definitions three times each.  NOTE:  Writing must be legible, and everything must be correctly spelled!  

    Monday, 2/19/2018                                                    Period 4
    1) New vocabulary for this week:  "Port" Root Words - Review words as a class.
    2) Go to "Notes about the Homework Debate" assignment in Google Classroom.  You will have today to complete the purpose, claims, and evidence for each claim from the article.  If you don't finish in class, please complete this assignment at home.    
     

    Homework:  (Students who did not earn a 3 on last week's test ONLY) Write first 4 words and definitions three times each.  NOTE:  Writing must be legible, and everything must be correctly spelled!   Also, students who haven't finished gathering evidence for "Homework: Too Little or Too Much? It Depends" need to finish that assignment in Google Classroom. 

     

    Monday, 2/19/2018                                                    Period 5
    1) New vocabulary for this week:  "Port" Root Words - Review words as a class.
    2) Go to "Writing Summaries for Each Paragraph" Assignment in Google Classroom.  You will have today and tomorrow in class to complete the one sentence summaries.  After tomorrow you will have to complete this assignment as homework.  

    Homework:  (Students who did not earn a 3 on last week's test ONLY) Write first 4 "port" words and definitions three times each.  NOTE:  Writing must be legible, and everything must be correctly spelled!

    Monday, 2/19/2018                                                    Period 6
    1) New vocabulary for this week:  "Port" Root Words - Review words as a class.
    2) Go to "Notes about the Homework Debate" assignment in Google Classroom.  You will have today to complete the purpose, claims, and evidence for each claim from the article.  If you don't finish in class, please complete this assignment at home.    
     

    Homework:  (Students who did not earn a 3 on last week's test ONLY) Write first 4 words and definitions three times each.  NOTE:  Writing must be legible, and everything must be correctly spelled! Also, students who haven't finished gathering evidence for "Homework: Too Little or Too Much? It Depends" need to finish that assignment in Google Classroom. 

    Monday, 2/19/2018                                                    Period 7
    1) New vocabulary for this week:  "Port" Root Words - Review words as a class.
    2) Go to "Writing Summaries for Each Paragraph" Assignment in Google Classroom.  You will have today and tomorrow in class to complete the one sentence summaries.  After tomorrow you will have to complete this assignment as homework.  

    Homework:  (Students who did not earn a 3 on last week's test ONLY) Write first 4 "port" words and definitions three times each.  NOTE:  Writing must be legible, and everything must be correctly spelled!

  • What are We Doing This Week?

    Friday, 2/16/2018

    Period 1

    1) Students continued to paraphrase the article "Homework: Too Little or Too Much?  It Depends" as a whole class. We got through paragraph 6.  

    Homework: none

    Period 2

    1) Students read the following notes and completed the 12 examples at the end. You can get this by going to Google Classroom.  The assignment is there.

    Claims Notes First/Last Name

    1.  Claim of Fact:  A sentence that tells if you think something is or is not true.

    2.  Claim of Value: A sentence that tells if one thing is better/worse, best/worst, or ___-er/est.

    3.  Claim of Policy:  A sentence that tells what you think should/should not be.

    ____________________________________________________

    Example Sentences:

    1.  Claim of Fact:  Attendance is important at school and work.

    2.  Claim of Value:  

    A)  Ms. Mort is a harder teacher than Mrs. Lyons.

    B)  Kindness is more important than intelligence.

    C)  The Buccaneers are the worst football team in the NFL.

    3.  Claim of Policy:  Students who are absent from school on the day of the dance should not be able to attend.

    ____________________________________________________

    My Examples:  

    1.  Claim of Fact:

    Spinach is/is not

    Homework is/ is not

    A good vocabulary is/is not

    Valentine's Day is/is not  

    (Your topic)  is/is not  

    2.  Claim of Value:

    Math is harder than

    School lunch is better than  

    Coke is the ________ soft drink.

    (Your topic - create a better/best/er statement and compare to something else)

    3.  Claim of Policy:

    Teenagers should

    Teachers should not

    Parents should

    (Your topic)  should/should not

    Period 4

    1) Student logged onto NewsELA where they were able to read the article "Homework: Too Little or Too Much?  It Depends" .  (Note NewsELA won't allow more students to read the article because teacher is not willing to pay $2,000.00 annually for all the features.  These students were allowed to do this, but NewsELA only gives teachers so many "freebies")

    2.  Students were able to highlight, annotate, and cut and past quotes from article in groups.  Students are reviewing their purpose, their claims, and evidence from the article to support each claim.  

    Homework: None

    Period 5

    1)  Students began working on the assignment Writing Summaries for Each Paragraph in Google classroom.  Students had to read each paragraphs of "Homework: Too Little or Too Much?  It Depends" .  Then students had to type a one sentence summary in a different color after each paragraph.  During class, teacher reviewed work and pulled students individually if they were struggling with the summaries.

    Homework: None

    Period 6

    1)  Students met with Mr. Neace and Mrs. Johnson for the majority of class regarding an issue the came up.

    Homework: None

    Period 7

    1)  Students began working on the assignment Writing Summaries for Each Paragraph in Google classroom.  Students had to read each paragraphs of "Homework: Too Little or Too Much?  It Depends" .  Then students had to type a one sentence summary in a different color after each paragraph.  During class, teacher reviewed work and pulled students individually if they were struggling with the summaries.

    Homework: None

    Thursday, 2/15/2018

    Period 1

    1)  Students took the Ject/Sect Root Word Review Test.

    2)  Students took the Claims Quiz that is located in Google Classroom.

    3)  Students began to analyze the article "Homework: Too Little or Too Much?  It Depends" as a whole class.  We only got through paragraphs 1 and 2

    Homework: None

    Period 2

    1)  Students took the Ject/Sect Root Word Review Test.

    2)  Students took the Claims Quiz that is located in Google Classroom.'

    3)  Students worked on quill.org.  Those who need to finish some of the graded assignments worked on those.  The rest worked on a/an/the.

    Homework: None

    Period 4

    1)  Students took the Ject/Sect Root Word Review Test.

    2)  Students took the Claims Quiz that is located in Google Classroom.

    3)  Students worked in groups to place evidence from  "Homework: Too Little or Too Much?  It Depends" under the correct claims.

    Homework: None

    Period 5

    1) Students turned in paragraphs 7,8, 9 of "Homework: Too Little or Too Much?  It Depends" 

    2) Students played Kahoot to review for the Ject/Sect Root Word test

    3)  Students took the Ject/Sect Root Word Test

    4)  Students took the Claims Quiz in Google Classroom

    5)  As a whole class, students practiced writing one sentence summaries for paragraphs 10 - 13 of "Homework: Too Little or Too Much?  It Depends".

    Homework:  Students will complete one sentence summaries for paragraphs 10 - 14 of "Homework: Too Little or Too Much?  It Depends".  Those who did not so yesterday's homework will also have to do paragraphs 7, 8, and 9.

    Period 6

    1)  Students took the Ject/Sect Root Word Review Test.

    2)  Students took the Claims Quiz that is located in Google Classroom.

    3)  As a class, we determined the purpose and claims for the article "Homework: Too Little or Too Much?  It Depends" in our Google Classroom Notes document

    4)  Students worked in groups to identify evidence for each claim and add it to their Google Classroom assignment.  They will finish this tomorrow.

    Homework:  None

    Period 7

    1) Students turned in paragraphs 7,8, 9 of "Homework: Too Little or Too Much?  It Depends" 

    2) Students played Kahoot to review for the Ject/Sect Root Word test

    3)  Students took the Ject/Sect Root Word Test

    4)  Students took the Claims Quiz in Google Classroom

    5)  As a whole class, students practiced writing one sentence summaries for paragraphs 10 - 13 of "Homework: Too Little or Too Much?  It Depends".

    Homework:  Students will complete one sentence summaries for paragraphs 10 - 14 of "Homework: Too Little or Too Much?  It Depends".  Those who did not so yesterday's homework will also have to do paragraphs 7, 8, and 9.

     

    Wednesday, 2/14/2018

    Period 1

    1)  Students completed the 1st section of the Notes about the Homework Debate in Google Classroom for the video which can be viewed at http://time.com/4466390/homework-debate-research/ 

    2) Students played a Kahoot Review game to review their ject/sect words.

    Homework:  Students should study their Ject/Sect Words.

    Period 2

    1) Students completed the evidence ranking worksheet located in Google Classroom, first individually.  Then we went over each example as a class.

    2) Students played a Kahoot Review game to review their ject/sect words.

    Homework:  Students should study their Ject/Sect Words.

    Period 4

    1)  As a class, we determined the purpose and claims for the article "Homework: Too Little or Too Much?  It Depends" in our Google Classroom Notes document

    2)  Students worked in groups to identify evidence for each claim and add it to their Google Classroom assignment.

    Homework:  Students should study their Ject/Sect Words.

    Period 5

    1)  Students went through each sentence of the first section of the article  "Homework: Too Little or Too Much?  It Depends" as a whole class to practice critical thinking and reading and paraphrasing skills.

    Homework: Study Ject/Sect Words and paragphrase each sentence for paragraphs 7, 8, 9 for the article 

    Period 6

    1) Students paraphrased each paragraph of the article  "Homework: Too Little or Too Much?  It Depends" .  Some were not finished, so that is what we will continue with tomorrow.

    Homework:  Students need to study their ject/sect root words for tomorrow's test.

    Period 7

    1)  Students paraphrased the first section of  "Homework: Too Little or Too Much?  It Depends" as a whole group.  

    Homework: Study Ject/Sect Words and paragphrase each sentence for paragraphs 7, 8, 9 for the article 

    Monday, 2/12/2018 - NO SCHOOL - Weather day

    Tuesday, 2/13/2018

    1st Period

    1) Students played a review game to students their "ject/sect" root words.  Test in on Thursday.

    2)  Students reviewed what makes a strong claim, what makes strong evidence, and then they watched the video "The Debate over Homework".  If absent, watch it at  http://time.com/4466390/homework-debate-research/ 

    Homework: Study Ject/Sect Words and paragphrase each sentence for paragraphs 7, 8, 9 for the article 

    Period 2

    1) Students played a review game to students their "ject/sect" root words.  Test in on Thursday.

    2)  Students reviewed what claims are and the following types:  claims of fact, claims of value, and claims of policy.  

    3)  Students began working through the Ranking Evidence worksheet.  We did the first example together.  This can be found in Google Classroom.

    Homework:  Study "ject/sect" words for Thursday's test

    Period 4

    1)  Students were reminded to student for their "ject/sect" test which will be on Thursday.

    2)  Students were invited to publish poetry for KET's annual writing contest.  The information is in Google Classroom for them.

    3)  Students worked through more of the article title "Homework: Too Little or Too Much"

    Homework:  Study "ject/sect" words for Thursday's test

    Period 5

    1) Students played a review game to students their "ject/sect" root words.  Test in on Thursday.

    2)  Students reviewed what makes a strong claim, what makes strong evidence.

    3)  Students worked through part of the first section.  "Homework: Too Little or Too Much."  Students struggled with reading a sentence and putting that sentence into their own words.  The is the first thing students MUST be able to do in order to effectively research.  If they can't read and understand the research, they won't be able to use it effectively in their own arguments.  We will spend lots of time practicing this skill in the coming days.

    Homework:  Study "ject/sect" words for Thursday's test

    Period 6

     

    1)  Students were reminded to student for their "ject/sect" test which will be on Thursday.

    2)  Students were invited to publish poetry for KET's annual writing contest.  The information is in Google Classroom for them.

    3)   Due to Kona Ice Fundraiser, students who didn't go took the Claims Quiz in Google Classroom.  Students who were absent need to take the quiz in Google Classroom.

    4)  Students who were not at fundraised played a review Kahoot game for the "ject/sect" words.  Some "ped" and "man" words were also included.

    Homework:  Study "ject/sect" words for Thursday's test

    Period 7

    1) Students played a review game to students their "ject/sect" root words.  Test in on Thursday.

    2)  Students reviewed what makes a strong claim, what makes strong evidence.

    3)  Students worked through part of the first section.  "Homework: Too Little or Too Much."  Students completed the first section.

     

    ???????

  • What are We Doing This Week?

    Friday, 2/10/2018

    Period 1 and 2

    Students were involved in Reality Day in the gym where they were given a budget based on work done in their math classes and their GPAs.  Then they had to purchase all living expenses on their budget and have money left over.  

    Period 4, 5, 6, 7

    1) Students went to Google Classroom and opened up the assignment titled "Research Notes about the Homework Debate."  As a class, I showed students how to create a source citation using the site http://www.citationmachine.net/ 

    2.  We watched the video you can find at http://time.com/4466390/homework-debate-research/

    3.  We completed the purpose of the video box together.  "The purpose of this video is to inform the audience about both sides of the homework debate.

    4.  We completed the claims that are stated in the video:  Claim #1: Some parents and experts believe students should have homework.  Claim #2:  Some parents and experts believe students should not have homework.  

    5.  Students then filled out one piece of evidence from the video for each claim.  They had to put quotations around it since they will be cited sources.

    6.  Students were asked how strong the evidence for each side was, and all classes concluded that the evidence on both sides would have been stronger if the video told us who did the 2006 analysis and what studies were cited in the second piece of evidence.

    7.  Students in periods 4, 5, 6, and 7 were given the article "Homework: Too little or too much? It depends".  As a class I thought through the first part with students as we learned how to read articles when we are researching an argument.  Below are some of the notes:

     

    Homework: Too little or too much? It depends
    By Pittsburgh Post-Gazette, adapted by Newsela staff
    Grade Level 8                           03/25/2014

    PITTSBURGH — Two complaints parents have about their kids' homework are: There’s too much and there’s too little.

    In a report by the Brookings Institution in Washington, D.C., education expert Tom Loveless says those who think there is too little homework are more numerous.

    But, he adds, those complaining about too much homework get most of the attention.

    “The homework horror stories need to be read in a proper perspective,” he wrote. They seem to come from the very personal problems of a small group of parents. "They do not reflect the experience of the average family with school-age children.”

    And, Loveless continues, media reports about increasingly overburdened children are real but not the norm.
    “The homework load has been pretty stable over the last two to three decades,” he said in an interview.

    Pink is evidence.

    Green is commentary.

    The claim for this section is implied and can be stated as follows:

    Although some parents feel students are given too much homework, most parents think their children should do more homework.  (This would be a claim for this section.

     

     

    Thursday, 2/9/2018

    Period 1

    1) Students were given a copy of all the JECT and SECT words to study.  The test will be next Thursday.

    2)  Students reviewed the purposes of writing which are to entertain, to inform, and to argue or persuade.  We also discussed what types of writing belong in each one of them.  

    3) We reviewed claims of fact (something is or is not _____), claims of value (something is better than something else), and claims of policy (something or someone should or should not do something.)

    4)  Class Discussion on this question:  What make evidence good?  Students who were absent should think about what they learned from yesterdays discussion of the ranking evidence worksheet we completed in Google Classroom.  If student was absent on Tuesday, then that still needs to be done in
    Google Classroom and turned in.  

    5)  Students thought about this question:  When do you need to question facts or statistics? Then they looked at several examples and decided if evidence was strong or was missing something that would make it stronger:

    - In 1972, Americans spent $3 billion on fast food. Today, we spend a whopping $110 billion annually. (Answer:  This evidence is not good yet because the source is not cited.  It would be a strong piece of evidence if it was)

    Now go through rest of claims and answer the questions for each.

    - The typical person in the U.S. drinks about 44 gallons of soda a year and adolescents drink more than twice as much soda per day than they do milk.

    - It’s worth noting that low-income individuals are more likely to be obese and 1 in 7 low-income, preschool-aged children is obese. 

    - Americans eat less than the recommended amounts of vegetables, fruits, whole-grains, dairy products, and oils.

    - According to the National Vegetarian Society, substituting one daily serving of red meat with fish, poultry, nuts, legumes, whole grains, or low-fat dairy products would reduce the risk of dying in [the middle aged] stage of life by 7% to 19%.

    Homework:  Study your ject/sect Root words for Thursday's test.

    Period 2

    1) Students were given a copy of all the JECT and SECT words to study.  The test will be next Thursday.

    1) "Ject/Sect" Review Test - Hand out copies of the words 
    again so students can study.  Test is next Thursday.
    2) Review - What is a Claim?   A claim is a sentence that states your opinion about an issue.  (This is the definition the class came up with)
    3)  Write one claim of fact about homework.
    4)  Write one claim of value about homework.
    5)  Write one claim of policy about homework. 

    * To see the definitions and examples of each type of claim, go to slide 4 of this presentation:  

    https://docs.google.com/presentation/d/1tzrLHXGJir1BfOJvaCdlxHxmMx0sPRV0vvwUrw2vZhk/edit?usp=sharing

    Homework:  Study your JECT/SECT Root words for next Thursday's test.

    Period 4

    1) Students were given a copy of all the JECT and SECT words to study.  The test will be next Thursday.

    2) Class Discussion on this question:  What make evidence good?  Students who were absent should think about what they learned from yesterdays discussion of the ranking evidence worksheet we completed in Google Classroom.  If student was absent on Tuesday, then that still needs to be done in
    Google Classroom and turned in.  Class Discussion on this question:  What make evidence good?  Students who were absent should think about what they learned from yesterdays discussion of the ranking evidence worksheet we completed in Google Classroom.  If student was absent on Tuesday, then that still needs to be done in Google Classroom and turned in.  

    3)  Students thought about this question:  When do you need to question facts or statistics? Then they looked at several examples and decided if evidence was strong or was missing something that would make it stronger:

    - In 1972, Americans spent $3 billion on fast food. Today, we spend a whopping $110 billion annually. (Answer:  This evidence is not good yet because the source is not cited.  It would be a strong piece of evidence if it was)

    Now go through rest of claims and answer the questions for each.

    - The typical person in the U.S. drinks about 44 gallons of soda a year and adolescents drink more than twice as much soda per day than they do milk.

    - It’s worth noting that low-income individuals are more likely to be obese and 1 in 7 low-income, preschool-aged children is obese. 

    - Americans eat less than the recommended amounts of vegetables, fruits, whole-grains, dairy products, and oils.

    - According to the National Vegetarian Society, substituting one daily serving of red meat with fish, poultry, nuts, legumes, whole grains, or low-fat dairy products would reduce the risk of dying in [the middle aged] stage of life by 7% to 19%.

    After, students were asked to create claims that would be supported by each piece of evidence.

    Homework:  Study your JECT/SECT Root words for next Thursday's test.

    Period 5

    1) Students were given a copy of all the JECT and SECT words to study.  The test will be next Thursday.

    2) Students went over the final example on the Evidence Ranking Worksheet that they completed in small groups on Tuesday. If student was absent on Tuesday, then that still needs to be done inGoogle Classroom and turned in.    

    3) Class Discussion on this question:  What make evidence good?  Students who were absent should think about what they learned from yesterdays discussion of the ranking evidence worksheet we completed in Google Classroom.  If student was absent on Tuesday, then that still needs to be done in
    Google Classroom and turned in.  

    4) Students thought about this question:  When do you need to question facts or statistics? Then they looked at several examples and decided if evidence was strong or was missing something that would make it stronger:

    - In 1972, Americans spent $3 billion on fast food. Today, we spend a whopping $110 billion annually. (Answer:  This evidence is not good yet because the source is not cited.  It would be a strong piece of evidence if it was)

    Now go through rest of claims and answer the questions for each.

    - The typical person in the U.S. drinks about 44 gallons of soda a year and adolescents drink more than twice as much soda per day than they do milk.

    - It’s worth noting that low-income individuals are more likely to be obese and 1 in 7 low-income, preschool-aged children is obese. 

    - Americans eat less than the recommended amounts of vegetables, fruits, whole-grains, dairy products, and oils.

    - According to the National Vegetarian Society, substituting one daily serving of red meat with fish, poultry, nuts, legumes, whole grains, or low-fat dairy products would reduce the risk of dying in [the middle aged] stage of life by 7% to 19%.

    5)  Students watched the video linked below about the debate over homework to prepare them for their next argument essay.  This simply served as an introduction.  I asked students which side of the debate the video supported and why.  I also asked them what the purpose of this video was.

    https://www.youtube.com/watch?v=7NabxAME0l0

    Homework:  Study your JECT/SECT Root words for next Thursday's test.

    Period 6

    1) Students were given a copy of all the JECT and SECT words to study.  The test will be next Thursday.

    2) Class Discussion on this question:  What make evidence good?  Students who were absent should think about what they learned from yesterdays discussion of the ranking evidence worksheet we completed in Google Classroom.  If student was absent on Tuesday, then that still needs to be done in
    Google Classroom and turned in.  Class Discussion on this question:  What make evidence good?  Students who were absent should think about what they learned from yesterdays discussion of the ranking evidence worksheet we completed in Google Classroom.  If student was absent on Tuesday, then that still needs to be done in Google Classroom and turned in.  

    3)  Students thought about this question:  When do you need to question facts or statistics? Then they looked at several examples and decided if evidence was strong or was missing something that would make it stronger:

    - In 1972, Americans spent $3 billion on fast food. Today, we spend a whopping $110 billion annually. (Answer:  This evidence is not good yet because the source is not cited.  It would be a strong piece of evidence if it was)

    Now go through rest of claims and answer the questions for each.

    - The typical person in the U.S. drinks about 44 gallons of soda a year and adolescents drink more than twice as much soda per day than they do milk.

    - It’s worth noting that low-income individuals are more likely to be obese and 1 in 7 low-income, preschool-aged children is obese. 

    - Americans eat less than the recommended amounts of vegetables, fruits, whole-grains, dairy products, and oils.

    - According to the National Vegetarian Society, substituting one daily serving of red meat with fish, poultry, nuts, legumes, whole grains, or low-fat dairy products would reduce the risk of dying in [the middle aged] stage of life by 7% to 19%.

    After, students were asked to create claims that would be supported by each piece of evidence.

    4) Students watched the video linked below about the debate over homework to prepare them for their next argument essay.  This simply served as an introduction.  I asked students which side of the debate the video supported and why.  I also asked them what the purpose of this video was.

    https://www.youtube.com/watch?v=7NabxAME0l0

    Homework:  Study your JECT/SECT Root words for next Thursday's test.

    Period 7

    1) Students were given a copy of all the JECT and SECT words to study.  The test will be next Thursday.

    2) Students went over all the examples on the Evidence Ranking Worksheet that they completed in small groups on Tuesday.  If student was absent on Tuesday, then that still needs to be done inGoogle Classroom and turned in.    

    3) Class Discussion on this question:  What make evidence good?  Students who were absent should think about what they learned from yesterdays discussion of the ranking evidence worksheet we completed in Google Classroom.  If student was absent on Tuesday, then that still needs to be done in
    Google Classroom and turned in.  Class Discussion on this question:  What make evidence good?  Students who were absent should think about what they learned from yesterdays discussion of the ranking evidence worksheet we completed in Google Classroom.  If student was absent on Tuesday, then that still needs to be done in Google Classroom and turned in. 

    Homework:  Study your JECT/SECT Root words for next Thursday's test.

    Wednesday, 2/8/2018

    Periods 1, 4, 5, 6, 7
    1)  Turn in homework  (either turn in electronically or handwritten in the inbox) - Nuanced claims - One about Snapchat, Facebook, or other social media site and a second one about either animals or sports. 
    2) Evidence Ranking - In Google Classroom
    3) Went over evidence ranking worksheet as a whole class.  (Period 5 still had to go over the third example and period 7 had to go over the whole worksheet.

    Period 2
    1)  Writing strong claims.
    2) What topics have two very clear sides?
    3)  When you write your opinion about a topic you are writing a claim.  
    4)  There are 3 types of claims:
    Claim of Fact, Claim of Value, Claim of Policy
    5)  Brainstorming Topics to write about

    Tuesday, 2/7/2018

    Period 1

    1.  Students turned in nuanced claims about Snapchat and either animals or sports as homework.

    2.  Students went to Google Classroom and completed the assignment "Ranking Evidence" (3rd one down).  You need to decide which is the strongest evidence and give it a "1", which is the next strongest and give it a "2", which is the third strongest and give it a "3", and which is the weakest and give it a "4."  Turn in the assignment when finished.

    3. We went over "Ranking Evidence" as a class.

    4.  Students started to learn about 4 types of evidence - "Illustrating", "Authorizing", "Extending", and "Countering".  Go to https://docs.google.com/presentation/d/1m-1R688ScsUQ-5V4P7KoN53rtFUMqKcR3yeN74T9bxM/edit?usp=sharing to view the slideshow.

    Homework:  None

    Period 2

    1.  Students learned that a claim is a sentence used in an argument or persuasive piece of writing. It will give the author's opinion.

    2.  Students learned about three types of claims:  A claim of fact which says something IS or IS NOT true, a claim of value which says something is BETTER than something else, and a claim of policy which says someone SHOULD or SHOULD NOT do something or something SHOULD or SHOULD NOT happen.

    3.  Students gave lots of examples that we wrote on the board.

    4.  Students completed an exit slip that is now in Google classroom.

    Homework:  If a student was absent, they need to review the lesson about claims using this slideshow:  https://docs.google.com/presentation/d/1tzrLHXGJir1BfOJvaCdlxHxmMx0sPRV0vvwUrw2vZhk/edit?usp=sharing

    Then students should complete the exit slip in Google Classroom.

    Period 4

    1. Students went to Google Classroom and completed the assignment "Ranking Evidence" (3rd one down).  You need to decide which is the strongest evidence and give it a "1", which is the next strongest and give it a "2", which is the third strongest and give it a "3", and which is the weakest and give it a "4."  Turn in the assignment when finished.

    2. We went over "Ranking Evidence" as a class.

    3.  Students started to learn about 4 types of evidence - "Illustrating", "Authorizing", "Extending", and "Countering".  Go to https://docs.google.com/presentation/d/1m-1R688ScsUQ-5V4P7KoN53rtFUMqKcR3yeN74T9bxM/edit?usp=sharing to view the slideshow.

    4.  Students received a handout called "Making Moves with Sources".  They reviewed each move, why it is used, examples of them, and some language that can be used for each move as sentence starters or transitions.

    Homework: None

    Period 5

    1.  Students turned in nuanced claims about Snapchat and either animals or sports as homework.

    2.  Students went to Google Classroom and completed the assignment "Ranking Evidence" (3rd one down).  You need to decide which is the strongest evidence and give it a "1", which is the next strongest and give it a "2", which is the third strongest and give it a "3", and which is the weakest and give it a "4."  Turn in the assignment when finished.

    3. We went over "Ranking Evidence" as a class.  If student was absent on Tuesday, then that still needs to be done in
    Google Classroom and turned in.  

    4.

    Homework:  None

    Period 6

    1.  Students turned in nuanced claims about Snapchat and either animals or sports as homework.

    2.  Students went to Google Classroom and completed the assignment "Ranking Evidence" (3rd one down).  You need to decide which is the strongest evidence and give it a "1", which is the next strongest and give it a "2", which is the third strongest and give it a "3", and which is the weakest and give it a "4."  Turn in the assignment when finished.

    3.  We went over "Ranking Evidence" as a class.

    Homework:  None

    Period 7

    1.  Students turned in nuanced claims about Snapchat and either animals or sports as homework.

    2.  Students went to Google Classroom and completed the assignment "Ranking Evidence" (3rd one down).  You need to decide which is the strongest evidence and give it a "1", which is the next strongest and give it a "2", which is the third strongest and give it a "3", and which is the weakest and give it a "4."  Turn in the assignment when finished.

    3.  We started to go over the rankings as a class but only got started before the bell rang.  We will continue tomorrow.

    Homework:  None

    Monday, 2/5/2018

    NO School - due to weather

    Tuesday, 2/6/2018

    Period 1:  

    1) Students took the "Spec" Root Word test that we were supposed to take last Friday.

    2)  Students went to Google Classroom to complete Bellringer2: Nuanced Claims.  Their topic was Snapchat (or any other social media site they wished to use as a topic for their claim)

    3)  After working with students, they didn't seem to remember how to create a nuanced claim that included a counterclaim.  As a result, we did a second nuanced claim together for the topic of motorcycles.

    Bell Ringer:  Write a nuanced claim

    Example:

    Topic:  Internet

    My position:  The government should make sure everyone has free internet.

    Counterclaim:  The government should not make sure everyone has free internet.

    Reason that Supports Counterclaim:  Our country is already in debt and can't afford it.

    My Nuanced Claim:  Although our country is currently in debt, the United States government should make sure every person in America has free internet.

    Your turn:  

    Topic: Instagram

    My position:  

    Counterclaim:  

    Reason that Supports Counterclaim:  

    My Nuanced Claim:

    Homework:  Students are to work on a nuanced claim that focuses on either animals or sports.

    Snow Day Homework:  If we have any snow days, students need to work on the assignments in their Study Island writing classroom tab and continue working on quill.org

    Period 2

    1) Students turned in their homework.  Pick five words and write your own sentence for each.  Underline the "spec" word you used.

    2)  Students took the "Spec" Root Word test that we were supposed to take last Friday.

    3)  Students went over Study Island lesson for Run-on Sentences and Fragments as a whole class.

    Homework: Quill.org if students are missing any assignments in Infinite Campus

    Snow Day Homework:  If we have any snow days, students need to work on the assignments in their Study Island writing classroom tab and continue working on quill.org

    Period 4

    1) Students took the "Spec" Root Word test that we were supposed to take last Friday.

    2)  Students completed the Bellringer 2: Nuanced Claim in their Google Classroom.

    3) Students completed "Ranking Evidence" in Google Classroom  in pairs.

    4)  As a whole class, we went over the first of three examples on the "Ranking Evidence" worksheet

    Homework:  None

    Snow Day Homework:  If we have any snow days, students need to work on the assignments in their Study Island writing classroom tab and continue working on quill.org

    Period 5

    1) Students took the "Spec" Root Word test that we were supposed to take last Friday.

    2)  Students went to Google Classroom to complete Bellringer2: Nuanced Claims.  Their topic was Snapchat (or any other social media site they wished to use as a topic for their claim)

    3)  After working with students, they didn't seem to remember how to create a nuanced claim that included a counterclaim.  

    Bell Ringer:  Write a nuanced claim

    Example:

    Topic:  Internet

    My position:  The government should make sure everyone has free internet.

    Counterclaim:  The government should not make sure everyone has free internet.

    Reason that Supports Counterclaim:  Our country is already in debt and can't afford it.

    My Nuanced Claim:  Although our country is currently in debt, the United States government should make sure every person in America has free internet.

    Your turn:  

    Topic: Instagram

    My position:  

    Counterclaim:  

    Reason that Supports Counterclaim:  

    My Nuanced Claim:  

    Homework:  Students are to work on a nuanced claim that focuses on either animals or sports.

    Snow Day Homework:  If we have any snow days, students need to work on the assignments in their Study Island writing classroom tab and continue working on quill.org

     

    Period 6

    1) Students took the "Spec" Root Word test that we were supposed to take last Friday.

    2)  Students completed the Bellringer 2: Nuanced Claim in their Google Classroom.

    3) Students completed "Ranking Evidence" in Google Classroom  in pairs.

    4)  As a whole class, we went over the first of three examples on the "Ranking Evidence" worksheet

    Homework:  None

    Snow Day Homework:  If we have any snow days, students need to work on the assignments in their Study Island writing classroom tab and continue working on quill.org

     

    Period 7

    1) Students took the "Spec" Root Word test that we were supposed to take last Friday.

    2)  Students went to Google Classroom to complete Bellringer2: Nuanced Claims.  Their topic was Snapchat (or any other social media site they wished to use as a topic for their claim)

    3)  After working with students, they didn't seem to remember how to create a nuanced claim that included a counterclaim.  As a result, we did a second nuanced claim together for the topic of motorcycles.

    Bell Ringer:  Write a nuanced claim

    Example:

    Topic:  Internet

    My position:  The government should make sure everyone has free internet.

    Counterclaim:  The government should not make sure everyone has free internet.

    Reason that Supports Counterclaim:  Our country is already in debt and can't afford it.

    My Nuanced Claim:  Although our country is currently in debt, the United States government should make sure every person in America has free internet.

    Your turn:  

    Topic: Instagram

    My position:  

    Counterclaim:  

    Reason that Supports Counterclaim:  

    My Nuanced Claim:

    Homework:  Students are to work on a nuanced claim that focuses on either animals or sports.

    Snow Day Homework:  If we have any snow days, students need to work on the assignments in their Study Island writing classroom tab and continue working on quill.org

  • What are We Doing This Week?

    Friday, 2/2/2018

    NO SCHOOL due to weather

    Thursday, 2/1/2018        Periods 1, 4, 5, 7

    1.  Vocabulary Review
    2.  Argument Characteristics Review
    3.  Finish highlighting "'Fixing' What isn't Broken"

    "Sect" Root Word Test will be moved to Monday because of Club Day

    Thursday, 1/31/2018                        Period 2
    1)  Turn in homework
    2)  Vocabulary Review
    3)  Quill.org
    Homework:  Pick 5 words and use them in a sentence.  Underline the word you used.

    "Sect" Root Word Test will be moved to Monday because of Club Day

    Thursday, 2/1/2018        Periods 6

    1.  Watched 31 minutes of an "Intelligence Squared" Debate on the issue Video Games Make You Smarter.

    "Sect" Root Word Test will be moved to Monday because of Club Day

    Wednesday, 1/31/2018                 Periods 1, 4, 5, 6, 7

    As a class, students went through the argument "Fixing What isn't Broken" to identify the claims, reasons, evidence, commentary, and counterargument.  Periods 1, 4, 5, and 7 have more to discuss and will do that tomorrow.  Period 6 has finished.

    Homework:  Study "Sect" root words.  Test on Friday

     

    Wednesday, 1/31/2018                        Period 2
    1)  Turn in homework
    2)  Vocabulary Review
    3)  Quill.org
    Homework:  Pick any five words and draw a picture of what that word is and label the picture with the word.
    If you didn't do definitions, write them twice.

     

    Monday, 1/29/2018  Periods 1, 4, 5, 6, 7
    1.  Begin studying Root words for "sect".  Quiz on Friday!
    2.  Go to Noredink.com  - We are going to take a diagnostic test there.
    3.  Go to Google Classroom and analyze the argument titled "Fixing What isn't Broken".  You are allowed to work in groups to do this.

    1.  Learn the definitions for the "sect" words.  Quiz on Friday.

    Homework - Periods 1, 4, 5, 6, 7:  Study vocabulary words and definitions

    Monday, 1/29/2018  Period 2

    1.  Begin studying Root words for "sect".  Quiz on Friday!

    2.  Quill.org

    2nd Period Homework:  Write each vocabulary word 3 times each correctly.  Then study the definitions.

     

    Word List for Root Word "Sect"

    bisect (v) to cut into pieces

    dissect (v) to cut apart for the purpose of investigation

    insect (n) a class of small arthropod animals that has three separate sections to their bodies; head,thorax, abdomen

    intersection (n) the point at which two lines or roads meet and cut across each other

    section (n) a separate part of something

    sectional (n) a couch that is made up of separate pieces

    sector (n) a separate part of a society, group, or area

    transect (v) to cut across something

    trisect (v) to cut into three separate pieces

    vivisection (n) surgery on living animals; medical research that involves cutting into living animals to study organs, tissues, or diseases

    Tuesday, 1/30/2018                Periods 1, 4, 5, 6, 7
    1.  In groups, highlight the claim, reasons, counterclaim and rebuttal, evidence, and commentary in the article "Fixing What isn't Broken.

    The standard we are covering today is...
    RL.7.8  I can identify an author’s claim, reasons, evidence, and 
    commentary.  This will help me understand how to write a stronger 
    argument.

    Homework:  Continue highlighting the article if your group did not finish.

    Tuesday, 1/30/2019                        Period 2
    1)  Turn in homework
    2)  Vocabulary Review
    3)  Quill.org
    Homework:  Write each word and definition one time.  Make you write VERY neatly.

  • What are We Doing This Week?

    Monday 1/22/2018:

    Write 5 nuanced claims.

    Tuesday 1/23/2018:

    Groups:  Review claims - Are the debatable, Is there an AAWWWUBBIS clause that states a counterclaim, and does your claim include "should" or "should not" so it is a policy claim?

    Wednesday 1/24/2018:

    Analyzing Arguments - Highlighting claims, reasons, evidence, and commentary

    Thursday 1/25/2018

    Analyzing Arguments - Highlighting claims, reasons, evidence, and commentary

    Friday 1/26/2018

    What makes an argument good?

  • 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"

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