Thurs. 12/18/14

Learning Target:

• Produce an essay that illustrates the theme of a novel

Work Collected:

• None

Work Assigned/Handed Out:

• Finish final draft of your essay--due tomorrow

Summary of Class:

• Work on rough drafts
  
• Highlight important parts (make note of anything you need to add before tomorrow)--see picture below
• Listen to your draft read aloud to catch errors
• Double check the rubric
  
  

Wed. 12/17/14

Learning Target:

• Recognize elements of an effective introduction and conclusion

Work Collected:

• Reflection for Outsiders fishbowl discussion (worksheet)

Work Assigned/Handed Out:

• Finish rough draft of The Outsiders essay (final draft due Friday)

Summary of Class:

• Check grades in PowerSchool--turn in any missing work; e-mail Mrs. Boyden with questions
• Watch fishbowl discussion and reflect on your progress
• Look at sample introductions and conclusions (see on LA website > Units/Materials > The Outsiders >look near the bottom for examples)
• Make a copy of the Google Doc: LA website > Units/Materials > The Outsiders > link at the very bottom)
• File > Make a copy > Name this "Outsiders Final Essay Name Period"
• Example: Outsiders Final Essay Michelle Boyden P1
• See rubric and reminders on page two
• Use page one to format and begin your essay
• Try to create a rough draft for tomorrow's class

Tues. 12/16/14

Learning Target:

• Identify examples from a text to support the main idea (theme)

Work Collected:

• Roots quiz (checkpoint 3)

Work Assigned/Handed Out:

• Finish planning sheet for paper

Summary of Class:

• Roots quiz (checkpoint 3)
• Directions for paper (including planning sheet)
• Work on identifying theme and filling out planning sheet
• Tomorrow: format for paper, intro and conclusion, rubric

Mon. 12/15/14

Learning Target:

• Identify examples from a text to support a main idea

Work Collected:

• Weekly reading check-in (orange form) for week 9

Work Assigned/Handed Out:

• Roots checkpoint 3 tomorrow

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Fill out a weekly reading check-in (orange form) for week 9
• Review for tomorrow's roots assessment
• LA website > Units/Materials > Word Roots > roots_q2_checkpoint3
• Review important passages from The Outsiders (in preparation for this week's paper):

Fri. 12/12/14

Learning Target:

• Participate in a group discussion, using in-depth questions and building on others' ideas
• Use examples from the text to support ideas

Work Collected:

• Note card with possible theme from The Outsiders
• Jamestown probe #7

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Monday: Reading goal due
• Tuesday: Roots checkpoint 3

Summary of Class:

• Fishbowl discussion C
• End: on the back of your note card, write down a possible theme (main message) for this book
• Jamestown probe #7
• Read
• Check in to your reading progress spreadsheet
• Goal due Monday

Thurs. 12/11/14

Learning Target:

• Participate in a group discussion, asking in-depth questions and building on others' ideas
• Use examples from the text to support ideas

Work Collected:

• Note card ("Nothing gold can stay")
• Fishbowl notes

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Upcoming dates: Monday (reading goal due) and Tuesday (roots checkpoint 3)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Discuss "Nothing Gold Can Stay"
• On note card: What do you think the poem shows us (What does it mean that "nothing gold can stay?) and why do you think Hinton put the poem in the book?
• Fishbowl discussions A and B (C will go tomorrow)
• Take notes during others' discussions (to show you are listening and to prepare/brainstorm for next week's writing assignment) in two columns:

Tues. 12/9/14

Learning Target:

• Use a Venn diagram to identify similarities and differences among characters in a text
• Use specific examples from a text to support ideas

Work Collected:

• The Outsiders test (via Google form)
• If you calculated a new reading rate, e-mail it to Mrs. Boyden

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Prepare for Thursday's fishbowl discussion (fill your sticky note)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• If you needed a new reading rate, calculate your goals and e-mail them to Mrs. Boyden
• Take The Outsiders test (in your e-mail)
• This is not graded, but it will give you and Mrs. Boyden a good idea of how well you understood what you read
• Scores and answers will be shared at the end of the day
• In groups: greasers and Socials Venn diagram
• Identify differences and similarities among the two groups
• Use specific examples: quote from the book and note the page number
• Sign up for Thursday's fishbowl
• Group A: Focus on ch. 1-6
• Group B: Focus on ch. 7-12
• Group C: Focus on the book as a whole, especially the theme (What do you think Ponyboy learns by the end?)
• HW: Fill your sticky note with ideas to discuss (interesting questions, important moments, etc.).  Note: Mrs. Boyden will e-mail helpful information this afternoon.

Mon. 12/8/14

Learning Target:

• Identify strengths and focus areas for next fishbowl discussion (this Thursday)

Work Collected:

• Weekly reading check-in (orange form) for week 8
• Fishbowl discussion reflection (worksheet)
• Roots #8 (if finished)

Work Assigned/Handed Out:

• Read for at least 30 mins.
• The Outsiders: FINISH the BOOK and PACKET for TOMORROW
• Finish roots #8 packet (if not finished in class)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Fill out a weekly reading check-in (orange form) for week 8
• Roots work
• Finish #8 packet
• Show Mrs. Boyden when finished (HW if not done in class)
• Study checkpoint 3 and Quizlet for Q2 roots (links on LA website > Units/Materials > Word Roots)
• Fishbowl discussion reflections
• Watch your group's video (shared via e-mail)
• Probably need to turn volume up high
• Complete bottom of worksheet--4 questions to reflect on--and turn in to Mrs. Boyden when finished
• Make-up assignment (if you weren't here for the fishbowl discussion): Write a 1-paragraph response for each of your 3 good discussion questions (so 3 paragraphs total) and turn in to Mrs. Boyden
• The Outsiders: Work on book/packet (due TOMORROW)

Fri. 12/5/14

Learning Target:

• Use good questions to discuss a text

Work Collected:

• Article of the week

Work Assigned/Handed Out:

• Read for at least 90 mins.
• Checkpoint for The Outsiders: Finish ch. 9 and 10

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Article of the week
• Make sure this is in your language arts folder
• Highlight transitions and strong ideas

• Fishbowl discussions
• Bring your feedback sheets to class on Monday--you will need this when you watch the video of your group's discussion

Thurs. 12/4/14

Learning Target:

• Write "good" discussion questions to prepare for a small group discussion

Work Collected:

• Notecard: examples of "good" discussion questions

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Checkpoint for The Outsiders: Finish ch. 8
• Handout: Fishbowl discussion sheet

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Review criteria for "good" questions and practice writing follow-up questions
• Instructions for tomorrow's fishbowl discussion
• Work on Article of the week:
1. Read/annotate the article
2. Take the reading quiz
3. Write your reflection (Google Doc)
4. Write at least THREE "good" questions to discuss tomorrow (fishbowl discussion worksheet)
   

Wed. 12/3/14

Learning Target:

• Identify characteristics of good discussion questions

Work Collected:

• Mrs. Boyden checked in with you and your progress in The Outsiders signposts packet

Work Assigned/Handed Out:

• Read for at least 30 mins.
• The Outsiders checkpoint: finish ch. 7

Summary of Class:

• Library: browse/check out/renew books, then read
• Check in to your reading progress spreadsheet
  
• Good discussion questions
• Reviewed characteristics of good discussion questions
• Practiced writing good discussion questions after listening to Mrs. Boyden read a passage
• Friday: you will be part of a small group discussion for which you need to prepare good discussion questions
  

Tues. 12/2/14

Learning Target:

• Use transitions to develop ideas in writing

Work Collected:

• E-mail Mrs. Boyden your new reading rate (if you needed one) that you calculated in class

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Downloaded and saved "Transitions" handout

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• If you needed a new reading rate, calculate that and e-mail it to Mrs. Boyden
• Work on roots packet #8 from yesterday
• Remember to chunk the definitions: five meaningful words or fewer, in your own words (not sounding like a dictionary)
• Not homework--we will keep working on this in class
• Article of the week--due Friday
• Goal: Use transitions in your written reflection (but not the "deadly trio": first, second, third...)--aim for a variety
• Transitions handout: LA website > Units/Materials > Article of the Week > Transitions (bottom of page)
• Read/annotate the article, take the quiz, and work on your reflection
• Focus questions: 
  •Who should be responsible for checking youth health and safety in sports?
  •What factors should be considered before a player is allowed to play?

Mon. 12/1/14

Learning Target:

• Use chunking ("rule of five") to learn new roots and words/definitions

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• In The Outsiders: Finish ch. 5 before tomorrow's class
• Download: Roots packet #8

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet (no reading goal due today)
  
• PowerPoint about how we learn: chunking strategy (chunk bits of information together to try to remember more)
• Common example: phone numbers (chunked into 3-3-4 pattern, since most of us can't remember 10 numbers in a row)
• Average: 5-9 bits of information
• Use this strategy in your notes: chunk your definitions
• Work on roots packet #8, practicing the "rule of five": no more than five meaningful words per definition
• We did page one together, then had work time for the next few pages
• This is not homework--we will resume work tomorrow

Tues. 11/25/14

Learning Target:

• Make inferences about a text

Work Collected:

• Jamestown reading probe

Work Assigned/Handed Out:

• Read LOTS over Thanksgiving break
• The Outsiders: Be at the beginning of ch. 5 (finish 1-4) by Monday

Summary of Class:

• Jamestown probe
• Read The Outsiders and work on filling out your signposts packet

Mon. 11/24/14

Learning Target:

• Use comprehension questions to determine how accurately you are reading and understanding a text

Work Collected:

• Weekly reading check-in (orange form) for week 6
• Google form: The Outsiders questions for ch. 1

Work Assigned/Handed Out:

• Read for at least 30 mins.
• By tomorrow: Be at least at the beginning of ch. 3 in The Outsiders

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Complete a weekly reading check-in (orange form) for week 6
• Review previous assessments (roots and signposts)--Mrs. Boyden will pass back assessments
• Answer questions for The Outsiders, chapter 1
• Questions should seem fairly easy to answer
• If not: slow down and read more carefully
• Continue to use comprehension questions as you read
• LA website > Units/Materials > The Outsiders > Chapter Questions
• These are not graded--they are just for you to see how well you read and understand the story
  

Fri. 11/21/14

Learning Target:

• Use context clues to determine the meaning of slang words in a text

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 90 mins. (reading goal due Mon.)
• The Outsiders Checkpoint: Be in the middle of ch. 2 by Monday
• Handouts: The Outsiders book, signpost packet, and blue bookmark

Summary of Class:

• We discussed how slang words are used today (or text talk), and how these will be different in the novel (since it's written in the 1960s)--use the bookmark for help with some terms
• Introduction to The Outsiders
• Click here for the PowerPoint slides
• Begin reading ch. 1
• Fill out signpost packet (row 1 completed as an example)
• Check in to reading progress spreadsheet
• Reading goal due Mon.
• Be in the middle of ch. 2 by Monday

Thurs. 11/20/14

Learning Target:

• Identify examples of repetition and flashbacks in a text

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Review definitions of and examples for final two signposts: "Again and Again" and "Memory Moment"

Wed. 11/19/14

Learning Target:

• Identify possible life lessons in a story

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Results of "Where I'm From" contest; put names on poems
• Finish setting up your book blog
• Embed widget bookshelves through Shelfari
• More signposts
• "Words of the Wiser" definition
• Examples in text

Tues. 11/18/14

Learning Target:

• Navigate your middle school library account online

Work Collected:

• If you needed a new reading goal, e-mail your new calculations to Mrs. Boyden
• Sticky note (see info below)

Work Assigned/Handed Out:

• Read for at least 30 mins.

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Update your Shelfari account (shelfari.com)--what you are reading, have read, want to read, etc.
• Sticky note: Let Mrs. Boyden know if you want to participate in the 8th grade spelling bee (top five will go on to the MS spelling bee) and your reading preferences for a book we are about to start for class
• If you calculated a new reading rate, e-mail it to Mrs. Boyden
• Review reading data--reading makes you smarter, builds your vocabulary, prepares you for the world of work, is financially rewarding, etc.
• Library catalog: practice placing holds, viewing account information, etc.

• Set up book blog:
  
  
  
  
  
  
  
  
  
  

Mon. 11/17/14

Learning Target:

• Learn how to find books in the high school library

Work Collected:

• Weekly reading check-in (orange form) for week 5

Work Assigned/Handed Out:

• Read for at least 30 mins.

Summary of Class:

• Directions, including checking in to your reading progress spreadsheet and filling out a weekly reading check-in (orange form) for week 5
• High school library
• Introduction from Mrs. Kragenbrink, including online resources
• Tour 
• Middle school library
• Browse and check out books
• Read

Fri. 11/14/14

Learning Target:

• Use graphs and tables to make inferences about data

Work Collected:

• "Where I'm From" contest submission (in Google form)

Work Assigned/Handed Out:

• Read for at least 90 minutes (reading goal due on Monday)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Final guesses for "Where I'm From" contest
• Google form submission for "Where I'm From" contest (use spreadsheet to see how to spell student names correctly)

• In groups: look at reading data (tables and graphs) and discuss the impact reading can have on somebody's life

Thurs. 11/13/14

Learning Target:

• Demonstrate knowledge of roots and signposts

Work Collected:

• Roots and signposts assessments

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Reminder: Bring "Where I'm From" guessing sheets to class tomorrow for contest

Summary of Class:

• Take assessments (roots and signposts)
• Read

Wed. 11/12/14

Learning Target:

• Use written comments to guide a discussion about a text

Work Collected:

• Written conversations

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Reminder: 2 quizzes tomorrow (roots 5-7 and signposts)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Article of the Week
• Written conversations
• Review for assessments
• Roots quiz over 5-7
• Signpost quiz over contrasts/contradictions and aha moments

Tues. 11/11/14

Learning Target:

• Identify examples of "tough questions" (internal conflict)

Work Collected:

• Roots packet #7
• If you needed to calculate a new reading rate for this week, e-mail it to Mrs. Boyden

Work Assigned/Handed Out:

• Read for at least 30 mins.
• AoW due tomorrow (read, annotate, quiz, written reflection)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet (If you calculated a new reading rate, e-mail it to Mrs. Boyden)
  
• Questions
• 8 questions to the class
• Random questions: What do you wonder?
• New signpost: Tough questions
• Excerpts from A Long Walk to Water
  

Mon. 11/10/14

Learning Target:

• Demonstrate a close reading of a text

Work Collected:

• Weekly reading check-in (orange form) for week 4

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Roots #7 due tomorrow
• AoW due Wednesday (read + annotate, quiz, written reflection)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Complete a weekly reading check-in (orange form) for week 4
• Directions
• "Where I'm From" guessing sheets due Friday
• Roots #7 packet due tomorrow
• Article of the Week
1. Read and annotate article
2. Take the quiz
3. Write your reflection (summary, author's purpose, your responses to article and focus question: Can reading truly affect somebody's life?)--see Google Doc format below.
• Work time

Fri. 11/7/14

Learning Target:

• Recognize word roots and their meanings in various words

Work Collected:

• "Where I'm From" poem

Work Assigned/Handed Out:

• Read for at least 90 minutes this weekend (goal due Monday)
• Roots packet #7 due Tuesday

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Roots #7 PowerPoint
• Class review with kahoot game
• Print poems and get number from Mrs. Boyden
• Work on roots packet #7--due Tuesday
• Reminders: Don't use sticky notes; try to put definitions in your own words to learn them
  

Thurs. 11/6/14

Learning Target:

• Use details and imagery in a poem to show us where you are from

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• "Where I'm From" poem due tomorrow

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Work on "Where I'm From" poems (4 stanzas)--we will print these during class tomorrow
  

Wed. 11/5/14

Learning Target:

• Brainstorm ideas to "show, not tell" in writing

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• "Where I'm From" poem due Friday

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• "Where I'm From" poem
• LA website > Hover over "Units/Materials" and click on "Where I Am From"
• See original poem and student examples
• In your e-mail: Open the Google Doc Mrs. Boyden shared with you; File > Make a copy  Rename it ("Where I'm From" First Name Last Name Period)
• Assignment: Create your own 4-stanza "Where I'm From" poem with details to give us a mental picture (show, don't tell)--due Friday

Tues. 11/4/14

 Learning Target:

• Brainstorm ideas to "show, not tell" in writing

Work Collected:

• E-mail about reading rates
• Language Arts folder in Google Drive (if not already shared with Mrs. Boyden)

Work Assigned/Handed Out:

• Read for at least 30 mins.

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Calculate new reading rates and e-mail them to Mrs. Boyden (see her e-mail for the format/information)
• Check PowerSchool: Mrs. Banwart has finished grades.  If you have any questions/concerns, come talk to Mrs. Boyden later today or e-mail her.
• Make sure your Google Drive folder is titled correctly (P__ Lang Arts Last Name, First Name) and shared with Mrs. Boyden
• Power writing
• More class work on writing:
• Prove how different jobs do involve writing
• Brainstorming for upcoming writing assignment
• Group brainstorming on posters

Mon. 11/3/14

Learning Target:

• Recognize the importance of writing

Work Collected:

• Note card introducing yourself to Mrs. Boyden
• Weekly reading check-in (orange form) for week 3

Work Assigned/Handed Out:

• Read for at least 30 mins.

Summary of Class:

• Note card introducing yourself to Mrs. Boyden
• Mrs. Boyden's introduction
• Read for ten minutes, then check in to your reading progress spreadsheet 
• Complete a weekly reading spreadsheet (orange form) for week 3
• Review expectations for laptops
• Introduction to the importance of writing
• Example: police officer application exam

Directions for reading this blog

Use each day's blog post to catch up on a missed class or to review the day's learning.  Each day, you will see...

Learning Target:

• This bullet point will list the learning target for the day.

Work Collected:

• Check here for any work that was turned in.

Work Assigned/Handed Out:

• Check here to see what handouts you need to pick up, as well as any homework that was assigned.

Summary of Class:

• Read through the summary to see what we did in class.  This section will also host links to important materials.