Mon. 5/18/15

Learning Target:

• Create an ePortfolio (electronic portfolio) to store and share your class work

Work Collected:

• None

Work Assigned/Handed Out:

• None

Summary of Class:

• Directions for ePortfolios
• See today's e-mail from Mrs. Boyden for directions
• Make sure to put this information on the 8th grade page of your site (not the home page)

Fri. 5/15/15

Learning Target:

• Learn how to browse and check out ebooks

Work Collected:

• Debate sheets (notes sheet, feedback forms, evaluation sheet)

Work Assigned/Handed Out:

• None

Summary of Class:

• Mrs. Kragenbrink demonstrated how to browse and check out ebooks
• See the library's ebook page here: http://mvlibrary.mountvernon.k12.ia.us/ebooks.html
• See Mrs. Kragenbrink's tutorial here: https://youtu.be/jcgbSEaZEFU

Thurs. 5/14/15

Learning Target:

• Participate effectively in a formal debate

Work Collected:

• Debate worksheets (notes sheet, feedback forms, evaluation forms)

Work Assigned/Handed Out:

• None

Summary of Class:

• Debates

Wed. 5/13/15

Learning Target:

• Participate effectively in a formal debate

Work Collected:

• Debate worksheets (feedback forms or judge forms)

Work Assigned/Handed Out:

• If you are debating tomorrow: practice and prepare

Summary of Class:

• Directions and expectations for debates
• Debates #1 and #2

Tues. 5/12/15

Learning Target:

• Use note cards to organize information and to prepare for a debate

Work Collected:

• Final draft of argument checked in class

Work Assigned/Handed Out:

• Finish note cards and practice for debate (record and watch/listen to yourself)
• Handout: debate notes

Summary of Class:

• Debate preparation
• Directions for note cards
• Keep them brief
• Make sure you have a closing statement written down
• Work on transferring final draft to note cards (do NOT write in full sentences)
• Directions for recording yourself with QuickTime
• Note timing
• Watch eye contact and body language
• Listen to voice 
• Directions for taking notes during tomorrow's debates

Mon. 5/11/15

Learning Target:

• Understand the components of a debate
• Use a T-chart to organize reasons and evidence for an argument

Work Collected:

• Rough draft of your argument checked in class

Work Assigned/Handed Out:

• Finish final draft of argument (your portion of the debate) for tomorrow

Summary of Class:

• Sample videos for debate
• Middle school example: click here
• High school example (National Championship): click here
• Work time in groups:
• Complete T-charts to plan out who will say what (consider what information belongs in the opening, rebuttal, and closing parts of your group's argument)
• Share information--you may use your teammate's sources (just make sure to get the citation from them)
• Final draft due tomorrow
• Last page has Works Cited: see format here

Fri. 5/8/15

Learning Target:

• Use an annotated bibliography to show evidence of your research

Work Collected:

• Annotated bibliography (graded in class on purple rubric sheet)

Work Assigned/Handed Out:

• Write a rough draft of your argument (your portion of the debate) for Monday, including in-text citations

Summary of Class:

• Review sample arguments: see examples of debate portions here
• Turn in annotated bibliographies (graded in class on purple rubric)
• Work time (see directions in picture)

Thurs. 5/7/15

Learning Target:

• Understand how to include in-text citations in your argument

Work Collected:

• None

Work Assigned/Handed Out:

• Annotated bibliography due tomorrow
• Rough draft of argument (your portion of the debate) due Mon. and final draft due Tues.
• Handout: rubric for annotated bibliography and debate

Summary of Class:

• Handout: rubric for annotated bibliography and debate
• Resources on LA website > Units/Materials > Debate 
• Work time

Wed. 5/6/15

Learning Target:

• Format an annotated bibliography
• Find and cite quality sources

Work Collected:

• None

Work Assigned/Handed Out:

• Continue reading and annotating sources

Summary of Class:

• Database sources
• Pull out articles (research) from yesterday
• Debate packet: p. 3
• Finish deciding who will read which articles (each student must have different articles, and each student needs 2-3 total from databases such as SIRS and EBSCO)
• E-mail and print off any new sources you find

• Annotated bibliography
• Directions on p. 6 of packet
• Example on p. 7
• New Google Doc: Annotated Bibliography First Last Name Period
• Format correctly with 4 line heading, 2 line title, and correct indentations (see packet for directions)
• Hanging indents in Google Docs: see video here
• Finding quality sources
• You must find at least 1 source outside of SIRS and EBSCO
• Tips for sources and using Google on p. 4 of packet
• Use easybib.com to cite this (but be careful about correct capitalization and spelling--you are responsible for making sure the citation is correct)

Tues. 5/5/15

Learning Target:

• Find quality sources in SIRS and EBSCO databases to support your argument

Work Collected:

• Debate packet: p. 1-2 checked in class

Work Assigned/Handed Out:

• After printing off a source you want to use, read and annotate the article (see p. 5 in your packet)

Summary of Class:

• Find out debate teams; meet and discuss ideas so far
  
• Database information from Mrs. Kragenbrink
• See Google doc shared
• Work time: find quality sources (different than your team members)
• Print sources in library (e-mail citation and URL to yourself)
• HW: Read and annotate at least one article to use

Mon. 5/4/15

Learning Target:

• Understand the context behind an issue for debate

Work Collected:

• Weekly reading check-in (orange form) for week 7

Work Assigned/Handed Out:

• Debate packet: p. 1-2
• Library books due Friday
• Handout: debate packets

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet (last check-in for the year)
  
• Complete a weekly reading check-in (orange form) for week 7 (last reflection for the year)
• Handout: debate packets

• p. 8: Format for debates
• p. 1-2 Introduction to your topic
• Topics assigned by Mrs. Boyden (based on last week's survey)
• Write down your assigned question (p. 1 box #1)
• Write down your opinion about the issue (p. 1 box #2)
• Read background information on the issue
• Find sources in SIRS or EBSCO (mvlibrary.mountvernon.k12.ia.us > Online Resources)
• Get category to click on from Mrs. Boyden
• Read and summarize the overall issue, the "yes" side, and the "no" side
• p. 2 #3-7
• This is homework if you are not done in class

Fri. 5/1/15

Learning Target:

• Demonstrate amazing skills on the MAP assessment

Work Collected:

• Debate topics survey (Google form in email)
• MAP scores (if finished)

Work Assigned/Handed Out:

• Read for at least 90 mins. (weekly reading goal due Mon.)

Summary of Class:

• Survey: Debate topics (see e-mail from Mrs. Boyden)
• MAP test
• Read

Thurs. 4/30/15

Learning Target:

• Demonstrate amazing skills on the MAP assessment

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Video reflection due tomorrow

Summary of Class:

• Finish video (Two Million Minutes)
• Assignment: reflection (due tomorrow)
• MAP testing (continue tomorrow)

Wed. 4/29/15

Learning Target:

• Demonstrate your knowledge of plagiarism and paraphrasing

Work Collected:

• Plagiarism quiz

Work Assigned/Handed Out:

• Read for at least 30 mins.

Summary of Class:

• Plagiarism quiz
• Read
• Check in to your reading progress spreadsheet
• (Early dismissal)

Tues. 4/28/15

Learning Target:

• Identify similarities and differences among different countries' education systems

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Prepare for tomorrow's quiz on plagiarism

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Plagiarism practice quiz
• View practice quiz here
• View answers here
• Reminder: quiz tomorrow
• Continue watching 2 Million Minutes
• notes: similarities and differences among different countries' education systems

Mon. 4/27/15

Learning Target:

• Recognize appropriate uses of information versus plagiarized examples

Work Collected:

• Weekly reading check-in (orange form) for week 6
• Formative assessment note card: plagiarism

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
  
• Complete a weekly reading check-in (orange form) for week 6
• Finish plagiarism worksheet from Friday
• Plagiarism and paraphrasing review game: click here (corny but good information)
• Practice quiz tomorrow and assessment on Wed.
• Begin video: 2 Million Minutes

Fri. 4/24/15

Learning Target:

• Recognize examples of plagiarism and acceptable use of information

Work Collected:

• Argument (Google Doc + rubric)

Work Assigned/Handed Out:

• Read for at least 90 mins. (weekly reading goal due Mon.)
• Handout: plagiarism worksheet

Summary of Class:

• Turn in your argument

• Read for ten minutes, then check in to your reading progress spreadsheet 
• Finish notes on plagiarism
• Worksheet: examples of plagiarism and acceptable use of information

Thurs. 4/23/15

Learning Target:

• Define plagiarism and identify examples of it

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Argument due tomorrow at the beginning of class
• Handout: plagiarism notes

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Reminders for argument--due tomorrow
• Plagiarism notes
• Definition
• Examples

Wed. 4/22/15

Learning Target:

• Use strong verbs and transitions to improve word choice in writing

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Arguments due Friday
• Handout: strong verbs and transitions

Summary of Class:

• Library: Renew/return/check out books, then read
• Check in to your reading progress spreadsheet
  
• Arguments
• Word choice handout: strong verbs and transitions
• Examples of better word choice
• Examples of transitions
• Examples of counterarguments
• Work time
• Conference with Mrs. Boyden
• Reminder: arguments due Friday

Tues. 4/21/15

Learning Target:

• Write effective introductions and conclusions for an argument

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Argument due Friday
• Handouts: sample introductions and conclusions

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Review argument notes: introductions and conclusions (what they should and shouldn't have)
• Echo introductions and conclusions
• Other introductions and conclusions (examples in 2 handouts)
• Work time: Mrs. Boyden conferenced with students on their argument plans while students finished planning and began drafting arguments

Mon. 4/20/15

Learning Target:

• Identify possible counterarguments to an argument

Work Collected:

• Mini-conference with Mrs. Boyden or Ms. Johnson about your topic + position for the argument assignment
• Weekly reading check-in (orange form) for week 5

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Handout: argument planning sheet

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 5
• Notebook warm-ups
• Brainstorming for argument: list reasons to support your claim
• Argument planning sheet
• Counterarguments
• Example about school uniforms
• Class pass: classmates' opinions about your position
• Continue working on argument plan

Fri. 4/17/15

Learning Target:

• List characteristics of writing an argument
• Brainstorm possible topics for your argument

Work Collected:

• Group recipes for writing an argument
• Note card: 3 possible topics for your argument

Work Assigned/Handed Out:

• Read for at least 90 mins. (reading goal due Mon.)
• Pick a topic for your argument
• Handout: argument notes and rubric

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• In groups: Finish recipes for writing an argument
• Notes on argument (characteristics of persuasive essays)
• Brainstorm possible topics for your argument
• Exit ticket: List 3 possible topics for your argument on your note card

Thurs. 4/16/15

Learning Target:

• Identify elements of an argument

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Begin brainstorming possible topics for your argument

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Notebook quick writes: persuasive prompts
• Sample arguments
• Look at two sample arguments and list criteria/ingredients for writing an argument
• With your table members: Write a recipe that instructs readers how to write an argument (see Mrs. Boyden's example for writing memoirs below).
  

Tues. 4/14/15

Learning Target:

• Make reading recommendations to peers based on book interests

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 60 mins.

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• If you calculated a new reading goal, turn the slip in to Mrs. Boyden
• Book recommendations
• Discussed purpose of hashtags
• Brainstormed reading recommendations based on "anchor texts"
• Wrote up recommendation cards: title + author, brief summary (1-2 sentences), and hashtags

• Writer's notebook: quick writes

Mon. 4/13/15

Learning Target:

• Use quick writes to get ideas flowing in writing

Work Collected:

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

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Book orders (optional) due tomorrow--checks to Mount Vernon Schools

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
• Share poems with your table members
• Use feedback form from Ms. Johnson
• Notebook quickwrites

Fri. 4/10

Learning Target:

• Reflecting on the poetry process

Work Collected:

• Poetry portfolio 

Work Assigned/Handed Out:

• No work was handed out
• Reading goal is due Monday 

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Wrote a reflective letter on poetry
• Printed, colored, and assembled the poetry portfolio 
• Turned in final project 

Thurs. 4/9

Learning Target:

• Creating original poems 

Work Collected:

• None 

Work Assigned/Handed Out:

• No new work was handed out or assigned
• The poetry portfolio is due tomorrow 4/10 by the end of class

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Went over how to format the title page and table of content 
• Work time 

Wed. 4/8

Learning Target:

• Find a cozy spot in the library and read

Work Collected:

• None

Work Assigned/Handed Out:

• Checklist for portfolio 
• Poetry Portfolio is due Friday 4/10

Summary of Class:

• Library for the first 30 minutes of class
• Check into reading progress sheet 
• Explained the format for poems and how to find images
• Work time 

Tues. 4/7

Learning Target:

• Create original works of poetry 

Work Collected:

• None

Work Assigned/Handed Out:

• No new work was handed out or assigned
• The rubric was given out for the portfolio 
• Poetry Portfolio is due Friday 4/10

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Lesson on rhyme scheme
• Went over the rubric for the poetry project
• Work time 

Mon. 4/6

Learning Target:

• Create original works of poetry 

Work Collected:

• Fill out an orange form for your reading goal 

Work Assigned/Handed Out:

• If you were absent, make sure to get the Poetry Portfolio assignment sheet from Ms. Johnson.  This will be your resource of information for the rest of the week on your project 
• The assignment will be due by the end of class on Friday, April 10 

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Fill out an orange form for your reading goal
• Create a folder on Google Drive in your LA 8 folder titled, "Poetry Portfolio Materials"
• Go over green handout for the final project
• Work time 

Thurs. 4/2

Learning Target:

• Show your knowledge of literary devices 

Work Collected:

• None 

Work Assigned/Handed Out:

• Take the test

Summary of Class:

• Take the literary device test
• Read until class was over 

Wed. 4/1

Learning Target:

• Why use literary devices in poetry?
• Review of terms

Work Collected:

• None

Work Assigned/Handed Out:

• No new work was assigned or handed out
• Poetry test tomorrow 

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Journal on the question: Why do poets use figurative language in their poems and not the straightfoward language we see in prose writing?
• Began writing a poem
• ZAP review game
• The students should have received an email from Ms. Johnson that had the review game attached to use for studying 

Tues. 3/31

Learning Target:

• Review of literary devices and building a metaphor

Work Collected:

• No work was collected 

Work Assigned/Handed Out:

• Read for 30 minutes or more
• Test on Thursday 

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Poem practice: identifying literary devices in a poem
• A review game
• Building a metaphor activity 

Monday 3/30

Learning Target:

• How to read a poem

Work Collected:

• Fill out the orange form for your reading goal

Work Assigned/Handed Out:

• Read for 30 minutes or more
• Test on Thursday, April 2nd 

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Fill out an orange form
• Literary term review
• "Totally like whatever, you know?" by Taylor Mali 

Fri. 3/27/15

Learning Target:

• Create a found poem

Work Collected:

• Group work: found poem

Work Assigned/Handed Out:

• Read for at least 90 mins. (weekly goal due Mon.)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Small groups: found poems
• Combine Ms. Johnson's words with your own to create a poem of at least 20 words
• Incorporate at least one of the new literary devices we learned yesterday
• On the back: write down the device you used and your example, then explain what the poem is about
• Glue the words, in order, on your paper and turn in to Ms. Johnson
  

Thurs. 3/26/15

Learning Target:

• Learn new literary devices and how they work in poetry 

Work Collected:

• AoW should be submitted online 

Work Assigned/Handed Out:

• Read for 30 minutes or more
• Students received a literary device handout

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Go over literary devices handout and fill out
• Worked on examples to identify the literary devices used 

Wed. 3/25/15

Learning Target:

• Enjoy our fantastic book trailers

Work Collected:

• Book trailer

Work Assigned/Handed Out:

• Read for at least 30 mins.
• AoW due tomorrow

Summary of Class:

• Turn in your book trailer (bring your laptop to Mrs. Boyden)
• Library:
• Mrs. Mlynarczyk showed author websites
• Read
• Watch book trailers

Tues. 3/24/15

Learning Target:

• Identify the differences in poetry versus prose writing

Work Collected:

• None

Work Assigned/Handed Out:

• No new homework
• Notes in writers' notebook 
• Book Trailer is due tomorrow 3/25
• AoW is due Thursday 3/26

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Quick write for five minutes on thoughts about poetry
• Identified differences and similarities in poetry from other styles of writing
• Magnetic Poetry activity 

Mon. 3/23/15

Learning Target:

• Summarize and respond to an article of the week

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Book trailer due Wed.
• AoW due Thurs.

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet (just note your title and page number where it says "Spring Break")
  
• Article of the week (newsela.com) about poetry: due Thursday
• Check e-mail: Ms. Johnson shared a Google Doc to type in for your written reflection (it also has directions for the article)
• Reminder: Book trailers due Wed.

Fri. 3/13/15

Learning Target:

• Produce a professional-looking book trailer that "sells" your book to other students

Work Collected:

• Weekly reading check-in (orange form) for week 1
• Show video to Mrs. Boyden or Ms. Johnson (if done with trailer)

Work Assigned/Handed Out:

• Book trailer due Wed. 3/25

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 1
• Work on book trailers
• See information from yesterday's class (previous blog post)
• When you think you are finished:
• Make sure you have a green screen first (6.0 seconds and no zooming--"fit")
• Make sure you have good combinations of images AND audio
• Last 4 slides are required--see yesterday's information
• Proofread carefully
• Show your movie to 2 other people
• Show your movie to Mrs. Boyden or Ms. Johnson
• These are due Wed. 3/25 after spring break.  If you finish early, just wait--you will turn in the final version after break.

Thurs. 3/12/15

Learning Target:

• Create credit slides that cite your sources

Work Collected:

• Pretest for poetry unit

Work Assigned/Handed Out:

• Read for at least 30 mins.--reading goal due tomorrow
• Work on book trailer

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Poetry pretest
• Book trailer reminders:
• 1-2 minutes in length
• Green slide at the beginning: 6 seconds and no Ken Burns (choose "fit")
• Work with combinations of 2:
• image + music
• image + voice
• text + music
• Sometimes 3 can work: image, text, music
• Make this look professional
• similar text/fonts
• similar transitions
• proofread carefully
• choose quality images
• Last 4 slides will be the same for all:

Wed. 3/12/15

Learning Target:

• Understand the requirements of the book trailer project

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Continue working on your book trailer

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Book trailers
• Rubric: click here
• Green screen for trailer: top right corner of Book Trailers page on LA website
• Overview of how to use iMovie (trailers and movies)
• Work time: book trailers

Tues. 3/10/15

Learning Target:

• Finish storyboarding a plan to create a book trailer
• Find images to use for your trailer that follow fair use guidelines

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Begin working on book trailer

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• New Q4 spreadsheet and orange weekly reading check-in (top left corner of reading page on LA website)
• Book trailers
• Review storyboarding
• How to search via Google for fair use images
• Other websites to use for this project: iClipArt, Soundzabound, etc. (see right side of Book Trailer page on LA website--under "Units/Materials")

Mon. 3/9/15

Learning Target:

• Brainstorm ideas and begin storyboarding for a book trailer

Work Collected:

• Sign up for which book you want to create a trailer for

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Handout: book trailer planning template
• Handout: book trailer storyboarding

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Book trailers
• Sign up for which book you want to create a trailer for
• Begin planning for your book trailer (worksheet)
• Begin storyboarding for your book trailer (worksheet)

Fri. 3/6/15

Learning Target:

• Identify elements of a book trailer

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 90 mins.

Summary of Class:

• Read
• Introduction to book trailers (3 examples)

Thurs. 3/5/15

Learning Target:

• Show characteristics of a dystopian society with evidence from the text

Work Collected:

• Memoirs: turn in printed rough draft and put electronic final draft in LA folder
• In-class essay (dystopian science fiction: lit. circle books)

Work Assigned/Handed Out:

• Read for at least 30 mins.

Summary of Class:

• Turn in memoirs

• On back of rough draft: Identify 2-3 surface level revisions you made and 2-3 deeper level revisions.
• In final draft: highlight 2 participial phrases in yellow and 3 strong verbs in green, then make sure your final draft is in your LA folder
• In-class essay: dystopian science fiction lit. circle books

Wed. 3/4/15

Learning Target:

• Participate in a book group discussion, using specific passages from the book to support your ideas

Work Collected:

• Lit. circle preparation (row 4 of worksheet) checked in class
• Lit. circle participation worksheet turned in (or make-up assignment if absent)
• Handout: Dystopias and in-class essay planning sheet

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Final draft of memoir due tomorrow
• In-class essay tomorrow: bring lit. circle book and worksheets to class

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Handout: dystopias and in-class lit. circle book essay
• Highlight features that apply to your book
• Begin brainstorming how your book is dystopian and what character offers hope to avoid this dystopian future.
• Lit. circle group discussion #4
• Complete participation worksheet; hand in when finished
• Recorders: move discussion audio file into LA folder
• Begin brainstorming ideas for tomorrow's in-class essay (back of dystopia worksheet)

Tues. 3/3/15

Learning Target:

• Produce a polished final draft of a memoir

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Final lit. circle discussion tomorrow (finish book + row 4 of worksheet)
• Final draft of memoir due Friday

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Reminders for memoir
• Remember our notes from yesterday: click here to view them
• Refer to the rubric and checklist in your Google Doc
• Remember that you are turning in two drafts:
1. your rough draft marked up with STAR revision changes
2. your final draft typed in the Google Doc (shared via e-mail yesterday) in your LA folder
• Work time
• Revise and edit your memoir
• Listen to your draft read out loud (Google Read and Write will read from your Google Doc)
• Reminder for tomorrow: final lit. circle discussion (finish book + row 4 of worksheet); tomorrow we will go over directions for Thursday's in-class essay

Mon. 3/2/15

Learning Target:

• Use STAR revision to track improvements to the draft of your memoir

Work Collected:

• Weekly reading check-in (orange form) for week 8

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Final lit. circle discussion Wed.
• Final draft of memoir due Thurs.
• Handout: Google Doc for final draft of memoir (in e-mail)

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 8
• Reminders for memoirs
• Click here to see notes from class
• Work on revision (use STAR to track)
• Google Doc for final draft: check e-mail
• File > Make a copy, then rename the document and put it in your LA folder
• Final draft due Thurs. (4 separate grades)

Fri. 2/27/15

Learning Target:

• Group discussions: Support your ideas using textual evidence cited from the book

Work Collected:

• Checked in class: Row 3 of discussion preparation worksheet + back side ("The Envelope, Please")
• Turned in: Lit. circle discussion #3 participation worksheet (make-up assignment if absent)

Work Assigned/Handed Out:

• Read for at least 90 mins.
• Weekly reading goal due Monday
• Note: Final discussion date has changed to Wed. (not Tues.)

Summary of Class:

• Lit circle discussion #3
• Read or work on memoir

Thurs. 2/25/15

Learning Target:

• Add a participial phrase to your memoir for more sentence fluency and descriptive writing
• Substitute weaker verbs with stronger ones

Work Collected:

• Formative assessment: participial phrase

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Lit. circle discussion #3 tomorrow (reading + row 3 of worksheet)
• Reminder: 4-year plan for HS classes due tomorrow
• Handouts: 2 "Said Is Dead"sheets

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Participle review
• Formative assessment: on a notecard, write a sentence from your memoir that you could add a participial phrase to
• Memoirs: Thesaurus work
• Identify weak verbs in your memoir (come, do , get, give, go have, like make, take, be...is, are, was, were, etc.)
• Replace these with stronger verbs
• I had the snake in my hands. --> I clutched the snake in my tiny fists.
• See help with using a thesaurus here
• "Said" synonyms (in case you keep repeating "said" in your memoir)
• See handouts on LA website > Units/Materials > Memoir > Revising Your Memoir
• "Said Is Dead" and "Said Is Dead 2": Save these handouts to your LA folder

Tues. 2/24/15

Learning Target:

• Participate in a book group discussion using specific passages from a text to support your ideas

Work Collected:

• Lit. circle discussion #2 preparation (row 2 checked in class)
• Lit. circle discussion #2 observation worksheet (or make-up assignment if absent)

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Lit. circle discussion #3 Friday (reading + row 3 of worksheet)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Lit. circle discussion #2
• When finished:
  

Mon. 2/23/15

Learning Target:

• Use STAR revision to track improvements on your rough draft

Work Collected:

• Weekly reading check-in (orange form) for week 7

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Lit circle discussion #2 tomorrow: reading + row 2 of worksheet

Summary of Class:

• Read for fifteen minutes, then check in to your reading progress spreadsheet
  
• Participles: misplaced modifiers
• Notebook: record the incorrect sentence and write two possible solutions to this grammatical error
• "Churning in the Atlantic Ocean, we anxiously watched the weather report for information about the hurricane."
• Finish talking about STAR revision
• Examples of changes in an essay
• Begin revising (and tracking these changes on) the rough draft of your memoir
• Examples of leads and conclusions: click here
• Final drafts will be due some time next week
• Reminder: lit circle discussions tomorrow

Fri. 2/20/15

Learning Target:

• Participate in a group discussion using questions to guide conversation about a text

Work Collected:

• Lit. circle preparation sheet (show row one for credit)
• Lit. circle discussion sheet (absent: turn in makeup work)

Work Assigned/Handed Out:

• Read for at least 90 mins.
• Next lit. circle meeting on Tuesday: reading + row 2 of worksheet

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Lit circle group discussions

Thurs. 2/19/15

Learning Target:

• Publish an effective, professional book blog post

Work Collected:

• Book blog post (publish to your book blog)

Work Assigned/Handed Out:

• Read for at least 30 mins.
• First lit. circle meeting tomorrow (assigned reading + top row of worksheet)
• Publish blog (if not done in class)
• Handout: STAR revision

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Book blog posts
• Reminders (see board)
• Publish post (graded--see rubric from yesterday)
• Revising memoirs
• Handout: STAR revision
• Next week as you make changes to your memoir, you will track changes with STAR initials
  

Wed. 2/18/15

Learning Target:

• Write an effective blog post: Summarize a book, give your response/opinions about it, and explain who might enjoy it

Work Collected:

• Article of the week (Google Doc in LA folder)

Work Assigned/Handed Out:

• Read for at least 30 mins.
• First lit. circle reading due Friday (with the top row of your worksheet)

Summary of Class:

• Turn in your article of the week--make sure it is in your LA folder
• Highlight:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Directions for book blog post (graded assessment)
• See rubric in e-mail (File > Make a copy > Rename the document)
• Helpful videos and documents:

• Type your post in a Google Doc (and listen to it), then publish in Blogger
• Reminder: First lit. circle meeting on Friday (we will finish blogs tomorrow during class)

Tues. 2/17/15

Learning Target:

• Recognize characteristics of dystopian science fiction

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• AoW (argument) due tomorrow
• 1st lit. circle reading and top row of worksheet due Friday

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Notebooks: Participles
  
• Introduction to science fiction
• "What if" questions
• What if we developed the technology to determine which genes were passed on to children?
• What if humans developed the ability to foresee or predict the future?
• Two sci fi movie trailers: Gattaca and Minority Report
• Static v. dynamic characters
• Dynamic = A character who changes in the story (i.e. learns something new, takes on a new outlook etc.)
• Static = A character who does not change or develop
• End-of-unit exam question
• Part 1 (The Problem): Describe how this book qualifies as dystopian science fiction and explain the “What if” question that this author explores—what direction does this author suggest humanity is headed in depending on our choices?
• Part 2 (The Solution): Identify a dynamic character and explain how the author uses this character’s changes to offer hope for our society’s future (to avoid a dystopian future).
Work time
• AoW argument or lit. circle reading + worksheet

Mon. 2/16/15

Learning Target:

• Write a well-supported argument in response to an article

Work Collected:

• Weekly reading check-in (orange form) for week 6

Work Assigned/Handed Out:

• Read for at least 30 mins.
• AoW due Wed.
• 1st lit. circle reading due Fri. (see your group calendar)

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 6
• Participles: 3 sentences to write in your notebook 
• AoW
• Change in format: write up an argument in response to the article (1st paragraph = summary, author's purpose, and your opinion; rest of paragraphs = support/explain your opionion)

• Steps: read and annotate the article (on newsela.com), then write your reflection (summary + argument in Google Doc)
• This week: conferences with Miss Johnson and Mrs. Boyden about your memoir

Fri. 2/13/15

Learning Target:

• Produce an effective draft of your memoir, including a narrative lead, "zoomed in" moments of dialogue and description, and a "So what?"

Work Collected:

• Jamestown reading probe
• Memoir rough draft

Work Assigned/Handed Out:

• Read for at least 90 mins. (weekly reading goal due Mon.)
• Start reading lit. circle book

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Jamestown reading probe
• Finalize the rough draft of your memoir: in LA folder, finished by tonight

Thurs. 2/12/15

Learning Target:

• Find evidence in an article to support your opinion

Work Collected:

• AoW

Work Assigned/Handed Out:

• Memoir draft due tomorrow
• Handout: lit. circle books and calendar, videotaping letter

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• AoW: Read a related article and find evidence to support your opinion
• Work on memoir draft while Mrs. Boyden and Miss Johnson pass out lit. circle materials and videotaping letter

Wed. 2/11/15

Learning Target:

• Dive into a good book

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• AoW due tomorrow
• Memoir rough draft due Fri.

Summary of Class:

• Library
• Check in to your reading progress spreadsheet
  
• Update your Shelfari account (books read, what you are reading, what you plan to read, etc.)

Tues. 2/10/15

Learning Target:

• Punctuate dialogue correctly
• "Show, don't tell" when writing a story (include dialogue and description for important "zoom in" moments)

Work Collected:

• Dialogue formative assessment (Google form)

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Due tomorrow: book permission slips
• Due Thursday: AoW (Assessment: MLA format)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Dialogue
• Save handout: punctuating dialogue
• Formative assessment: see e-mail from Ms. Johnson
• Work on rough drafts
• Try to "show, not tell" the important moments--zoom in with dialogue and description
• Focus on cranking out your story--try not to edit and just let yourself write
• Work on article of the week
• Due Thursday
• Assessment: MLA format (see handout from yesterday's class)

Mon. 2/9/15

Learning Target:

• Create an effective plan for your memoir
• Annotate a text to illustrate your thoughts

Work Collected:

• Weekly reading check-in (orange form) for week 5 (4-day goal)

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Due Tuesday: memoir planning (2 worksheets + 2 storyboarding sheets)
• Due Wednesday: book permission slip
• Due Thursday: AoW 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 5 (4-day week)
• Memoir planning
• 4 sheets due tomorrow: 2 worksheets + 2 storyboarding sheets
• Work on I-Plan
• Article of the week
• Assessment: MLA format
• See directions for MLA format here
• Focus question: What do you think should be done about the ISIS situation?  Why?
• Reflection due Thursday

Fri. 2/6/15

Learning Target:

• Make a plan for your memoir that includes a narrative lead, the story's beginning, middle, and end, and a reflective "So what?"

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 90 mins. (reading goal due Monday for a 4-day week)
• Handout: Narrative leads

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Narrative leads
• Handout: 4 types of leads
• Try each kind of lead for your own memoir (back of worksheet)

• Figure out the order for your memoir (time shifts, sequence of events, etc.)--move squares around until you are satisfied, then number them

• Plan for memoir
• Introduction: Narrative lead
• Beginning, middle, and end of story
• Reflection: "So what?"

• Finish memoir planning
• Finish storyboarding
• Try narrative leads (worksheet)
• Storyboarding--cut out and reorder
• Final plan (worksheet)
• If done early: start drafting memoir

Thurs. 2/5/15

Learning Target:

• Use storyboarding to map out your memoir and to visualize important scenes

Work Collected:

• E-mail Mrs. Boyden a new rate (if you calculated one)

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Handout: three-column planner for memoirs (worksheet)
• Handout: literature circle book permission slip

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• If you calculated a new reading rate, e-mail that to Mrs. Boyden
• Brainstorming for memoirs: For your "what" and "So what?", brainstorm the important information:

• Storyboarding: Try to think like a screen writer or movie producer--which are the important scenes you will need to zoom in on?
  
  
  
  
• Bring these sheets back tomorrow.  Handout: lit circle permission slip letter.  Bring the signed slip back by Wednesday, February 11 so Mrs. Boyden can pass out books next week.

Wed. 2/4/15

Learning Target:

• MAP testing

Work Collected:

• none

Work Assigned/Handed Out:

• none

Summary of Class:

• MAP testing

Tues. 2/3/15

Learning Target:

• MAP testing

Work Collected:

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

Work Assigned/Handed Out:

• none

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Calculate a 4-day goal for this week (week 5)
• Complete a weekly reading check-in (orange form) for week 4
• MAP testing

Fri. 1/3015

Learning Target:

• Identify characteristics of effective memoirs
• Choose a possible topic for your memoir

Work Collected:

• Exit ticket: topic for your memoir and 3 characteristics of memoirs

Work Assigned/Handed Out:

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

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Introduction to memoirs
• Bad example: click here
• Better example: click here
• Characteristics of effective and ineffective memoirs:
  
• Writer's notebook: Brainstorm some memories and their "So what?"
• WHAT: While on vacation in Colorado with my family, I climbed Mt. Harvard, the fourth tallest mountain in the continental United States.
• “SO WHAT?”: It was the most difficult experience of my life: dangerous, challenging, and exhausting.   (I even vomited off the side of a cliff at one point.)  But it was also the biggest physical accomplishment I ever endured; it taught me what hard work was and I pushed the limit of what I thought was possible for me.
• Note card: Identify a WHAT (memory) and a SO WHAT (significance).  On the back, list 3 things about a memoir from today's lesson.  This note card is your exit ticket today.

Thurs. 1/29/15

Learning Target:

• Write an argument that addresses a counterargument

Work Collected:

• Article of the week (homelessness) reflection

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Start thinking about your memoir topic

Summary of Class:

• Turn in your article of the week
• Make sure it is in your LA folder
• Highlight the following:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Group arguments
• With your assigned group members, plan and write an argument that presents a definition of homelessness, some possible solutions to it, then acknowledges a counterargument and presents your response

Wed. 1/28/15

Learning Target:

• Use a question flood to identify areas for more explanation and elaboration in writing

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Article of the week due tomorrow--assessment

Summary of Class:

• Library: book talks and time to browse/check out/read
• Check in to your reading progress spreadsheet
  
• Work on your article of the week--due tomorrow and graded as an assessment
• See the rubric at the bottom of your Google Doc