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