Day 2- June 7, 2016
Mind maps- the word is evolve Vocabulary from: Evolution of the Diet Reading- Please read this article in entirity for homework before class. If you do not have a gmail, you might want to create one before class. You do not need to use it as your primary email. Day 3- June 9, 2016 Reading jigsaw- Writing exercises Day 4- June 13, 2016 Wrapping up The Evolution of Diet Beginnning on the Evolution of Tools Slideshow |
Water Cycle- Day 8-9Day eight:
Warm up: Draw a simplified water cycle. Students looked at the diagram of the water cycle and discussed. Students choose 1 article aeach from the articles availabel on the USGS Water Science School Website. Students read independently and then complete 3- Did you know writing promts. Day nine: Students went to the USGS Water Science School website and explored independently. We collaborated to create this document. |
Food Webs Day 10-11Day 10:
Warm up- K-W-L chart based on the food web. Vocab- Carnivore Omnivore Herbivore Detritivore Trophic level biomass detritus Students read the article independently and then shared their answers to questions 1-5. Day 11: Students will acess this website or this website to find out more information about food webs. While on the computers they will create a 5 slide powerpoint. Title First topic Second topic Similarities Differences |
Skill ThreeSed ut perspiciatis unde omnis iste natus error sit voluptatem accusant doloremque laudantium, totam rem.
April 12, 2016
Irony is the focus. Additional reading not in packet:L Native Americans, Manifest Destiny, and the Irony of Immigration Policy April 21, 2016 Matriarchy vs. Patriarchy (-the last article in your packet.) Review: Point of view Review: Irony- selected pages 21-37 |
Day one: April 6, 2015
Today was the first day of class. We had a "snowball fight" to get to know each other, we laid down some ground rules for class discussions, and we discussed what topics we are and are not interested in. There was no homework.
Day Two: April 8, 2015
We started class by writing descriptive paragraphs about one of the two pictures. We then talked about and took Cornell style notes about facts and opinions. Students were assigned one page of facts vs. opinions homework.
Day three: April 13, 2015
We started class by reviewing the homework. The answers are on the bottom of the handout. Then, we watched a video and discussed the way self-discipline leads to success. Everyone spent a while writing a response. Students should revise their writing for class on Wed.
Day four: April 15, 2015
Today's topic was point of view. First, we shared our letters to children. The letters were great! Then we took notes about point of view. After that, we watched a video. The video is about writing letters to strangers. So, of course, we wrote letters to strangers. In the letters, we used the pronoun "you" over and over again. After sharing our letters, we looked at the point of view homework and did a couple of the questions together. The final question of the homework asks you to identify the point of view of something that you are reading at home. If you are not reading at home, find something! Everyone should read for at least 30 minutes every day. If possible, please bring in what you are reading to share it with the class.
Day 5- April 20, 2015
Day 6-April 22, 2015
Today we corrected our homework and then watched a video about making our own words. After that, we did a dictionary exercise. The homework was to finish the bottom two sections of the page. And to bring in a short list of any words you run into over the weekend that you do not know, or think other students would like to learn.
Day 7: April 27, 2015
Day 8: April 29th- No class
Day 9: Editorial Cartoons
Day 10: May 6, 2015- Cartoons continued
Today we looked at some current editorial cartoons and used the attached sheet to examine them more closely.
Day 11: May 11, 2015
Today we will be reviewing point of view. Remember your pronouns
1st person- I, me, my, myself, we, and our
2nd person- you and yours
3rd person- he, she, it, they, him, his, her, hers, theirs
Day 12: May 13, 2015
Today we worked on planning a narrative. The homework is to be prepared to type up your narrative on Monday.
Day 13: May 18, 2015
Today we spent the class time on the computers typing up our narratives. We then shared them with each other. They were very good. The homework is to read, read, and read some more.
Click on the links to access the class handouts
Day one Jan 23(scroll past first three pages to get to language materials): Vocabulary words- Raucous, ubiquitous, advocate, adverse, tribulations, affluent, idiosyncrasy, stringent, distraught, chagrin, ostentatious, atrophy, indigenous, innocuous, components
Day two Jan. 26: Vocabulary words- superfluous, innate, mentor, divulge, explicit, abrasive, somber, poignant, heinous, charlatans, commend, verbose, bizarre, extruded, dexterous, disconcerting, dignity, splendidly, particle, elegant, injustice, declined, paradise, fascinate, yearn, seldom, delicate, remark
Greek roots:
penta= 5
hex=6
octo=8
centi=100
Day three Jan 28: Vocabulary words- microscope, telescope, stethoscope, Feigned, lenient, futile, dissidents, sedentary, omnipotent, stigma, impeded
Day four Feb. 2: Vocabulary words- Homogeneous, rectified, extricate, diverged, autonomy, dormant, precipitate, ludicrous, provoke, reciprocal, eradicate, placebo, permeate
Homework: Study vocabulary words. Can you spell and define all the words on this list? If not, study them!
Day five Feb. 4- Main idea
Homework: p. 62 and study spelling rule number 4. Doubling the last letter- words; stopping, admitted, occurrence, stooping, benefited, delightful
Day six Feb. 9th- Using the topic to lead you to the main idea
Day seven Feb. 11th- Using Key Words to find the main idea
Day eight- Feb. 23- Main idea review Vocabulary words: socialized, conventional, disproportionate, inequitable
Homework- mastery test 1 and 2
Spelling review- C-V-C rule
New spelling rule- When to drop the "y" and make it an "i"
defy + ance = defiance
party + es = parties
pity + ful = pitiful
try + es = tries
try + ing = trying
copy + ing = copying
occupy + ing = occupying
Day nine- eleven
Finding main idea and supporting details. Organizing our writings with the help of graphic organizers
Day 12- Continued writing practice. Pick one of the 100 questions and answer it. Give three reasons to support your answer and then write one supporting detail sentence for each of your three big reasons.
Just a reminder- The reading comprehension selections from this class are largely taken from Ten Steps to Advancing College Reading Skills, Fifth Ed. by John Langan. This text is available on amazon and other similar sites for about 5-10 dollars.
Day one: April 7, 2015
Today, we did many things. First, we got to know each other. Then we calculated our current reading speeds. We also completed a map activity about Egypt because we will be reading about Egypt, this week. Finally, we began reading today's selection from The Egyptian. We answered the first question as a class. There are three additional questions to answer for homework. The reading Except is about 2,400 words long. We read half in class. The remaining portion should take someone who reads at 160 words per minute about ten minutes to finish.
Day two: April 9, 2014
We started today by sharing our responses to The Egyptian. After that, we completed a quick map activity. We then read about Egypt as a group and discussed BC vs. AD dates. The homework was to find three dates from the reading and to put them on the timeline. The events should have occurred between the building of the pyramid Khufu and the birth of Jesus. But the real homework is to read at least the first half of the Penelopiad. We will be discussing this reading in class on Tuesday. If you don't read it, you will be missing out because it is fantastic and you will not be able to contribute to the class in the same way as people who do read the material.
Day three: April 14, 2015
We started today by discussing our thoughts about the Penelopiad. In general, many students found it difficult. There are many unfamiliar vocabulary words and the topic is not something commonly discussed. But we dove in and started breaking down the pieces. We looked at paragraphs that clicked and those that clunked. We reread paragraphs that were clunking because we have to be able to make sense out of difficult text in order to be able to pass the Hiset. We read through the first 2 sections in class. After the reading, we completed a "map" activity which required students to find outside sources of information. For homework, students were asked to read the next two sections, pages 8-21. The students were given a handout to help guide their reading. We will write responses to the handout in class. So the homework is to closely read pages 8-21, even if you have to reread parts. If it is clunking, figure out why. Look up unfamiliar words. Look for clues in earlier sentences. And never give up! I would also like to apologize to everyone for my ugly attitude today. I was disappointed that you all found the reading less enjoyable than I thought you would.
Day 5: April 21, 2015
Day 6: April 23, 2015
Today we went over the foreshadowing homework. We then collaborated to write a story. The homework was to write your own story. The story should have a clear beginning middle and end. Also, each paragraph should be focused on a clear subject.
Day 7: April 28, 2015
Today's subject is a writing clear and organized story. We will first read a short story by Mark Twain. The end is surprisingly unfinished. Students will group up to create alternative endings for the story.
Day 8: May 5, 2015
This week's subject is: How to write a book report. Students read a short book during class time and then went to the computers to write up their responses. This is a two-day lesson. Today we only needed to read the book and get most of our ideas up on the screen. We used this outline for the book reports.
Day 9: May 7, 2015
Students continued to organize and "fluff" out their reports. Everyone made sure to include a proper heading (aligned right), a title (centered) and three clearly defined paragraphs.
The homework is to read both of the following two articles. Salem Witch Trials and The Salem Witch Trials, 1692
Day 10: May 12, 2015
Today students worked on the another writing project. We choose an important historical figure from either the Salem reading or from the timeline of colonial America. We then went to the computers to research the chosen historical figures. A popular site to use for this research is Wikipedia, but we should also look for other sites. As we are researching, we will summarize our findings into our own document.
Day 11: May 14, 2015
Day 12: May 19, 2015
Today's topics were author's tone and how to do citations. First, we read chapter 19 of John Steinbeck's Grapes of Wrath (print pages 157-162). We then discussed how we imagine Steinbeck's voice would sound if he was reading his book out loud. This is his tone. We used this information to write basic statements about Steinbeck's use of tone which included MLA citations. We made sure to include a signal phrase in the sentence to clarify our sentence for the reader. Also, we paid very close attention to punctuation. Homework was to complete the multiple-choice sheet about MLA format.
Day 13: May 21, 2015
Well, the plan for today was to continue discussing the Great Depression. The plan was to read a few passages and then answer multiple choice questions about the passages. Students were also going to be asked to turn the multiple choice questions/responses into complete statements and include an MLA citation for each. But we are about 45 minutes into class, and no one is here. What's up with that y'all?
Reading: Why should you be self-reliant and stop searching for your own Wizard of Oz
Reading analysis worksheet: Used with most class readings
Weekly topic: Perspective- 1-2-3
Reading: Photo essay of the Wizard of Oz.
Reading analysis worksheet: Used with most class readings
Weekly topic: Perspective- focus on 3rd limited, objective, and omniscient
Class activity: 1. Homework check
2. Students will discuss the plot line of a Wizard of Oz, then create captions in the first person that relate the story.
Homework: Students should write a story in the 1st person perspective. For inspiration look to TV or a book that you are reading. Imagine that you are the main character. Insert yourself in the story in place of the main character.
Reading: Habit 1 of the Habits of Highly Effective People summary
Reading Analysis worksheet: Used with most class readings
Weekly topic: Bias Handouts
Class activity: 1- Story sharing- the best story came from Christin who took on the role of SpongeBob Square Pants.
2. Reading-Students read "Habit 1" and then discussed.
3. Students then completed the reading analysis worksheet. Work was completed collaboratively and shared.
4. Instruction- Bias- Students were introduced to the meaning of bias. Examples of bias were elicited from the students. We analyzed two paragraphs and rated them in terms of bias and then identified the type of bias used in the examples.
Homework: Read Galileo's Vision and complete questions 1-7
Reading: How to determine bias in the media
Today was the first day of class. We had a "snowball fight" to get to know each other, we laid down some ground rules for class discussions, and we discussed what topics we are and are not interested in. There was no homework.
Day Two: April 8, 2015
We started class by writing descriptive paragraphs about one of the two pictures. We then talked about and took Cornell style notes about facts and opinions. Students were assigned one page of facts vs. opinions homework.
Day three: April 13, 2015
We started class by reviewing the homework. The answers are on the bottom of the handout. Then, we watched a video and discussed the way self-discipline leads to success. Everyone spent a while writing a response. Students should revise their writing for class on Wed.
Day four: April 15, 2015
Today's topic was point of view. First, we shared our letters to children. The letters were great! Then we took notes about point of view. After that, we watched a video. The video is about writing letters to strangers. So, of course, we wrote letters to strangers. In the letters, we used the pronoun "you" over and over again. After sharing our letters, we looked at the point of view homework and did a couple of the questions together. The final question of the homework asks you to identify the point of view of something that you are reading at home. If you are not reading at home, find something! Everyone should read for at least 30 minutes every day. If possible, please bring in what you are reading to share it with the class.
Day 5- April 20, 2015
Day 6-April 22, 2015
Today we corrected our homework and then watched a video about making our own words. After that, we did a dictionary exercise. The homework was to finish the bottom two sections of the page. And to bring in a short list of any words you run into over the weekend that you do not know, or think other students would like to learn.
Day 7: April 27, 2015
Day 8: April 29th- No class
Day 9: Editorial Cartoons
Day 10: May 6, 2015- Cartoons continued
Today we looked at some current editorial cartoons and used the attached sheet to examine them more closely.
Day 11: May 11, 2015
Today we will be reviewing point of view. Remember your pronouns
1st person- I, me, my, myself, we, and our
2nd person- you and yours
3rd person- he, she, it, they, him, his, her, hers, theirs
Day 12: May 13, 2015
Today we worked on planning a narrative. The homework is to be prepared to type up your narrative on Monday.
Day 13: May 18, 2015
Today we spent the class time on the computers typing up our narratives. We then shared them with each other. They were very good. The homework is to read, read, and read some more.
Click on the links to access the class handouts
Day one Jan 23(scroll past first three pages to get to language materials): Vocabulary words- Raucous, ubiquitous, advocate, adverse, tribulations, affluent, idiosyncrasy, stringent, distraught, chagrin, ostentatious, atrophy, indigenous, innocuous, components
Day two Jan. 26: Vocabulary words- superfluous, innate, mentor, divulge, explicit, abrasive, somber, poignant, heinous, charlatans, commend, verbose, bizarre, extruded, dexterous, disconcerting, dignity, splendidly, particle, elegant, injustice, declined, paradise, fascinate, yearn, seldom, delicate, remark
Greek roots:
penta= 5
hex=6
octo=8
centi=100
Day three Jan 28: Vocabulary words- microscope, telescope, stethoscope, Feigned, lenient, futile, dissidents, sedentary, omnipotent, stigma, impeded
Day four Feb. 2: Vocabulary words- Homogeneous, rectified, extricate, diverged, autonomy, dormant, precipitate, ludicrous, provoke, reciprocal, eradicate, placebo, permeate
Homework: Study vocabulary words. Can you spell and define all the words on this list? If not, study them!
Day five Feb. 4- Main idea
Homework: p. 62 and study spelling rule number 4. Doubling the last letter- words; stopping, admitted, occurrence, stooping, benefited, delightful
Day six Feb. 9th- Using the topic to lead you to the main idea
Day seven Feb. 11th- Using Key Words to find the main idea
Day eight- Feb. 23- Main idea review Vocabulary words: socialized, conventional, disproportionate, inequitable
Homework- mastery test 1 and 2
Spelling review- C-V-C rule
New spelling rule- When to drop the "y" and make it an "i"
defy + ance = defiance
party + es = parties
pity + ful = pitiful
try + es = tries
try + ing = trying
copy + ing = copying
occupy + ing = occupying
Day nine- eleven
Finding main idea and supporting details. Organizing our writings with the help of graphic organizers
Day 12- Continued writing practice. Pick one of the 100 questions and answer it. Give three reasons to support your answer and then write one supporting detail sentence for each of your three big reasons.
Just a reminder- The reading comprehension selections from this class are largely taken from Ten Steps to Advancing College Reading Skills, Fifth Ed. by John Langan. This text is available on amazon and other similar sites for about 5-10 dollars.
Day one: April 7, 2015
Today, we did many things. First, we got to know each other. Then we calculated our current reading speeds. We also completed a map activity about Egypt because we will be reading about Egypt, this week. Finally, we began reading today's selection from The Egyptian. We answered the first question as a class. There are three additional questions to answer for homework. The reading Except is about 2,400 words long. We read half in class. The remaining portion should take someone who reads at 160 words per minute about ten minutes to finish.
Day two: April 9, 2014
We started today by sharing our responses to The Egyptian. After that, we completed a quick map activity. We then read about Egypt as a group and discussed BC vs. AD dates. The homework was to find three dates from the reading and to put them on the timeline. The events should have occurred between the building of the pyramid Khufu and the birth of Jesus. But the real homework is to read at least the first half of the Penelopiad. We will be discussing this reading in class on Tuesday. If you don't read it, you will be missing out because it is fantastic and you will not be able to contribute to the class in the same way as people who do read the material.
Day three: April 14, 2015
We started today by discussing our thoughts about the Penelopiad. In general, many students found it difficult. There are many unfamiliar vocabulary words and the topic is not something commonly discussed. But we dove in and started breaking down the pieces. We looked at paragraphs that clicked and those that clunked. We reread paragraphs that were clunking because we have to be able to make sense out of difficult text in order to be able to pass the Hiset. We read through the first 2 sections in class. After the reading, we completed a "map" activity which required students to find outside sources of information. For homework, students were asked to read the next two sections, pages 8-21. The students were given a handout to help guide their reading. We will write responses to the handout in class. So the homework is to closely read pages 8-21, even if you have to reread parts. If it is clunking, figure out why. Look up unfamiliar words. Look for clues in earlier sentences. And never give up! I would also like to apologize to everyone for my ugly attitude today. I was disappointed that you all found the reading less enjoyable than I thought you would.
Day 5: April 21, 2015
Day 6: April 23, 2015
Today we went over the foreshadowing homework. We then collaborated to write a story. The homework was to write your own story. The story should have a clear beginning middle and end. Also, each paragraph should be focused on a clear subject.
Day 7: April 28, 2015
Today's subject is a writing clear and organized story. We will first read a short story by Mark Twain. The end is surprisingly unfinished. Students will group up to create alternative endings for the story.
Day 8: May 5, 2015
This week's subject is: How to write a book report. Students read a short book during class time and then went to the computers to write up their responses. This is a two-day lesson. Today we only needed to read the book and get most of our ideas up on the screen. We used this outline for the book reports.
Day 9: May 7, 2015
Students continued to organize and "fluff" out their reports. Everyone made sure to include a proper heading (aligned right), a title (centered) and three clearly defined paragraphs.
The homework is to read both of the following two articles. Salem Witch Trials and The Salem Witch Trials, 1692
Day 10: May 12, 2015
Today students worked on the another writing project. We choose an important historical figure from either the Salem reading or from the timeline of colonial America. We then went to the computers to research the chosen historical figures. A popular site to use for this research is Wikipedia, but we should also look for other sites. As we are researching, we will summarize our findings into our own document.
Day 11: May 14, 2015
Day 12: May 19, 2015
Today's topics were author's tone and how to do citations. First, we read chapter 19 of John Steinbeck's Grapes of Wrath (print pages 157-162). We then discussed how we imagine Steinbeck's voice would sound if he was reading his book out loud. This is his tone. We used this information to write basic statements about Steinbeck's use of tone which included MLA citations. We made sure to include a signal phrase in the sentence to clarify our sentence for the reader. Also, we paid very close attention to punctuation. Homework was to complete the multiple-choice sheet about MLA format.
Day 13: May 21, 2015
Well, the plan for today was to continue discussing the Great Depression. The plan was to read a few passages and then answer multiple choice questions about the passages. Students were also going to be asked to turn the multiple choice questions/responses into complete statements and include an MLA citation for each. But we are about 45 minutes into class, and no one is here. What's up with that y'all?
Reading: Why should you be self-reliant and stop searching for your own Wizard of Oz
Reading analysis worksheet: Used with most class readings
Weekly topic: Perspective- 1-2-3
Reading: Photo essay of the Wizard of Oz.
Reading analysis worksheet: Used with most class readings
Weekly topic: Perspective- focus on 3rd limited, objective, and omniscient
Class activity: 1. Homework check
2. Students will discuss the plot line of a Wizard of Oz, then create captions in the first person that relate the story.
Homework: Students should write a story in the 1st person perspective. For inspiration look to TV or a book that you are reading. Imagine that you are the main character. Insert yourself in the story in place of the main character.
Reading: Habit 1 of the Habits of Highly Effective People summary
Reading Analysis worksheet: Used with most class readings
Weekly topic: Bias Handouts
Class activity: 1- Story sharing- the best story came from Christin who took on the role of SpongeBob Square Pants.
2. Reading-Students read "Habit 1" and then discussed.
3. Students then completed the reading analysis worksheet. Work was completed collaboratively and shared.
4. Instruction- Bias- Students were introduced to the meaning of bias. Examples of bias were elicited from the students. We analyzed two paragraphs and rated them in terms of bias and then identified the type of bias used in the examples.
Homework: Read Galileo's Vision and complete questions 1-7
Reading: How to determine bias in the media