Embedded Files
Friday, 18 January 2019
Friday, 18 January 2019
Oh boy, what a day! Today you're going to be assigned your books and you're even going to get to start reading them! You're getting a lot of information today, so if you're confused about anything, use this website as a reference.
Today's Goal: Have valuable, thoughtful conversations about reading!
Agenda:
- Library
- Costa's Levels of Thinking
- Book Clubs Overview
Library
Congratulations! Today's the day that you learn which book you'll be reading for the next few weeks. If you were absent today, don't worry - I checked one out for you and will give it to you the next time you come to class!
R33: Costa's Levels of Thinking .pdf
L32: Levels of Thinking PracticeCosta's Levels of Thinking
When we talk about having small group discussions about our reading, it's important to know the right kind of questions to ask. Costa's Levels of Thinking is a way of looking at questions and grouping them depending on how rigorous they are for your brain muscle. Review the notes here and glue them into your I.N. on page R32.
On page L32, you'll work together with classmates to sort questions by level. Then, copy one example of each level into the correct space in your notebook. *If you were absent, try to create your own sample questions!
Book Club Overview
Review the expectations for the Book Club Roles and glue them in on R33 in your notebook. Then, work together with your group to create a reading schedule and assign roles for each day. Glue your Reading Schedule in on L33. If you finish early, you can start reading!!
*If you were absent, we've recorded your reading schedule and roles for you. You'll have to make up the reading that you missed when you get back!
R33: Book Club DescriptionsL33: Book Clubs ScheduleBook Club RolesHOMEWORK:
- Tough Questions R.A.C.E. Questions (Google Classroom) - CLICK HERE for Ms. Jolk's Awesome Notice & Note Website
- Signpost Practice (L29/L30)
- Book Club Role #1
- No Red Ink due Sunday!
Wednesday, 16 January 2019
Wednesday, 16 January 2019
WHO'S HUNGRY? For books, that is. It's time you learned a little bit about what it means to sample a book. Nobody likes reading a book they don't like. Today, you're going to practice how to "taste" a book and see how you like if before you sign up to read the whole thing. (Then, you're going to get to actually read it!)
Today's Goal: Get a "taste" for reading!
Agenda:
- Book Tasting
- Review HW
- Aha Moment/Reading Time
Book Tasting
Just to clarify, there will be no actual eating of books today. Books are friends, not food. Instead, you're going to get 7 minutes at each "tasting table" to get an idea of what each book is about and see if you might enjoy reading it. Try them out! See what you like! Use the Book Tasting Notes on L/R31 in your notebook to track your thoughts on each book.
After the tasting...
Log into Google Classroom and fill out the Google Form to request which of the books that you've tasted today you would like to read this Unit. You'll be reading in small groups and discussing your reading every day in class. I will be assigning your books/groups, and while I cannot make any promises, I will do my best to assign you to one of your top 3 choices.
**If you were absent, please try to fill out the Google Form from home - even though you weren't able to participate in the tasting, GOOGLE EXISTS. Check out the books online and see what you think!
L/R31: Book TastingL29: Signpost PracticeL30: Signpost Practice page 2Review HW / Aha Moment / Reading Time
First off, thank you to those of you who completed the Contrasts & Contradictions R.A.C.E. Question on Google Classroom. Those of you who.... forgot... GO DO IT. I can't evaluate how well you understand a thing if you don't do the work. Do the work. We'll review in class today and then you'll be moving on to the next signpost.
- View any of the video clips on the Aha Moment page on Ms. Jolk's Notice & Note Website. Then, log into Google Classroom and answer the question in R.A.C.E. format.
- As you read your own Independent Reading Book, Notice & Note the signposts you see! You can use a post-it note to mark the pages as you read, but you must copy one of each type of signpost into your practice pages in your Interactive Notebook by the end of the week.
HOMEWORK:
- Aha Moment R.A.C.E. (Google Classroom)
- Signpost Practice (L29/L30)
- No Red Ink Due Sunday!
Monday, 14 January 2019
Monday, 14 January 2019
You are about to learn the secret key to being the best reader you possibly can be. There are some things that authors tend to do in almost every book ever that if you can learn to spot them, they will help you comprehend your reading on a whole new level. They're called signposts.
Today's Goal: Identify signposts in your reading and analyze how they might help with reading comprehension.
Agenda:
- What are Signposts?
- Review as a class
- Now, you try!
What are Signposts?
Signposts, also known as "Notice & Note," is is a program built for readers to help them decide when it is important to stop, notice, and take note of something important happening in a story. Sometimes, it can be hard for readers to decide which parts are truly "the most important" and/or if they have the power to change the story. Learning about the six signposts will help you to determine both of these things and will help you to understand the story at a deeper level.
Use the website (linked above) to take notes on each of the 6 different signposts in your Interactive Notebook on page R29 and R30. Use the Signpost Notes Graphic Organizer I've included here to guide you. If you have time left over, you may watch some of the videos on the different pages to practice and see some examples of Signposts in action!
R29: Signpost NotesR30: Signpost Notes Page 2L29: Signpost PracticeL30: Signpost Practice page 2Review as a Class
Be prepared to share what you've learned as we review together as a class and discuss any questions you might have.
Now, you try!
Time to see if you can put this new learning into action! You have two tasks to complete before next class:
- Read the short story at the bottom of the Contrasts & Contradictions page. Then, log into Google Classroom and answer the question in R.A.C.E. format.
- As you read your own Independent Reading Book, Notice & Note the signposts you see! You can use a post-it note to mark the pages as you read, but you must copy one of each type of signpost into your practice pages in your Interactive Notebook by the end of the week.
HOMEWORK:
- Contrast & Contradictions Question (Google Classroom)
- Signposts Practice (L29/L30)
- No Red Ink due Sunday!
Thursday, 10 January 2019
Thursday, 10 January 2019
Today we're continuing our conversation of culture and identity by digging a little bit deeper inward. You're going to be doing some hard work today. Get excited.
Today's Goal: Craft a poem that represents your personal cultural identity.
Agenda:
- Book Chat!
- Cultural Identity Reflection
- Bio Poem
Book Chat!
I warned you this was coming! Hopefully you have your silent reading book with you, because today you're going to tell me about it. I can't wait to hear all about whatever it is that you're reading! If you're not reading something, I can't wait to hear WHY THAT IS??? Head on over to Google Classroom and click on the assignment titled "Book Chat!" There's a Google Form there. Fill it out. Use complete sentences. You've got 20 minutes. If you finish early, read!
L27: Cultural Identity Questions Cultural Identity Reflection
Diving back into our conversation from yesterday. What do you remember? What do you think about the things we talked about? Take a few minutes to write down some ideas to the discussion questions on L27. You'll be sharing with the class, so be prepared to answer if I call on you.
Bio Poem
Start by opening up the Google Slides at the top of this post to follow along. It will help, I promise!
Today you're going to be writing a Bio Poem to serve as a written representation of your own personal cultural identity. Before that though, let's start with just a little brainstorm. On R28 in your I.N. brainstorm some ideas on what you might want to include in your poem. Use the suggestions on the slides to help you.
Next, write a Rough Draft of your Bio Poem on L28. There is a template in the slides that you can use, or you can get creative and write your own style. I've also included a sample of my Bio Poem for you to look at.
L28: Bio Poem Rough DraftR28: Bio Poem Brainstorm
After you've had time to write a Rough Draft, you're going to have the opportunity to get to know your classmates a bit better. In silence, walk around the room and read some of the poems written by your classmates. Write comments/questions you have for them in the margins. Remember to be positive and respectful.
You'll finish today's lesson by creating a Final Draft of your Bio Poem to display in our classroom. Log into Google Classroom and open the assignment titled "Bio Poem Assignment." Create a new Google Doc. You may use whatever font/color you would like, so long as it is professional and readable. The only requirement is that this poem must be a representation of YOU and must somehow be representative of your personal cultural identity.
HOMEWORK:
- Finish typing your Final Draft of the Bio Poem Assignment
- No Red Ink due Sunday!
Tuesday, 8 January 2019
Tuesday, 8 January 2019
Welcome back!! I hope you all had a wonderful and restful two weeks off. I know I did! (Which is why your Hatchet Essays aren't quite finished yet... I'll finish this week, I promise!)
Today's Goal: Learn what cultural identity is and how it affects us as individuals.
Agenda:
- Reading Time!
- Intro Unit 4
- Magical Root Word for January
- Cultural Identity
Reading
Today we're starting our new unit, and in this unit, we won't be reading a novel together as a class like we did with Hatchet. I'll admit, I've been bad about following up with you about your individual reading books.
That stops in 2019. It's the year of the reader. You're going to find a book you like if it's the last thing I do. Starting today. Get out a silent reading book and read it. Don't like the one you have? Put it back and pick a new one. There is no better way to hate reading than to force yourself to read a book that you hate. Don't do that. Find one you love. If you can't, ask me to help and I'll find one for you to love!
Intro Unit Four
We're talking Cultural Identity this Unit. Don't know what that is? That's okay. That's kinda my job. Start by creating a Unit Title Page on R25 like the one I've linked here. Then attempt to answer the Unit Question on your own on L25. It's okay to not know. It's not okay to not try.
R25: Unit 4 Cultural IdentityL25: UQ ResponseR26: Magical Root Word : JanuaryL26: Vocab Four SquareMagical Root Word of the Month
This month we're talking about the spell Expelliarmus and focusing on the Latin Root, "arma" which means "weapons." Words with this Latin Root typically have something to do with weapons or defense of some kind. Fill in the blanks on the Magical Root Word Worksheet on R26 and then complete a Root Word Four Square on L26 using a vocabulary word of your choosing that uses the Latin Root "arma."
Cultural Identity Notes
Follow along with the Google Slides to take notes in your I.N. on R27. If you were absent today, most of what we've done in class was a class discussion model, so you'll have to coordinate with a classmate to get filled in on everything we talked about. Print out a copy of the notes to help you.
HOMEWORK:
- Check Synergy for missing assignments - Q2 ends next Friday!
- Vocab 4-Square (L26)
- No Red Ink due Sunday!
R27: Cultural Identity NotesFriday, 21 December 2018
Friday, 21 December 2018
All we've got today is finishing "A Cry in the Wild." Make sure you've submitted your Hatchet Essay/WebQuest by midnight tonight!
I have loved getting to know you all over the past few months and I will miss you over break. Enjoy your holidays, and come back in 2019 ready to learn!!
Wednesday, 19 December 2018
Wednesday, 19 December 2018
Today we get to start the movie! It's corny, and SO 90s. You're going to love it.
Today's Goal: Finish what you started, human!
Agenda:
- Library to return Hatchet Book
- Work on I.N. / Hatchet WebQuest
- Start "A Cry in the Wild" Movie
Work Time:
First off, if you haven't finished writing your essay by now, you get to hang out with me one-on-one while I physically WATCH you finish your essay. Every one of you is turning in an essay. You don't have a choice.
If you've finished your essay, you have two options:
- Double-check your I.N. to make sure everything is completed that needs to be. You're turning it in at the end of class today, so this is your last chance to earn those points.
- Work on the Hatchet WebQuest (in Google Classroom) that we started working on last class. If you don't finish today in class, you need to find a time to finish it before Friday at midnight. I'm willing to let you work on it while we watch the movie if you need to, but you have to get it done.
Movie time!
We're only going to watch the first half hour or so of the film today. We'll finish the rest on Friday. Fair warning - it was filmed in 1990, AKA this movie is literally as old as I am. It's pretty cheesy. Try to enjoy it. Find joy in the corniness of it all.
HOMEWORK: We'll be finishing the movie in class on Friday, so if you want to bring a blanket or some cozy socks to get comfy and relax, that's fine with me! (I will ask that you not bring food, in order to keep crumbs out of my couches.) Don't forget, if you didn't finish the WebQuest in class, you need to finish that before Friday at midnight, so make sure to get that done!
Monday, 17 December 2018
Monday, 17 December 2018
Today is your day to GET. IT. DONE.
Today's Goal: Extend your learning even further!
Agenda:
- Review/Submit Hatchet Essay
- Hatchet WebQuest
So, here's the deal.
I have one tip top priority. You need to turn in an Expository Essay. You were supposed to finish typing it over the weekend. If you didn't, guess what you're doing today? I'm going to stand over your shoulder and watch you if I have to. Every single one of you will turn in an Expository Essay. You don't have a choice. Get it done.
Now for the fun stuff!
If you are on top of things and have finished your essay like you were supposed to, you get to start on this awesome thing called a WebQuest! A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web.
In this WebQuest you will investigate some of the places and things that Brian experienced as described in the novel Hatchet. The instruction pages are in white and the pages you will complete are in green.
**YOU DO NOT NEED TO FINISH THE WEBQUEST TONIGHT. WE WILL BE CONTINUING TO WORK ON IT IN CLASS ON WEDNESDAY.
HOMEWORK:
- Turn in Hatchet Essay before class on Wednesday
- Notebook Check Wednesday!
Thursday, 13 December 2018
Thursday, 13 December 2018
It's Essay Time! We've been prepping for this for weeks and it's time to show that all of your hard work has paid off. Use the frames. Use your notes. You got this.
Today's Goal: Show what you know!
HOMEWORK:
- Finish typing your essay before class on Monday. Do not submit. We will do that in class on Monday.
- No Red Ink due Sunday by midnight!!
Tuesday, 11 December 2018
Tuesday, 11 December 2018
Time to get to work! You've had all this time to plan for your essay. Today you're going to have time to review your drafts and make sure you're 100% ready to start typing up a final draft in class on Thursday.
Today's Goal: Review your evidence and analysis to revise before your final draft.
Agenda:
- Review HW
- Dear Brian...
- Conclusion Paragraph
Review HW / Dear Brian... (L24)
First we're going to discuss the end of the book. Then, we get to play make-believe!
Gary Paulsen first wrote Hatchet in 1987. That means that Brian Robeson would now be 45 years old.
Imagine that we are trying to get 45 year old Brian Robeson to come be a guest speaker at TPMS. On L24 in your I.N., write a letter to Brian asking him to come. Be sure to tell him all of the reasons why you think the other students at TPMS would benefit from hearing his story. What was your favorite part of his story? Do you have any questions for 45 year old Brian? Try to write at least one full page.
Review Body Paragraphs / Conclusion Frame (R24)
Let's review your Body Paragraphs. You'll have some time in class to share your paragraphs with your classmates and get some feedback. Check each other's paragraphs for the following:
Always make sure that your evidence:
- Supports your claim
- Is copied exactly as it is in the text
- Is cited correctly (Author #)
- Matches your analysis
WHAT IS ANALYSIS:
- Analysis should be 1-2 sentences that explain WHY the evidence that you chose supports your claim.
Once you've reviewed both of your Body Paragraphs and are confident that you've met all of the necessary requirements, you may start on your Conclusion Frame (R24). If you need a copy, click the Google Doc on the right.
R24: Conclusion FrameHOMEWORK:
- Make sure all paragraph frames are complete. We'll be typing up your essays in class on Thursday, but you will not be given a Chrome Book to start typing until I have seen your paragraph frames (all four of them!) with my eyeballs and approved your rough draft.
- NO RED INK DUE SUNDAY. PLEASE. DO THIS. DON'T LET ME DOWN AGAIN.
Friday, 7 December 2018
Friday, 7 December 2018
TODAY IS THE DAY. We get to find out what happened to Brian today! Then we'll dive deep into the paragraph frames to help rough draft your Expository Essay.
Today's Goal: Cite evidence to support a claim.
Agenda:
- Review HW
- Ch. 17-Epilogue
- Body Paragraphs (L/R23)
Review HW
If you didn't finish your Introduction Frame for homework, you need to do that. Right now.
These frames are your rough draft for your essay. If you don't complete the frames, you're going to be very, very lost when the time comes to actually start writing your essay. Use the first 5 minutes of class today to share your introduction paragraph with your classmates and get some feedback.
L22: Introduction Frame Ch 17-Epilogue
It's a bit long, but it's the good part. Follow along in your book while we listen to the audio. If you're not at school today, or need a refresher, listen to the YouTube links to the right.
Body Paragraphs (L/R23)
Glue the Body Paragraph Frames in on the two pages. If you need a copy of either frame, click the Google Doc to the left to print one out. Please. I beg you. Read the instructions.
I've spent a lot of time trying to make these frames as clear as possible. Use them. I will be walking around in class to help you.
*Hint: Use the quotes you've already found on the Evidence Tracker (L21) and the Old Brian vs. New Brian (R22) to help you!
HOMEWORK:
- Hatchet Ch. 17-Epilogue Google Classroom Assignment
- Body Paragraph Frames (L/R23)
- No Red Ink due Sunday!
L23: Body Paragraph 1R23: Body Paragraph 2
Wednesday, 5 December 2018
Wednesday, 5 December 2018
We're so close to the end of the book! Here comes the really good part. Today we'll read Chapter 15 and 16 and talk more about your upcoming essay. Friday, we'll actually finish the book!
Today's Goal: Track Brian's character development so far in "Hatchet"
Agenda:
- Review HW
- Read Chapters 15-16
- Old Brian vs. New Brian (R22)
- Introduction Frame (L22)
Review HW / Chapter 15-16
We're so close! Follow along in your book while we read Chapters 15-16 in class. If you're at home, you can use these YouTube links for an audio version if you'd like.
If there is time leftover at the end of class, you'll be able to start working on your homework questions in Google Classroom.
Old Brian vs. New Brian (R22)
Now that we've read a little bit more about "New Brian," we're going to spend a little bit of time comparing the two. This will help you when it comes time to start writing your essay. If you were absent, click the Google Doc to print out a copy to glue into your I.N. on R22.
Use this page to list the character traits that define Old Brian vs. New Brian. List things like personality inside the head, while you can list physical characteristics on the outside of the head. Then select the one most important trait that you think represents Brian and circle it.
In the space below each head, select one quote from the novel that demonstrates that character trait. Then explain why that quote demonstrates the character trait that you chose.
L22: Introduction Frame Introduction Frame (L22)
Fill in the blanks on your Introduction Frame to write a rough draft of your introduction paragraph for your Expository Essay. Review the notes on R21 if you have questions.
HOMEWORK:
- Hatchet Chapter 15-16 (Google Classroom)
- Introduction Frame (L22)
- No Red Ink Fragments Practice due Sunday!
Monday, 3 December 2018
Monday, 3 December 2018
Today we're talking character change. This week we're going to start writing your next essay, which will be an Expository Essay, much like the DBQs that you've written in Social Studies.
Today's Goal: Track Brian's character development so far in "Hatchet."
Agenda:
- Review Ch. 9-12
- Read Chapters 13-14
- Expository Essay (R21)
- Evidence Tracker (L21)
Review Chapters 9-12 and Read Chapters 13-14
A LOT happens during these chapters in the book, and they're super important. We'll start class by making sure that you've all been caught up on Chapters 9-12, but then we're going to be reading Chapters 13-14 in the book. These are probably the two most important chapters of the novel, so it's super important that you pay attention! If you're absent today, you can follow along with the YouTube videos below. There's a brief introduction by the narrator, but I find that it's actually pretty useful for comprehension, so it's good to give it a listen. (You don't need to read through Chapter 15, we'll read that next class.)
Expository Essay (R21)
Glue the outline into your I.N. on R21 and follow along as we add notes to the outline using the slides. (Need a copy? CLICK HERE!) If you were absent, click through the slides for today to add notes to your outline.
Evidence Tracker (L21)
To make your life easier when it's time to start writing the essay, use this graphic organizer to track some useful evidence that you could use in your essay. Write the character trait that the quote describes, as well as the page number for your citation, in the space provided. If you missed class today, click the Google Doc to get a copy.
HOMEWORK:
- Hatchet Chapters 13-14 Google Classroom assignment
- Evidence Tracker (L21) *Only the Beginning for now
- No Red Ink due Sunday
Thursday, 29 November 2018
Thursday, 29 November 2018
Today is your choice. We've got a lot of different things to go over today, and after we've reviewed the basics at the beginning of class, I'll be setting you free to work on what you need to work on in whatever order makes the most sense for you.
Today's Goal: Review & revise your writing to improve your performance.
Agenda:
- Review Spooky Stories
- WORK TIME:
- No Red Ink
- Hatchet Chapters 9-12
Spooky Stories
They're graded. FINALLY. I know it took me a long time, but it's because I wanted to make sure that I paid close attention to every single one of you and gave you each very specific feedback to help YOU improve your writing and get better.
Now, here's the deal. YOU HAVE TO LOOK AT IT. I'm literally going to make you look at it in class. I didn't spend all this time grading and giving individualized personal feedback for you to not even read it. After you've reviewed the feedback that I've left you, you have two choices:
1. If you're happy with the grade you got, YAY. Congratulations. Think about the feedback I gave you and remember it so you can do even better next time.
2. If you're not happy with your grade, FIX IT. Use the suggestions and corrections I've provided to make improvements to your story. After you've done that, respond to the reflection prompt below the rubric on your Google Doc. I will not re-grade your story if you do not complete the reflection. If I'm going to spend even more time re-grading your story, I need to know you've given your re-write a good deal of thought and effort.
I will be grading re-submissions between now and December 7th. Don't procrastinate.
No Red Ink
We're going to start something new this week, and it's going to last throughout the rest of the school year. As I was grading your spooky stories, I was pretty shocked at the grammar that was being displayed in a LOT of your writing. Now, it's my personal belief that when I stand up at the front of the room and Talk Grammar at you, about 80% of it goes in one ear, and out the other.
This is why I'm going to introduce you to my BFF, No Red Ink. No Red Ink is an online website that teaches some of the most basic and necessary grammar rules by giving you practice sentences and helping you to work through the rules on your own. Best part? If you're a grammar pro and don't need these lessons, you can test out of them! That way, you're not doing homework that you don't need to be doing. Follow the instructions in the slides to set up your No Red Ink account and get started. You must complete the Diagnostic Quiz by this Sunday.
Hatchet Chapters 9-12
We're not going to be reading as a class today, because I want to give you the option of doing your work in whatever order makes the most sense to you. Instead, you have time to work on reading the chapters on your own, if you'd prefer to do the No Red Ink assignment at home. We're a little bit behind, so we're reading four chapters today. They're not that long, and they're pretty interesting. You can do this. If you want to listen to the audio, I've attached the YouTube videos below. Don't forget to complete the assignment in Google Classroom after you've finished reading the chapters.
HOMEWORK:
- Read Hatchet Chapters 9-12 & complete Google Classroom assignment
- No Red Ink Diagnostic Quiz
- Spooky Story Re-write (if you want)
Tuesday, 27 November 2018
Tuesday, 27 November 2018
Welcome back from Thanksgiving Break! I hope you all had a happy and restful holiday. Please don't be mad at me. I got VERY sick over the last weekend, which was coincidentally when I was planning on grading your Spooky Stories. I'm about halfway through, but I'm not finished. Some of you have your scores, some of you don't. You all will by Thursday, I promise. More to come on that.
Today's Goal: Learn about different types of characterization to understand how an author develops the personality of their characters.
Agenda:
- Survival Stories Jigsaw
- Read Chapters 7-8
- Characterization Notes (R20)
- Character Traits (L20)
Survival Stories (R19)
Remember last class how we started reading those survival stories? Today you will finish reading one of four articles about different true survival stories. While you read, take notes on the worksheet that you've glued into your I.N. (Need a copy? CLICK HERE). You've got 10 minutes!
Survival Stories Jigsaw (L19)
After you've refreshed your memory on your own story, you'll re-join your original group of 4 and share about each article that you read to complete the Survival Stories Jigsaw Worksheet together. (Need a copy? Click HERE!) If you were absent today, or if members of your group were slackers and didn't do their part, you can use the articles below to complete the worksheet on your own.
Juliane KoepkeEric LeMarqueUruguay Rugby TeamYossi GhinsbergChapters 7-8
Follow along in your book while we read Chapters 7 and 8 together as a class. You'll complete the Google Classroom Assignment on Chapters 7-8 for homework. If you missed class today and would like to listen to the audio, click the YouTube link to the right.
R20: Characterization NotesCharacterization Notes (R20)
How does an author help their reader to get a better understanding of their characters? Through characterization of course! Watch the video to the left to get an overview of the concept. Then copy the notes (or print them out and glue them in) in your I.N. on R20
Character Traits (L20)
Throughout the course of this story, Brian is going to be going through some massive changes. Gary Paulsen uses direct and indirect characterization to help his readers get an understanding of how Brian changes as a result of what he experiences. Right now, we're still in the first half of the novel, so we can only reflect on how Brian is in the beginning. Glue this worksheet (need a copy? Click HERE!) into your notebook on L20 and write the words "Beginning" and "End" at the top of your page. Highlight each word in a different color. Today, we're starting with the beginning. Use the corresponding color to highlight at least 5 character traits you think Brian shows in the BEGINNING of the story (so far). If you have additional character traits that are not on the list, you may write them in the blank space provided.
HOMEWORK: Complete the Google Classroom assignment for Chapters 7-8 in Hatchet.
Friday, 16 November 2018
Friday, 16 November 2018
Remember our Unit Question? What are the most important character traits for survival in a dangerous or difficult situation? It's time to start digging into that.
Today's Goal: Analyze true survival stories to identify character traits that might help with survival.
Agenda:
- Newsela Article
- Discuss
- Survival Stories (R19)
- Review HW / Read Chapter 5-6
Juliane Koepcke revisits the site of her epic plane crash, after which she survived for days alone in the rainforest
Newsela Article
Some of you may remember hearing news stories about a group of boys from a Thai soccer team who were trapped in a cave for nearly 2 and a half weeks. It was a crazy story, and even more incredible - all 12 boys and their coach survived to be rescued.
Read the article about what these boys experienced, and consider our unit question while you read. When you finish the article, take the quiz. This one counts!
If you're not at school today, you can still do this! Log in to Newsela using your school Google account and the article should be assigned to you.
Survival Stories (R19)
Let's talk about survival, shall we? What does it take? Yes, you have to be lucky sometimes, but there are certain characteristics that can help a person survive in a dangerous or difficult situation. Today you will be reading one of four articles about different true survival stories. While you read, take notes on the worksheet that you've glued into your I.N. (Need a copy? CLICK HERE). If you'd like to review the different survival stories, or need to finish the one you were working on, click on the documents below. (If you're absent today, pick any one of the four articles to complete the worksheet.)
Juliane KoepkeEric LeMarqueUruguay Rugby TeamYossi GhinsbergChapters 5-6
Follow along in your book while we read Chapters 5 and 6 in "Hatchet." If there is time remaining at the end of class, you'll have time to start working on your homework. If you would like to review or listen to the audio from the chapters, I've attached the link to the YouTube video here for you!
HOMEWORK: Complete the Google Classroom assignment for Chapters 5 and 6 if you did not finish in class. Enjoy your break!
Wednesday, 14 November 2018
Wednesday, 14 November 2018
Put yourself in Brian's shoes. You've just crash landed in the middle of the Canadian Wilderness. All you have are the things that you currently have with you at school today. Could YOU survive?
Today's Goal: Think critically about what it takes to survive.
Agenda:
- Review Chapter 1-2
- Read Chapters 3-4
- Backpack Survival Activity
Review Chapters 1-2
If you were absent, you're off the hook. If you weren't absent last class.... COME ON YOU GUYS. This homework is so easy. We read the chapters in class! Yet still, almost half of you decided to blow off your homework. This is your grade. It matters. Do your homework. Please. Rant done.
Read Chapters 3-4
We'll read Chapters 3 and 4 together in class again. If you were absent, feel free to listen to the audio via the YouTube video to the right. If there is time at the end of class, you may work on the Google Classroom assignment for Chapters 3 and 4. If not, you'll need to complete that work for homework. PLEASE.
Backpack Survival Activity (R18)
Surprise! Right this very moment you are walking out my door and stepping onto a Cessna 406 Airplane and heading for the Canadian Wilderness. You can only bring the things that you currently have with you. Uh oh, the pilot of your plane just had a heart attack. :( You've crash landed in the same spot Brian describes in Chapters 3 and 4 and now you have to survive using only the items you have with you. CAN YOU SURVIVE?
Step 1: List EVERYTHING you have on your body or in your backpacks.
Step 2: Highlight the top 5 most useful items. Be prepared to explain why if you are called on!
Backpack Survival Activity (L18)
On the left side of your notebook, write a short paragraph to explain how you would use the wilderness around you and the items you have with you to meet each of the following needs:
- Make a fire
- Get food/water
- Build a shelter
If you finish early, you may begin working on your homework.
HOMEWORK:
Complete the questions for Chapters 3 and 4 in Google Classroom. Seriously, please do your homework. School matters.
Friday, 9 November 2018
Friday, 9 November 2018
Let's read! Today we finally get to start reading our first class novel, and it's a good one. (It's one of my favorites, so forgive me if I'm a little over-excited.)
Today's Goal: Make predictions about the novel we are about to read.
Agenda:
- Library to check out "Hatchet"
- Review HW
- Anticipation Guide
- Read Chapters 1-2
Library
Our awesome librarians have collected enough copies for you all to have your own copy of the book. We'll start today by going to the library to check out your copy. If you were absent today, please go to the library when you return to school and let the librarians know that you need to check out "Hatchet" for Ms. Keller's class.
Review Homework
Your homework last night was to write R.A.C.E. paragraphs about the Gary Paulsen Biography you read in class. I'll be using my cards to call on you randomly to share what you wrote. Avoid the shame of not having anything to say. Do your homework.
Anticipation Guide (R17)
Glue the Anticipation Guide into your I.N. (Need a copy? CLICK HERE!) and complete the activity independently. I want to know what you think, not what your friends think.
Anticipation Guide Reflection (L17)
Write a brief (3-4 sentence) reflection on the activity.
- What surprised you?
- Were there any statements that were particularly complicated for you to answer?
- Can you make any predictions about the novel based on these statements?
Read Chapters 1-2 of "Hatchet"
We're listening to the audio as a class. Get comfortable. Enjoy this. Reading is supposed to be fun! Follow along in your own book. Do you want to listen to the audio again at home? Click the YouTube link to the left. When we finish, you'll have some class time to start working on your homework. Complete the worksheet in Google Classroom. Remember to use complete sentences when you're writing your answers!
HOMEWORK: Chapters 1-2 Questions (Google Classroom)
Wednesday, 7 November 2018
Wednesday, 7 November 2018
Time to start our new unit! If you've already read this book, congratulations, you're the expert! If you haven't already read this book, YAY. This is one of my favorites. Let's go.
Today's Goal: Learn a little bit about Gary Paulsen and what made him into the writer that he is today.
Agenda:
- Silent Reading Time
- Intro Unit 3: Hatchet
- Magical Root Word
- Gary Paulsen Author Bio & R.A.C.E. Questions
Unit 3: Hatchet
Create your Unit Title Page on R14. The Unit Question for this unit is: What are the most important character traits for survival in a dangerous or difficult situation?
Answer the question on L14. Remember, this is just a brainstorm. It's okay if you don't know. Write what you think. We'll continue to think about this as we read the novel.
Magical Root Word : Wingardium Leviosa
It's a new unit, and a new month, which means it's time for a new Magical Root Word!!
Read through the information on the slides to fill in the blanks on the Magical Root Word chart that you've glued in on R15. (Need a new copy? Click HERE!) Wingardium Leviosa comes from the Latin Root lev, which means to raise up or lift. Therefore, words that have the Latin Root lev usually have something to do with moving upwards or something that is higher.
Set up your Vocabulary Four Square (or click HERE to print one out) on L15. Your job is to find a word, any word, that uses the Latin Root lev, and fill out the Vocabulary Four Square for that word. Good luck!
Gary Paulsen Author Bio and R.A.C.E. Questions
Glue the Author Biography on R16 in your I.N. (Need a copy? Click HERE!). Work together with your partner to annotate the article. When you finish, come see me for the R.A.C.E. questions to glue in on L16 in your I.N. to complete with your partner. (Need the questions? Click HERE!) You must write a full R.A.C.E. paragraph for each question and highlight!!
HOMEWORK:
- Root Word Four Square (L15)
- Biography R.A.C.E. Questions (L16)
Monday, 5 November 2018
Monday, 5 November 2018
What makes someone a good communicator? Communication is one of the most important parts of studying Language Arts. Today we're going to read a little bit about what makes a good listener, and then work together with our peers to discuss what makes a good communicator.
Today's Goal: Work collaboratively to develop good communication skills and strategies.
Agenda:
- Newsela.com
- World Cafe: Communication
- Share-Out Ideas
- Google Classroom Discussion Question
Newsela!
I have the best news ever. Remember my favorite news website for kids, Newsela?? IT CONNECTS TO GOOGLE CLASSROOM. Congratulations, you're all already added to my Newsela Class Roster, just by being a part of my Google Classroom. (YAY!)
Step 1: Go to www.Newsela.com
Step 2: Sign in with Google
Step 3: You have one article assigned to you already. Read it. Then complete the comprehension quiz at the end. If you finish early, you may explore other articles that interest you!!
World Cafe : Communication
You know how in fancy movies about far off distant lands there are always fancy people sitting around on sidewalk cafes talking about fancy philosophical questions like the meaning of life? You're going to do that today. Only, instead of theorizing about the meaning of life, you're going to talk about what makes a good communicator. Here are the questions I want you to consider:
- How can we encourage all students to participate in class discussions?
- In your own words, how would you define Active Listening?
- What is the difference between Group Work and Teamwork?
- List specific examples of how to be a good listener.
- Why is it important to be a good listener?
- You disagree with something a friend said. What are some effective ways to respond?
- How can good communication skills help you outside of the classroom?
- Your team is not working well together. How can you communicate effectively to help the situation?
- How can you show that you value the opinion of someone you disagree with?
Google Classroom Discussion
Now that you've discussed, it's time to put your thoughts into writing. Log into Google Classroom and click on the question posted under "Unit 3." Write a thoughtful, 2-3 sentence response. Then comment on at least 2 of your classmates' posts.
HOMEWORK:
- Respond to the Google Classroom Discussion Question
- Comment on at least two classmates' posts. Remember to be respectful!
Thursday, 1 November 2018
Thursday, 1 November 2018
So you've written your Spooky Story, and you think you're finished, right? WRONG. Every good writer knows that this is only the beginning. It's time to get some feedback and IMPROVE what you've already written!
Today's Goal: Get some feedback from your peers to take your story from Good to GREAT!
Agenda:
- Grammarly.com
- Peer Edit
- Work Time
Grammarly.com
This unit we've talked a lot about grammar, and the rules of our wacky English Language. Y'all are getting it, mostly, BUT the internet is a beautiful thing. Do I want you to know the rules? Yes. Do I care more that you use whatever resources you need to make sure you follow them? Yes.
Grammarly.com rules. It's not the absolute 1000000% best grammar check resource in the world, but it's the best I've found, and it's pretty darn good. It's 2018 and you have so many awesome resources at your fingertips, so you're going to use them.
Step 1: Go to www.grammarly.com
Step 2: Click "Add to Chrome... It's FREE!"
Step 3: Follow the steps to Add Grammarly to your Chrome Browser
Step 4: Copy and paste the text of your Spooky Story into Grammarly to check your grammar. Then replace your Google Doc text with the correct text from Grammarly using CTRL+C to copy and CTRL+V to paste.
Peer Edit
Glue in the Peer Edit page (Missed it? CLICK HERE!) on page R13 in your I.N.
I will be placing you in groups of four. When you have your group, share your Google Doc with the other three people in your group by clicking "Share" in the upper right corner. Make sure you have the share settings set to "Can Comment."
Work through the Spooky Story Peer Edit for each of your partners. You have 10 minutes for each partner.
**If you're not at school today, you can still do this. Share your Google Doc with three classmates or friends and have them complete the Peer Edit for you.
Spooky Story Checklist
Now that you've received feedback, it's time to use it! Glue in the Spooky Story Checklist (Missed it? CLICK HERE!) on page L13 in your I.N.
Using the feedback from your peers, work through the Checklist and get the appropriate signatures. In order to receive full credit on your Notebook Check (on Monday!) you must have every item checked and have received all 3 necessary signatures.
HOMEWORK:
- Final Spooky Story Draft must be submitted to Google Classroom by 11:59 PM on Sunday, 4 November 2018
- Notebook Check on Monday! (See the Interactive Notebook Tab for any pages you may have missed)
Tuesday, 30 October 2018
Tuesday, 30 October 2018
Did you finish writing your Spooky Story? Good! Today you get a relaxing day of watching one of my all-time favorite Halloween movies. It's a little corny, I know, but I love it.
Today's Goal: Finish writing your story, and get a chance to self-edit before peer review on Thursday.
Agenda:
- Finish writing/Revise Spooky Story
- Watch "The Halloween Tree"
HOMEWORK: Finish writing/revising your Spooky Story. DO NOT SUBMIT YOUR WORK IN GOOGLE CLASSROOM YET. If you've already clicked "Turn In," you'll need to go back and click "Unsubmit" to get editing access again.
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