Language Arts
"I do believe something very magical can happen when you read a good book." -J.K. Rowling
Embedded Files
Monday, 23 March 2020
Monday, 23 March 2020
Happy Monday, everyone!
Just a few updates for you all today that I wanted to make sure got communicated :)
Q3 Final Grades
It's looking like we are going to continue to move forward with Quarter 3 ending this Friday, March 27th. (We're still waiting for 100% final confirmation from the school, but that's what we've been told so far)
Nothing that has been shared with you during the school closure will be counted as part of your grade. Instead, only assignments that were due on or before March 13th will be counted. As of this morning, I have updated all of the grades. Your first priority this week should be to make up and/or revise any work that was due on or before March 13th. This includes:
- All NoRedInk assignments
- ELA Journal Revisions (check your ELA Journal for your score and feedback)
- This I Believe Video (quite a few students either didn't submit one or submitted an incorrect link. There's still time! Get this done and earn those points!)
Please email me at kokeller@powayusd.com if you complete a revision and would like it re-graded, or if you have questions about your current grade. All revisions / make up work must be submitted by Thursday, March 26th.
Other Enrichment Opportunities
Please keep in mind that all enrichment opportunities are optional, but they are good for your brain!
- Optional Discussion Questions (Google Classroom) - I miss just talking with you all and having class conversations, so I've been posting some general discussion questions for you to respond to. I've also got it set so you can reply to each other! Check them out and engage in conversations with me and your classmates.
- Book Talk FlipGrid - Have you finished a book during the school closure? I want to know what you're reading and I want you to be able to share with your classmates! Log into the FlipGrid to share a quick Book Review for any book you finish! (There is no limit to this! Do as many as you want!)
- Daily Journal Prompts (Google Classroom) - Every day around 9:30AM, I've been posting a new Journal Prompt in this Google Slides presentation. There's a Google Doc in Google Classroom for you to complete a daily journal entry if you want to. If you're like me, and you'd rather do it on paper, that's fine too!
That's all for now! Continue to check back for enrichment activities and more Language Arts announcements! As always, miss you lots!!
Thursday, 19 March 2020
Thursday, 19 March 2020
Hello my brilliant ones!
First, a little note on togetherness during this weird time of disconnect from one of my favorite authors, John Green. (Video to the left!)
I hope you're all enjoying your time at home, while still remembering to stretch your brains just a little bit. I wanted to pop on here real quick with just a few little updates for you, in case you haven't already seen them.
I've been adding some fun things to Google Classroom here and there. So far, I've added a Google Doc for you to use for daily journaling activities (along with a Google Slides with prompt ideas), a Google Doc for you to create some short-term and long-term goals for yourself, and a link to a FlipGrid for sharing the books you're finishing during all this time at home!
I'm going to try to remember to update on here as well, but honestly - the best place to look for new enrichment opportunities is going to be Google Classroom from here on. If you haven't already set up your notification settings, I suggest you do that ASAP. (I suggest getting the app for your phone if you have one)
LA Daily LogDaily Log
This is something that's also posted in Google Classroom, but I wanted to take some time to explain it a little bit so you know what it is.
My friend Mrs. Dykes from OVMS created this Google Doc to share with her students, and I thought it was a great idea. It has some general ideas for enrichment opportunities on it, but the best part about it is that every school day, I commit to being online and having the Google Doc open from 10:30-11:30AM.
If you have any questions for me, or if you simply just want to stop in and say "Hi!" I'll be on the Google Doc with the chat open. Stop by and join the chat!
Monday, 16 March 2020
Monday, 16 March 2020
Hello to all!
What a weekend. Let me start by saying that I sincerely hope that you are all staying safe and practicing smart social distancing. It's strange being here without all of your smiling faces, but I feel confident in saying that PUSD is doing everything they can to make sure that we tackle this situation with everything we've got. (Also, I miss you all. A LOT.)
Optional Enrichment Activities
What does that mean? Well, it comes down to this. Our first and absolute top priority is for you to spend this time focusing on your own personal health and wellness. However, I know that during the course of the next three weeks you (and your parents) might be in search of a little bit of brain practice to keep your academic skills sharp.
That's where I come in! I'll be posting a wide variety of resources here for you to check out during the next three weeks.
Nothing posted on this site, or on Google Classroom, is mandatory. It will not count for or against your grade.
Instead, all of these are optional activities that will help you continue to exercise your brain (and not let it go to mush in front of screens... you know... like we've been talking about for the last month....)
#1 - Commonlit.org
Once a week, I'll be posting 3 new texts for you to read and complete the assessment questions for.
Again, while these are not mandatory assignments, completing them to the best of your ability will help you with your reading comprehension and writing abilities. Remember to log in with Google using your school account in order to see the articles/stories that have been selected for you.
*Parents - If you're interested in providing your students with more than 3 articles/stories per week, there is a feature that is completely free for parents to create an account and select more reading for their children. Go for it!
#2 - READ! A BOOK! OR TWO! OR SEVEN!
As I explained in the email that I sent out to your parents on Friday, please PLEASE keep reading. Go to the library soon and get a few extra books. While we are asked to remain at home, reading is a really great tool to keep your mind engaged and your brain awake. Lots of research shows that when students are not in school, the amount of reading you do over summer directly impacts the ability to retain and use skills when the new school year starts.
In three weeks, it is reasonable to believe that a student will have finished at least one full novel at their reading level by the time we are able to return to school, if not more. You absolutely can do this.
My recommendation? Schedule in some designated reading time every day. Pick an hour (or more!) to just curl up on the couch, turn off the TV, put your phone away, and get lost in a book.
#3 - Journal
Honestly y'all, these are some pretty historic times. It's also pretty confusing and overwhelming and you might be feeling a lot of feels. (I know I am.) My recommendation to you is this: Write it out.
Schedule in some time every day, preferably in the morning, to sit down and just write for 10-15 minutes. Write about what's going on. Write about how you're feeling about it all. Not only will it help you continue to practice good creative writing skills, but it'll help you practice good mental health too. I'll be posting daily journal prompts on my Instagram stories (@misskellerabc) if you need some inspiration, or you can click HERE for a list of journal prompts to choose from!
I don't really care if you write this in a Google Doc, or on actual physical paper, or really how you go about it. Just write.
#4 - Lots of Other Things
There are tons of other awesome resources out there that are being shared for FREE for the next few weeks. I've collected a list of some of my favorites here for you.
- Continue to practice your grammar on NoRedInk.com (You can click the button that says "Master Topics" and practice literally anything even if it's not a practice that I've "assigned" to you)
- Independent Novel Study - Read a good book? This PDF will guide you through a bunch of comprehension activities that can be applied to any novel! It was created and shared by Brittany Jeltema (@thesuperheroteacher on Instagram) for FREE and it is a phenomenal and very thorough resource!
- Family History Project - A few years back, I had my students do a Family History Project where they had to research their own family history. If you have access to the resources at home to look into your family's history this could be a really interesting time to do so!
@thesuperheroteacher (She shared the free Novel Study and is awesome!!)
That's all I've got for now. I'll be back same time next week with more to share. Please know that I'll be checking my emails every day and would love to hear from you all. Stay safe, stay healthy, and when all else fails, READ A BOOK! :)
Sending you all lots of love,
Ms. Keller (kokeller@powayusd.com)
Friday, 13 March 2020
Friday, 13 March 2020
Today's Goal: CCSS.ELA-LITERACY.RI.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
The Plan:
- Read!
- TED Talks (see below)
- SOAPSTone (you'll get a paper copy)
Homework/Reminders
- Finish ELA Journal work if incomplete
- No Red Ink "Fragments and Quotes"
- due Friday, 13 March, 4pm
- if it is completed after 4pm, it will be marked late and you will lose some credit.
- CommonLit Article of the Week
- "Women Who Spoke Up"
- 8 Assessment Questions - due Friday, 20 March, 4pm
- There is a link on Google classroom or you can log in with Google here
TED Talks AND SOAPSTone
Today you get the opportunity of CHOICE OMG.
Directions:
You will choose TWO TED Talks to watch today. One must come from the first list, and one must come from the second list. While you watch (and after), you will fill out a set of SOAPSTone notes for each of the videos. You may work alone or with a partner, but if you work with someone, you just have to be watching the same video.
LIST ONE:
- Technology - A Tool for Good or Evil
- 3 fears about screen time for kids — and why they're not true
- A delightful way to teach kids about computers
LIST TWO:
Screen Time TED Talk SOAPSToneSome of these have transcripts so you can read along. You can see the transcripts on the TED website. If the link is on YouTube, please make sure you turn on the Closed Captioning so you can read along. At some point, you will need to write down some evidence from the text, so I suggest you be prepared for that.
Okay great, but what is SOAPSTone?
SOAPSTone is a reading (and writing) strategy to help clarify the ideas and purpose of any text, whether it is one that you are reading or writing. We are going to use it as a way to practice analyzing these videos and you will get notes to work with. Do not copy/paste this in your ELA Journal. You're taking actual paper notes today.
You must turn these notes in at the end of class.
Wednesday, 11 March 2020
Wednesday, 11 March 2020
Today's Goal: CCSS.ELA-LITERACY.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
Agenda:
- Read!
- Read "Teens who spend less time in front of screens are happier – up to a point, new research shows" - practice Marking the Text/annotation
- Write a RACE paragraph!
Homework/Reminders
- Finish ELA Journal work if incomplete
- No Red Ink "Fragments and Quotes"
- due Friday, 13 March, 4pm
- if it is completed after 4pm, it will be marked late and you will lose some credit.
- CommonLit Article of the Week
- "Women Who Spoke Up"
- 8 Assessment Questions - due Friday, 20 March, 4pm
- There is a link on Google classroom or you can log in with Google here
Reading and Marking the Text
We will do this in steps. Some will be together, some will be in partners or groups. Some will be individual.
PURPOSE FOR READING: What impact does increased screen time have on teens and their families?
- Write our purpose for reading at the bottom of page 1
- Number the paragraphs and divide the reading into sections (together)
- Skim the article and BOX any words we should define together.
- Read each section out loud. For each section, we will summarize what the section says in the left margin, and state the author's purpose in the right margin.
- In groups, identify and highlight FOUR pieces of evidence that help explain the impact that increased screen time has on teens and their families.
Author's Purpose: the author's reason for writing; what is the author trying to DO in that particular section? What is their goal?
Here's the deal: I am going to list NINE "author's purpose" statements here. There are nine sections for you to read.
YOUR JOB: Match the right purpose to the right section, and write it in.
- describes the study and the results
- discusses potential next steps requested of Apple
- compares and contrasts teen happiness to different lengths of screen time use
- introduces the topic
- shares an anecdote from a parent worried about addiction
- shares an anecdote from a parent becoming more lenient with gaming screens
- provides statistical data on cell phone use over time
- considers how screen time is affected by their use in schools
- questions the study's results and advocates for moderation
Teens who spend less time in front of screens are happier - up to a point11 March - Screen Time RACE ParagraphRACE Paragraph:
After we annotate the article, copy/paste today's assignment into your ELA Journal and answer the following in RACE paragraph form.
You do not have to highlight.
What impact does increased screen time have on teenagers and their families?
Monday, 9 March 2020
Monday, 9 March 2020
Today's Goal: CCSS.ELA-LITERACY.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
Agenda:
- Book Fair!
- Copy Today's ELA Journal Assignment
- Argument Vocabulary (in ELA Journal)
- Quick-write (in ELA Journal)
- Read "Teens who spend less time in front of screens are happier – up to a point, new research shows" - practice Marking the Text/annotation
Homework/Reminders
- Finish ELA Journal work if incomplete (I'm grading them this weekend!)
- No Red Ink "Fragments and Quotes"
- due Friday, 13 March, 4pm
- if it is completed after 4pm, it will be marked late and you will lose some credit.
- CommonLit.org Article of the Week
- due Friday, 20 March, 4pm
- You must complete the assessment questions. There are 8 of them.
- Make sure you "log in with Google" as always
- YOU CAN ACCESS THE ASSIGNMENT ON GOOGLE CLASSROOM. COOL!
Argument Vocabulary
Copy/paste today's ELA Journal Assignment if you have not already done so.
The concepts we will define together today are:
- anecdote
- counter-argument/ rebuttal
- problem/ solution
- compare/ contrast
- cause/ effect
You will likely be able to use a number of these in our reading activity later in class.
Quick-write
Answer the following in your ELA Journal in paragraph form:
How can screens affect your mood? (think about social media, tv time, video games, using your cell phone, etc.) Give specific examples and explain how they are positive or negative or both.
If you are struggling, think about how long you spend using screens and how that makes you feel. Think about what kinds of things you do with screens and whether those things make you feel happy, sad, frustrated, angry, hopeful, or any other feelings you might have. Be specific about what content you see.
You may use personal pronouns.
Teens who spend less time in front of screens are happier - up to a pointReading and Marking the Text
We will do this in steps. Some will be together, some will be in partners or groups. Some will be individual. We will not get through everything today and that's okay.
PURPOSE FOR READING: What impact does increased screen time have on teens and their families?
- Write our purpose for reading at the bottom of page 1
- Number the paragraphs and divide the reading into sections (together)
- Skim the article and BOX any words we should define together.
- Read each section out loud. For each section, we will summarize what the section says in the left margin, and state the author's purpose in the right margin.
- In groups, identify and highlight FOUR pieces of evidence that help explain the impact that increased screen time has on teens and their families.
Thursday, 5 March 2020
Thursday, 5 March 2020
Today's Goal: CCSS.ELA-LITERACY.SL.6.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.RI.6.6 - Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
Agenda:
- Read! (and also copy/paste ELA Journal work!)
- Four Corners Discussion
- Screen Time and the Brain by Debra Bradley Ruder
- Finish ELA Journal Entry
Homework/Reminders
- Finish ELA Journal work if incomplete
- CommonLit.org Article of the Week
- due Friday, 6 March, 4pm
- You must complete the assessment questions. There are 5 of them.
- Make sure you "log in with Google" as always
- YOU CAN ACCESS THE ASSIGNMENT ON GOOGLE CLASSROOM. COOL!
- No Red Ink "Fragments and Quotes"
- due Friday, 13 March, 4pm
- if it is completed after 4pm, it will be marked late and you will lose some credit.
5 March - Screen Time IntroductionFour Corners Discussion:
First: In your ELA Journal, you will need to decide your opinions on your own.
Copy & paste the assignment for today into your ELA Journal and write your opinion in the box provided, stating whether you strongly agree, agree, disagree, or strongly disagree with each statement provided.
Then, we will discuss as a class.
Screen Time and the Brain by Debra Bradley Ruder
Annotate the article with a partner, using the steps below.
Purpose for Reading: How does using screens affect the brains of adolescents, and what is recommended to help with these effects?
- Write your purpose for reading at the top
- Number each paragraph
- Circle and define words we need definitions for (then LOOK THEM UP and write the definitions in the margins!)
- Highlight/underline key ideas in each passage and make note of why it's important/what it means
Then, return to your ELA Journal answer the three questions at the bottom of today's assignment in complete sentences.
Tuesday, 3 March 2020
Tuesday, 3 March 2020
Today's Goal: CCSS.ELA-LITERACY.RI.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Agenda:
- Read!
- Silent Communication Activity
- Read the article entitled "High schools are starting to bet on esports"
- RACE Writing Assignment
- Pre-Survey
- Work on CommonLit assignment and/or NoRedInk and/or get help turning in your Video for This I Believe
Homework/Reminders
- CommonLit.org Article of the Week
- due Friday, 6 March, 4pm
- You must complete the assessment questions. There are 5 of them.
- Make sure you "log in with Google" as always
- YOU CAN ACCESS THE ASSIGNMENT ON GOOGLE CLASSROOM. COOL!
- No Red Ink "Fragments and Quotes"
- due Friday, 13 March, 4pm
- if it is completed after 4pm, it will be marked late and you will lose some credit.
Silent Communication Activity
Part of the Language Arts standards involve speaking & listening as part of communication. This is an in-class only activity.
- You will get a partner today. This partner cannot be someone you know REALLY well.
- For one minute, you're going to do an activity with your partner, which I will explain to you.
- YOU CANNOT TALK.
- I REPEAT: YOU CANNOT TALK.
We will debrief after we finish and talk about:
- How did this activity make you feel?
- What was challenging about this?
- What kinds of feelings do different people have about silence?
- What purpose could silence serve?
RACE Writing Assignment
Today's task has one goal: gather some data. We've been working on writing all year in formal and informal ways. We've also just finished a large essay in which you were writing about yourself, so as we transition back to writing about what we read a little more, we need to see what you remember about writing argument and using evidence.
You will not get any help on today's writing assignment. NONE. Your task is to read the article and then answer the question in RACE paragraph format. I need to see what your best is so I can help you make your best even better.
Here's the trick, though: the better you do and the more effort we put into it, the less lecture you get from me about things you already know in the coming weeks because I won't have to bore you while I reteach something that you are capable of doing.
IDEAL: Write a RACEECEE paragraph, not RACE. Like I said, I need to see your absolute best without my help, so most of you should be using TWO pieces of evidence, not one.
Task steps:
- Read the article entitled "High schools are starting to bet on esports"
- Answer the question provided in RACEECEE paragraph format. You do not have to highlight.
- Use any resources on the document and around the room that you would like, but Ms. Keller will not help.
Pre-Work Survey
The purpose of this survey is to get a before and after picture of this RACE paragraph and one that you will write in the future. I need to know your perceptions and ideas about what we've been doing in order to see if that changes.
Please fill out this survey after you complete the RACEECEE response.
What DO I DO when I'm done?
- Please fill out this survey after you complete the RACEECEE response.
- This I Believe Video needs to be turned in ASAP!
- CommonLit.org Article due Friday.
- Read
Friday, 28 February 2020
Friday, 28 February 2020
Today's Goal: Finish your video!
Agenda:
- Read
- Finish your This I Believe video project and turn it in on Google Classroom.
- HERE is the rubric
- Read/NoRedInk
Reminders/Homework:
- This I Believe Video Project
- Due by midnight on March 2nd (Monday night - it must be submitted before class on Tuesday)
- This is a situation where if you, personally, will need a little bit more time, you can email Ms. Keller with a polite request.
- No Red Ink "Fragments"
- due Friday, 28 February, 4pm
- if it is completed after 4pm, it will be marked as late and you will not get full points
To Turn In Your Video Project on Google Classroom:
- Log In to Adobe Spark using your school google account as always
- When you open the folder for "My Projects", find button made of three dots on the video. Press it.
- Choose "Share"
- Choose "Publish"
- Make sure the information is correct on the pop up.
- TURN OFF the "Get Noticed" option. This is a requirement. Do it.
- Click "Create Link" Wait until the link shows up. Do not copy the link. Instead follow Step 8.
- Once the link is there, click on the round Classroom button and find the correct assignment to submit it. It's called "Video Production Submission"
Please note: If you did not use Adobe Spark, I do not know how to submit it on Google Classroom. I'm hoping/assuming that you do and that if it's on your Google Drive, you can go to the assignment in Google Classroom and figure out how to attach it. I believe in you.
Wednesday, 26 February 2020
Wednesday, 26 February 2020
Today's Goal: CCSS.ELA-LITERACY.SL.6.4 - Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.6.5 - Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Agenda:
- Read
- Learn about Adobe Spark with Mrs. Uyloan in the library
- Work on turning your This I Believe essay into a visual/audio presentation (Important Note: You should not be working on this step until your essay is fully written and ready to be graded. We will be scoring them in the next couple weeks.)
Reminders/Homework:
- READ!
- No Red Ink "Fragments"
- Due Friday 28 February, 4pm
- Written This I Believe Essay should be ready to be scored ASAP.
- Video Production of This I Believe Essay
- Due Monday, 2 March 2020
- You will get class time on Friday to work on this, but after that it will be up to you to finish it over the weekend if you don't finish in class.
Making a Video
Here is what you need to know:
- Your video must have at least 10 different videos/images/drawings/etc. to help tell your story.
- You must record yourself reading your essay. Please start with a title page and record yourself introducing yourself and the title of your essay.
- "My name is John Smith and my personal narrative is entitled "_______________"
- You must submit the link to your video on Google Classroom (there is a new assignment there for you)
FAQ
- Ms. Keller, how do I use Adobe Spark?
- By trying stuff and seeing if it works. I am fairly new to this program as well. Mrs. Uyloan knows a lot more than I do, but start by starting a new project and clicking "video." They even give you videos for new users!
- Ms. Keller, can I use WeVideo?
- Sure! As long as you know what you're doing. Don't use WeVideo if you have not learned it yet. Same with any other platform. I'm cool with most platforms as long as you know what you're doing or are willing to figure it out on your own.
- What if I can't think of what images to add?
- You can. I promise. Please notice that in all of the examples below, there is a new image every few seconds. That's a lot! I am not asking that you do that many, but you also want to make sure you are keeping your audience visually engaged. There are a million ways to do this. It might involve a little planning, but you are completely capable.
- What will the final product look like?
- Well, I think we're going to find out once you've done it. There are lots of creative ways to go about this. If you want to see different kinds of things you could do, here are a few examples I found:
In this one, the artist drew the images on a whiteboard and sped it up. Cool!
This one has sound and pictures.
This person drew on note-cards and recorded while she moved them around and colored on them.
This person uploaded pictures of herself and her real life!
This person included video of herself singing and playing piano because that's what her essay was about
Monday, 24 February 2020
Monday, 24 February 2020
Today's Goal: CCSS.ELA-LITERACY.SL.6.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.L.6.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Agenda:
- Read!!
- Book Talks
- Email Etiquette
HOMEWORK/REMINDERS:
- Finish all work in your ELA Journal
- Complete and submit your “This I Believe” Essay if you haven’t already finished.
- NoRedInk Fragments Practice due Friday 28 February at 4PM NO LATE SUBMISSIONS
Book Talks
What are you reading right now? Today you'll be participating in Book Talks, where you'll get to share what you're currently reading with a small group (3-4 students). Here are the expectations:
- You must have the book with you, either as a physical book, or pulled up on Overdrive.
- You must be either currently reading the book, or have finished it within the last 2 days.
- You must talk for the full 2 minutes without stopping. Here are some things to talk about:
- Introduce the title, author, & genre of the book and give a brief summary (try to avoid spoilers if you can!)
- What do you think of the book so far? Are there specific things that you like/dislike? Would you recommend it to your classmates? Why/Why not?
After your group has completed the Book Talks process, complete the Google Form here to reflect on the Book Talk process.
24 February - Email EtiquetteEmail Etiquette
It's 2020 and some of you still don't fully know how to write a mature, respectful, responsible email. So today, we're going to take some time and actually work through the process. What are the steps for writing a professional email? Follow along in today's slides while we review. Then, add today's assignment into your ELA Journal to practice!
Finalize Your Writing
Today you are very lucky to get some extra writing time to revise/edit/make your essay the best you can before I score it. Use it. To those of you I didn't get a chance to meet with, I'm very sorry. I tried really hard to remember who I still needed to meet with, and I may have gone onto your Google Doc and left you some notes to make up for it. Check your Google Doc to see.
Practice Reading Aloud - Extra Credit!
On the white table at the front of the room you will find a small sheet of paper that looks like this. In order to receive 2 points extra credit on your essay, you must read your essay, out loud, to at least three people and get their signatures.
Do not do this step if you have not finalized your essay, although if you read to someone and they have a suggestion, make sure to listen in case it is helpful. (Yes, you can make changes after they give you suggestions... That's kinda the whole point)
Other Work To Do
Here are your options if everything else is done:
- No Red Ink Q3 Diagnostic Quiz.
- Reading.
- Revising the writing stations if you didn't do them or want to improve your score..
- Reading.
- Continuing to revise your essay.
- Also Reading.
- You could make up the No Red Ink Q2 Growth Quiz if you need to.
You are not permitted to do typing.com. We are done with typing.com in this class. If you need to make that up, do it on your own time. Also, no Prodigy. This is Language Arts. I want you reading, or writing. That's it.
You must click "Turn In" on your essay before 4PM today or it will be counted as late and you will lose points. I suggest turning it in before you leave my classroom just to be safe.
Monday/Wednesday, 3-5 February 2020
Monday/Wednesday, 3-5 February 2020
Today's Goal: CCSS.ELA-LITERACY.W.6.3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Agenda:
- Read
- This I Believe REVISION Stations! (Google Classroom)
Reminders/Homework:
- READ!
- Continue working on your essay.
- No Red Ink Diagnostic #3
- Due Friday, 7 February 4pm
- Ms. Keller will no longer accept this work late for full credit. You will receive partial credit if you finish it after 4pm on Friday.
Stations!
You will be given the opportunity today to practice different methods of revision. At each station, you will find a new seat and go to the directions on your Google Classroom document. Read the directions aloud to each other and begin.
There are 6 stations:
- STATION ONE - TEACHER CONFERENCE
- STATION TWO - STRONG VERBS/DIALOGUE
- STATION THREE - SENSORY DETAILS/SNAPSHOT
- STATION FOUR - PEER CONFERENCE
- STATION FIVE - CONTROL OF CONVENTIONS
- STATION SIX - HOOKS AND CLOSINGS
You will find a document with directions for each station on Google Classroom. Each station will require you to review a concept. It may also include a video lesson about the given topic, and a discussion to be had with your table.
Each station requires you to use YOUR ESSAY to work on improvements and share ideas. If you leave today with nothing changed or no plan for improvement, you have not used your time in a way that is helpful.
Ms. Keller will not be able to help you with the stations because she IS a station. That means that if you are confused, you will have to work together to solve the issue.
You will have a 17 minute timer for each station.
Wednesday, 29 January 2020
Wednesday, 29 January 2020
Today's Goal: CCSS.ELA-LITERACY.W.6.3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Agenda:
- Read
- "Being Content with Myself" by Kamaal Majeed
- Writing Time!
- "Singing Badly, and Loudly" by Megan
- More Writing Time!
- "America's Beauty is in it's Diversity" by Alaa El-Saad
Homework/Reminders:
- Read! (yay!!)
- Finish your This I Believe Essay! (By finish, I mean write it all. I do not mean make it perfect. We still have work to do, but you have to write it all out first.)
There is nothing else to report today. You have many tools at your disposal on Google Classroom and in previous blog posts and in your Writing Stations. Today is dedicated to writing. You will not get another full day dedicated to writing, so please use it.
Monday, 27 January 2020
Monday, 27 January 2020
Today's Goal: CCSS.ELA-LITERACY.W.6.3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
The Plan:
- No Red Ink Growth Quiz
- Read when you are done
- This I Believe Rubric
- This I Believe Writing Time!
Reminders/Homework:
- Read!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! READ READ READ READ.
- Work on your essay. Please keep in mind that it must be a minimum of 500 words. It can definitely be longer. I am not counting paragraphs, but "more than one" is required.
No Red Ink Growth Quiz
I believe in you! This is on the No Red Ink Website. All I ask is that you do your best. The questions are based on the things that you've practiced over the past quarter. When you are finished, read your book.
This I Believe Rubric and Expectations
HERE is the rubric!
It has lots of things, but they all relate to the things we've been working on, including:
- Having a strong, clear belief statement
- Using specific and personal memories
- sensory details
- dialogue
- varying sentence length
- word choice (snapshot, strong verbs, using specific details, showing vs. telling, etc)
This I Believe Writing Time
Some things to know:
- Your essay must be at least a minimum of 500 words.
- Next class we are going to talk about showing vs. telling.
- The number of paragraphs doesn't matter, as long as there are multiple. There can be 3 there can be 20. It doesn't really matter as long as the paragraphs make sense.
- If you don't know where to start, start with your I believe statement.
You can do this. You all have very important stories to tell. I cannot wait to read them.
Thursday, 22 January 2020
Thursday, 22 January 2020
Today's Goal: CCSS.ELA-LITERACY.SL.6.1.B -Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-LITERACY.SL.6.1.C - Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Agenda:
- Read!
- Austin's Butterfly
- This I Believe Tuning Protocol (You will need your This I Believe Stations open to Station 3)
- "Moving Beyond Stereotypes" by David Porter
- Exit Ticket: Fill out this Google Form before you may leave today.
Homework/Reminders
- READ!
- No Red Ink Growth Quiz on Monday
- Typing.com Advanced 1-3 due Friday (Last one!)
- Make sure everything else is completed (Book Review, Writing Stations, etc.) because I'm grading this weekend!
Austin's Butterfly
CLICK HERE to visit.
These are the questions I want you to think about:
- What is the purpose of redrafting your work?
- How can you apply this to the writing process?
Untitled: Jan 22, 2020 8:16 AM.webmTuning Protocol
This requires that you follow directions and timing carefully. Use your Station 3 notes on the This I Believe Writing Stations, and as people give you any ideas or questions, write them down on this document.
Mrs. Huerta and Ms. Black made us a video in which they show us what the process looks like!
Use the instructions at your desk to help with a reminder of what you should be doing during each time slot.
Remember: BE KIND. BE HELPFUL. BE VERY SPECIFIC. LISTEN.
"Moving Beyond Stereotypes" and Exit Ticket
- "Moving Beyond Stereotypes" by Chris Porter
- CLICK HERE to fill out the Google Form. It will ask you to answer a few questions from all parts of class today.
Tuesday, 21 January 2020
Tuesday, 21 January 2020
Today's Goal: CCSS.ELA-LITERACY.RL.6.10 - read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently
CCSS.ELA-LITERACY.W.6.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Agenda:
- Read
- Book Review on Google Classroom
- Ketchup Time
Reminders/Homework:
- Read!
- Finish Book Review #2
- Typing.com
- LAST TYPING ASSIGNMENT EVER
- Advanced Lessons #1-3
- Due Friday, 24 January 2020
- Finish Stations if they are not complete.
Book Reviews
Okay, you've done these before. Here's my greatest piece of advice: More of your opinion and less summary. If you haven't finished the book and don't talk about specific things that happened in the story, you haven't really shared your opinion. If you say it was a cool adventure, I can say that about almost any book. I want you to talk about what parts of the adventure in that book that you thought were really cool.
The picture here is one really great example of how to structure your Book Review. Remember, each box is one paragraph, but you can also change them as necessary.
You can look at Ms. Black and my examples HERE.
Stations
If you need any of the table resources, you can find them digitally by clicking HERE, or by looking at the resource I have added to the actual assignment in Google Classroom.
Those must be completed by the end of this week. They will be another first grade for Q3. Make sure to click "Turn in" when you're finished!
If you are all done with your stations, you may use any extra time you have to work on Typing.com or to read.
There are no other choices. You will lose your computer if you are not using it appropriately. You will not receive a warning.
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