Embedded Files
November 8, 2019!
November 8, 2019!
Targets:
Targets:
LS3: Expressive writing: Develop a story that uses imagery to recreate your experience of the hike for your reader
LS3: Expressive writing: Develop a story that uses imagery to recreate your experience of the hike for your reader
LS2 Expository Writing: Produce clear and coherent writing in order to develop analysis skills.
LS2 Expository Writing: Produce clear and coherent writing in order to develop analysis skills.
1. Congrats on world peace!
1. Congrats on world peace!
What kinds of conflicts did you have in the world peace game?
What kinds of conflicts did you have in the world peace game?
There are 7 conflicts that can be had in literature. What are they?
There are 7 conflicts that can be had in literature. What are they?
Person vs. ________, write them on the note cards at your table!
Person vs. ________, write them on the note cards at your table!
Consider examples for each with your table using either the world peace game or LMM book.
Consider examples for each with your table using either the world peace game or LMM book.
2. Here's an example awesome story of the hike!
2. Here's an example awesome story of the hike!
3. Finish telling our stories of our hike, using IMAGERY to recreate the experience for the reader, much like Donn used imagery to recreate the experience of being lost on Mount Katahdin for us in Lost on a Mountain in Maine.
3. Finish telling our stories of our hike, using IMAGERY to recreate the experience for the reader, much like Donn used imagery to recreate the experience of being lost on Mount Katahdin for us in Lost on a Mountain in Maine.
--> At this point you have written an introductory paragraph, where you found your most exciting part of your hike and used that experience to pull your reader into the story
--> Now you are going to bring your reader back to the beginning, explain how the day began and when you arrive at your most exciting part of the story, you remind your reader of it (since they already read about it), and continue the story from that point on.
--> In all your story should be about a page and a half to two pages long.
--> Here is how the story will be score:
Proficient: I start with the most interesting part of the hike and I transition my reader so they know the sequence. I check my spelling, grammar, and punctuation to support clarity. I have an interesting title, a by line and my name on my story. My story uses sensory description/imagery to recreate the experience for my reader. My story has a beginning, middle and end.
4. A lot of you did not go back into your essays and make edits so you can use this time for that
4. A lot of you did not go back into your essays and make edits so you can use this time for that
Time to say goodnight to the story of the hike and the essay for LMM!
Time to say goodnight to the story of the hike and the essay for LMM!
Today is truly our last day for class work time for these items. On Tuesday, we will be starting our new unit!
Today is truly our last day for class work time for these items. On Tuesday, we will be starting our new unit!
Jill says: "I'm looking at doing a book sale for middle school students, but I'm trying to garner interest before going through it in case there isn't enough interest. I'm looking to see if students might be interested in the new book by Terry Lynne Johnson, called Dog Driven. Anyone who purchases a copy will be entered into a drawing to win a gift box including a signed copy of the book Ice Dogs a wooden wolf ornament, a sticker, and a pen. Can you ask your students to see if they might be interested? Thanks! "
“I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not wish to live what was not life, living is so dear; nor did I wish to practise resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life, to live so sturdily and Spartan-like as to put to rout all that was not life, to cut a broad swath and shave close, to drive life into a corner, and reduce it to its lowest terms...”
October 25th, 2019!
October 25th, 2019!
Targets:
Targets:
LS3: Expressive writing: Develop a story that uses imagery to recreate your experience of the hike for your reader
LS3: Expressive writing: Develop a story that uses imagery to recreate your experience of the hike for your reader
LS2 Expository Writing: Produce clear and coherent writing in order to develop analysis skills.
LS2 Expository Writing: Produce clear and coherent writing in order to develop analysis skills.
1. Homework: Edit your essays and Mary will rescore after Oct. 31st. I am still scoring them and will be done by Saturday morning.
1. Homework: Edit your essays and Mary will rescore after Oct. 31st. I am still scoring them and will be done by Saturday morning.
2. Here's my story from last year as an example of what it is you are shooting for
2. Here's my story from last year as an example of what it is you are shooting for
3. Finish telling our stories of our hike, using IMAGERY to recreate the experience for the reader, much like Donn used imagery to recreate the experience of being lost on Mount Katahdin for us in Lost on a Mountain in Maine.
3. Finish telling our stories of our hike, using IMAGERY to recreate the experience for the reader, much like Donn used imagery to recreate the experience of being lost on Mount Katahdin for us in Lost on a Mountain in Maine.
--> At this point you have written an introductory paragraph, where you found your most exciting part of your hike and used that experience to pull your reader into the story
--> Now you are going to bring your reader back to the beginning, explain how the day began and when you arrive at your most exciting part of the story, you remind your reader of it (since they already read about it), and continue the story from that point on.
--> In all your story should be about a page and a half to two pages long.
--> Here is how the story will be score:
Proficient: I start with the most interesting part of the hike and I transition my reader so they know the sequence. I check my spelling, grammar, and punctuation to support clarity. I have an interesting title, a by line and my name on my story. My story uses sensory description/imagery to recreate the experience for my reader. My story has a beginning, middle and end.
4. Start prepping for student-led conferences
4. Start prepping for student-led conferences
October 22nd, 2019!
October 22nd, 2019!
Targets:
Targets:
LS3a: Process: Generate and develop ideas for writing
LS3a: Process: Generate and develop ideas for writing
LS2 Expository Writing: Produce clear and coherent writing in order to develop analysis skills.
LS2 Expository Writing: Produce clear and coherent writing in order to develop analysis skills.
1. We thought climbing Hunger was hard... here's knife edge!
1. We thought climbing Hunger was hard... here's knife edge!
It's somewhat easy for us to sit and judge Donn's decisions as we write this essay but we might not imagine the scene as we read it in the same light that we might if we were in his shoes!
It's somewhat easy for us to sit and judge Donn's decisions as we write this essay but we might not imagine the scene as we read it in the same light that we might if we were in his shoes!
2. First order of priority is to finish typing up the essay, including introductory and conclusion paragraphs
2. First order of priority is to finish typing up the essay, including introductory and conclusion paragraphs
*If you have no comments from me on your documents, it means you haven't saved them in your LA folder and I can't see them to give you credit for doing them...
--> Be sure to write an interesting title, add a by line and your name (interesting titles do not include Donn's Decisions Essay, but rather something like "To Follow the Stream or Not to Follow the Stream, That is the Question Donn Fendler Must Answer While Lost on Mount Katahdin" get creative, it should lead your reader into what your essay is about.
3. Then we will keep working on telling our stories of our hike, using IMAGERY to recreate the experience for our reader, much like Donn used imagery to recreate the experience of being lost on Mount Katahdin for us in Lost on a Mountain in Maine.
3. Then we will keep working on telling our stories of our hike, using IMAGERY to recreate the experience for our reader, much like Donn used imagery to recreate the experience of being lost on Mount Katahdin for us in Lost on a Mountain in Maine.
--> At this point you have written an introductory paragraph, where you found your most exciting part of your hike and used that experience to pull your reader into the story
--> Now you are going to bring your reader back to the beginning, explain how the day began and when you arrive at your most exciting part of the story, you remind your reader of it (since they already read about it), and continue the story from that point on.
--> In all your story should be about a page and a half to two pages long.
--> Here is an example
Scoring for Donn's Decisions Essay: LS2 Expository Writing: Produce clear and coherent writing in order to develop analysis skills.
Scoring for Donn's Decisions Essay: LS2 Expository Writing: Produce clear and coherent writing in order to develop analysis skills.
Beginning: I write 3 body paragraphs
Developing: I write an introductory paragraph, 3 body paragraphs, and a conclusion paragraph
Proficient: I write an introductory hamburger paragraph, I write 3 body hamburger paragraphs, I write a conclusion hamburger paragraph
Expanding: All under proficient and I write more than 3 body paragraphs or my 3 body paragraphs have multiple parts to thoroughly explain how the decisions Donn was making were foolish or smart
John Muir (/mjʊər/ MEWR; April 21, 1838 – December 24, 1914)[1] also known as "John of the Mountains" and "Father of the National Parks",[2][3] was an influential Scottish-American[4][5]:42 naturalist, author, environmental philosopher, glaciologist, and early advocate for the preservation of wilderness in the United States of America.
His letters, essays, and books describing his adventures in nature, especially in the Sierra Nevada, have been read by millions. His activism has helped to preserve the Yosemite Valley, Sequoia National Park and many other wilderness areas.
Similarly, no one ever steps into the same woods twice, for it's not the same woods and you are not the same person.
October 16th, 2019!
October 16th, 2019!
Targets:
Targets:
LS3a: Process: Generate and develop ideas for writing
LS3a: Process: Generate and develop ideas for writing
LS2 Expository Writing: Produce clear and coherent writing in order to develop analysis skills.
LS2 Expository Writing: Produce clear and coherent writing in order to develop analysis skills.
1. What are we doing with this story?
1. What are we doing with this story?
Nature writing is nonfiction or fiction prose or poetry about the natural environment. Nature writing encompasses a wide variety of works, ranging from those that place primary emphasis on natural history facts (such as field guides) to those in which philosophical interpretation predominate. It includes natural history essays, poetry, essays of solitude or escape, as well as travel and adventure writing.[1]
Nature writing often draws heavily on scientific information and facts about the natural world; at the same time, it is frequently written in the first person and incorporates personal observations of and philosophical reflections upon nature.
We are publishing our experience, using imagery to recreate that experience for our readers, and reflecting on the value of that experience in order to encourage the protection of Hunger Mountain.
We are publishing our experience, using imagery to recreate that experience for our readers, and reflecting on the value of that experience in order to encourage the protection of Hunger Mountain.
Your story will have two audiences!
Your story will have two audiences!
Students in LA!
and Twitter! https://twitter.com/you_woods
2. Finish typing up the essay, including introductory and conclusion paragraphs
2. Finish typing up the essay, including introductory and conclusion paragraphs
October 15th, 2019!
October 15th, 2019!
Targets:
Targets:
LS3a: Process: Generate and develop ideas for writing
LS3a: Process: Generate and develop ideas for writing
LS2 Expository Writing: Produce clear and coherent writing in order to develop analysis skills.
LS2 Expository Writing: Produce clear and coherent writing in order to develop analysis skills.
Warm up: Memories of the hike...
1. Story of the hike plan, using imagery books!
1. Story of the hike plan, using imagery books!
2. Finish typing up the essay, including introductory and conclusion paragraphs
2. Finish typing up the essay, including introductory and conclusion paragraphs
Your story will have two audiences!
Students in LA!
and Twitter! https://twitter.com/you_woods
Index card:
Index card:
side 1- make a bulleted list of scenes that were just as you pictured them from the book
side 1- make a bulleted list of scenes that were just as you pictured them from the book
side 2- make a bulleted list of scenes that were totally wrong, missing, out of order, characterization was off, etc.
side 2- make a bulleted list of scenes that were totally wrong, missing, out of order, characterization was off, etc.
October 8th, 2019!
October 8th, 2019!
Targets:
Targets:
LS1a I am actively working to understand grade-level texts.
LS1a I am actively working to understand grade-level texts.
Warm up: Think back to when we discussed scenes we wanted to see in the movie version
1. Lost on a Mountain in Maine- a really bad movie version (because no feature film has been made :-( and because it's fun to compare the book to the film, it's also a common core standard because it encourages us to look at both texts and compare and contrast them, which is deep thinking!)
1. Lost on a Mountain in Maine- a really bad movie version (because no feature film has been made :-( and because it's fun to compare the book to the film, it's also a common core standard because it encourages us to look at both texts and compare and contrast them, which is deep thinking!)
2. You've written the meat of an essay already!
2. You've written the meat of an essay already!
4. Imagery writing prep
4. Imagery writing prep
October 4th, 2019!
October 4th, 2019!
Targets:
Targets:
TS4a I am taking steps to be able to work collaboratively with others by listening, participating, considering ideas, helping others, and being prepared.
TS4a I am taking steps to be able to work collaboratively with others by listening, participating, considering ideas, helping others, and being prepared.
LS1a I am actively working to understand grade-level texts.
LS1a I am actively working to understand grade-level texts.
1. Reading the Afterword
1. Reading the Afterword
2. Donn's decisions III!
2. Donn's decisions III!
3. Imagery in chapters 11 and 12-- working collaboratively with the following in mind:
3. Imagery in chapters 11 and 12-- working collaboratively with the following in mind:
--> listening, participating, considering ideas, helping others, and being prepared.
--> listening, participating, considering ideas, helping others, and being prepared.
4. Articles
4. Articles
5. Graphic novel/field trips
5. Graphic novel/field trips
Targets:
Targets:
TS4a I am taking steps to be able to work collaboratively with others by listening, participating, considering ideas, helping others, and being prepared.
TS4a I am taking steps to be able to work collaboratively with others by listening, participating, considering ideas, helping others, and being prepared.
LS1a I am actively working to understand grade-level texts.
LS1a I am actively working to understand grade-level texts.
October 1st, 2019!
October 1st, 2019!
1.Night sounds writing:
1.Night sounds writing:
"There were funny sounds, though, the those woods--things walking, something big and heavy--and something drinking and the funniest noise I ever heard, a high, quavering screech that made your blood cold. I guess it was a bird, for pretty soon the noise came from another spot. There were other noises, too--like trees and branches breaking and crashing down."
--> Footnote: Probably a screech owl--maker of one of the most eerie sounds to be heard in the woods at night. It is remarkable that Donn does not, in his narrative, make greater reference to night sounds. The probable explanation is that he was so exhausted each night and slept so profoundly that he heard little. If this explanation is correct, he was protected from a hundred terrors. Wilderness woods are filled with night noises that are terrifying to the inexperienced (68)
What can you imagine Donn's description of the night noises to be? Place yourself in his shoes as you listen to a screech owl and other night noises. Describe what you hear in particular, notice that this sense is heightened because you can't see in the dark. How do you feel?
2. Imagery in chapters 9 and 10-- working collaboratively with the following in mind:
2. Imagery in chapters 9 and 10-- working collaboratively with the following in mind:
--> listening, participating, considering ideas, helping others, and being prepared.
--> listening, participating, considering ideas, helping others, and being prepared.
3. Articles
3. Articles
4. Scores on nature writing -- if you don't have a score it is because you haven't saved your writing in your LA folder so I can see it, I'll check in with you
4. Scores on nature writing -- if you don't have a score it is because you haven't saved your writing in your LA folder so I can see it, I'll check in with you
September 27, 2019
September 27, 2019
1.Donn's Decisions Round 2 and zooming in
1.Donn's Decisions Round 2 and zooming in
3. Imagery in chapters 7 and 8-- working collaboratively with the following in mind:
3. Imagery in chapters 7 and 8-- working collaboratively with the following in mind:
--> listening, participating, considering ideas, helping others, and being prepared.
--> listening, participating, considering ideas, helping others, and being prepared.
4. Articles, resubmit "I Am" poems?
4. Articles, resubmit "I Am" poems?
Warmup: Here are some teasers for what looks like a GREAT movie, but, it is not yet released and may never be fully made. Why should it be made and what are the scenes you most want to see?
Be like the geese:
Be like the geese:
- share leadership
- help others
- communicate
- encourage
- learn from one another
You will collaborate your whole life! In most everything you do, working with others plays a part.
You will collaborate your whole life! In most everything you do, working with others plays a part.
Target: TS4a I am taking steps to be able to work collaboratively with others by listening, participating, considering ideas, helping others, and being prepared.
Target: TS4a I am taking steps to be able to work collaboratively with others by listening, participating, considering ideas, helping others, and being prepared.
September 25, 2019
September 25, 2019
1. YWP day!
1. YWP day!
Clearing. Imagine you are the eyes behind this photograph by YWP's Selena Bulan. Have you just stumbled across a way out of the forest, with intense relief – or have you just ventured in? Tell the story.
Step. It has been said that, "The journey of a thousand miles begins with a single step." Think of something big you would like to accomplish, and write about the first step.
2. Ketchup time: First, let's watch the video about teamwork and collaboration!
2. Ketchup time: First, let's watch the video about teamwork and collaboration!
--> Finish Nature Writing? Finish self-assessment? Read NYTimes articles about Donn Fendler?
--> Finish Nature Writing? Finish self-assessment? Read NYTimes articles about Donn Fendler?
Done with all of that stuff? Type up your YWP writing in the body of an email that you compose to mbove@u32.org, she will send it along to YWP and it might appear in the NEWSPAPER!!!!
3. Field trip
3. Field trip
4. Resubmitting "I Am" poems
4. Resubmitting "I Am" poems
5. Did you know there is a graphic novel version of LMM?!
Target: TS4a I am taking steps to be able to work collaboratively with others by listening, participating, considering ideas, helping others, and being prepared.
Target: TS4a I am taking steps to be able to work collaboratively with others by listening, participating, considering ideas, helping others, and being prepared.
September 23, 2019
September 23, 2019
1. Circle: something I like to do outside
1. Circle: something I like to do outside
3. Chapters 5 and 6
3. Chapters 5 and 6
Collaborative learning noticing imagery! Before we get into it, let's remember our tenets:
We want to be respectful and responsible: I work to impress upon others that they can count on me to follow-through and listen.
We want to contribute, cooperate & communicate clearly: I work to participate in learning and engage with others.
We want to be open-minded and kind: I work to consider new ideas and try. I work to build friendships.
We want to help others and have empathy: I work to include others and support them in their learning.
We want to work hard and be prepared: I work to be ready and willing to learn. I work to put forth my best efforts.
I'm asking you do all of these things when you collaborate and that's a lot! Good teamwork looks like: listening to each other, everyone having a voice and taking responsibility to look for imagery in the book, coming with your book and sharing your book with others if they forget theirs, sharing responsibility of taking notes on the notes sheet, and complimenting others on their hard work.
Newspaper
Field Trip
4. Resubmitting "I Am" poems
4. Resubmitting "I Am" poems
September 17, 2019
September 17, 2019
Sharing? Claim that poem!
2. Chapters 3 and 4
2. Chapters 3 and 4
Imagery!
Donn's Decisions
Field Trip
Vocabulary for chapters 5 and 6-- BE SURE TO HAVE THIS READ FOR Tuesday
Blow-downs
Rheumatism
Kewpie
3. Nature writing
3. Nature writing
Target: TS4a I am working purposefully to learn about others and am taking steps to be able to work collaboratively with them.
Target: TS4a I am working purposefully to learn about others and am taking steps to be able to work collaboratively with them.
September 17, 2019
September 17, 2019
1. Circle Prompt: Coolest thing yesterday
1. Circle Prompt: Coolest thing yesterday
2. Guess that poem
2. Guess that poem
3. Chapters 1 and 2
3. Chapters 1 and 2
4. Nature writing
4. Nature writing
Targets:
Targets:
TS4a I am beginning to learn about others and am taking steps to be able to work collaboratively with them.
TS4a I am beginning to learn about others and am taking steps to be able to work collaboratively with them.
LS1a I am actively working to understand grade-level texts.
LS1a I am actively working to understand grade-level texts.
September 13, 2019
September 13, 2019
1. Score yourself on the "I Am" poem and hand in to Mary
1. Score yourself on the "I Am" poem and hand in to Mary
2. Let's make our reading schedule for Lost on a Mountain in Maine, there are 12 chapters, a foreword and an afterword
2. Let's make our reading schedule for Lost on a Mountain in Maine, there are 12 chapters, a foreword and an afterword
3. LMM introduction
3. LMM introduction
4. Imagery
4. Imagery
5. Let's talk about callback
5. Let's talk about callback
September 11, 2019
September 11, 2019
1. The Legacy of Gander
1. The Legacy of Gander
September 11th is a Day of Remembrance. As we honor those who lost their lives on this day in 2001, make a list of at least 10 things in your life that you are thankful for.
September 11th is a Day of Remembrance. As we honor those who lost their lives on this day in 2001, make a list of at least 10 things in your life that you are thankful for.
2. Keep editing "I Am" poem and "I Am Not" poem, use the scoring sheet and self-assess
2. Keep editing "I Am" poem and "I Am Not" poem, use the scoring sheet and self-assess
3. Let's make our reading schedule for Lost on a Mountain in Maine, there are 12 chapters, a foreword and an afterword
3. Let's make our reading schedule for Lost on a Mountain in Maine, there are 12 chapters, a foreword and an afterword
4. Imagery
4. Imagery
Targets: LS3a. Expressive writing-- generate ideas through journaling and writing the I am poem!
Targets: LS3a. Expressive writing-- generate ideas through journaling and writing the I am poem!
September 10, 2019
September 10, 2019
Welcome! We will try to all sign the Tenets during SSR today and finish star 360
Welcome! We will try to all sign the Tenets during SSR today and finish star 360
1. Open up your "I AM" poem and look for/write/edit your first line, be ready to share! Reminder that you need to say positive things about yourself in this poem (that's one of our tenants-- being kind to yourself and others)
1. Open up your "I AM" poem and look for/write/edit your first line, be ready to share! Reminder that you need to say positive things about yourself in this poem (that's one of our tenants-- being kind to yourself and others)
2. Library!
2. Library!
September 6, 2019
September 6, 2019
Welcome! We will try to all sign the Tenets during SSR today
Welcome! We will try to all sign the Tenets during SSR today
1. Open up your "I AM" poem and look for/write/edit your first line, be ready to share! Reminder that you need to say positive things about yourself in this poem (that's one of our tenants-- being kind to yourself and others)
1. Open up your "I AM" poem and look for/write/edit your first line, be ready to share! Reminder that you need to say positive things about yourself in this poem (that's one of our tenants-- being kind to yourself and others)
2. Star 360 assessment
2. Star 360 assessment
Go to your U32 bookmarks, find star 360, click on it
Your login is your email: mbove24 and your pass is your lunch number (I can find it if you don't know it)
Choose Hollis or Mary and choose the reading assessment
monitor pass is: admin
3. Finish Writing your "I AM" poem!
3. Finish Writing your "I AM" poem!
please open this document, go to file, make a copy, and save the poem to your LA folder in google drive
Targets: LS3a. Expressive writing-- generate ideas through journaling!
Targets: LS3a. Expressive writing-- generate ideas through journaling!
September 3, 2019
September 3, 2019
Welcome! I'll check in with you if I haven't seen your letter/summer reading while we settle into the day with SSR, please sit in your same seats from Friday
Welcome! I'll check in with you if I haven't seen your letter/summer reading while we settle into the day with SSR, please sit in your same seats from Friday
1. Have you ever heard the rule 'no white pants after labor day'? Not many people follow it anymore-- it is rather silly. Turn and talk with your table about a silly 'rule' for after labor day. Remember that labor day is the unofficial end of summer so it might have something to do with the what the end of summer means for you. For example: no maple creemees from the cider mill after labor day :-(
1. Have you ever heard the rule 'no white pants after labor day'? Not many people follow it anymore-- it is rather silly. Turn and talk with your table about a silly 'rule' for after labor day. Remember that labor day is the unofficial end of summer so it might have something to do with the what the end of summer means for you. For example: no maple creemees from the cider mill after labor day :-(
2. Here are our tenets, we worked to incorporate all of your thinking and ideas. Thank you for your work to make these your own! We saw where some of the tenets you suggested fit into ideas already written another way. Where might you see being on time? Being nice? No bullying? Listen to others? Take care of yourself and others? Get your sleep?
2. Here are our tenets, we worked to incorporate all of your thinking and ideas. Thank you for your work to make these your own! We saw where some of the tenets you suggested fit into ideas already written another way. Where might you see being on time? Being nice? No bullying? Listen to others? Take care of yourself and others? Get your sleep?
3. Scavenger hunt follow-up
3. Scavenger hunt follow-up
4. Reading Survey
4. Reading Survey
5. Writer's notebook/Reader's notebook
5. Writer's notebook/Reader's notebook
please open this document, go to file, make a copy, and save the poem to your LA folder in google drive
Targets: LS3a. Expressive writing-- generate ideas through journaling!
Targets: LS3a. Expressive writing-- generate ideas through journaling!
Here is an example:
I AM
I am a hilarious girl, as carefree as a Saturday afternoon.
I wonder if the sun ever sets in the middle of the day anywhere on earth.
I hear the stomping of a hundred mustangs on the desert in Arabia.
I see a horse with golden wings soaring into the sunset.
I want to ride swiftly over a green meadow.
I am a hilarious girl, as carefree as a saturday afternoon.
I pretend to be an olympic runner.
I feel the sky pressing down on me as I jump in the air.
I touch the clouds when there is mist and fog in the air.
I worry that I’ll fall down and won’t know how to get back up.
I grieve when love leaves.
I am a hilarious girl, as carefree as a Saturday afternoon.
I understand that I will not be here someday.
I say, let us all be free.
I dream about the day when I will have my own house.
I try to be the best person I can be.
I hope to lay in the sun as many days as I can.
I am a hilarious girl, as carefree as a Saturday afternoon.
August 30, 2019
August 30, 2019
Welcome! You'll find your seat with your name.
Welcome! You'll find your seat with your name.
Remember to turn in letters and summer reading!
Remember to turn in letters and summer reading!
1. Let's start with a one word whip around- how would you describe the first week?
1. Let's start with a one word whip around- how would you describe the first week?
2. Tenet activity
2. Tenet activity
3. Scavenger hunt
3. Scavenger hunt
4. Reading Survey
4. Reading Survey
5. Writer's notebook/Reader's notebook
5. Writer's notebook/Reader's notebook
How do you write for 7 minutes?
--Let go of your judge, it doesn’t have to be ‘good’, it doesn’t have to follow grammar or spelling rules, it doesn’t have to look perfect on the page. Writers write a lot and a lot of what they write is fodder-- it’s just stuff in their heads that they get on the page to use bits and pieces of later for pieces they polish up. The goal of the writer’s journal is just to have a lot of writing in it… a lot! Quality doesn’t matter at all, it’s all about quantity!
--Don’t like the prompt? Skip it and write whatever you want!
--Here’s a trick-- keep your pen/pencil on the page. Keep it moving.
--You can always write stream of consciousness, literally whatever is in your head!
WEEK 1
WEEK 1
Nerves. First days at school, camp, a new job can be nerve-wracking. Write about a memorable first day experience of your own or make one up, whether funny, mortifying or sad.
Nerves. First days at school, camp, a new job can be nerve-wracking. Write about a memorable first day experience of your own or make one up, whether funny, mortifying or sad.
Education. What improvements would you like to see at your school this year? Longer lunches? Later start time? More play, less work? Write a persuasive letter to your school officials, making a case for positive changes.
Education. What improvements would you like to see at your school this year? Longer lunches? Later start time? More play, less work? Write a persuasive letter to your school officials, making a case for positive changes.
Targets: LS3a. Expressive writing-- generate ideas through journaling!
Targets: LS3a. Expressive writing-- generate ideas through journaling!
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