It takes time to update this site. I try to post homework details by 3:30 at the latest each day. Updating the Daily Class Notes and new Handouts may not be ready until 4.

Homeroom notes:

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Daily Notes 9/30/20 (MON)

1. Reviewed homework directions -- students wrote into agenda.

2. Students used 3 study strategies, VISUALIZE, SOUND, ACTION to help memorize the list of the 10 Train Brain strategies.

• Students connected to this morning's Daily 2 when the weather forecaster repeated the word RAIN in a low depressed voice 3 times. We noted that the SOUND of the REPEATED word made our brains notice and remember.

I gave the example of how I might remember the study strategy of PERSONALLY CONNECTing to a term by

• making a VISUAL doodle of a magnet snapping to something
• SAYING the word CONNECT -emphasizing the clicking sound at the end(using Sound)
• as I interlock my fingers (using ACTION)
• Students in some classes noted that Mrs. Cordone and Ms. Sabonis use the strategy of ACTION while learning new vocabulary and it works for them. We are using this for this simple list of strategies to practice HOW to apply the strategy to things that will be more complex and harder to remember in the future.
• Students will do what we did in class (think of a visual, sound and action) for the part of the list they did not finish in class. THIS uses the CHUNKING strategy.

3. I reviewed WHERE to find handouts and the need to fill in FULL study guide from memory to identify what to work on before THURSDAY's quiz.

4. GROUP DISCUSSION OF NOVELS:

• We reviewed green handout that stays in class that lists some basic reminders about how to listen and speak productively for CIVIL DISCUSSION. Students identified one area they will try to improve on and help others with. (My issue to work on would be to let others speak!) We ALL have a weakness and a strength in group work.
• Students then began sharing opinions, summarizing what they have read, and digging into answers and examples used on the reading log.
• AFTER DISCUSSING EACH QUESTION, STUDENTS NEED TO USE A PEN TO ADD to their Reading Log answers--a detail, example, or observation learned from the discussion that they had not included in their Log for homework.
• We will finish the Week 1 discussion tomorrow and begin work on a short story. You do NOT NEED TO DO MORE READING IN THE NOVEL. YOU WILL HAVE NEW LITERARY TERMS to find and sticky-note for WEEK 2 reading logs later this week.

Daily Notes 9/27/20 (FRIDAY)

1. Reviewed homework directions to pay close attention to -- students wrote into agenda.

2. Students had 15-20 minutes to work on Reading Logs Homework in class. I circulated to see if sticky-note homework from hight before was done correctly so it guides completing the Reading Log due Monday.

3. I handed out and explained Study Guide for test next Wed or Thursday on 10 Train Your Brain Study Strategies and how to use them to learn the literary terms related to genre and exposition, and the 2 mechanics issues related to spelling "beginning" and how to write titles correctly.

Daily Notes 9/26/20 (THURS)

1. Reviewed homework for tonight and students wrote into agenda. Explained what I expect for the novel discussion questions students will write on the LAST page of the Week 1 Reading Log--due Monday.

2. EXPOSITION review: Continued sharing skits to learn parts of Exposition through action and discussion.

3. TECH check in: In most classes, students signed into computers to help me diagnose any problems that may have come up with saving hw in One-Note. A student figured out that if the saved work doesn't show right away, press refresh. We have fewer issues each day.

4. "MANY STONES" REPORTING OUT: SOME classes had small group discussions of some of their answers to the "Many Stones" and "Robben Island" readings and hw.

The yellow class had an in-depth full class discussion of how to put yourself in the shoes of characters to fully understand a story and apply it to your life and times. Other classes will have this tomorrow.

5. How to study for TRAIN YOUR BRAIN Study strategies quiz. MOST classes began to mark up the Train Your Brain study strategies Handout I gave out today to note WHICH strategies we used to learn the 3 parts of the Exposition Definition. We also color-coded the list of 10 strategies to find connections between items on the list--for example we highlighted Action, use visuals, and sound as similar since they all relate to using several of the 5 senses to learn.

Some students applied the VISUAL strategy by drawing little pictures next to each strategy. For example, a magnet for CONNECT, Eyeball for FOCUS...

Daily Notes 9/25/20 (WED)

1. Reviewed homework for tonight and students wrote into agenda.

2. We went through several of the TRAIN YOUR BRAIN strategies to learn our first NEW literary term EXPOSITION.

• We used the strategies of FOCUS and TAKE ACTION by writing the full definition (all 3 parts) of EXPOSITION=SETTING (Time and Place) + CHARACTERS (and thier traits) + INCITING CONFLICT (the first problem) . It is the INTRODUCTION of a story.
• We used the strategies of CONNECT and FIND PATTERNS by applying the definition to the EXPOSITION paragraph that opens the Star Wars movie. All info is on page 1 of the Reading Log (a copy of the Wk 1 Reading Log is now also in the NOVEL UNIT section of your One-Note Notebooks).
• We used the strategy of creating a VISUAL by color -coding where the Star Wars writers provided SETTING (Time and Place) + CHARACTERS (and thier traits) + INCITING CONFLICT (the first problem) in the Exposition paragraph.
• Students then applied the definition by MAKING A PERSONAL CONNECTION and FINDING PATTERNS by writing an example of a story, movie, etc. that THEY can easily remember to understand the 3 parts of EXPOSITION.
• Students then made MORE CONNECTIONS and PATTERNS by working in groups with toys to create an EXPOSITION for a story by giving the toys a SETTING, CHARACTERS with traits, and an INCITING CONFLICT and sharing with the class. Some groups still need to share tomorrow.
• The class noted when students left out any of the 3 parts of EXPOSITION and when they went BEYOND EXPOSITION to build more tension or resolve problems. THROUGH this students learned the EXPOSITION NEEDS to include ONLY the first SPARK of conflict at the BEGINNING of a story.

Daily Notes 9/24/20 (TUES)

1. Students worked in their novel groups to divide the novels into seven sections to decide how much is due each week. I will give the deadline for getting reading done for each section as we move through the unit. students recorded the pages per section on a white handout that will be kept in the Lit Notes Section of your binder. Students put a smaller version of the pages due on a yellow sticky and put it in the novel.

2. We had a VERY brief review of how the Reading Log will work each week.

First page is always a study guide to any term to learn for the week.

Then there are 3 questions on the next 2 pages that connect to the terms on the first page.

Last page is to develop your OWN questions for small group discussion after the reading is done.

3. VERY BRIEF review of EXPOSITION--the term for THIS week. EXPOSITION is the INTRODUCTION of SETTING (time and place); CHARACTERS (and their traits); and INCITING CONFLICT (the first problem. )

4. Review of HOW to do homework on "Many Stones" tonight. Read closely and mark-up to note SETTING and CHARACTER details.

Daily Notes 9/23/20 (MON)

1. Classes were put into new groups for novel study unit. I used student responses to the book choice survey to put groups together.

2. Students received their group's novel and put their names on sticky-notes placed at the front and in the middle of the novel so novels can be returned if lost. WE HAVE NO extra copies of many of the books, so BE SURE your name is in the novel and DON'T leave the book at home or behind in classes. No need to take the book home tonight--there is NO assigned reading yet. Bring the novel to class EVERY DAY.

Classes had quick review of background info on Nelson Mandela and the Robben Island prison. Students logged on to the the One-Note Class notebook page to get the the Virtual Robben Island Tour. I reviewed how to answer the questions ON the Class Notebook page. Answers done in the notebook automatically save and do NOT need to be downloaded, uploaded or shared. Just be VERY SURE your screen says SAVED at the top before exiting.

HANDOUTS: NOVELS

Daily Notes 9/20/20 (FRI)

1. Orange class had quick pop-quiz that will not count to see what they remembered from their Homework. I will give pop-quizzes that DO count in the future as a way to see if students are focusing and learning during homework or just rushing through. A pop-quiz also helps review and lets students know what they will need to study more for a real quiz or test. Other classes had this yesterday.

2. We reviewed NEED for STORIES that goes back to earliest man--related to Social Studies in which students are learning about cave drawings of stories done by our earliest ancestors. We reviewed the stories come from EVERYDAY details we can all connect to. We all have met characters in our lives that could be IN stories.

3. Students shared stories and characters in small group discussions and then we shared a few and found out the one student's story often sparked others to enjoy.

4. Students completed steps 1 and 2 on the "We Need Stories" story starter handout.

5. We began review of background to what will be our FIRST short story about a tour of Robben Island prison. Prisoners there said one of the things they needed most was STORIES from home. We will learn about Nelson Mandela's time in prison and how HIS story inspired others.

HANDOUTS: Story Starter "We Need Stories" page. Available through Homework Hub page.

Daily Notes 9/19/20 (THURS)

1. Students had quick pop-quiz that will not count to see what they remembered from their Homework. I will give pop-quizzes that DO count in the future as a way to see if students are focusing and learning during homework or just rushing through. A pop-quiz also helps review and lets students know what they will need to study more for a real quiz or test.

2. Students used their completed book option notes packets to complete a survey in Teams that will help me form book groups. See yesterday's class notes if you needed to finish taking notes on the book items before completing the Book Choice Survey form.

3. Students who had trouble printing last night's homework were allowed to print it in class. Keep the printout in the Lit Notes Section of the ELA binder.

Students who did not TURN IN the Genre review homework digitally were shown how to close the finished worksheet and click the TURN IN button on the Teams Assignment page.

If done with all of the above, some students had time to begin a short writing assignment that we will continue in class tomorrow.

NO Handouts needed tonight.

Daily Notes 9/16/20 (MON)

1. Students who still owed summer reading (due to absence or failure to meet last Friday's deadline, were asked to come to my desk to turn in the work for credit.

ANYONE who was not absent last week who has not yet turned in the summer reading project MUST do so tomorrow, Tuesday, to get ANY CREDIT. I am after school tomorrow if you need help to finish.

2. Students worked on SRI reading diagnostic test in the computer lab. If you STILL have not finished SRI, see me during the 20 minutes tomorrow and/or after school to finish.

3. Binder set-up: Label dividers LIT NOTES; VOCAB: and WRITING and put 10 sheets of paper after each divider. Bring binder and folder every day.

4. Students received an in-class handout to begin taking notes on the 20 book options for our novel unit. We will continue reading summaries and sample pages and taking note in class tomorrow and Wednesday. This is not homework.

Daily Notes 9/13/20 (FRI)

1. EACH student came to my desk to turn in a planner and project or to explain why there was difficulty meeting the deadline.

It is early in the year, so let's work on strategies to problem solve so work comes in on time in the future if it did not come in on time today.

2. Students worked on SRI reading diagnostic test in the computer lab. If you were absent, we will be in the lab again next Monday or Tuesday to finish.

NO NEW HANDOUTS TODAY

Daily Notes 9/12/20 (THURS)

1.Students worked all period on their Crash final projects.

• I helped students store their documents in One-Drive to access from home to finish. I checked in on student questions.

NO NEW HANDOUTS TODAY

A FEW students turned in finished projects. ALL will be collected tomorrow.

Daily Notes 9/11/20 (WED)

1. I REVIEWED HOW TO NAVIGATE THIS WEBSITE.

• Spent the most time reviewing the NEED TO READ THIS YELLOW DAILY NOTES CLASS SUMMARY EVERY DAY! It will be a way to review and study a little (for 2-3 minutes) every day instead of leaving everything for a night before a test. This is your ELA textbook.
• I BOLD and CAPITALIZE the most important points so at LEAST read those.

2. Students had rest of class to WORK ON PLANNERS.

• If you BORROWED a CRASH book from me, RETURN IT DURING HOMEROOM. I had 15 and now have only 5!

3. Also reviewed that anyone messing around in computer lab will lose privileges to work on a computer in class and will have to stay after to do computer work.

NO NEW HANDOUTS TODAY

STUDENTS HANDED IN Scavenger Hunts in most classes. We will review in Blue class tomorrow and THEN turn them in.

Daily Notes 9/10/20 (TUES)

1. We reviewed student answers on HW expecataiont and HW policy sheet to see what a good answer would include.

• STUDENTS NOTED--
  • a good answer was clear and specific.
  • a good answer personally connected to the student so I understand you better.
    • When saying what you will work on or find challenging, you should offer a specific idea of HOW you might try to improve. For example, we noted that students who have trouble focusing might want to listen with a pencil to underline or take notes, or
    • doodle a picture related to what is being discussed.
    • You may ask a neighbor to gently touch you desk if you drift away...

2. A few classes reviewed answers to scavenger hunt so everyone knows where everything is! Students should CORRECT HOMEWORK AS WE REVIEW so your homework can be accurate notes to study from.

3. Some classes started work on PLANNERS to write specifics to use in our projects to show we all read carefully and thought deeply about the novel. I reviewed which planner works for each project option.

NO HANDOUTS TODAY

STUDENTS HANDED IN LATE HW and reading logs.

Daily Notes 9/9/20 (Mon)

Almost half of house 7A ELA did not turn in the HW assigned Friday

• We reviewed NON-NEGOTIABLE expectations, since so many folks did not follow the expectations for homework completion over the weekend. We reviewed IRONY--because NOT doing the HW that was about the need to do HW is ironic. Below in HANDOUTS box is a downloadable file with the list of the Non-Negotiable rules and expectations that we all copied into our binders.
• Sept 9 Agenda
  • Collected green sign-off sheet that was supposed to show that you read my blue Class and Homework Expectations sheet. Keep blue sheet in front of ELA binder.
  • Reviewed the summer Reading project options and had students mark up specific details that MUST be included for each option. See me tomorrow if you missed this review.

Daily Notes 9/23/20 (MON)

1. Classes were put into new groups for novel study unit. I used student responses to the book choice survey to put groups together.

2. Students received their group's novel and put their names on sticky-notes placed at the front and in the middle of the novel so novels can be returned if lost. WE HAVE NO extra copies of many of the books, so BE SURE your name is in the novel and DON'T leave the book at home or behind in classes. No need to take the book home tonight--there is NO assigned reading yet. Bring the novel to class EVERY DAY.

Classes had quick review of background info on Nelson Mandela and the Robben Island prison. Students logged on to the the One-Note Class notebook page to get the the Virtual Robben Island Tour. I reviewed how to answer the questions ON the Class Notebook page. Answers done in the notebook automatically save and do NOT need to be downloaded, uploaded or shared. Just be VERY SURE your screen says SAVED at the top before exiting.

HANDOUTS: NOVELS

Daily Notes 9/27/20 (FRIDAY)

1. Reviewed homework directions to pay close attention to -- students wrote into agenda.

2. Students had 15-20 minutes to work on Reading Logs Homework in class. I circulated to see if sticky-note homework from hight before was done correctly so it guides completing the Reading Log due Monday.

3. I handed out and explained Study Guide for test next Wed or Thursday on 10 Train Your Brain Study Strategies and how to use them to learn the literary terms related to genre and exposition, and the 2 mechanics issues related to spelling "beginning" and how to write titles correctly.