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=**This space is reserved for students in Period 5**= (Remember, read the prompt here and then click on the discussion link above to make your comments.)

**April 14, 2009 //Fever, 1793 by Laurie Halse Anderson//**
**Do Now:** What do you believe Philadelphia was like in 1793? What were the advantages and disadvantages of living in the countryside outside of Philadelphia? How ws the life of a 14-year old in 1793 different from the life of a 14-year old today? In which period would you rather live? Why?

Class: Didactic Journaling. Begin a **Didactic ** Journal. Recored the following information each day you read:  Date /// What I read / / / Comments/Questions about what I read / / / Observations about my Reading Process// April 2, 2009

Do Now: "Favorite Family Recipies"

Add a favorite family recipe for our upcoming Team Tayanq'di Wiki Cook Book. Make sure your entry is under the discussion tab for your class period.

March 18-19, 2009

**Do Now**: Modifiers: words, phrases, or clauses that describe a subject

Question: What’s wrong with the following sentence?

After putting on the virtual-reality headgear, a giant anaconda dropped in front of my face and scared me silly!

Corrected sentence:

After putting on the virtual-reality headgear, I was scared silly by a giant anaconda that dropped in front of my face!


 * Next: Do you pick your nose?** “Talking to the Text”

Team up with a buddy or two; spilt up the booger article, decide who’s reading which paragraph, and “Talk to the Text.”

March 17, 2009

Do Now: **Review Compound Sentence Post-Test Resu**lts

Next: 5 Gr. 8 Writing Practice Test Questions

Class: Touching Spirit Bear, chapters 19 - ___

March 16, 2009

Do Now: Making Comparisons and Rank Ordering Preferences; Patience, Gentleness, Strength, Honesty

It is important for you to acknowledge your preferences and to have the opportunity to see how these compare with those of other students. A preference for one thing does not discount the next thing.

Next: **5- Gr. 8 Writing Practice Test Questions per day**.

Class: **//Touching Spirit Bear//, chapters 18-28.

March 5, 2009

Do Now: Yesterday, we read an article about Energy Drinks. Your writing prompt is this: Why might producers put so much caffeine in Energy Drinks?

Class: Students will user "Clickers" to take a 28 question practice SBA exam. This same exam is located on Skills Alaska, therefore students are encouraged to try the exam over Spring Break.

Students are also encouraged to complete their wiki assignments, and attempt the practice work I've placed on the Skills Tutor "side" of Skills Alaska.

March 4, 2009**


 * Do Now**: "Talking to the Text" Students will pair share "Energy Drinks," (See Hand Outs page). The task is break the article into small manageable paragraphs; students will alternate reading, talking to the text, and taking notes. In the end students will summarize and paraphrase the main ideas and most important supporting details for the article.

March 3, 2009

Do Now: Silent Write or Reflective Journal This activity reinforces the skill of reading for evidence and for extending student knowledge abut the relationship between behavior and character.

Directions for a Reflective Journal: In the first column, describe an event from the novel that stands out for you as being particularly emotional. In the second column describe how the event makes you feel and in the third column, explain how the event and your feelings around the event influence how you feel about Cole.

Class: Novel, Touching Spirit Bear by Ben Mikaelsen Aim: A.C.T.I.V.E. Reading Strategies Ask Questions Connect to Self Track down information Infer Visualize February 25, 2009


 * Do Now:** Answer the following questions. Provide page numbers and quotes (where necessary) to support your answers.


 * Chapter 7.**

1. Why does Cole feel he needs a weapon? What weapon does he make?

2. Cole feeds "green" wood into the fire to create smoke. How does this benefit him?

3. What does Cole do to alleviate his hunger? How long have you gone without food?

4. Cole woke up in the middle of the night from the stillness. What was about to happen?

5. What did Cole do when he saw the Spirit Bear at the mouth of the bay? Why did he do this, and what was he thinking?
 * Chapter 6.**

1. Discuss one time Cole's mom tried to intervene when Cole was being beaten. 2, Discuss the solution Garvey comes up with at the Circle Justice meeting that allows Cole not to be sentenced to jail -yet. 3. Discuss the purpose or Big Idea with Circle Justice. Do you think it can work, or is jail a better option? 4. Discuss Garvey's quote, "If you go to jail, I wouldn't bet a nickel on your future."

February 23 -24 2009

 * Do Now**: I'm asking you to focus on the following four questions for the next few chapters. You may post your comments under the discussion's tab, have classroom discussions, and/or wait for my return on Wednesday to post your comments. Regardless, you are responsible for the reading, and to have a response for each discussion question.

1. Discuss the destructive and constructive decisions Cole Matthews makes. Discuss the //true// reasons behind the decisions. Discuss a time you made a destructive or constructive decision and the outcome of that decision.

2. Animals/nature play an important role in this book. Discuss the lessons Cole learns from various animals and how those lessons contribute to his recovery. Discuss how nature or an animal helped teach you a life lesson.

3. Discuss the concept of Circle Justice and how it differs from traditional treatment of offenders. If you had been Cole Matthew’s which route would you have chosen?

4. Discuss the symbolism of the circle in Touching Spirit Bear.

**February 12, 2009 LA**
**Do Now**: **Parts of Speech Video Review**  NOTE: I will place a copy of our //Speaking Bubbles// Hand-Outs on our Team Webpage Hand-Outs' Folder
 * Next**: Student Activity #2 //Speaking Bubbles//

Behavior is a major theme in this novel. When Cole is offered the chance to take responsibility for his behavior and heal himself and the community through a Circle Justice, he grabs it but for all the wrong reasons. While Cole cons everyone who is trying to help him into believing that he sincerely wants to change, he fully intends to escape their brand of justice and to continue being in control of his own life. Cole’s character is particularly good for providing you with an opportunity to explore how a person’s behavior shapes who they become. Think of the words to describe Cole’s behavior throughout the novel. Copy these behavior words into the speaking bubbles on your handouts. Provide evidence of the behavior by finding quotes that demonstrate the behavior. Class: //Touching Spirit Bear,// Chapter 3

**February 11, 2009**
**Do Now**: Student Activity #1: //Word Splash//

Noting similarities and differences is one of the most powerful ways to connect to what you are learning and to what you already know about a topic. “Word Splash” is a learning strategy that asks students to sort and classify words, while explaining the connections and the relationships between the words or concepts.

Select one partner to work with. Cut up the word list. Sort the words into categories. Make lists and give headings or titles that explain your categories.

**Next:** Review Parts of Speech (Discovery Education Movie Clip)Click here:[|Parts of Speech]

**Class**. Chapter 2 of //Touching Spirit Bear//

//Focus: Identify main and minor characters; begin to develop an “image” of each main character.//
 * February 10, 2009**


 * Do Now:** Social and Emotional Learning Standards for Middle School Students.

Effective today you'll begin seeing something new on your progress reports. I've added four categories of social and emotional learning standards. Each standard is graded on a scale of 1 - 4, 4 being the highest rating possible. They are:


 * Self-Awareness:** students demonstrate awareness of their emotions; students demonstrate awareness of their personal traits; students have a sense of personal responsibility.


 * Self-Management:** students demonstrate an ability to manage their emotions constructively; students demonstrate honesty/integrity; student uses effective decision-making skills; students demonstrate ability to set and achieve goals.


 * Social-Awareness:** students demonstrates awareness of other peoples's emotions and perspectives; students demonstrate consideration for others and a desire to positively contribute to his or her community; students demonstrates an awareness of cultural issues and a respect for human dignity and difference; students can read social cues.


 * Social-Management:** students use positive communication and social skills to interact effectively with others; students develop constructive relationships; students demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.

Question: How do you feel about my plan? What possible reason might I have for adding these items to your progress reports?

February 9, 2009

Do Now**: Compound Sentence Lesson** 2A Next: **Read the following quote from our next novel, //Touching Spirit Bear//. Your question is: Have you ever benefited from "one //last// chance?" Please explain your answer.

"Each time he got into trouble, he was warned to shape up because this was his last chance. Even the day he left for the island, several of those who gathered to see him off, including his parents, had warned him, “Don’t screw up. This is your last chance. ' Cole braced himself for the next big wave. Whatever happened, he could always count on having one more //last// chance.' "

**Class: **Introduction to //Touching Spirit Bear// by Ben Mikaelsen; pages 3 - 8. 1. How does our behavior shape who we are? 2. Does our behavior matter? 3. Why is it important? 4. Does the way in which other people see us ever cause us to change our behavior? **


 * February 6, 2009**


 * Do Now**: **Self-Reflect

Our teacher says, "We have to grade ourselves." We think he's just too lazy to do it himself. After all, isn't that his job? What's the point really? Mr. L., that's the teacher I'm writing about, says, "It's important to own our eduction," whatever that means. He goes on to say, "Only we know if we've put forth the effort these past weeks."

Grade yourself using a percentage out of 100. Do not use letter grades, and provide a summary and evidence for your grade. Since January 5, we've done a persuasive essay with a TV Commercial Script; students chose between a compare and contrast essay (Ya Ya Quilt) and a Procedure (How-To) Essay. Students have worked on building compound sentences, and writing prompts on Team Tayanq' di's wikispaces.com account. Be persuasive, show reasons with proof. The better the argument, the better the grade.**


 * February 5, 2009**


 * Do Now**: Remembrance

For my grandmother Charce S. Chapman. I remember...we collected wild strawberries And made mud pies and built Block houses and guided Our cart down the supermarket aisle And picked carrots and wasted Dishes and baked cookies and cut Paper dolls and watched chickadees And played checkers and ate scrambled eggs and Took our time on the stairs And you never told me you were dying.

--Lindsay O. Think of someone you care deeply about (they might still be alive). Using Lindsay's phrase "I remember....we" and her style of linking one thing to another, write out the things you have done with this person as quickly as you can.
 * I wanted to chance to say goodbye.**


 * Class**. Pre-Production of Student T.V. Commercials.
 * February 3, 2009**

**"You will fail 100% of the time on any task you don't attempt."**
What do you regret? Describe something you regret not doing, trying, finishing, or a promise you didn't keep. What made you break your promise, quit, or give up? How do you feel about it now? What have you learned from quitting? Does quitting teach?


 * Class:** Complete your final drafts of your compare and contrast essay or your process description essay.


 * January 28 -30, 2009**


 * Do Now**: Want Add

Write a want add. You're going to advertise for an assistant. What would his/her job be? What would their daily duties be? How much would you pay them? What benefits would you offer?


 * Class**: Write a 5-paragraph Compare and Contrast Essay or Write a 5-paragraph Process Description Essay.

Ya Ya Quilt. The Ya Ya Quilt is a metaphor for what you choose to share with the world and what you work hard to keep hidden away. Just like the quilt hanging on the wall with the "good side" out; compare and contrast what you choose to share with others against what you work hard to keep hidden. Remember as always if you don't want the world to know, then don't write it down. You may choose to do the next assignment.

The Process Description Essay is a detailed step-by-step essay about how to do something. It might be a favorite family recipe, a secret to how to access a "level" on a favorite video game; or perhaps you have a "sweet" application on your iTouch, or iPod you what everyone to know about.

Your chosen essay must have a minimum of 5-paragraphs, including an introductory paragraph, three body paragraphs and a closing paragraph. You much turn in your selected graphic organizer, drafts, and final draft. I will use the 6-Traits of Writing 36-point scale to grade your work.

**January 24-25, 2009 Weekend Challenge** Write a 3-part topic sentence which includes your topic, a strong verb, and a statement (persuasive) about who you perceive this issuePlease don't ask me, "How many sentences or paragraphs I need!"Don't forget a strong clincher/closing sentence or paragraph Make sure you've used:
 * Do Now:** What are the consequences of Fear? Write a short composition (aka essay) about this topic.
 * HERE'S HOW:**


 * a variety of sentence types (Simple, Compound, Complex)
 * the same point of view throughout
 * the same tense throughout
 * correct paragraph format
 * transition words and transition sentences between your paragraphs

**January 23, 2009**
--Henry Ford I selected this quote specifically because of all of you. You are so easily disappointed that I fear you've learned to give up on yourself. Not everything you'll do will succeed; you'll fail many times. Without failure, nothing really meaningful can be learned. Therefore, what exactly might this quote teach you, today, right this very moment? What is Mr. Ford's lesson for all of us?
 * Do Now:** "Whether you think that you can, or that you can't, you are usually right."

 **Class**: Writing the persuasive essay; a 30-second TV commercial script.

**Do Now:** //**Explain to the Aliens**//
====If you were trying to explain middle school students to visiting aliens, how would you do it? Imagine that the aliens wanted you to classify teenagers into four groups. Consider personality, geographic location, race, class, intelligence, physical aptitude, and other factors, and then come up with your four groups.====

A coordinating conjunction is a word that is used to join two independent clauses.
====There are seven coordinating conjunctions. they may be used, one at a time, with a comma to separate independent clauses: for, and, nor, but, or, yet, so. Do you see any way to remember these seven coordinating conjunctions? "FAN BOYS"==== ====Another way of joining two independent clauses is to use semicolon. A semi-colon is used whenever you don't want to use a coordinating conjunction. Maybe you've already written two compound sentences with coordinating conjunctions in a paragraph.====

**January 20, 2009**

 * Do Now**: //I'm Grateful//

Even the dreariest, most awful weeks aren't bad twenty-four hours a day. Think of a few things that have happened this past week that you're grateful for.


 * Class**: Writing Dialogue. Each of you are preparing TV Commercial Scripts. A script is full of "dialogue."


 * Academic Vocabulary**


 * dialogue**: the conversation between characters in a story or other work
 * direct quotation:** a speaker's exact words.

Dialogue can be used to relate a story and show what characters are like. To make sure readers know who is speaking, follow these rules:
 * HERE'S HOW:**
 * Rule 1**. Enclose a speaker's exact words in quotation marks. Mark the beginning and end of a direct quotation. If you divide a direct quotation into two parts, inserting words like he said or she said enclose each part of the quoted remark.

One-Part Remark; "All crew assemble on deck," ordered the captain. Two-Part Remark: "The ship," said the captain, "is unsinkable."

Two-Part Remark: "The ship is unsinkable," he said, "because of its hull."
 * Rule 2.** Use a capital letter to begin a quoted remark. However, begin the second part of a divided quotation with a lowercase letter unless it's a proper noun or a new sentence. One-Part Remark: The captain thought a while and said, "Unsinkable!"


 * Rule** 3. Use commas to set off explanatory words such as he said, she said, etc. These commas come outside the opening quotation mark and inside the closing one.

Beginning: The captain said, "The ship is unsinkable." Middle: "The ship," the captain said, "is unsinkable." End: "The ship is unsinkable," the captain said.


 * Rule 4**. Always place a comma or a period inside the closing quotation mark. If a direct quotation is a question or exclamation, place the question mark or exclamation point inside as well. But, if quoted words are part of a separate question or exclamation, place the end punctuation outside the quotation marks.

Question: "Have we hit an iceberg?" a crewman asked. Exclamation: "Get to the lifeboats!" ordered the captain. Exception: Did I hear him say, "I don't think we're sinking?"


 * Rule 5**. Show a change in speaker with a new paragraph.

Example Dialogue "Did you know that the Titanic was not the only ship lost at sea? Ava asked. "What other ship was lost?" replied Linda. "In 1840, the President sank during its third voyage," explained Ava.

**January 13, 2009** "Always be a first-rate version of yourself, instead of a second-rate version of somebody else." --Judy Garland Great quotes serve as even greater writing prompts. Write for 5-minutes. Does this quote hold any special significance in your young life? Please explain your answer.
 * Do Now**: In Wikispaces:
 * Next:** //**The Assessment Center**//

Use the Hand-Out for “**//The Assessment Center//**” to navigate to the log-in page Look up your userid and password Begin the assignment
 * Class****:** Write a TV Commercial Script (Persuasive Writing). Using your story board/map, write a TV Commercial Script. Be sure to use your completed story map as a guide. Remember the lesson on writing dialogue (scroll down to January 9).


 * Aim:**
 * Writing (Drafting)
 * Ideas
 * Organization
 * Voice

Do Now: Social Networking Web Sites
==Social networking Web sites like My Space.com have received a lot of negative attention recently leading many people to call for more regulation of these sites to protect children and teens. Write a persuasive essay arguing for or against regulating social networking sites.== =This space is reserved for students in period 5= (Remember, read the prompt here and then click on the discussion link above to make your comments.)January 5, 2009

What's //in// a TV Commercial Script?
 * Do Now**: What is the product your team intends to sell, provide, or provide education? What is the problem, the solution, and the transformation?
 * Class:** What's a TV Commercial Script? It's a type of persuasive writing that tries to convince viewers to buy something. I love TV, and I've always wondered what goes into writing a commercial. This should be a lot of fun!


 * Product:** The product is the item or service that the seller wants viewers to buy. It's the main focus of a commercial script.
 * Sales Technique**. Every commercial has a gimmick. Some ads use celebrities to pitch products; others play out a simple story, featuring the product. Sales techniques also include catchy songs, cartoons, and demonstrations.
 * Attention-Grabber.** A commercial has to get viewers interested right away. It's important to use words and images that will grab people's attention at the beginning. One way to do this is to include short, snappy sentences.
 * Call to Action**. Many commercials end by calling on viewers to act --to buy a product, attend a show, donate to a cause, etc. Often, this suggestion is introduced early in the commercial, but leaving viewers with a final thought also works well.

=
Do Now: Decide with whom you'd like to create a persuasive commercial. You'll be required to make frequent WIKI team updates. I'll need to know with whom you're working, and after you've made the decision (as a team) exactly what are your three Story Core Elements.======

Class: Seeing Stories Through the Story Core (Jason Ohler)
Please go to the hand outs folder on the team's webpage for a hand out of Jason Ohler's "Story Core" Graphic Organizer The //story core// is a planning tool that students use to identify the following key components of their story that compose the essence of their narrative:


 * Problem**: The central challenge that creates the story’s tension and forward momentum.


 * Solution:** Character transformation that facilitates the response to the challenge.


 * Transformation**: The response to and resolution of the challenge that resolves the tension and leads to story closure.

January 6, 2009
“An educational system isn’t worth a great deal if it teaches young people how to make a living but doesn’t teach them how to make a life.” --Anonymous
 * Do Now**: Making a Life

React to this quotation by writing a paragraph reflecting on how it applies to you and your future. Will your paragraph be descriptive, narrative, informative, or persuasive? Do you feel your education has taught you how to make a living and how to make a life? Will you rely on college to teach you about life, or do you feel your current level of education is sufficient?

**CLASS: Types of Paragraphs**

 * Academic Vocabulary**
 * **paragraph**: a group of related sentences that work together to develop a single idea
 * **topic sentence**: states the main idea of the paragraph; usually appears as the first sentence
 * **descriptive paragraph**: describes a person, place, thing, or experience
 * **narrative paragraph**: tells a story or relates an incident
 * **informative paragrap**h: explains, or informs, by presenting facts
 * **persuasive paragraph**: presents an opinion and tries to convince readers to agree wit that opinion
 * **clincher sentence**: usually restates the main idea at the end of a paragraph or provides an interesting point that motivates readers to continue on

**HERE’S HOW**
 * Step 1**: Decide on the purpose for your paragraph.
 * Step 2**: Write a topic sentence
 * Step 3**: Choose strong details. Make a list, or diagram of the details you want to include in your paragraph. These details will be the basis for your sentences. Remember that each detail, or sentence, must support the paragraph’s main idea, or topic sentence.
 * **Descriptive paragraph** - use sensory details that help readers see, hear, smell, or feel the description.
 * **Narrative paragraph** -- include a beginning, middle, and end. Use transition words, such as first, then suddenly, to connect sentences.
 * **Informative paragraph** --present information in the form of facts, definitions, explanation, examples, and descriptions, include signal words, such as dates, and first, second, and third.
 * **Persuasive paragraph** -- state your case and then choose details that defend it. Details should try to persuade other to agree with your point of view.
 * Step 4**: Write a concluding sentence. Concluding sentences are often called clincher sentences. A clincher sentence usually summarizes the paragraph’s main idea. A writer can restate the topic sentence using different words. Or, in a longer work, a clincher sentence can make the reader want to continue reading.

January 5, 2009
Do Now: Writing anything is hard work. Writing a short story is really hard work. So lets begin with writing a mini-saga. Mini-sagas are extremely short stories --just fifty-words long; no more, no less. Yet, like all stories, they have a beginning, a middle, and an end. Use the "Discussion " link above and try writing a mini-saga yourself. Here is an example to hook you.

//**A Life**// by Jane Rosenberg Joey, third of five, left home at sixteen, traveled the country and wound up in Anchorage with a wife and kids. They take turns, the kids play outside, and ends never meet. Sometimes he'd give anything to walk away, but he knows he's only got a year, and she doesn't.