Warm up: Adjective notes and practice in the grammar section.
Today I clarified the "Negotiating Voices" assignment and I revised it because there seem to be a lot of questions about what you are asked to do. Please review the document again and do your best. All I ask is that you genuinely try to complete the assignment.
First and sixth period got work time today to create the rough draft of their letters. Fifth period was short-changed because of the fire drill and I was barely able to go over the information needed. Because of this unexpected event, and because I want to see your best work, rough drafts will NOT be due tomorrow. Instead, tomorrow will be a work day.
Your only homework is to complete the "Negotiating Voices" assignment. Tomorrow we will work on our rough drafts in class.
Warm up: Today the warm up was on Google Classroom. Take the Multiple Intelligence questionnaire and then upload a screenshot of your results to the assignment on Google Classroom.
Today's assignment was titled "Using the Words of Others". Everyone started their own Google Doc and put the proper heading on it. Then I went over the directions out loud in class. There is a link below to the written directions to today's lesson. It is important to note that we were NOT writing our letters today. We were practicing direct quotations, paraphrasing, and responding to the text using proper citations throughout. Upload the document when complete.
Yes you do have homework tonight! Check Google Classroom for the assignment titled "Negotiating Voices". Be sure to read the directions carefully. If you have any questions, you may reach me through email or Remind. This is due tomorrow.
Warm up: Vocab #1 week 3 of 4. Your Quizlet practice sets have been updated in the link to the right.
If I didn't check your notebook Friday, I checked it today.
Today we went over the writing prompt which will be our major grade for the first unit: "To Clone or Not to Clone". Please read through the prompt carefully to identify that you are writing a letter to the U.S. Senator from California expressing your approval or disapproval of cloning research.
On the back/second page of the document, create a T-Chart of evidence. Evidence in favor of cloning on the left and against cloning on the right. Then answer the questions below.
I then went over an outline of our letter format in class and we wrote our introductory paragraph and planned out the rest of the letter. Please see a classmate's for an example.
Finish gathering evidence on your T-Chart and answering the guiding questions.
Warm Up: Quickwrite
Notebook check today.
You were assigned a Newsela article for today. To get to the assignment, please visit Google Classroom. From there a link will take you to Newsela. You already have an account so please select that option when prompted. Then sign in using your GOOGLE account. Click on "binder" in the upper right-hand corner and you can scroll down to see the assignment. Please read the directions at the top of the article.
Have an awesome weekend!
Warm up: Vocab practice - Fill in the blank in the sentence with the correct vocabulary word from Monday. To save time each day in class, we will practice the procedure of having your warm up notebook out and ready when the bell rings. After the bell rings you will have 5 minutes to complete the warm up activity.
Since most teams needed more time to discuss their articles yesterday, we started the class period with completing our discussions and I-Charts.
The next activity is also posted on Google Classroom. You're asked to go to the Cloning page at Learn.Genetics and do the "Click and Clone" activity. Afterwards, complete the quiz "Is it cloning? Or not?" This will give you a better understanding of how cloning works. You're free to explore the site further once you have finished these two activities. There is a question posed on Google Classroom to complete before the class period is over.
Send your parent to Back to School night! I would love to meet them! Prize drawings for each period!
Warm Up: Pronoun practice - Identify the pronoun in each sentence.
Yesterday we became experts on one article by discussing it with a team of peers and working together to answer some questions about the article. Today, we switched teams so that each person would have a different article. Because all the new teammates haven't read each article, it was the responsibility of each expert to share their knowledge of their article with the team. (Ex. Yesterday the team read article 1, 1, 1, 1, 1, 1. Today the teams had a person from each of the previous teams so they collectively read articles 1, 2, 3, 4, 5, 6.) After sharing the title and a brief summary of the article, the students who had not read that article previously, used the information presented today to fill out the rest of their I-Chart.
We ran out of time in class and most people did not finish with their discussions so we will continue this activity tomorrow.
Warm up: Notes on different types of pronouns.
Today we split into groups of 5 or 6 to read different articles. When finished reading and discussing with the group, students filled out their "I-Chart" that was posted on Google Classroom. The I-Chart helps students to think more deeply about the article that they are working with.
Finish the I-Chart for your article. Be sure to bring your article with you tomorrow.
Warm up: new vocab words. Set 2 of 4.
Students worked on critical thinking questions about "Here, Kitty-Kitty-Kitty-Kitty". The questions can be found as a Google Doc on Google Classroom titled "Thinking Critically".
Finish the assignment if not finished in class.
Warm Up: Finish the sentences presented with the appropriate vocabulary word from Monday.
Today we read "against the grain", meaning we were questioning the author, instead of believing everything she tells us. To look closer at each argument, we highlighted arguments in support of cloning in YELLOW, and arguments against cloning in PINK. In the left hand margin, or wherever it makes sense to you, identify where this argument is coming from. In other words, who said it or presented it. And then identify HOW they presented this information. Which rhetorical appeal did they use? Ethos, pathos, or logos.
Finish what we worked on in class if not complete.
Picture day is MONDAY so come dressed to impress!
Warm-up: Quickwrite on the quote: "Any fact facing us is not as important as our attitude toward it, for that determines our success or failure.” - Norman Vincent Peale
Working again with our text, we read through with the intention of chunking the text into logical sections. For example, after the introduction draw a line across the page. Then continue drawing lines across the page to "chunk" the text into logical parts. Consider the content of each paragraph and any transition words you may see.
After chunking, use the left hand margin to summarize the content of each section. This is what the author "says". Then, in the right-hand margin, describe what the author is doing in each section. This is what the author "does". An example "does" statement would look like this: "introduces new information to support the previous argument". A does statement will always start with a verb.
Finish chunking and the "says" and "does" annotations.