Warm up: Vocab practice! That quiz is next Friday so please make sure you study! Remember that Quizlet link is right there. --->
Students were expected to have the rough draft of their letter completed today. Students who were prepared were partnered up. They exchanged papers, either physically or on Google Docs, and did peer edits. I've linked the instructions for peer edits below.
Students who were not prepared with their rough draft have more work to do over the weekend. They need to complete their rough draft and share it with someone else from the class. That person needs to peer edit the paper so the author can make necessary changes.
FINAL DRAFTS ARE DUE TUESDAY!
Warm up: Adjectives Part 2
Students were given the period to create their typed rough draft of their letter to the senator. I handed out a resource called "I Say, They Say" that has various sentence stems in case of writer's block.
Finish the rough draft because tomorrow will be peer edits.
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: 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.