Tuesday February 8, 2011
Note: Writing Lessons for grades 5, 6, 7, 8 are the same.
Remember that the whiteboard is for special computer pens only, not markers. Please use the chart stand for markers/whiteboard.
Computer work is assigned; therefore, no computers on days with substitutes.
Students sit at desks on substitute days. See seating charts.
Schedule:
7:45-9:00 Prep (Student breakfast 7:45-8:12; student Jump Start 8:15-9:00)
9:05-10:00 Reading Grade 8
10:05-11:00 Writing Grade 8
11:05-12:00 Writing Grade 7 (lunch rotates with the homeroom teacher; see schedule-- lunch at __________ this week)
12:53-1:47 Writing Grade 6
1:52-2:40 Writing Grade 5
2:40-2:45 Homeroom Grade 8 (Notes home/dismissal -- dismiss sports through hallway and bus/walkers through outside door)
Fire Alarm:
To the left of the outside door is the folder with directions, class list and red/green signal cards.
For help, the teachers in this wing, starting next door, are:
Kayla Wells next door, Math Teacher, ext 35
Head Teacher, Dean Erickson, Social Studies 36
Jama VanBrunt, Science 26
Terrie Sanger, Resource Room 19
Nancy Armstrong-Montes, Fourth Grade 30
Also see:
Office 10
John Adkins 12
Opportunity, Jamie Hunt, 22
9:05-10:00 Reading Grade 8
(See hand out of these directions in reading folder)
Students have their own books. They will read in their own books for 30 minutes. If a student does not have a book, allow them three minutes to choose a novel from the classroom bookshelves. After three minutes, choose one yourself and provide it to the student.
After thirty minutes, students complete these activities:
Hand out the “Reading Strategies” worksheet in the reading folder. Students complete all sections -- carefully -- read the directions.
Box Reflection on their own book:
Students fold writing paper into six boxes --and write/draw:
Box 1: Setting: time/place of their text (fiction or nonfiction)
Box 2: Who or What? --Main characters involved (f or n/f)
Box 3: Main idea in one picture.
Box 4: Main idea in one sentence
Box 5: Picture or sentence -- a connection of the text to the student
Box 6: picture or sentence -- why the information or story is important in the world
Students leave Box Writing on desks and quietly walk around room to read only (not comment) on others writing.
If time, complete a vocabulary sheet for two words from their text. (Handouts in reading folder)
Collect work.
Thank you !
Writing Grades 5 6 7 8
Part 1: Summary of Activity:
15-20 minutes—for three, 3-minute timed writings and counting of words, and one edit
Materials:
Students need blank lined paper; not their notebooks; they will turn this in:
Directions:
1. Choose topic:
Allow students twenty seconds to choose a topic (see poster):
Ideas for topics are:
snow snowflakes snow forts snowball icy roads
buttercups floods root feast
testing Valentines Day best friends chocolate
cooking baby-sitting sledding 4-wheeling riding horses in the snow
MLK hero Ford Mustang Chevy Dodge Ram
Or: You may write on any topic of your choice. (Write Source 2000 p. 50-51)
2. Time students for three minutes.
Say: “Thinking, Thinking, Write.”
Students will: Write for the whole timed period. If stuck, repeat their last word over and over until an idea for writing occurs. Credit is given for DIFFERENT words, however, not repeated words.
3. Stop and count:
At end of three minutes: Say: “Stop and count the number of words written, recording them at the top of your power writing paper.”
4. Repeat two more times.
Edit practice: Students will: Circle the power writing section each thinks is the best today. Read that section over four times, once for each of the following--walk them through this -- ask them to read for A; then read for B, etc. Re-read--
for correcting capitals,
for correcting periods, and
to fill in any missing letters from words or missing words from sentences.
read from the END of the section to the BEGINNING to proofread and circle any word you THINK you misspelled.
Students need to copy this edited paragraph over on new paper: neatly. They may revise to make it better.
Students leave paragraph on desks and quietly walk around room to read only (not comment) on others writing.
After students have read three or four of others’ paragraphs, return to their seat.
If students do this step by step, they will receive credit. Turn in all work.
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Part 2: Spelling Practice
Hand out the spelling sheet. Follow this process:
Read the directions for the first page items. Give students time to complete the first page. Then correct the page. Repeat for second page.
Part 3: Spelling/ Writing
Students write a paragraph using any ten (10) words from the spelling practice pages. Check to make sure the words are spelled correctly. Underline the words.
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Turn in all work.
Thanks so much !
Helpful students unhelpful students
8
7
6
5
Absent
8
7
6
5
Reading -- Student Directions
9:05
Students have their own books. They will read in their own books for 30 minutes. If a student does not have a book, allow them three minutes to choose a novel from the classroom bookshelves. After three minutes, choose one yourself and provide it to the student.
After thirty minutes, students complete these activities:
Hand out the “Reading Strategies” worksheet in the reading folder. Students complete all sections -- carefully -- read the directions.
Box Reflection on their own book:
Students fold writing paper into six boxes --and write/draw:
Box 1: Setting: time/place of their text (fiction or nonfiction)
Box 2: Who or What? --Main characters involved (f or n/f)
Box 3: Main idea in one picture.
Box 4: Main idea in one sentence
Box 5: Picture or sentence -- a connection of the text to the student
Box 6: picture or sentence -- why the information or story is important in the world
Students leave Box Writing on desks and quietly walk around room to read only (not comment) on others writing.
If time, complete a vocabulary sheet for two words from their text. (Handouts in reading folder)
Turn in.Student Handout Writing
Part 1: Summary of Activity: Power Writing
15-20 minutes—for three, 3-minute timed writings and counting of words, and one edit
Materials:
Students need blank lined paper; not their notebooks; they will turn this in:
Directions:
1. Choose topic:
Allow students twenty seconds to choose a topic (see poster):
Ideas for topics are:
snow snowflakes snow forts snowball icy roads
buttercups floods root feast
testing Valentines Day best friends chocolate
cooking baby-sitting sledding 4-wheeling riding horses in the snow
MLK hero Ford Mustang Chevy Dodge Ram
Or: You may write on any topic of your choice. (Write Source 2000 p. 50-51)
2. Time students for three minutes.
Say: “Thinking, Thinking, Write.”
Students will: Write for the whole timed period. If stuck, repeat their last word over and over until an idea for writing occurs. Credit is given for DIFFERENT words, however, not repeated words.
3. Stop and count:
At end of three minutes: Say: “Stop and count the number of words written, recording them at the top of your power writing paper.”
4. Repeat two more times.
Edit practice: Students will: Circle the power writing section each thinks is the best today. Read that section over four times, once for each of the following--walk them through this -- ask them to read for A; then read for B, etc. Re-read--
for correcting capitals,
for correcting periods, and
to fill in any missing letters from words or missing words from sentences.
read from the END of the section to the BEGINNING to proofread and circle any word you THINK you misspelled.
Students need to copy this edited paragraph over on new paper: neatly. They may revise to make it better.
Students leave paragraph on desks and quietly walk around room to read only (not comment) on others writing.
After students have read three or four of others’ paragraphs, return to their seat.
If students do this step by step, they will receive credit. Turn in all work.
January 23, 2008
Reading Lessons January 23, 2008
Grade 8
Independent Reading 9:05-9:40
Students read independently in their own books, which they have in the room. If they do not have their books, students may use a book from my bookshelves; they do not need to get a book from the library or their locker.
While reading, students choose one of their Literature Circle Roles (they have copies and have practiced all roles) and read to take notes based on that role using the reading strategies we have learned (information on the roles/strategies follows these lessons). Ask students to take notes on their own paper.
Response Self-Check: 9:40-9:45: Review your response notes to be sure they are complete.
Response Sharing 9:45-10:00 Options: Choose one, or if time, do both.
Independent Response:
1. Ask students to complete a written response from their notes on a separate sheet of paper, which includes: date, pages, title of text, name of Literature Role, response. Response should be complete with evidence from the text. Respond to: character changes, theme, plot, setting, conflict (problem/solution), figurative language.
2. Ask students to write a summary of what they read below their response:
q Retell the three main events/actions/information
q Explain why they are the most important
q Explain how the ideas are connected to each other, and to the whole text they are reading.
3. Turn in all work.
OR Group Response:
1. Ask students to work in their seated groups to discuss the reading while each person records the following:
a. Share their reading notes with each other
b. Summarize each person’s main idea from their sharing – write the person’s name and a phrase that summarizes what the person shared.
c. Each person writes what s/he asked the other group members
d. Each person writes the most interesting idea shared, telling why it was the most interesting.
2. Turn in notes and individual summary sheets.
Other options, if needed:
Students read until the end of the period in their books. Students illustrate the best part of their book.
Students draw the setting of their book.
Figurative Language:
A. Alliteration-- Repeated beginning consonant sounds, such as "feather fingers flapping"
B. Personification-- Giving life to something not living; such as :The sun smiled down on us.”
C. Onomatopoeia-- (ah no mah toe pee ah) Words that sound like the sound they make, such as Bam! Pop! Bang! slap gurgle Phzzzzt
D. Simile-- Comparing two things that are different and finding a similarity -- write it using like or as , such as comparing how high the eagle flies to how a skyscraper is. The eagle flies as high as a skyscraper .
E. Metaphor -- comparing two different objects --- "Her sparkling eyes are stars."
F. Imagery: Use The Senses-- Write all sights, sounds, smells, tastes, texture, feelings about your topic
G. Hyperbole -- extreme exaggeration. “His grin is as wide as the ocean!” "She is as tall as a mountain!”
H. Vivid verbs-- Action words like flies, spread, searching, hops, munches, drops, fold, dives, scoop, flaps, flows
I. Nifty nouns-- Specific nouns (persons, places, things, ideas); instead of dog, say German Shepard; instead of fast, say 100 miles an hour; instead animal, say rabbit or snake
J. Assonance-- Repeated vowel sounds, such as flies across the skies
Student Directions Writing Class Grades 5-8 Ms. Edwards January 23, 2008
Part 1: Power Writing (10 minutes—3, 2-minute timed writings, counting, and one edit)
Power Write Directions: Six ideas for students to use as topics are: roses, horse racing, Omak Stampede, bumble bees, snowflakes, snow day. However, students may write on any topic of their choice. Students must write for the whole timed period. If stuck, students repeat their last word over and over until an idea for writing occurs. Credit is given for DIFFERENT words, however, not repeated words. Time students for two minutes. Students stop and count the number of words written, recording them on their power writing chart. Repeat two more times. Students circle the one they think is the best. Direct students to read that section over four times: once for correcting capitals, once for correcting periods, and once fill in any missing letters from words or missing words from sentences. Finally, ask students to read from the END of the section to the BEGINNING to proofread and circle any word they THINK they misspelled. If you ask them to do this step by step, providing a short time for them to do each step, the process works better. Turn in.
Part 2: (25 minutes) Reading/Notes/Gists/Figurative Language
Nonfiction ---Texts: Reader’s Digest magazines -- hand out to students
A. Choose a nonfiction article. If not ready within two minutes, the teacher will assign you reading material from your magazine.
a. Find at least 3-4 section breaks in the article.
b. Read the article, section by section.
c. After each section, ask yourself, “What does this mean? What does this mean to me?” Take three column notes and include the following information (handouts provided):
Title: Page: Date of Magazine:
What the text says (own words): What it reminds me of: What I think it means:
c. After each section, write any figurative language or strong verbs used by the author. Include page numbers. (Handout provided – see figurative language on next page)
d. After reading the article, look over your notes. Star the three most important parts.
e. Write a twenty-word gist statement that summarizes your whole article.
f. Turn in your work.
g. Turn in your Readers Digest.
Part 3: 20 minutes with 6 minute nonstop writing Goal: Lots of ideas with Strong Verbs and Figurative Language.
A. Choose a topic (something you know about), or look in your Write Source 2000, pages 50-51, or write another story similar to the text you just read.
Ideas:
Martin Luther King freedom peace fairness uplifting music
Citizenship discrimination prejudice justice hobbies
Bill of Rights Constitution respect community forest happenings
Dreams goals rights responsibility an animal
Selfishness honor compassion honesty underground
Elders Adults children water happenings in the sky
B. List ideas for two minutes (web, list, story map). Then write for six minutes nonstop. Skip lines. Do not erase. Don’t worry about punctuation and spelling at this time. If you draw a blank, keep writing the last word you wrote over and over until you develop an idea. Try to use strong verbs and figurative language – create a mind movie. You may switch topics. Your writing must be school appropriate.
C. Reread your work once, filling in any missing words or correcting punctuation and capitalization. Circle any words you think you misspelled. (Goal: practice editing)
D. Reread your work again: add strong verbs and figurative language. (Goal: Practice Word Choice)
E. Trade papers. Read your own paper to your partner while your partner follows along. Read your own paper to your partner again while your partner edits your paper. Find one excellent word choice—underline it. Find one mind movie—draw an arrow to it. Repeat for the other partner.
F. Talk about what you wrote. What topics did you choose? What did you like about the writings? What were good word choices? What mind movies did you see when reading? Write a one sentence (twenty-word) summary of your discussion on each of your papers. (What did you do, what did your partner do, what did you both write well?)
Remaining Tiime: Sentence Practice:
Write one complex sentence on the back of your paper, such as:
Even though the world wants peace, we still have wars.
Before we turn in our paper, we must write a complex sentence.
After we turn in our completed work, we will feel a sense of accomplishment and pride.
Before I saw the movie Lord of the Rings, I read the whole series.
Check your partner’s work. Is the comma in the correct place?
------------------------- Turn in papers.
Figurative Language:
Alliteration-- Repeated beginning consonant sounds, such as "feather fingers flapping"
Personification-- Giving life to something not living; such as :The sun smiled down on us.”
Onomatopoeia-- (ah no mah toe pee ah) Words that sound like the sound they make, such as Bam! Pop! Bang! slap gurgle Phzzzzt
Simile-- Comparing two things that are different and finding a similarity -- write it using like or as , such as comparing how high the eagle flies to how a skyscraper is. The eagle flies as high as a skyscraper .
Metaphor -- comparing two different objects --- "Her sparkling eyes are stars."
Imagery: Use The Senses-- Write all sights, sounds, smells, tastes, texture, feelings about your topic
Describe what it looks like.
What does it sound like?
How might it smell, taste?
How might it feel if you touched it?
Hyperbole -- extreme exaggeration. “His grin is as wide as the ocean!” "She is as tall as a mountain!”
Author Musts:
Vivid verbs-- Action words like flies, spread, searching, hops, munches, drops, fold, dives, scoop, flaps, flows
Nifty nouns-- Specific nouns (persons, places, things, ideas); instead of dog, say German Shepard; instead of fast, say 100 miles an hour; instead animal, say rabbit or snake
Assonance-- Repeated vowel sounds, such as flies across the skies
Repeated words-- Repeat words for effect, like "hops, munches, hops, munches" to show the rabbit doesn't know the danger
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