***2nd Semester started January 31, 2017
Week of 4/24/17
Monday, 4/24/17 (White Day) and Tuesday, 4/25/17 (Blue Day).
Collect figurative language sentence from novel/independent reader
Directions: Write in complete sentences. For example: The third stage of the writing process is ______________________. Edit, proofread, and initial your work.
Warm Up: 1. What is the third stage of the writing process? 2. What do writers do in this stage?
Make flashcards for the following words: elaborate/elaboration how annotate paraphrase
Define personification and model how to identify and analyze a sentence for the use of figurative language.
Review the definition of analyze. Analyze means to break apart and explain.
Model sentence: The paper laughed at me because I got a bad grade.
Analyze: This sentence is a personification because the paper, a nonhuman subject, is doing something that only a human can do.
Define hyperbole. I demonstrated how to identify and analyze the following sentence for the use of figurative language:
Model sentence: I haven’t seen my friend in a million years.
Analyze: This sentence is a hyperbole because it’s an extreme exaggeration.
Practice: Students were instructed to write their own sentences for practicing identification and analysis, or use the sentences below:
1. The moon was tired, so it didn't shine last night.
2. I am so hungry, I could eat an elephant.
Review the five stages of the writing process (6th grade only).
Work on original poem. Status check started today. I started checking JE #2 and original poem 8th grade only.
6th grade only. H/O laminated strip with types of poems. Students selected the type of wanted they wanted to write.
EXIT: Explain how you will elaborate in your writing. Use complete sentences. Edit, proofread, and initial. (Students who did not finish the Exit is class must finish it for homework).
HOMEWORK: 6th (White Day) only- Write your own personification sentence and identify and analyze it. (Blue Day) - Students who did not finish their practice sentences (for identification and analysis for the use of figurative language) must complete those sentences for homework.
ALL: Review class notes. Continue hunting for figurative language in your novel/independent reader and pull out sentences (one or two) that are examples of figurative language. Cite as follows – last name of author and page number. Ex: (Smith 24). Bring colored pencils and three 3x5 cards.
Tuesday, 4/18/17 (Panther Day)
Warm Up: Write JE #2 (15 minutes). Pick one of the topic choices below:
1. My Spring Break
2. My Favorite ____________ (Fill in the blank space)
3. Your Choice (with my approval)
Note: Must use a simile or a metaphor in the journal entry. Identify in the margin next to the figurative language FL-M or FL-S. (FL-M means figurative language- Metaphor; FL-S means figurative language - Simile)
3 minutes to self-edit and proofread.
3 minutes to peer edit.
KWL - What do you know about elaborate/elaboration? (Pair/Share and Share whole class).
Elaborate means to add details to one's writing. Elaborate is a verb. Elaboration is a noun. Reviewed annotation and made helpful notes during discussion.
Gave Quiz 2A score. Students who were absent made up Quiz 2A.
How do I elaborate?
SOME WAYS TO ELABORATE
1 - Use figurative language
2. Use adjectives and adverbs
3. Use the 5W's (who, what, when, where, why) and 1 H (how).
Reviewed the 3rd stage of the Writing Process. What is the third stage of the writing process. Reminded students to look back at their notes.
Work on original poem (7th grade had 30 minutes today). 8th and 6th grades did not get to this assignment.
EXIT: Reflect on your Quiz 2 score (Edit, proofread, and initial). Students who were absent and make up the quiz today were instructed to predict the grade they think they got. Next class, the students will receive their actual score and will reflect on their score at that time.
Thursday, 4/6/17 (Blue Day) (7th Grade on a field trip)
Warm Up: Write a complete sentence using “April” in it. Edit, proofread, and initial (Share at Table)
- Gave Quiz A score.
- Conferenced with some students. Small group instruction.
- Some students PIPPED Quiz 2A.
-Some students made up Quiz 2A (absent students).
Worked on original poem. Prewrite, draft, revise, edit, and proofread (Approx 30 minutes). Status check next class.
EXIT: Reflect on your Quiz 2A score. Write in complete sentences. Edit, proofread, and initial.
Wednesday, 4/5/17 (White Day) ***7th Grade on Field Trip today.
Returned the journals that were turned in last class. Feedback provided.
Warm Up: Write a sentence using the word "April" in it. Edit, proofread, and initial the sentence. (Share). Discussed some of the things celebrated in April--Poetry Month, Easter, April Fool's Day, Walk to Work Day, Earth Day)
Gave students their Quiz 2A score.
Worked in small groups with students who needed reteaching before PIPPING.
Some students PIPPED (Quiz 2A) today.
Work on original poem. Next class I will check students original poem for prewriting, draft, revising, and editing and proofreading. Students had approximately 30 minutes today to work on their original poem.
Friday, 3/31/17 (White Day)
Warm Up: Review for 2nd Quiz (10 minutes)
Quiz 2A - Administered.
Work on original poem (approx 30 minutes).
EXIT: (Last class) Explain the difference(s) between a simile and a metaphor. Students who did not do this assignment last class must do it today.
(Today) Reflect on your Quiz A score if you got your results back. Also, would you consider teaching a class on personification or hyperbole? Please see me.
HOMEWORK: Bring your novel/independent reader to class every day. Hunt for a sentence or two containing figurative language. Identify the figurative language, using quotation marks, and cite the quote. Cite as follows: Last name of author and the page number. Example: (Smith 24). Also, bring colored pencils to enhance the illustration for your original poem.
Wednesday, 3/29/17 (Blue Day)
ANNOUNCEMENT: 2nd Quiz next class. Showed students what's on the next quiz. This information is posted under Files and Documents on this webpage.
Warm Up: Review figurative language definition and the meaning of literal. Went over how to identify (ID) and analyze a sentence for the use of figurative language.
Reviewed the definition of simile.
Cambridge word: compare. Students shared whole class the meaning of compare.
I modeled how to identify and analyze a sentence, using this example: My mother is like a gem.
There are two things being compare in this sentence
Thing 1 - Mother Thing 2 - gem Like is being used to make the comparison.
Why would a writer compare a mother to a gem? That's important to know in order to analyze the sentence.
Analysis: This sentence is a simile because it is comparing the mother to a gem, using like. This sentence means that the mother is beautiful and precious.
Warm Up: Define metaphor. Underline the key words and phrases.
Practice sentence - The boy's heart is a cold iron.
Some students were making up their missing work from last class:
Practice sentence from last class: The bird strutted across the windowsill like a model on a runway.
EXIT: (last class) Use context clues or your prior knowledge to define vivid. Respond in a complete sentence. For example: Using context clues, I think...
(Today's) Explain the difference between a simile and a metaphor.
HOMEWORK: Identify and analyze the following sentence for the use of figurative language: The boy's head is like a beachball.
Some students had the following sentence to ID & analyze: She is a peacock.
Continuous: Review class notes. Bring your novel/independent reader to every class. (Look for figurative language in your book and bring in one or two examples. Cite as follows: (last name of author and page number) Example: (Smith 24). Also, bring three 3x5 cards and colored pencils to class.
Classnotes for Monday, 3/27/17 (Panther Day)
Teacher: Mrs. Garner, Room 418 (Creative Writing)
I can use my background knowledge.
I can listen and follow directions.
I can write sentences with correct punctuation using proofreader’s marks.
I can improve sentences by using figurative language.
SWBAT identify and analyze sentences for the use of figurative language.
SWBAT use correct spelling for frequently used words.
While I am taking attendance, the students are reading silently and hunting for figurative language. Students are to identify the figurative language and give the citation. For ex: (Smith 24). No one had this information. Most of the students did not have their novel/independent reader.
ANNOUNCEMENT – Make up spelling quiz for students who were absent. The quiz is on the five words in the back of their journal (Wednesday, grammar, a lot, separate, and beginning).
Warm Up - Reviewed the definition for “figurative language.” Underline the key words/phrases. Edit, proofread, and initial in the margin. List the four main figurative language: simile, metaphor, personification, and hyperbole.
Define simile. Read over the definition. Underline the key words/phrases. Edit, proofread, and initial.
Cambridge Word - compare. Students shared whole class the definition of compare. I instructed the students to write the definition of compare in their own words.
I demonstrated how to identify and analyze the sentence below for the use of figurative language. First, I asked the students how the characteristic of a gem is like a mother or a person.
My mother is like a gem.
This sentence is comparing mother (thing 1) to a gem (thing 2) using like. I will used a graphic organizer to show this information. I asked the students what are the two things being compared in this sentence (mother and gem).
Analysis: This sentence is a simile because it is comparing a mother to a gem, using like. This sentence means that the mother is beautiful and precious.
Practice: The bird strutted across the windowsill like a model on a runway. KWL - Ask students if they know the meaning of strut (strutted – verb/past tense). (5 minutes to ID and analyze this sentence). Students who did not finish this practice sentence were instructed to finish it at home. I will check it next class.
(ON HOLD) Reviewed the stages of the writing process. Make up for absent students: Notetaking for the stages of the writing process. Pair/Share or Share at table
The Five Stages of the Writing Process
- Prewriting (plan and brainstorm)
- Drafting (double spaced)
- Revising (correct spelling and grammar, use better words)
- Editing and proofreading
Work on the poetry assignment. Prewriting stage (plan and brainstorm). When they are finished prewriting, have them go on with the 2nd stage – Drafting. Handout laminated “Poetry Assignment.” Assist students as needs. (Only a few students got to this assignment.)
Differentiation: Work on packet with EL’s. Read aloud. Respond to questions related to the text. Use the 5W’s and 1H to answer questions related to the passage about Kyung Tae. Relate questions to students. Make it personal. Use Spanish and English dictionaries as needed. EXIT.
EXIT: Use context clues or prior knowledge to define “vivid.” Respond in a complete sentence. Example: Using context clues, I think vivid means___________________________.
HOMEWORK: Practice identifying and analyzing the following sentence: The boy’s head is like a beachball. Students who did not finish the practice sentence above about the bird strutting like a model must finish it for homework. I will check it next class.
CONTINUOUS: Bring your novel/independent reader to class every day. Find one or two sentences that use figurative language and write the sentence(s) in your journal or on a card. Use quotation marks and cite the quote as follows (last name of the author and the page number). Ex: (Smith 24). Bring three 3x5 cards to every class. Review your class notes nightly.
Friday, 3/24/17 (Blue Day)
I went over the assignments that the students were supposed to do with the substitute last class.
Warm Up: Review the definition of "figurative language." Students were instructed to underline or highlight the key words and phrases.
List the four main figurative language:
1. simile 2. metaphor 3. personification
Cambridge Word: compare. Compare means to look at things and see the ways in which they are alike.
Defined simile: a figure of speech that compares two unlike things using like or as.
Students were to rewrite these two sentences in a creative way, using their imagination:
1. The girl is cute 2. The house is very quiet.
Shared the students sentences on chart paper and students explained what they did to make their sentences creative.
Reread the SOL objective: Students will be able to identify and analyze sentences for the use of figurative language.
I demonstrated how to identify an analyze a sentence for the use of figurative language using the following sentence:
My mother is like a gem
Thing 1 - mother Thing 2 - gem (like is used to make the comparison)
Students shared the characteristics of a gem that would compare to a mother: unique, precious, beautiful, lovely...
Identification/(ID) : Simile
Analysis: This sentence is a simile because it is comparing the mother to a gem, using like. This sentence means that the mother is beautiful and precious.
Q&A - about how to identify and analyze a sentence for the use of figurative language.
Practice: The bird strutted on the windowsill like a model on a runway.
I asked the students if they knew the word strut. A few did and shared that strut means to walk (more precisely to walk with attitude). strutted - past tense (verb).
I checked students work. One student volunteered to write the analysis on the board.
Reviewed the stages of the writing process.
Handout laminated Poetry Requirement sheet. Students worked on their original poem for approximately 15 minutes.
EXIT: Use context clues or your prior knowledge to define "vivid." Respond in a complete sentence. For ex: Using context clues, I think...
HOMEWORK: Identify and analyze the following sentence: The boy's head is like a beach ball. Make a flashcard for "figurative language" and bring colored pencils and three 3x5 cards to every class.
Differentiation: Handout packet. Examine the cover. Answer the question: How many people are on the cover? The story is about Kyung Tae. Ask some personal questions and have students respond in complete sentences: What is your name? Where are you from? Where do you go to school? Have students write the questions and the answers (in complete sentences) in their journal.
HOMEWORK: Practice reading aloud the sentences and the responses that we did in class today.
Tues, 3/21/17 (Blue Day) - Students had a substitute today. Please see "Files" for subplans.
Thursday, 3/16/17 (Blue Day)
Announcement Updated: Students must bring their novel/independent reader to every class for silent reading and hunting for figurative language. Effective immediately, students must be reading at the beginning of every class. More information to follow.
- Warm Up: The stages of the writing process. Introduced the five stages of the writing process:
1. Prewriting (planning and brainstorming)
2. Drafting (written double spaced)
3. Revising (correcting grammar, checking word choice, and spelling)
4. Editing and Proofreading
Note: Group share at table.
- Handout list of types of poems. Students selected the type/style of poem for their original poem
- Read several poems in the style/type selected. (10-15 minutes) Sources: Shel Silverstein books and textbooks.
- Requirements for original poem (Will handout next class).
- NOTE: Students will work on their original poem next class. This assignment will be done entirely in class.
EXIT: What challenges, problems, or questions do you have about the original poem you will be writing?
HOMEWORK: Review class notes nightly. Make a flashcard for creative writing (make up). Bring three 3x5 cards to class every day and bring your novel/independent reader to class every day. Also, bring your colored pencils to class to illustrate the original poem after it’s completed.
Monday, 3/13/17 (Blue Day)
New Announcement: Bring your novel or independent reader to class every day. Hunt for a sentence or two that has figurative language in it. Identify which type of figurative language it is. Use quotation marks for the quote you selected and cite it as follows: (last name of the author and the page number in parenthesis). For example: (Smith 24).
Warm Up: Four Squares brainstorming:
- Movies - Health
- Sports - Safety
Things I Like *
- Video Games
* Make up a topic for the 4th section and fill in your ideas about that topic as I've demonstrated above.
Spelling Quiz - Five frequently misspelled words from "My Personal Spelling List."
Finalize KWL - What we learned in February.
PIP (Quiz A) 6th grade did not get to PIP today. Will PIP next class.
6th Grade - Started thinking about the poem you are going to write. What will it be about? What type of poem will you be writing?
Brainstorming - Poetry/Poems and Short Stories. Use graphic organizer for your brainstorming. (Ex: four squares, T-chart, cluster web, etc.)
Handout - Laminated list of types of poems. (8th and 6th grade will do this next class)
Exit: What are your questions/concerns about the poem that you will be creating?
HOMEWORK: Review your class notes nightly. Make a flashcard for creative writing and your spelling words. Bring three 3x5 cards to class every day. Bring your novel/independent reader to class every day and look for sentences with figurative language in them. (See class notes on how to cite these sentences correctly). Students who did not take the spelling quiz today must do so next class.
Week of 3/6/17 (SOL 2-HR Delay Schedule due to the Writing SOL for 8th graders.
Thursday, 3/9/17 (Panther Day)
Returned journal with written feedback. Conferenced with some students about corrections to be made. How to Make Corrections - posted on ProBoard
Peer-Edit JE #1 from last class. (Students who used a figurative language in their journal entry were instructed to identify it in the margin. For example FL-M meaning Figurative Language-Metaphor).
Gave PIP score for Quiz A. Students were working on brainstorming for Poetry/Poems and Short Stories.
Introduce Figurative Language (ON HOLD).
EXIT: Last class - Reflect on your Quiz A score. Students who did not do this need to make it up.
EXIT: Today: Three spelling words (Wednesday, separate, and grammar)
HOMEWORK: Review class notes or flashcards nightly. Make a flashcard for creative writing (make up). Bring three 3x5 cards to class. Also, bring novel for independent reading to every class.
**Reviewed dismissal procedures with 6th graders.
Monday, 3/6/17 (Panther Day)
Returned the journals that were turned in last class. Written and oral feedback provided. Time in class to make corrections (How To posted on the ProBoard.
Warm Up: JE #1. Demonstrated how to set up the page. Topic choices
1. My Best Friend 2. My Dance Presentation (8th graders)
3. My Science Fair Project 4. My Balloon Car (Science/8th graders)
5. Your Choice (with my approval)
*Students write for 15 minutes in class today. Approximately 2 minutes allowed for editing and proofreading. Some students had a change to peer edit. The others will peer edit next class.
Finish KWL - Make a list of what you learned in the month of February in Creative Writing. Pick one thing to explain thoroughly.
Quiz A makeup, PIP. Quiz A score.
Brainstorm - Poems/Poetry and Short Story (Share on Chart Paper) - ON HOLD.
Introduce figurative language (ON HOLD).
EXIT: Last class: Reflect on your Quiz A score.
Today: Check Spelling Words. (Wednesday, separate, and grammar).
HOMEWORK: Review classnotes nightly. Make a flashcard for creative writing (make it up if you haven't done it yet. Bring three 3x5 cards and your independent reader to class.
Week of 2/27/17 (Thursday, 3/2/17)
Returned journal with written feedback. Projected on ProBoard - how to make corrections from written feedback provided.
Warm Up: Use the word March (the month) in a sentence. If you would like to, you can use the following sentence starter: March is ____________. Edit, proofread, and initial your sentence.
KWL - What have you learned in the month of February? Make a list. Than put an asterisk or circle one thing you feel you thoroughly understand. Explain in detail the selected item. NOTE: I will check it to see if any clarification is needed.
Quiz Results or make up Quiz A. PIP, if needed.
Brainstorm 1. What do you know about poems/poetry? 2. What do you know about short stories? Suggestion: Use a graphic organizer, such as four squares, T-chart, or a clusterweb. You can make a bulleted or numbered list, if you prefer.
EXIT: Today: Reflect on your Quiz A score.
Last Class: Give an example of a mnemonic device and explain why it's beneficial (helpful).
HOMEWORK: Bring your novel to class to read for independent reading. Make a flashcard for Creative Writing if you have not done so yet. Bring three 3x5 cards.
Week of 2/20/17 (Monday, 2/20/17 - Presidents' Day)
- I can use
- my background knowledge.
- I can listen and follow directions.
- I can read and follow directions.
- I can write sentences with correct punctuation using proofreader’s marks.
- Students will be able to use appropriate adjectives and adverbs to enhance writing.
- Students will be able to use reading strategies to gain understanding and enhance writing.
- Returned seven journals with written feedback. Most of the students took their journal home to review for the quiz today.
Warm Up: Review the definition for Creative Writing. (Copied from the textbook). Underline the key words and phrases. Compare what you said you knew about Creative Writing when you first came to class and we did the KWL (for Creative Writing).
- Check Exit from last class, which was to give two examples of creative writing. Write your response in a complete sentence. Edit, proofread, and initial.
- Check of late work - Check for Understanding (Cambridge words - apply and define). (Was entered in the gradebook for information).
- Define mnemonic devices. Mnemonic devices are tools or strategies used to remember something. For example: 1. PIE - Persuade Inform Entertain. Students can use this mnemonic device to remember author's purpose (persuade, inform, or entertain).
2. Q&Q - I used Q&Q to help students to move Quickly and Quietly during fire drills. 3. FANBOYS is used to help students remember the coordinating conjunctions:
What's on the Quiz (10 pts) - shown to students last class, but was displayed again on the ProBoard for the absent students
- Matching with a word bank (Creative Writing apply define KWL Mnemonic Devices)
- Select correct sentence (Cambridge word - apply)
- Write a complete sentence with correct grammar and corrected punctuated. Edit, proofread, and initial.
- Short answer question
-5-7 minutes to review with table partners or individually.
- Quiz today (Quiz A).
- Make up Pretest. Give Pretest score to absent students.
EXIT: Give an example of a mnemonic device and explain why it's beneficial (helpful)
HOMEWORK: Make a flashcard for Creative Writing. Showed a sample. Next class, bring three 3x5 cards.
Week of 2/13/17
Warm Up: Review the Exit from last class, which was to use proofreaders marks to correct the following sentence: the boy is wearing blue jeans and a white T-shirt
Cambridge Words 1. apply 2. define
KWL - what do study know about these words. Share whole class. Develop definitions from students discussion.
1. apply (verb) a. means to put on or add (For ex: I apply makeup everyday before going to work); b. means to use what has been learned (For ex: Students are expected to apply test-taking strategies when taking a test.); c. to sign up for, request or ask (For ex: I want to apply for the job as an accountant.)
- Guided practice in using these two vocabulary words in sentences.
- Individual practice. Students wrote their sentences and shared at their table.
- Check for Understanding:
Directions: Complete the sentences below by using the correct vocabulary word (apply, define) in the blank spaces:
1. We are learning to _________________ words without using the dictionary.
2. During the summer, many teenagers ____________ for their first job.
Complete the survey "Before" side only. At the bottom, write a sentence about the book you are reading for this class. Edit and proofread the sentence afterwards.
For example: I am reading...
Notes: Use the textbook, (resource section in the back of the book), page R 20-21,Types of Writing. Briefly go over the types of writing (narrative, description, persuasion, expository writing, research writing, etc). Read the paragraph about creative writing. Underline key words and phrases. Edit, proofread, and initial.
Creative Writing blends imagination, ideas, and emotions, and allows you to present your own unique view of the world. Poems, plays, short stories, dramas, and even some cartoons are examples of creative writing. Here are some types of creative writing: lyric poem, narrative poem, song lyrics, and drama.
EXIT: Give two example-s of creative writing (write a complete sentence). Edit, proofread, and initial.
HOMEWORK: Make a flashcard for creative writing. Bring three 3x5 card to the next class.
Week of 2/6/17
Whole class: listed the eight parts of speech.
- Nouns 2. Verbs 3. Pronouns 4. Adverbs 5. Adverbs 6. Prepositions 7. Conjunctions
Share at table: There are eight parts of speech. They are…
“Before” survey. At the end of the survey, write a complete sentence about the book you are reading for this class. Use correct punctuation. Edit, proofread, and initial.
Set up “Personal Spelling Words” Frequently Mispelled Words. 1. Wednesday 2. A lot 3. Separate 4. Grammar 5. Beginning
EXIT: How do you use your imagination? Edit, proofread, and initial.
HOMEWORK: None. Suggest reviewing the eight parts of speech, reviewing notes from today or last class, or making flashcards for the spelling words. Provided homework for individual students.
Week of 1/30/17 (Monday, 1/30/17 - TEACHER WORKDAY)
Tuesday, 1/31/17 (White Day), 2/1/17 (Blue Day), 2/2/17 (Panther Day)
Warm Up: Just Write (5-7 minutes). Topic: Your Choice (appropriate for school) - ON HOLD
- Getting to Know You (Share at Table and Whole Class)
- ROAR Expectations (Devices and Classroom)
- Supplies List
- Fire Drill Practice
- Class Roles and Responsibilities (Fire marshalls, table leader, Sign In/Sign Out Sheet Helper)
- Sign-In/Sign Out (How To)
- KWL - Creative Writing. Poster created.
EXIT: Think about yourself as a students. Then write three descriptive words about you as a student. (Think/Write/Share). (ON HOLD)
HW: Bring supplies to the next class.
(1/16/17 - Dr. King Holiday)
1. I can identify and analyze figurative language in a sentence.
2. I can use figurative language in my poems and journal entries.
3. I can prewrite before I begin writing.
Warm Up: KWL - What do you know about figurative language (Pair/Share)
Examined the definition of figurative. Underlined the key words and phrases in the definition.
Figurative Language - speech or writing that is not meant to be taken literally.
Discussed - What does literal or literally mean?
For example: If someone says, "It's raining cats and dogs outside." Do you look to literally see cats and dogs falling out of the sky? No. It's a saying, an idiom. It is not literal.
Defined the four main figurative language: simile, metaphor, personification, and hyperbole.
I demonstrated how to identify and analyze a sentence for each of the figurative language.
For example: My mother is like a gem.
(Whole class) First, a student read and we examined the sentence above. Then, we underlined the two unlike things being compared. Thing 1 - mother. Thing 2 - gem. I used a graphic organizer to visually show students what I am thinking and doing. Students who would benefit from having a visual representation were instructed to draw the graphic organizer. The word "like" is being used to make the comparison in the sentence above. A line was used to connect the two things and the word "like" was written on the line.
All students were instructed to copy the explanation for identifying and analyzing the above sentence is as follows:
This sentence is a simile because it is comparing a mother to a gem, using like. The sentence means that the mother is beautiful and unique.
Students were given this shell to use for identifying and analyzing similes:
This sentence is a ________________ because it is comparing ______________ to _____________, using ______. This sentence means __________________.
I continued demonstrating how to identify and analyze sentence for the use of metaphor, personification, and hyperbole.
We practiced in class on the following sentences:
1. The bird strutted across the windowsill like a model walking on a runway.
2. The flowers were dancing in the field.
3. I will be there in a second.
Post test. Students started the post test today. Some students did not finish. Will finish next class.
EXIT: Make flash cards for metaphor, personification, and hyperbole. (Students made a flashcard for simile last class).
Homework: Bring colored pencils to class. Also, bring a sentence from the book/ independent reader that is an example of an imagery or figurative language. Use quotation marks and bring the book so that you can properly cite the quote you are using.
Week of 1/9/17
Check homework (Authentic use of alliteration in real life, Exit: Write a sentence with an alliteration in it. Underline the initial consonant sound. Edit, proofread, and initial).
Warm Up: KWL - Imagery. What do you know about imagery.
Imagery means words or phrases that appeal to one or more of the five sentences. I instructed the students to underline the key words/phrases in the above definition.
- Model - I demonstrated how to identify the imagery in the following sentence.
The girl is wearing a blue sweater. (Imagery/sound)
- Practice identifying imagery with a partner (two sentences)
- Individual practice. Students showed their understanding by identifying the imagery in a sentence and annotating.
- Make flashcards (ON HOLD).
- Gave PIP score. Some students PIPPED Quiz C.
- Reviewed (whole class) the stages of the writing process. Selected one of the following "fall" "winter" and "holidays" and brainstormed before writing a poem. Requirements were posted on the ProBoard.
- JIGSAW - Group work on the stages of the writing process. (7th Grade: Finish presenting and gather at least two important information from each post. Write them in your journal.
EXIT: Explain in your own words why writers use imagery. Edit, proofread, and initial.
HOMEWORK: Finish exit at home and bring colored pencils and 3 3x5 cards to class.
Week of 1/3/17
Tuesday, 1/3/17 (Blue Day)ir/Share). Alliteration means the repetition of initial consonant sounds. Underline key words and phrases. Edit, proofread, and initial.
- Practice identifying alliteration by underlining the alliteration in the following sentence: Tom Tribbet is my best friend.
- Check for understanding. Assign student #1 or #2. Assign two couplets from a poem. Based on number assigned, students copy the couplet and identify the alliteration by underlining the initial consonant sounds. (Whole class check).
- Went over tongue twisters - Peter Piper picked a peck of pickled pepper...
- Show example of alliteration in a magazine article (Authentic/Real Life example)
- PIP Quiz C. Gave PIP score.
- Review the first stage of the writing process (prewriting) and what to do in that stage.
- Brainstorm in the "Writing" section of journal using one of the following topics: "fall," "winter," or "holidays." Use a graphic organizer, such as, a clusterweb, T-chart, or 4 square to plan. Students will use these these prewriting notes to write a poem next class. Any style, except a haiku. Minimum 8 lines.
EXIT: Review the definition of alliteration. Write your own alliteration. Underline the initial consonant sounds. Edit, proofread, and initial.
HOMEWORK: Bring in a sentence that uses alliteration (from your independent reader. Note the page number). Reminder: Bring 3 3x5 cards and colored pencils.
Tuesday, 12/20/16 (White Day)
Students had a substitute. Subplans are posted under files.
Monday, 12/19/16 (Panther Day)
-Warm Up: Define alliteration using the textbook glossary.
-Identify the alliteration by underlining the initial consonant in the assigned couplet. (Students were assigned a couplet #1 or #2 from the poem, "The Secret Heart").
- Work on missing or make up assignments (JE's #1 or 2, haiku assignment, paragraph about the picture of a frog
EXTENDED assignment for students who are finished. Use the stages of the writing process for the next assignment: a poem. Students choice of style, with one exception. The poem cannot be a haiku. First, students will prewrite by brainstorming about one of the following topics:
NOTE: Students will use their prewriting notes to draft a poem.
- Gave PIP Score. Last day to PIP Quiz C.
EXIT: What are some of the things writers do in the first stage of the writing process? Edit, proofread, and initial.
Week of 12/12/16
Friday, 12/16/16 (Blue Day)
Warm Up: Review the stages of the writing process.
- Stand By Your Answer - Students reviewed academic terms/literary terms by walking to the correct letter (A-B-C-D) posted in the classroom.
- Peer tutoring.
- Final PIP for Quiz C.
- Finish any make up work (JE's 1 and 2, haiku assignment, paragraph about the picture of the frog
- Conference with students.
Monday, 12/12/16 (White Day)
- Returned journals with written and oral feedback for corrections.
- Warm Up: What is a list? Pair Share
- Notes on the Stages of the Writing Process. Students were instructed to list the stages of the writing process in order:
1. Prewriting (In this stage, writers brainstorm, gather information, and plan their writing. Pre means before, so writers must plan before they write.)
2. Drafting (double spaced)
4. Editing & Proofreading
5. Postwriting/Presenting/Publishing (Post means after. In this stage, writers publish, or share their way in some way.)
- Make up missing work (JE #'s 1 and 2, haiku assignment, paragraph about picture of a frog)
- PIP Quiz C.
EXIT: What is the third stage of the writing process?
Week of 12/5/16
Monday, 12/5/16 (Blue Day)
Check homework - Creative sentence from Independent Reader
- Make up or PIP Quiz C.
- Finish JE #2 and peer edit (assigned last class 11/30. 15 minutes in class to write, 3 minutes to self-edit). JE #2 will be graded based on the journal checklist and correct use of a transition word at the beginning of a sentence). List of transition word provided last class (Some Transition Words: However, therefore, first, second, finally, in conclusion...)
- Work on any missing assignments: JE #1, haiku assignment...)
EXIT: What did you learn today? Or give some examples of transition words.
HOMEWORK: Bring in a creative sentence from your independent reader. Bring 3 3x5 cards and bring colored pencils.
Week of 11/28/16
Tuesday, 11/29/16 (White Day/Zero Day)
-Work on haiku after the Quiz
NOTE: 6th grade received PIP score for Quiz B
Monday, 11/28/16 (Panther Day)
Warm Up: Use the textbook to define couplet.
Discuss the poem "The Secret Heart" and respond to the following questions in complete sentences:
- What is the title of the poem?
- Who is the poet?
- What is the meaning of the word "sire'?
- How many stanzas are in this poem?
- How do you define poet?
Answer the four "Check Your Comprehension" questions at the end of the poem.
Note: 8th grade did not do this assignment today.
Make up Quiz C
Work on make up work (haiku)
EXIT: What did you learn today? or review the definition of couplet.
HOMEWORK: Bring 3 3x5 cards to class. Also, bring your colored pencils. Finally, bring in a creative sentence from your independent reader (the book that you are reading for this class). Correctly site the quoted sentences as shown in the example below:
"The chill was biting" (Sparks 248).
Week of 11/21/16
Tuesday, 11/22/16 (Blue Day)
Warm Up: Read silently for 10 minutes.
- Finish haiku and JE #1 for checking.
- Finish or make up 3rd quiz (Quiz C).
- Some students worked on their descriptive paragraph about a picture (frog)
- Gave score for Quiz C (for students who finished the quiz last class)
- Conferenced with some students about their haiku.
Some accelerated students (8th grade) are working on the following assignments:
- Defining couplets. Review the definition of stanza.
- Langston Hughes worksheet.
- Five facts about Langston Hughes
Monday, 11/21/16 (White Day) - Students had a substitute today. Subplans are attached under "Files".
Week of 11/14/16
Warm Up: Review for 3rd Quiz (Quiz C).
- Common Spelling Words: grammar, separate, definite
- Finish Haiku assignment.
- Administer Quiz C.
- Finish Writing about a Picture (Frog)
- Finish Langston Hughes worksheet (Poem "Dreams")
- Check for make up work.
EXIT: 1. How will I use the 5W's and the one H to improve my writing? 2. What did I learn today?
Week of 11/7/16 -
Wednesday, 11/9/16 and Thursday 11/10/16
Warm Up: KWL - 1. What are the 5W's and 1H. 2. How do they help you to improve your writing when you use them? Reminder: Edit, proofread, and initial your work in the margin. Reviewed the definition of elaborate.
- Look carefully at picture on the ProBoard and follow the directions below:
Directions: Examine (look at carefully) the picture. Then, write a paragraph (minimum five sentences) about it in the "Writing Section" of your journal. Give it a creative title. Afterwards, edit, proofread, and initial.
Suggestions: What do you see?
How would you describe the picture?
Where do you think this picture was taken? (infer)
- Students who got an Incomplete "I" on their report card PIPPED today. Grade changes will be made as soon as possible.
- Turn in JE #1 (past due)
- Turn in haiku and the completed rubric (past due)
- Turn in five facts about Langston Hughes and the completed worksheet (from substitute on 10/24/16)
- Updated "Personal Spelling Page" - Wednesday and a lot
EXIT: What did you learn today? Also, one question you still have.
Week of 10/31/16
10/31/16 - 11/2/16 - Warm Up: What is the title of the book you are reading for this class? You must edit, proofread, and initial your sentence. Pick one of the following sentence starters to use:
1. I am reading
2. For this class, I am reading
Pair Share sentence with a partner. Went over whole class the correction punctuation for a book title that that handwritten (underlined). Review the correct punctuation for a book title that is typed (italics).
11/3/16 and 11/4/16 - Warm Up: Use the textbook to define haiku. Edit, proofread, and initial. Underline key words and phrases.
- Peer edit JE #1
- Make up 2nd quiz (Quiz B) and PIP.
- Distribute haiku rubric. Students read at least two haikus in the textbook. Write a haiku. (Panther Day already did this assignment). Edit, proofread, and initial. Complete rubric (Self-assess and peer assess).
- Reading Circle
- Optional: Rewrite neatly or type haiku and illustrate haiku it for display.
- Handout for Word Play activity (Synonyms)
1. In your own words, what is a haiku.
2. One thing I learned today and one question I still have.
Week of 10/24-10/28/16
10/24/14 (Panther Day) - Panther day students had a substitute today. See attached lesson plans.
1. Review for Quiz B.
2. Review the definition of synonyms
Classwork: Edit and proofread sentences using proofreader's marks:
1. the singer Bob dylan just won the nobel prize for literature/song writting
With students' participation, I demonstrated how to fix the sentence above using proofreader's marks. Q & A. Afterwards, the students completed the following two sentences:
2. My favorite song is one moment in time by Whitney Houston
3. In order for me to grow, i have to apply what i learn.
Entered in the gradebook "for information only."
Words to Trash and Treasure T-chart. (The words to trash were good, very, a lot, gonna, and wanna). The students replaced these words with better vocabulary words. Afterwards, complete the following sentences: I will use _________________ instead of ____________________ in my writing.
1. What did you learn today?
2. Fix the following sentence: Everyone is responsible for their own behavior.
Quiz B was administered this week. Some students still need to finish Quiz A. Some students were PIPPING Quiz A.
Time allowed in class this week to complete JE #1. Some students did not complete JE #1. They are to complete it for homework.
HOMEWORK: Get a book to read in this class. Finish JE #1. Make up freewritings FW1 and FW 2.
Week of 9/6/17-9/9/16
First, show students how to prepare the cover of their composition book, how to number the pages, and set up the pages:
TABLE OF CONTENTS
Table of Contents Pages 1-2
Warm Ups/Notes/Exits Pages 3-59
WRITINGS - JE's, Freewritings, poems... Pages 60-
*My Personal Spelling List (allot two pages)
*Personal Data (Pretests, Quizzes, Tests, and PIPS)
Warm Up: Define Creative Writing in your journal using the textbook. Edit, proofread, and initial your writing.
NOTES: Cambridge Words: Apply and Define
Apply means to use or to put on.
(1) I like to apply makeup for special occasions.
(2) To grow and improve, people should apply what they learn.
Define means to give the meaning of a word.
(1) In Creative Writing, I am learning to define words.
(2) Today in Creative Writing, I learned to define the word "apply."
Reviewed Mnemonic Devices from last class.
Spelling Words: Wednesday, a lot.
EXIT: What am I expected to do during a fire drill? List at least three things you are expected to do. Use your notes. Edit, proofread, and initial your Exit.
HOMEWORK: Get a book (independent reader) and bring it to every class.
WHAT WE HAVE DONE SO FAR: 8/29-8/31/16
- Procedures and class expectations. ROAR Procedures. Practice firedrill and assign line leader and alternate. Supplies List and how to set up composition book/journal.
- KWL - What I know, What I want to learn about Creative Writing. We will do the L (Learning at the end of the semester).
- Warm Ups: What do you know about creative writing? What do you want to know about creative writing? (NOTE: At the end of the course, students will reflect on what they learned.)
NOTES: What is a mnemonic device?
A mnemonic device is a tool to help me remember something. For example - Stop, drop, and roll. This helps me to remember what to do in case I am on fire.
A second example of a mnemonic device is PIE. The remember author's purpose, students can think of PIE. P - Persuade I - Inform E - Entertain. This helps students remember to think about the purpose of their writing so that they will choose words, structure, and format to covey the message.
A third example of a mnemonic device is Q, Q, SL. Q- Quickly Q - Quietly
SL - Single Line. This helps students remember to quickly and quietly exit the building in a single line during a fire drill.
- Exits: 1. What am I supposed to do during a firedrill. List at least three things?
2. What did I learn today? Students must edit, proofread and initial their Exits.
NOTE: Exits must be written in a complete sentence. For example: Today I learned how to spell avid.
- Pretest (Entered in the grade book for information)
- First Quiz ( 10 points) What's on the Quiz: Matching (with a word bank), Choose/Select the sentences that uses "apply" correctly. Short Answer Questions.