Monday, May 23, 2016

Please write silently and reflectively for 25-30 minutes.  Write on a loose-leaf piece of paper:

Label your paper with the NUMBER Mr. Moreno assigns you, as well as the date: May 23rd.  (It is the same number we used back in February, the last time we did this.)

1. What's your story for this year?  Use the questions below to guide your thinking.  Don't answer all the questions...pick one or two that help you tell your story of the year.

• What has been the way you've changed?  
• What have you come to understand about school that you didn't know last year?
• What makes coming to school interesting for you?
• What do you like more about Mr. Busse's classroom than you do about other classrooms?
• What do you like less?
• What do you hope is different about next year?  
• How will you be different next year?
• What challenges do you think you'll face next year?

Tuesday, May 17, 2016

Open Mic - Tonight at the PTA Meeting: 6:30 in the Cafeteria

Tuesday - Finalize Scripts, Create Puppets, Practice voices.

Wednesday - Rehearse with Puppets, using movement and voices, consider scenery, color, mood music

Thursday - "Dress Rehearsal" putting it all together.

Friday - Show Time!

Wednesday-Friday, May 11-13, 2016

Turn in your SpringBoard book now.
Turn in your Notebooks at the end of the period.

• Independent Reading (4/17-5/1) and 5/1-5/10
• Class Notebook

Today:

Research Topic on Indonesian Wayang kulit for International Day (May 20th)

The topic of "Indonesia" is huge (it is a nation that has 1000s of years of history, so go figure!)

Mr. Vitela and I have chosen to focus for International Day on Wayang kulit shadow puppets and theatre productions to be performed in the hallway for the other students.

• Wayang kulit is performed with shadow puppets made of water buffalo hide and is said to have developed from scroll puppetry. This form is most popular in Bali, where it is called wayang kulit parwa, and in Central Java, where it is called wayang kulit purwa. The leather puppets are carved with intricate designs and painted. Buffalo horn is used for the rods that manipulate the figures.

The puppetry and the theatre they create focuses on telling stories of heroes and antiheroes, gods and goddesses, and many other topics.  Begin to research using the site below:

http://bit.ly/1SvJrtI

You'll be graded on THREE elements:

• Evidence of research (notes and notations on sites/webpages visited) - May 11-13
• Production of shadow puppets and/or story design* - May 16-19.
• Presentation of Project on May 20th. (Assessment)

I will coordinate with other teachers if you are involved in a presentation through their classwork and instruction between now and the 20th.  For example, if you go deep into a project for Ms. Parker, Ms. Mills or another teacher for Indonesia and International Day, I will adopt the grade(s) they give you.

• Communicate with ME about this, not the other teacher.
• I will keep a record of where your energy and intelligence are going for International Day.

For specifics, consider discovering answers to the following questions as you discover this art form.

Friday, May 6, 2016

Who wants a "Self-Phone" for the Reading Test next week?

• Do you know how you did last year?  Do you have a goal for next week's test?

Opening:
1. I will force a position on you!  Ha - you are for uniforms and you are against!

2. There.  Now, with your group, gather three good points in support of your position.


Work Period:
3. When your group is ready, read "Ironing out uniform policy" and mark the text for statements, facts, examples, and ideas that support the position I forced upon you.


4.  Good, now fill out the graphic organizer (your side) on page 158. 

5. Partner with a person on the opposing side.  As you express your side of the issue, your partner should take notes on your main points.  You should do the same.


Closing:
6. Write a Class Notebook Entry: 5/6: Final Word on Uniforms

• The writing prompt is at the bottom of page 158.

Thursday, May 5, 2016

Objectives:

• I can identify and understand the purpose of logical appeals, emotional appeals and appeals to authority.
• I can reread carefully to analyze an author's intended effect.
• Debate an issue of importance.

Opening:

1. Review the questions for "Hang it Up."

2. Discuss and review the similarities and differences between an article and an editorial.

• Approach the board and write a similarity or difference in the double-bubble map.

Work Period:

3. Mini-Lesson on Ethos, Pathos and Logos - Page 159.

4. Together, let's go back and analyze "America the Not-So-Beautiful"

• What evidence of arguments do we see?
• What are the types of appeals in each example?
• What is the intended effect of each?

5. Jigsaw page 159.

• One group per Article/Editorial to analyze the appeals.
• Share with large group after 10 minutes.

Closing:

6. Respond to the quickwrite on page 155.

7. In groups of two or three, gather your ideas about why this is a good idea, or a bad idea.

• Group with others who share your opinion on school uniforms.

8. If time allows, pair with another group and have a "snap" debate using your notes.

Tonight: Read "Ironing out policies on school uniforms." (Use as Independent Reading)

Mark the text for ETHOS, PATHOS, and LOGOS.

• Logical Appeals (Cause and Effect, Analogy)
• Emotional Appeals (Feel happy, sad, scared, angry, sympathy, etc.)
• Appeals to Authority (Cite "morals" or higher power (God?) or even use words, titles, past experiences to make themselves seem WORTH LISTENING TO on the subject.)

Wednesday, May 4, 2016

Learning Objectives:

• What is the best way to analyze two sides of an issue?
• What is the difference between a news article and an editorial?

Your SpringBoard book is needed.  

Opening:
1. Reading: "City Schools Cut Parents' Lifeline (the Cellphone)" on Pages 147-149:

• Mark "CON" for all statements that support a BAN on CELL PHONE USE.
• Mark "PRO" for all statements that support the USE of CELL PHONES in school settings.

2. With your seat buddy, complete #1-3 on page 152 to begin class.

3. Discuss your responses, especially the types of arguments used on each side:

• cause and effect
• analogy
• authority

Work Period:

4. Shared Reading: "Hang it Up!"

• Mark the text for words and phrases that indicate the author's OPINION.

5. Respond to questions #4-6 on pages 152-153.

Closing:

6. Complete the Venn Diagram on 153.

HW: Independent Reading

Monday, May 2, 2016

Learning Objectives:

• How can SOAPSTone be an effective analysis tool for reading an non-fiction text?
• How does an author us his or her persuasive skills in writing?
• Can a reader's mind be changed based on an essay?

Your SpringBoard book is needed.  

Opening:
1. Over the weekend, you Read and Marked the Text: Let's Reread it Together...

• ? = Question the Text 
• ! = Show interest in a passage
• * = Comment on the Text

SOAPSTone:
2. Jigsaw the Elements and Review

3. At the bottom of the page, fill in the blanks.  

What is the purpose of the author's essay?


Work Period:

4.Agree vs. Disagree: 

1. School uniforms should be mandatory and consistent.

2. Cell phones should be forbidden throughout the school day except for academic purposes.

3. Teachers should adhere to a uniform policy that is similar to the students' uniform policy.

4. People should be required to have a pet for two years prior to having children.

5. One computer per student should be required for all classes.

5. For the following debatable issue, you will be assigned a "side" and you must debate it, arguing for your position on the issue:

• College should be free to all students who meet a specific academic standard by the end of High School.

Closing:

6. Reading: "City Schools Cut Parents' Lifeline (the Cellphone)" on Pages 147-149:

• Mark "CON" for all statements that support a BAN on CELL PHONE USE.
• Mark "PRO" for all statements that support the USE of CELL PHONES in school settings.

Friday, April 29, 2016

Learning Objectives:

• How can SOAPSTone be an effective analysis tool for reading an non-fiction text?
• How does an author us his or her persuasive skills in writing?
• Can a reader's mind be changed based on an essay?

Your SpringBoard book is needed.  

Opening:
1. Would anyone like to read a poem aloud for the class today?  

2.  Share your Class Notebook Entry:
4/28: Just the facts, M'am

• "Write a paragraph summary of key facts you discovered in this article."

Work Period:

3. 10 minutes: With your seat partner, review SOAPSTone on page 146.  Join with the others in your Pod and work through the elements of SOAPSTone.

• Respond to the Question
• Provide Textual Evidence to support your response.

4. What is the author's POSITION on the topic?

5. Were you persuaded?  Write response to the author's position.

Class Notebook: 4/29: Eco-Response

• Write a reflective paragraph in response to this author's position.  What are you motivated to do in response to this article?  What beliefs have changed for you?  Are you "called to action"?  Why?

6. In the margins of the article, IDENTIFY evidence of the following:

• analogy
• quotation by an authority (a person in a position of knowledge or power)
• cause and effect

Which were most effective?  Why?

Closing:

7. What associations do you have with the word: America?

8. Turn to page 135 and make a prediction based on the title.  How do the connotations of certain words influence your feelings about the word?

9. Read and Mark the Text:

• ? = Question the Text 
• ! = Show interest in a passage
• * = Comment on the Text

Thursday, April 28, 2016

Learning Objectives:

• What is the difference between fact and opinion?
• How can SOAPSTone be an effective analysis tool for reading an non-fiction text?

Your SpringBoard book is needed.  

Opening:
1. Would anyone like to read a poem aloud for the class today?  

2. Reminder: Essays are due. But I will give you until Monday so you have time over the weekend.

• Typed is best using Revision Assistant and Office 365 Share
• Handwritten is acceptable, but aren't all your drafts online?
• If you don't turn it in Monday, you'll have lunch detentions until you turn it in (M, T, Th, F of next week)
• 30% off each category each day it is late.

3. Review: Fact vs. Opinion

• What is a fact?  What is an opinion?
• How do you know the difference?

Work Period:

• CN: 4/27: Green Facts vs Green Opinions 

4. Review Chunk 2 for me - What did you underline in TWO colors?

• Facts
• Opinions

5. Shared Reading: Chunk 3-5.  Continue to mark facts and opinions

6. CN: 4/28: Just the facts, M'am

• Write a paragraph summary of key facts you discovered in this article.

7. With your seat partner, review SOAPSTone on page 146. 

8. With another group, JIGSAW each piece of SOAPSTone and share your responses to each with one another.

Closing:

9. Class Notebook: 4/28: Eco-Response

• Write a reflective paragraph about the topic of this article.  What are you motivated to do in response to this article?  What beliefs have changed for you?  Are you "called to action"?

Wednesday, April 27, 2016

Learning Objectives:

• What is the difference between fact and opinion?
• How can SOAPSTone be an effective analysis tool for reading an non-fiction text?

Your SpringBoard book is needed.  

Opening:
1. What is the Green Movement?  Do you "buy into it"?

2. Complete the Anticipation Guide on page 139 as a way to preview this text.

3. Review: Fact vs. Opinion

• What is a fact?  What is an opinion?
• How do you know the difference?

Fact: Reading Stamina is important for success on the STAAR Reading test.

Opinion: The best way to become a better reader is to read silently to yourself.

Work Period:

4. We are going to read a Feature Article, which contains both facts and opinions.  

• Your task is to identify facts and opinions in the article as you read.  Find at least one of each as we read each of the five chunks.
• Create a Graphic Organizer in your Class Notebook:
• CN: 4/27: Green Facts vs Green Opinions 

A. Read the text and Underline in TWO colors:

• Facts
• Opinions

After you are done reading, you will Quote the Text 5 times as you gather facts and opinions.

Closing:5. CN: 4/27: Just the facts, M'am

Write a summary of key facts you discovered in this article.

Monday, April 25, 2016

Learning Objectives:

• Write a conclusion for an expository essay.
• Revise and Edit your Essay for clarity of ideas, logical structure, and formal language.

Opening:

1. Go to SBDigital and Open The Embedded Assessment 1 Page.

2. Return to TurnItIn Revision Assistant 

4 Use the EA Prompt and Guiding Questions to help you through the drafting process.

Reminder: 
Be sure to evaluate your sources.  I'm looking for "several" sources to be cited/quoted in your essay. 

• Be sure to give credit to the "content creator."
• Rely on your notes, but be willing to reread/skim back through articles and documentaries we've seen together.

At the end of writing and revising each draft, click on the "Signal Check" button to see how your draft is going.

Closing:
Copy and Paste the Whole Essay into an Office 365 Word Document and SHARE it with Mr. Busse.

Thursday, April 21, 2016

Learning Objectives:

• Organize research, notes and ideas to prepare for writing
• Write a conclusion for an expository essay.

Opening:

1. Go to SBDigital and Open The Embedded Assessment 1 Page.

2. Click on the PLUS - 

3. Does TurnItIn Revision Assistant Show Up below the text box...

4 Use that!  In another tab, Keep the EA Prompt and Guiding Questions Open to help you through the drafting process.

Work Period:
2. As you write, rely on a peer to help you review your Outline.

3. Be sure to evaluate your sources.  I'm looking for "several" sources to be cited/quoted in your essay.  

• Be sure to give credit to the "content creator."
• Rely on your notes, but be willing to reread/skim back through articles and documentaries we've seen together.

By the end of the period, you should have written  an introduction (thesis), a few body paragraphs that have a clear purpose and details, and a conclusion of some kind.  

At the end of writing your draft, click on the "Signal Check" button to see how your draft is going.

Wednesday, April 20, 2016

Learning Objectives:

• Organize research, notes and ideas to prepare for writing
• Write a conclusion for an expository essay.

Opening:

1. 4/20:  Freewrite 
Key Question: What is the role of advertising in the lives of youth?

Review your notes from Monday, write for five minutes explaining why you think it matters that you are aware of the role that advertising plays in your life.



Work Period:
2. Review the format of an expository paragraph
(Projected from SBD 2.10)

3. What do you notice that helps you understand what to do in an paragraph outline?

4. How will you expand this outline to include more than one body paragraph?

Go Online and Open Two Tabs:
      1. OFFICE 365: Create a new MS Word document.
      2. Open SBD to Activity 2.10

Think: What are two or three key ideas you want to explain about the role of advertising in the lives of youth?  List them.

Thesis: What is your opinion about how advertising affects today's youth?

What details have you collected that support your conclusion?  What do you have to say about those details?

Create an outline ONLINE that includes your subtopics, the details that support your subtopics, and the conclusions you have reached about each subtopic.  (Use SBD activities to locate details from texts - Note the authors names and article titles in your outline).

Tomorrow, after you finish your outline, you'll conduct any additional research you need, and you'll write a conclusion, to make sure you have a strong sense of what you feel MATTERS the MOST about advertising in the lives of youths.

Monday, April 18, 2016

Learning Objectives:

• Organize research, notes and ideas to prepare for writing

Check Independent Reading for a grade Opening:
In the last couple of weeks, you've taken a lot of notes, had a few discussions and written quite a bit about the role of advertising in the lives of youth.

Freewrite: (10 Minutes)
CN: 4/18: Freewrite for EA

1. So, what is the role of advertising in the lives of youth?

Topic: The role of advertising in the lives of youth is...

Opinion: ...


2. What are "TOP 10" opinions or conclusions you want to come across in your essay?


3. What is a research questions that you still need answered about what you want to write about?


4. Walk and Talk: Take five minutes to share with others in the room - what other ideas did you forgot to think about?  Write them down.

Work Period:
4. Did you finish taking notes on the video Friday?

• If not, go to the link provided online in SBD.

5. Did you type up an ODE for tomorrow's Open Mic?

• Go to Office 365, type up an Ode (or other poem) you are proud of.
• Share the Document with Mr. Busse

Conclusion:

6. Sign up for Open Mic

7. UIL Reminders

Thursday, April 14, 2016

Learning Objectives:

• How do I participate in a collaborative discussion about research findings?
• How do I compare and contrast how similar information is presented in film and in text

Independent Reading Check

Opening:

1. Login to SBD: Activity 2.9. 

2.  Underneath the table at the beginning of Activity 2.9, write down your one or two research questions that are guiding your analysis of the role of advertising in schools.

• Use the space under the G.O. to write your guiding questions.

Work Period:

3. Watch the video: Ads in Schools

• 1st Viewing: Think about how this "article" addresses your research questions.
• 2nd Viewing: 
• Chunk 1 
• Fill in your personal response, as well as specific evidence related to your research question and personal response.
• Modeling: Share a personal response with me and I'll show you how I respond.
• Trade your laptop with your partner and "respond" to their notes for Chunk #1.
• Chunks 2, 3 & 4: 
• Fill in your personal response and evidence that helps you respond to your research question.
• Trade again and respond to your partner's notes and responses.
• Add Research Questions to your Third Column.

 

4. Go back to Activity 2.8.  Review how to combine sources in a topic sentence.

5. Consider how to conclude a paragraph:

Closing:

6. Respond to the Writing Prompt.

• Use Activity 2.7 and 2.9 for evidence to compare and contrast each.

Wednesday, April 13, 2016

Learning Objectives:

• How do I compare and contrast how similar information is presented in film and in text

1. Return to the article from Monday (Activity 2.8)

2. Independently read the article and mark the text: 

• "Stop and Jot" using Sticky Notes

• It is alright to discuss with your seat partner from time to time, but keep moving through the text
• After you read a section, respond to the KIDs question near it.

Work Period:

3. After reading the article, write a summary for #4. 

I will group you as you finish.

4. Group discussions: In a group of 3-4 (without your "partner" if you had one)

• Discuss your notes, key ideas and questions
• Share responses to the KIDs
• Provide "connections" you have to the ideas presented in the article
• Compare and Contrast this article with the short film we viewed Monday.

5. Return to your seat.

6. Respond to BOTH Compare/Contrast questions online.  (Check Your Understanding - 10 minutes)

7. Language and Writer's Craft: Sentence Variety

• Review and Practice

8.  Compare and Contrast: 

• Practice writing a Topic Sentences with two sources. 

Closing:
9. Underneath the table at the beginning of Activity 2.9, write down your one or two research questions that are guiding your analysis of the role of advertising in schools.

10. Watch the video: Ads in Schools

• Take notes in the graphic organizer

Monday, April 11, 2016

Learning Objectives:

• How do I identify and record relevant research information from a documentary film?
• How do I participate in a collaborative discussion about research findings?

Independent Reading Check

Opening:

1. Rewatch the Food MythBusters video and review your notes.

2. Answer the Check Your Understanding questions (#1-5). 

Work Period:
3. Pod Discussions:

4. Class Notebook: 
4/11: Food Mythbuster Reflection

• What are some new ideas and questions you have about the topic of the media's influence on young people?

5. Preview the Learning Targets and the Text for 2.8: 

"Marketing to Kids Gets More Savvy with New Technologies"

Skim and Scan the article for the text features that indicate the Role, Audience, Format and Topic

6. Independently or in a "shared read" with a partner, read the article and mark the text: 

• Each student will need to mark their own Digital Text.
• "Stop and Jot" using Sticky Notes
• Discuss, but keep moving through the text
• Consider the KIDs, but don't write a response - highlight instead.

Closing:

7. After reading the article, write a summary for #4.  I will group you once you are done.

8. Group discussions: In a group of 4 (without your "partner" if you had one)

• Discuss key ideas and questions
• Share responses to the KIDs
• Provide "connections" you have to the ideas presented in the article
• Compare and Contrast this article with the short film we viewed yesterday.

Friday, April 8, 2016

Learning Objectives:

• How do I identify and record relevant research information from a documentary film?
• How do I participate in a collaborative discussion about research findings?

Independent Reading Check

Opening:

1. With yesterday's partner, login to 2.6 and see your grade for the activity.  I also wrote a response to the paragraph you wrote yesterday in class.

Work Period:

2. Every Individual: Log In to 2.7

3. Listen to the information I give about Anna Lappe' and Food Mythbusters.

• RAFT Jigsaw: 4 Groups
• Take notes on your individual part
• 3 Readings
• Hear It
• Hear it and Take Notes
• Hear it again and take notes, then discuss in groups.

4. Answer #1, then #2 (Reseach Questions you hope to have answered...)

• Use your previous questions, plus any ideas that the information about this film has given you to generate a couple of questions.

5. As you watch the documentary film, take notes via a Double-Entry Journal.  Remember, this is similar to what you did for Tangerine.

• 0:00-2:22
• 2:22-4:45
• 4:45-6:24

6. In preparation for a group discussion, answer the Check Your Understanding questions (#1-5).

Closing:

7. Group discussion following the guidelines provided.

Thursday, April 7, 2016

Learning Objectives:

• How do I identify and record relevant research information from a documentary film?
• How do I participate in a collaborative discussion about research findings?

Opening:

1. Search Terms: What are the three words you'll research?

2. Pick a site based on your search criteria - take notes with your partner and evaluate the site.

3. Review the Language and Writer's Craft information.

4. Write a response to the prompt.  

Wednesday, April 6, 2016

Learning Objectives:

• What is the best way to evaluate sources based on authority, accuracy, credibility, timeliness, and purpose/audience?
• How do I distinguish between primary and secondary sources?
• How do I evaluate an Internet website's content and identity to determine appropriate internet sources for research.

UIL

Opening:
1. Logon to SBD 2.6

Opening:

1. Review Primary and Secondary Sources

• Discuss #7

2. Discuss .org, .gov, .edu, .com,  and .net websites.

• Respond to #8 in SBD.

Work Period:3. Discuss "Evaluating Sources" 

4. Review/Explore the graphic organizer at the bottom of the activity.

You will visit TWO sites listed below.

5. Think through the YES/NO Questions as you Visit two of the following sites: 

1. http://www.kidsites.com/

2. http://gws.ala.org/

3. http://www.exploratorium.edu/

4. http://www.kids.net.au/
5. https://kids.usa.gov/

6. Respond to #10 after you've evaluated TWO sites.

7. Read through "Searching for Sources"

8. Think through and answer #11: How might you choose a good site for your research?

9. Respond to #12 - open another tab and experiment in google to see what SEARCH TERMS give you the best results.

Closing:
10.  Take15 minutes: Based on your search criteria, pick a website and evaluate it on the table (#13).

• Stick to ONE site.
• If you finish one site, then go on to a second site.

11. Complete the Check Your Understanding paragraph.

Closing:
Revising for Precise Language and Formal Style
12. Review the way to be more precise and formal 

• Apply that knowledge to your paragraph.

Monday, April 4, 2016

Learning Objectives:

• What is the best way to evaluate sources based on authority, accuracy, credibility, timeliness, and purpose/audience?

Independent Reading 3/21 - 4/4 Due today - I will come around and check later in the period.

Next check: 4/18

Opening:

1. Why do we need to evaluate sources? 

2. Reread Aloud: "Not Marketing to Children"

• What is the author's point of view?
• What can you infer about Mars' position on their company and youth?

3. Respond to the KIDs in the margins. - Highlight supporting details, such as the claim.

Work Period: 

4. Read the article again silently - highlight strong or particularly PERSUASIVE language. 

5. What is an Inference?  How do you use evidence?

6. Using evidence from what you highlighted, fill out the graphic organizer for #5.

• Role - 
• Audience - 
• Format - 
• Topic  - 

7. Respond to #6 with your partner.

8.  Discuss Primary and Secondary Sources

• Discuss #7

9. Discuss .org, .gov, .edu, .com,  and .net websites.

• Respond to #8 in SBD.

10. Explore the graphic organizer at the bottom of the activity: 

Closing:
11. Think through the YES/NO Questions as you Visit two of the following sites: 

1. http://www.kidsites.com/

2. http://gws.ala.org/

3. http://www.exploratorium.edu/

4. http://www.kids.net.au/

5. https://kids.usa.gov/

12. Complete #12 online.

Friday, April 1, 2016

Learning Objectives:

• What is the best way to evaluate sources based on authority, accuracy, credibility, timeliness, and purpose/audience?

First Friday Parking tonight - 4:30 pm until 8pm.
Independent Reading 3/21 - Present:
Due Monday

Opening:

1. As a class, review definitions and edit your table further.

2. Modeling how to Evalute a Source:  

Go to 2.6 on your "sign-in" laptop and 2.2 on your "other" laptop.

I will project Activity 2.2 "$211 Billion and so much to buy..."

• Edit the Graphic Organizer (#2) 
• Help me analyze Text 1 using the graphic organizer in 2.6

Work Period:
3. Open up and Evaluate the source used in Activity 2.3 "Facts about Marketing to Children"

• Evaluate the text and Edit the Table for "Text 2"

4. Respond to #3 after you've evaluate Text 2.

5. Vocabulary Review: What is a "Claim"?

Guided Reading: "Not Marketing to Children"

• What is the author's point of view?
• What can you infer about Mars' position on their company and youth?

6. Respond to the KIDs in the margins. - Highlight supporting details, such as the claim.

7. Read the article again silently - highlight strong or particularly PERSUASIVE language. 

8. Using evidence from what you highlighted, fill out the graphic organizer for #5

• Role - 
• Audience - 
• Format - 
• Topic  - 

Closing: Respond to #6 with your partner.

Thursday, March 31, 2016

Learning Objectives:

• What is the best way to analyze the credibility of a source?

Opening;
Independent Reading 3/21 - Present:
Stamp for those up to date.

Projects/Responses and Logs due Monday

UIL Writing - Last Call
First Friday Parking - Tomorrow!

Advice - Writing Intervention.  

• Would a separate class for STAAR Writing have helped you?  
• If you were a 5th grader, would a Writing class in 6th grade that focuses on everything we looked at the last couple of months be helpful to you?  
• Would a separate writing class be better as a 7th grader or a 6th grader?

Work Period:

2. Go online: SpringBoard activity 2.6

• New Partners: Create a sticky note with both names present on the note.

3. Class Notebook: 3/31: More Questions

• Since we last discussed it, what are some questions you've thought of about advertising?

4.  When you read an article online,  how do you know a source is going to give you "good" information on the topic you are interested in?

• Go to #1 - Edit the table and predict what each of the terms means in the table.

5. As a class, clarify definitions and edit your table further.

6. Modeling how to Evalute a Source:  

Stay on 2.6.

I will project Activity 2.2 "$211 Billion and so much to buy..."

• Edit the Graphic Organizer (#2) 
• Help me analyze Text 1 using the graphic organizer in 2.6

Closing:

7. Open up and Evaluate the source used in Activity 2.3 "Facts about Marketing to Children"

• I will keep the graphic organizer projected.
• Using a rough copy of the graphic organizer: Take notes in your Class Notebook for Text 2
• "CN: 3/31: Evaluating Text 2"

Monday, March 28, 2016

Learning Objectives:

• What will help me feel confident for tomorrow?
• What is my plan for success on the STAAR Writing Test?

Opening:
1. UIL Sign-Ups - May 21st

• Writing + One 

2. April 19th: Open Mic, Fiesta Parking and 8th Grade Tribute Night

• Committee Members Needed

3. Our Parking Lot Fundraiser for First Friday is April 1st  - This Friday.

4. Grades Posted

• Missing/Zero grades - last call
• Ensure there are no errors.
• Bathroom Passes??

Work Period:
5. STAAR Writing is Tomorrow

• Class Notebook: 3/28 Plan of Attack
• Write your plan of attack for tomorrow.
• Essay
• Revising and Editing
• Find your STAAR Simulation and Practice Revising and Editing Packets
• Are you aware of how to study these tonight?
• Whisper-Ma-Phone - Who'd like to have one available?
• Practice with a sample passage: "Fresh Vegetables"

6. Review the STAAR Rubric

• Reread your Essay
• Do you work to help your reader understand your Main Idea about WHY hard work is important?  
• Do you show more than just WHO worked hard?  
• Do you do more than just DEFINE hard work?

• Have you structured your essay so that each paragraph has a specific purpose that is different from each of the others?

• Do you intentionally use language to engage your reader?  Is the language you use specific and non-repetitive?

Closing:

Write a final draft

• Organization
• Depth of Ideas
• Conventions

Thursday, March 24, 2016

Learning Objectives:

• How can I be explain the importance of never giving up?
• How does Use of Language play a role in my writing?

Opening:

1. Please read independently this weekend.  The next grade for IR will be on 4/4.

2. Let's make sure I have your IR grade from Monday.

• 2.5 is graded as well.
• I will be checking/grading your brainstorming and draft essay this class period.

Work Period:3. Exchange Essays...Share your essay with your partner. 

• Use the Rubric that I project to think through how you'd score the draft.
• What advice do you have about:
• Organization
• Development of Ideas
• Conventions

4. Read thesis statements aloud??   

• Share a 4 from a previous year?

Closing:
5. Extra Credit - Replace a Low Assessment grade by Writing a Final Draft this weekend on a STAAR 26-Line paper.