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“… and he strode down the street with his mouth full of harmony and his soul full of gratitude.” (Twain. p20-21.)

turnerd@seekonk.k12.School Link
 
8th Grade Orientation
8th Grade Orientation TheArt Of Education Text Complexity Common Core SWBAT
8th Grade Orientation The Essential Question Keeping Your Journal WritingTips&Technology
Vocabulary Exercises Reading/Vocab Guides
A. SeptemberOctober HomeworkClasswork Virtual BulletinBoard
B. NovemberDecember HomeworkClasswork Virtual BulletinBoard
C. January&February HomeworkClasswork Virtual BulletinBoard
D. MarchAprilMay HomeworkClasswork Virtual Bulletinboard
1a Summer Reading
1b Video/URL Choices: Learning ABILITIES
2a Informational Texts: Long Island Express/ Hurricane '38 & Hurricane Carol 1954
2b Informational Texts Complex Themes WIZARD OF OZ L.FrankBaum vs. MGM American FairyTale
3 Informational Texts Short Stories/Novellas Washington Irving and SLEEPY HOLLOW Vocab&Text Complexity
4 DELIGHT SONG SpiritWeek Play, Artifact &Genealogy/FamilyTree
5 Informational Texts Period Literature UK Charles Dickens CHRISTMAS CAROL Protagonist Profile Theme Complexity
6a Informational Texts Creation of Music Language of Literature
6b Informational Texts Drama LION KING Complex Themes &Visual Imagery
7 Informational Texts U.S.History mid 1800's Period Literature USA MarkTwain SLClemens TOM SAWYER
8 Informational Texts Research&Technology DIARY of ANNE FRANK & PLACE at the TABLE ...I NEVER SAW ANOTHER BUTTERFLY
9 Informational Texts Poet/Poem a Day Poetry&PoeticLanguage Ballads, Odes, Elegies, Petrach's Sonnet, and Shakespeare's Sonnet
10a Resource SeptJun Informational Texts Primary Sources Civics&Citizenship Veteran's Day, Nov.11: WorldWar I Dec.Truce
10b Resource SeptJun Diversity: English Science Social Studies Math SpecialEducation Collaboration
10c Resource SeptJun Building Character "It'sTheLittleThings" "ThePowerOfThree"
10d Resource MayJun PersLearningProj EarthDay Ecology WhaleWatch&MobyDick
Handouts Info Texts
Handouts Media/Film
Handouts Literature
Handouts Poetry
Handouts Grammar
Handouts Composition
Handouts "READING" Pers Learning Projects HANDMADE BOOKS 2&3D SCHEMATICS
URL RESEARCH PrimarySourceDoc LibraryOfCongress
URL RESEARCH Literature&Poetry Writing&Media
URL RESEARCH SeekonkBicentennial RedSox Centennial
VIDEO&PHOTOGRAPHY Rhetoric, Speeches, and Our Collective Past
VIDEO&PHOTOGRAPHY Poetry Music & the SpokenWord
VIDEO&PHOTOGRAPHY Fiction, Drama & History
VIDEO&PHOTOGRAPHY Writing Reading & Documentary
JPEG Binding Books
JPEG LiteraryTerms
JPEG TraditionalLiterature
QuickTime Movies Dr.KevinM.Hurley Middle School
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A. SeptemberOctober HomeworkClasswork Virtual BulletinBoard


Ms. Turner: 8th Grade English at Dr. Kevin M. Hurley Middle School (turnerd@seekonk.k12.ma.us)

To educators and to all who choose to use my photographs, documents and information that are posted on this site - Should you choose to use these materials in your classroom or for any other educational purpose, please remember not only to cite this website as your resource, but also to request permission to use these documents. Documents, images, and information used for educational purposes has been cited. Nothing can be sold. Teach your students and/or remember the etiquette and importance of citing that which does not belong to you. Requesting permission is as easy as clicking on the mail icon at the top of the page and sending your request to me via email.  Thank you.


Directions:  Scroll down to find classwork/homework listed by date. 
                   The dates are listed in reverse order.
                   Months are highlighted in green; days/dates are highlighted in yellow.




Essential Question 2014-15: 
"The powerful play goes on and you may contribute a verse. What will your verse be?" 


iPad air commercial audio: John Keating (Dead Poet's Society 1989):

"We don't read and write poetry because it's cute. We read and write poetry because we are members of the human race. And the human race is filled with passion. And medicine, law, business, engineering, these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive for.

"To quote from Whitman, "O me! O life!... of the questions of these recurring; of the endless trains of the faithless... of cities filled with the foolish; what good amid these, O me, O life?" 

Answer. That you are here - that life exists, and identity; that the powerful play goes on and you may contribute a verse. That the powerful play *goes on* and you may contribute a verse. What will your verse be?"





Virtual Bulletin Board: September though October Classwork and Homework Cache


1-oz-map.jpg Tuesday, October 21 through Friday, October 24

Class:
  • Monday: Metamorphosis (District Determined Measure)
  • Tuesday: Q&A Chapters 8 and 9, Student Unit Guide Exit Ticket
  • Wednesday: Q&A Chapters 9 and 10 Student Unit Guide Exit Ticket
  • Thursday: Q&A Chapter 11 Student Unit Guide Exit Ticket
  • Friday: Q&A Chapter 12 Student Unit Guide Exit Ticket

Common Core Skills
Note: Yes. We identify CC skills every day. However, we are a student-centered classroom not a data-driven classroom.


1. Class Discussions:


SL SWBAT pose and answer questions in order to show accurate literal understanding of ideas, characters, settings, events and organizational elements in The Wonderful Wizard of Oz.


2. Vocabulary within the context of the story: example - garret

RL.8.4. Determine the meaning of words and phrases as they are used in The Wonderful Wizard of Oz

Analyze the impact of word choices on meaning and tone. RL.8.1. Cite evidence.


3. Figurative Language within the context of the story: SIMILE and REPITITON

RL.8.4. SWBAT determine the meaning of figurative language as it is used in The Wonderful Wizard of Oz

Analyze its impact on meaning and tone. RL.8.1. Cite evidence.


4. Literary Language within the contest of the story: IRONY

RL.8.8. MA.8.A. Identify and analyze the characteristics of irony in The Wonderful Wizard of Oz. RL.8.1. Cite the textual evidence.



Homework:

Read&Respond Homework: 

  • Monday - OZ ch9 
  • Tuesday - OZ ch10 
  • Wednesday - OZ ch11
  • Thursday - OZ ch12
  • Friday - OZ ch13
  • 8th Grade early morning study group adoor_2.jpg
Mondays through Fridays 7:30-8:00AM
Come with a purpose; come with a goal to accomplish.



1-oz-copyright.jpg Monday, October 20

Class: 

1. Chapter 1-7 Metamorphosis
Note: The following Common Core skills were tested on the Metamorphosis.

SL.8.1. SWBAT pose and answer questions in order to show accurate literal understanding of ideas, characters, settings, events and organizational elements – alliteration, simile, symbol, and the nuances of word choices in Baum’s novel, The Wonderful Wizard of Oz
RL.8.1. Cite the textual evidence.

RL.8.8. MA.8.A. SWBAT
  • Identify the characteristics of figurative language (irony, alliteration, simile, symbol) in The Wonderful Wizard of Oz. RL.8.1. Cite evidence.
  • Analyze the characteristics of figurative language (irony, alliteration, simile, symbol) and the nuances of word choice in The Wonderful Wizard of Oz 
  • RL.8.1. Cite the textual evidence.

RL.8.4. SWBAT
  • Determine the meaning of words and phrases as they are used in The Wonderful Wizard of Oz.
  • Analyze the impact of word choices on meaning and tone. RL.8.1. Cite evidence.


2. Student Unit Guide 
  • SUG - Common Core Standards highlighted
  • Chapters 5, 6, and 7 - exit tickets
Homework:

Chapter 9: "Queen of the Field Mice"

Common Core: SL.8.1. and RL.8.8.Ma.8.a. and RL.8.4.  (see SUG)

Simile: "...with its red eyes glowed like balls of fire." (99)

Notebook/journal response: Answer the following questions in your notebook using only two or three sentences each.

a. How does simile enhance the description of the character?

b. How does a simile enhance our understanding of the character?

Oftentimes, definitions can be used to figure out how figurative language enhances a character and/or a story:
  • Figurative language:   Language that communicates ideas beyond the ordinary or literal meaning of the words. 
  • Simile: A comparison of two unlike things in which a word of comparison (often like or as) is used. 
  • Fiction: Imaginative works of prose, primarily the novel and the short story. Although fiction draws on actual events and real people, it springs mainly from the imagination of the writer. The purpose is to entertain as well as enlighten the reader by providing a deeper understanding of the human condition. 

Note See Student Unit guide to identify notes needed to prepare for class.



1-oz-map.jpg Friday, October 17

Class: 

Q&A Review OZch6. Discuss OZch7: How does a simile enhance the meaning of the story? http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/apt7.aspx

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Homework:
  • Read Chapter 8 "The Deadly Poppy Field" 
  • Student Unit Guide Chapter 8 Question: Why is repetition an effective organizational structure for a writer to use when telling a story?
  • Draft a brief response to the student unit guide ch8 question. Draft your response  in your notebook. 
  • Remember that we will discuss this question during class on Monday, and then you will write your best response in your Student Unit Guide. 

1-oz-map.jpg Thursday, October 16

Class: Homework is getting ready for class.


Irony - word choices and nuances - impact of word choice on meaning

1a.    RL.8.4. SWBAT Determine the meaning of words and phrases as they are used in The Wonderful Wizard of Oz.

         RL8.4. SWBAT Analyze the impact of word choices on meaning and tone.

         RL.8.1. Cite evidence.

1b.    RL.8.4. SWBAT determine the meaning of figurative language as it is used in The Wonderful Wizard of Oz.

         RL.8.4. SWBAT Analyze its impact on meaning and tone.

         RL.8.1. SWBAT Cite evidence.

Irony - ironic characters


1c.    RL.8.8. MA.8.A. SWBAT Identify the characteristics of irony in The Wonderful Wizard of Oz.

 

         RL.8.8.MA.8.A. SWBAT Analyze the characteristics of irony in The Wonderful Wizard of Oz.

         RL.8.1. Cite the textual evidence.

Class Discussion/activity:

To establish irony, first identify the character’s personal traits. These traits are what the reader will expect. The character is ironic when we discover something different than what we expect.


Denise Turner @MsTurnerRoom212

Rainy Afternoons, Data and SuperCore: Research, NoteCards and Paraphrasing, Oh My!!!

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Homework: Chapter 7: "Journey to the Great Oz"  (see: chapter 7 in your student unit guide)

Class:OZch6: CC Skills guide class discussions. Hmwk:OZch7 "The Road to Oz". Prepare4Class:) http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/apt7.aspx …

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8th Grade early morning study group adoor_2.jpg
Mondays through Fridays 7:30-8:00AM
Come with a purpose; come with a goal to accomplish.



1-oz-map.jpg Wednesday, October 15

1. Dramatic Literature and Info Texts:

RL.8.2 SWBAT determine central ideas (RI) or themes (RL) of a text (RI) or a novel (RL). Analyze the development of central ideas or themes using key supporting details/ideas. 

2. Irony:

RL4. SWBAT ... analyze the impact of specific word choices on (ironic) meaning and tone, ...

L5. SWBAT demonstrate understanding of figurative language (irony), word relationships and nuances in word meanings.


3. Activity: Use the evidence below to "puzzle through and figure out" why Scarecrow is an ironic character.

Irony: To establish irony, first identify the character's personal traits. These traits are what the reader will expect. The character is ironic when we discover something different than what we expect.

Evidence: " 'It must be inconvenient to be made of flesh,' said the Scarecrow thoughtfully, ..." (53)


4.  Making Connections Student Unit Guide and using our homework prep to complete the class activity. 

SUG: Chapter 5 “Rescue the Tin Woodman”

How could the Tin Woodman “tell his story” with such compassion, if he did not have a heart? Explain why this is ironic.

Evidence: Tin Woodman’s story (58-61)


5. Partners: Breaking down CCSS into manageable parts.


6. Homework:

Chapter 6 w/SUG notes in journal

We will practice skills, fill our notebooks full of notes, and near the end of class answer the chapter 6 question on our SUG with concision.  






1-oz-map.jpg Tuesday, October 14

Class: 

Review today's class questions. Can you answer the questions from chapters 3 and 4 now that you are home?

Note: We "pose and answer questions" formatted like the questions on the PARCC test for everything we read.  It is our way of practicing for the PARCC test a little each and every day.


Chapter III: “How Dorothy Saved the Scarecrow”
1. Compare the following two excerpts, a. “You must walk. ...” and b. “But it is a long way…”
  • a. " ‘You must walk. It is a long journey, through a country that is sometimes pleasant and sometimes dark and terrible. However, I will use all the magic arts I know of to keep you from harm.’ " (27)
  • b. " ‘But it is a long way to the Emerald City, and it will take you many days. The country here is rich and pleasant, but you must pass through rough and dangerous places before you reach the end of your journey.’ " (36)
The meaning and organizational structure of a. “You must walk. …” and b. “But it is a long way…

   a. are different and the organizational structure is contrast.
   
   b. have no similarities, but the organizational structure is compare/contrast.
   
   c. are the same and the organizational structure is comparison.



2. Read the following excerpt:
“There were several roads near by, but it did not take her long to find the one paved with yellow bricks. Within a short time she was walking briskly toward the Emerald City, her silver shoes tinkling merrily on the hard, yellow road-bed. The sun shone bright and the birds sang sweetly, and Dorothy did not feel nearly so bad as you might think a little girl would who had been suddenly whisked away from her own country and set down in the midst of a strange land.” (33)

L. Frank Baum does not use the preceding excerpt to support:

   a. Dorothy’s journey as “sometimes pleasant” but “long and taking her many days”

   b. Dorothy’s journey as “sometimes dark and terrible” with “rough and dangerous places”.

   c. Dorothy’s journey as a time when “the sun shone brightly and the birds sang sweetly.”


3. Read the following two descriptions written by L. Frank Baum.  

  • a. “Dorothy leaned her chin upon her hand and gazed thoughtfully at the Scarecrow.” (36)
  • b. “While Dorothy was looking earnestly into the painted face of the Scarecrow, she was surprised to see…” (36)

The descriptions are similar: Dorothy is looking at the Scarecrow. However, there is a difference. Choose the best answer to identify the change in mood in excerpt b.

   a. an earnest mood

   b. a surprised mood

   c. a thought-filled mood




Chapter IV: “The Road Through the Forest”

1. Read the following excerpt:

 “After a few hours the road began to be rough, and the walking grew so difficult that the Scarecrow often stumbled over the yellow bricks, which were here very uneven. Sometimes, indeed, they were broken or missing altogether, leaving holes that Toto jumped across and Dorothy walked around. As for the Scarecrow, having no brains, he walked straight ahead, and so stepped into the holes and fell at full length on the hard bricks. It never hurt him, however, and Dorothy would pick him up and set him upon his feet again, while he joined her in laughing merrily at his own mishap.” (43)


The preceding excerpt describes the Road of Yellow Brick as a road. L. Frank Baum compares symbolically:

   a. to life as a journey for those who “have no brains”.

   b. to life as a challenge through which people “stumble when the walking becomes difficult”.

   c. to life as a road over which friends like Dorothy and Scarecrow travel learning to jump over or walk around potholes.



2. Read the following two excerpts:
  • a. “The Scarecrow listened carefully, and said, ‘I cannot understand why you should wish to leave this beautiful country and go back to the dry, gray place you call Kansas.’
  • b. “ ‘That is because you have no brains’ answered the girl. ‘No matter how dreary and gray our homes are, we people of flesh and any other country, be it ever so beautiful. There is no place like home.’ ” (44, 45)


L. Frank Baum uses this excerpt to predict:

   a. the central idea of the novel, The Wonderful Wizard of Oz

   b. the overarching theme of the novel, The Wonderful Wizard of Oz

   c. the author’s argument or purpose of the novel, of The Wonderful Wizard of Oz



3. Read the following two excerpts again:

  • “ The Scarecrow listened carefully, and said, ‘I cannot understand why you should wish to leave this beautiful country and go back to the dry, gray place you call Kansas.”  (44, 45)
  • “ ’That is because you have no brains’ answered the girl. ‘No matter how dreary and gray our homes are, we people of flesh and any other country, be it ever so beautiful. There is no place like home.’ " (44, 45)


The back and forth between Dorothy and Scarecrow is an example of

   a. monologue

   b. dialogue

   c. dialect




Homework Period A: 

1. Read Chapter 5: "Rescue of the Tin Woodman"

2. Preview the Oz Student Unit Guide
  • Look for something we have done, something we are practicing, something you notice???
  • Identify something we have done, something we are practicing and something you notice.  Write your answers in your notebook.

Homework: Periods B, D, E

1. Read Chapter 5: "Rescue of the Tin Woodman"

2. Draft the Student Unit Guide answer for chapter 5 in your notebook.

3. Oz Student Unit Guide Common Core Standards

Directions: Break down Common Core Standards on the Oz Student Unit Guide into manageable parts.  See below.

Students Will Be Able To:

SL SWBAT pose and answer questions in order to show accurate literal understanding of ideas, characters, settings, events and organizational elements in The Wonderful Wizard of Oz.

RL.8.2. Determine the theme of The Wonderful Wizard of Oz. Analyze its development including thematic relationships to the characters, setting, and plot. RL.8.1. Cite the evidence.

RL.8.3. Analyze how lines of dialogue or incidents in The Wonderful Wizard of Oz propel the action, reveal aspects of a character, or provoke a decision. RL.8.1. Cite the evidence.

RL.8.4. Determine the meaning of words and phrases as they are used in The Wonderful Wizard of Oz. Analyze the impact of word choices on meaning and tone. RL.8.1. Cite evidence.

RL.8.4. SWBAT determine the meaning of figurative language as it is used in The Wonderful Wizard of Oz. Analyze its impact on meaning and tone. RL.8.1. Cite evidence.

RL.8.6. Analyze how differences in the points of view of the characters create suspense and/or create humor. RL.8.1. Cite the textual evidence.

RL.8.7. Analyze the extent to which a film stays faithful to or departs from the novel. Evaluate the creative choices made by the director or actors. RL.8.1. Cite the textual evidence.

RL.8.8. MA.8.A. Identify and analyze the characteristics of irony in The Wonderful Wizard of Oz. RL.8.1. Cite the textual evidence.

W.8.2. Write expository/info texts to convey ideas about The Wonderful Wizard of Oz. Carefully select, organize and analyze the textual evidence you use to support your ideas.

W.8.2. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. RL.8.1. Cite the textual evidence.

W.8.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. RL.8.1. Cite the textual evidence







1-oz-map.jpg  Thursday, October 9th

Class and review/preview again for homework due Tuesday, 14 October:


Library of Congress: THE WONDERFUL WIZARD OF OZ "To Please a Child" http://www.loc.gov/exhibits/oz/ozsect1.html …


Library of Congress exhibit: THE WONDERFUL WIZARD OF OZ: An American Fairy Tale http://www.loc.gov/exhibits/oz/ 


  1. Find Lit2Go on iTunes and the OZ citation on Lit2Go lower right on this page http://etc.usf.edu/lit2go/158/the-wonderful-wizard-of-oz/Look "
  2. Cite This" More http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/apt5.aspx
Homework: Read Chapters 2, 3, and 4

 

Denise Turner ‏@MsTurnerRoom212

Read ch2&3&4 for class discussion Tuesday, 14Oct. http://etc.usf.edu/lit2go/158/the-wonderful-wizard-of-oz/

Choose the format that best suits your learning style when you read this novel at home: 
Note: Find the UNABRIDGED version.
Note: Do not purchase any app.  There are many FREE apps.
 


1-oz-map.jpg  Wednesday, October 8th - Class

Class:

1. Making Connections to the journal entires we wrote Friday during class and completed last weekend. 
  • Reminder: This is the Essential Questions with which we will be wrestling all year:  
    Essential Question:"The powerful play goes on. You & H'38 survivors may contribute verses. What will your verses be?" http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/apt7.aspx …
  • Setting Personal Goals: What have you accomplished so far this year and where are you going...
  • Learning is more than a test grade: How will you use the strategies we've practiced to respond to the preceding journal entries?
  • Where are you going?: Are you only working for a grade or are you 'figuring out' what an education means to you?
2. Research Folder collected (classwork/homework grade)
  • MLA Citation Guide
  • H38 Notecard
  • H38 study guide
3. Orphan Train jigsaw


Homework:

a. Read the "Preface" of The Wonderful Wizard of Oz and chapter one, "The Cyclone" (Ch1 Listening time: 6:27)


Hard copies, free apps and/or internet, Oh my!?!

Note: All students identified hard copy, free app and/or internet as the format they would use to read chapters at home.  Know you can always change your mind. Just let me know.


MLA Citation: 

Baum, Lyman Frank. The Wonderful Wizard of Oz. New York: Dover Publications, 1960. Print.

Baum, L. Frank. The Wonderful Wizard of Oz. Chicago: George M. Hill Co.. 1900. University of Virginia Library etext. Web. 1 October 2011.

Baum, L. Frank. The Wonderful Wizard of Oz. Chicago: George M. Hill Co.. 1900. University of Southern Florida Extension for Instructional
Technology etext. Web. 1 October 2012. >
http://etc.usf.edu/lit2go/authors/29/l-frank-baum/<



1-journal.jpg Wednesday, October 8th- SuperCore

"Figuring out" how to beat our own test scores.

1. If you bring in the information the Commonwealth of Massachusetts sent to your family last week, than you can figure out the exact skills with which you struggled.  

2. If you do not have your specific scores than you can use the five most common skills with which Seekonk students struggled.


The following are the five standards with which Seekonk students struggled on the Spring 2014 MCAS:

1. Dramatic Literature and Info Texts:
SWBAT determine central ideas (RI) or themes (RL) of a text (RI) or a novel (RL). Analyze their development using key supporting details/ideas. (Standard: CCSS.ELA-Literacy. Rl.8..2 and RI.8.2)


2. Nonfiction Key Ideas and Details:
SWBAT read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Standard: CCSS.ELA-Literacy.CCRA.8.RI.1 and 8.RL.1)


3a. Nonfiction
SWBAT Analyze how and why individuals, events, and ideas develop and interact over the course of a text. (Standard: CCSS.ELA-Literacy.CCRA.R.3)

3b. SWBAT analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3.)


4. Style and Language
SWBAT interpret words and phrases as they are used in a text/novel. Determining technical, connotative, and figurative meanings. Analyze how specific word choices shape meaning or tone. (Standard: CCSS.ELA-Literacy.CCRA.R.4)

4b. SWBAT ... analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (8.RL.4)


5. Language: nuances in word meanings
SWBAT demonstrate understanding of figurative language, word relationships and nuances in word meanings. (Standard: CCSS.ELA-Literacy.CCRA.L.5)




1-journal.jpg   Tuesday, October 7th


Class:

SWBAT Develop a paraphrased topic with relevant, well-chosen facts, definitions, concrete details. (W.8.2. b.)

SWBAT Cite Online Resources.


1. MLA CItation Guide

2.
 Denise Turner @MsTurnerRoom212 
"Punishable Perils of Plagiarism" by Melissa Huseman D'Annunzio TED Talks http://www.youtube.com/watch?v=SrjoaaIxaJI


3. Editing H38 Notecard: DId you find the editing errors? (H'38 notecard)
  • survivors not survivor's 
  • question mark not a period
  • LOOK not LOO
  • QUOTE not QUOYTE
4. Are you paraphrasing with a purpose?  Yes.  This is hard, but YOU can do it.  Just try.


Homework: 

1a. Go to Handouts Composition
1b. Scroll to CITATION GUIDE (PDF)
1c. Download that citation guide so you have a copy at home.  Yes.  It is the same as the hardcopy you received today for class use.  
      (Coach Wooden - "Plan to fail.")

2. Paraphrase/Revise the H'38 passage that is on your H'38 notecard

3. Watch "Punishable Perils of Plagiarism" at least one more time. It is the video we watched during class.  Watch with a purpose.  Yes, you are taking notes, but are you taking notes with a purpose and using the skills we've been practicing???  (central idea, main topics and ideas, author's argument or purpose.)  We will continue this discussion in class tomorrow.  Do the best you can!!!

"Punishable Perils of Plagiarism" http://www.youtube.com/watch?v=SrjoaaIxaJI


1-journal.jpg Monday, October 6 - research notecards

Class:

1. Reading graphs and charts, like the old-fashioned progress report.

Note: Remember to use the old fashioned progress report that lists all your assignments to explain your grade to your parents. You will bring your new progress report - the one that looks like a report card - home for your parents to sign Thursday, October 9th.

2. Meta Folders: Reading graphs and charts, like standardized scores.

Research: 

Intro: research note cards, essentialQ?s, impactQ?s and paraphrasing. YAY! editing bonus pts:) http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/apt7.aspx …


1. We will gather information (October through March) on notecards similar to the ones used at the high school. 

2. April we will use our researched notecards to write our research paper.  

3. Today is just a beginning and here are some word documents that might be helpful:
Note: 
Yes!  You can use easy bib, but think ahead and have resources available in case your internet is out the night before a paper is due.

Homework:

1. MLA citation for the PBS Hurricane of '38 transcript (periods A, B, D, and E)

2. Practice paraphrasing (periods B, D, E)
Research note card general research-notecard-general-info.doc



pic-journalmakeityours.JPG

Friday, October 3rd is half way through the first quarter

Jot down your thoughts following journal entries.  Your written responses are are part of your 'thinking homework'


1. Reminder: This is the Essential Questions with which we will be wrestling all year:
Essential Question:"The powerful play goes on. You & H'38 survivors may contribute verses. What will your verses be?" http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/apt7.aspx …

2. Setting Personal Goals: What have you accomplished so far this year and where are you going...

3. Learning is more than a test grade: How will you use the strategies we've practiced to respond to the preceding journal entries?

4. Where are you going?: Are you only working for a grade or are you 'figuring out' what an education means to you?


Homework: Play and wonder and add to your thinking homework 

"Why is the creation of something new accomplished by the play instinct acting from inner necessity?" 

"The creation of something new is not accomplished by the intellect, but by the play instinct acting from inner necessity." Carl Jung

1-H38.jpg Thursday, October 2

Class: 

1. Each class will be in assessment mode and complete the work that was explained and practiced yesterday.  In other words you are testing yourself to figure out where you are after the first month of school.

Homework:

Go outside and play... even if it's raining.   Just make sure you do your own laundry.


1-H38.jpg October 1

Class:

1. "Hurricane of '38" Metamorphosis
a. Side 1: Break down Common Core skills into manageable parts.
b. Side 2: Identify evidence (column 1).  
c. Respond to that evidence column2).

2. "Orphan Train"

a. Use the organizational elements of informational texts to identify and then analyze the study guide:
b. After reading about the orphan trains, figure out if Dorothy were real, would she have been on an orphan train.  


Homework:

1. Revision Guide: 

a. Revise the draft you wrote during class Monday, September 29th and due today typed. (Moore family's Napatree Point/Connecticut Hurricane of '38 experience. Include your Dorothy tornado/Oz prediction.)

b. Due Friday, October 3rd

2. Journal Entry: 
Weigh the evidence, draw conclusions and "figure out" - Do the arts (WWOZ) inspire life or does life (H'38&OrphanTrains) inspire the arts?

a. Format: Write your journal entry in your journal.  

b. What are you learning?: Think! Are you writing like you did this summer when you completed your summer reading or are you applying your new September to October knowledge - organizational structure of informational texts, research ("formalized curiosity" Hurston) and your own argument/purpose.

c. Due Tuesday, October 7th


1-H38.jpg Tuesday, September 30th


Class:

1. Review and complete the Hurricane of '38 study guide  "points of view" (before-during-after) discussion".
  • Montauk Point Fishing Village - Ed Ecker and Milton Miller's points of view
  • Westhampton Beach - Stuart Bartle and Patricia Shuttleworth's points of view
  • Providence, Rhode Island - the points of view of the Fogel wedding party
  • Napatree Point - the Moore family's points of view
2. Making Connections: 
  • How could oral tradition stories become the inspiration for an author writing a fictional story?
  • How does the Moore family's Hurricane of '38 experience compare to Dorothy's tornado experience?

3. PBS "Orphan Train" discussion begins.  Students identify points in the informational text they thought were interesting.



4. Homework
  • Type the draft you wrote during class Monday, September 29th.
54. September through October Review of Informational Texts Skills that we have been practicing:

SWBAT: Identify and analyze the organizational structures of an informational text.
  • Central idea
  • Main topics and ideas that support the central idea
  • Author's argument and/or purpose
  • Points of view including opposing/differing points of view
  • Connections to people and places
Note 1: Why is it important to understand the organizational structure of an informational text?
  • The organizational structure is a secret code of sorts that gives you an opportunity to understand how teachers design or structure class discussions.
  • Understanding the organizational structure of informational texts gives you the opportunity to understand the information in print, media and through the internet.
  • If you understand the information in print, media and through the internet, then you can "figure out" if it is reliable, valid, unbiased.
  • Finally, you can make good decisions.
Note 2: We have been practicing other skills.
  • Bringing supplies to class every day
  • Preparing for class each night by reviewing and/or rewriting class notes.
  • Using Twitter and TeacherWeb.com to review and/or rewrite class notes.
  • Coming to class prepared and ready to ask questions about anything you did not understand the day before.
  • Using summer reading vocabulary during class discussions and in our writing
  • Using the organizational structures of informational texts to take notes and participate in class discussions.
  • Using the organizational structures of informational texts to read new material so we can participate in class discussions.
  • Using the organizational structures of informational texts to create 2-column notes that we can use during class discussions and as checklists when we write.

Why we do what we do:
A. Review: September through October Common Core Informational Text Skills - SWBAT

1. Informational Texts:
Standard: CCSS.ELA-Literacy.CCRA.R.2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.


2. Nonfiction Key Ideas and Details
Standard: CCSS.ELA-Literacy.CCRA.R.1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.  
  • Using explicit information from the text/documentary, identify the central idea
  • Using explicit information from the text/documentary, identify the main topics and ideas that support the central idea
  • Using explicit information from the text/documentary, make logical inferences to discover the author's purpose and/or argument 
3. Informational Texts:
Standard: CCSS.ELA-Literacy.CCRA.R.3 - Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
  • Using explicit information from the text/documentary, make logical inferences to discover points of view presented in the text/documentary
  • Using explicit information from the text/documentary, make logical inferences to discover the connections to people and places

4. Style and Language:
Standard: CCSS.ELA-Literacy.CCRA.R.4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Vocabulary and Concept Development:
Standard: CCSS.ELA-Literacy.CCRA.L.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.


B. September through October Review of Informational Texts Skills that we have been practicing:

SWBAT: Identify and analyze the organizational structures of an informational text.
  • Central idea
  • Main topics and ideas that support the central idea
  • Author's argument and/or purpose
  • Points of view including opposing/differing points of view
  • Connections to people and places
Note 1: Why is it important to understand the organizational structure of an informational text?
  • The organizational structure is a secret code of sorts that gives you an opportunity to understand how teachers design or structure class discussions.
  • Understanding the organizational structure of informational texts gives you the opportunity to understand the information in print, media and through the internet.
  • If you understand the information in print, media and through the internet, then you can "figure out" if it is reliable, valid, unbiased.
  • Finally, you can make good decisions.
Note 2: We have been practicing other skills.
  • Bringing supplies to class every day
  • Preparing for class each night by reviewing and/or rewriting class notes.
  • Using Twitter and TeacherWeb.com to review and/or rewrite class notes.
  • Coming to class prepared and ready to ask questions about anything you did not understand the day before.
  • Using summer reading vocabulary during class discussions and in our writing
  • Using the organizational structures of informational texts to take notes and participate in class discussions.
  • Using the organizational structures of informational texts to read new material so we can participate in class discussions.
  • Using the organizational structures of informational texts to create 2-column notes that we can use during class discussions and as checklists when we write.




1-H38.jpg  Monday, September 29th

SWBAT identify:
  • central ideas
  • main topics and ideas that support the central idea
  • author's purpose or argument
  • POV - point of view

Class

Info texts and fictional novels: How does the Moore family's Hurricane of '38 experience compare to Dorothy's tornado experience?

To answer this question you must understand that you cannot compare the Moore's experience with Dorothy's until you have summarized the Moore family's experience.  You also must understand that you can only predict Dorothy's experience because you have not read the novel, yet.

1. First identify/summarize the Moore family's experience:
  • The Moore family enjoyed summering along Napatree Point, Rhode Island.
  • The children played in the water and if there was a "spanking wind", then mom would hang clothes on the line to dry.
  • The hurricane came without any warning.
  • At the height of the hurricane, Dad lean against the front door to hold the ocean back.
  • The ocean pushed the door open and the Moore family, their maid and handy man ran upstairs.
  • The family felt the house move "downward like and elevator and ran to the attic".
  • Everyone clung to each other and a piece of the flooring when the house was blown apart.  
  • The flooring acted like a raft and a piece of the wall, like a sail.
  • Everyone thought they were going to die, but this little raft sailed across Narragansett Bay and landed in Connecticut.
2. Your bullets are like a checklist of information you need in your open response.

  • First, summarize the Moore family's experience by using the bulleted list like a checklist of things you need to include in your open response.   You should have about nine to twelve sentences for this drafted open response.  
  • When you you complete the summary, write one sentence that predicts how Dorothy's experience could be like the Moore family's experience:
Example: 

The end of your summary might be: During the Hurricane of '38 the Moore family clung to their attic floor as if it were a raft and sailed across the bay from Napatree Point to Connecticut.

Your prediction might be: During the tornado Dorothy clung to her bed with Toto in her arms while her house twirled from Kansas to Oz.

Homework due Wednesday, October 1stSimply type the draft.  It is a working copy and I do not intend to grade it, but you will use it to "figure out" how to revise this draft using a rubric.




3. You received the "Orphan Train" study guide today.  We number the pages and you know that page one and part of page 2 will be used to continue our discussion about "Hurricanes, Orphan Trains and Oz".  Homework: Read page one and the top of page two.  Identify something that you find interesting.  Do not look for central ideas air main topics and ideas.  We will do that in class tomorrow and Wednesday.  Enjoy the article tonight. 

4. We began exploring the points of view of the people who lived through the Hurricane of "38 and shared their oral tradition stories in the documentary "Hurricane of '38.  We will finish using our Hurricane of '38 study guides and transcripts to "figure out" points of view  tomorrow.  No homework! Spend tonight previewing "Orphan Trains".



Homework:
  • Homework due tomorrow, Tuesday: Read page one and the top of page two. Identify something that you find interesting.
Note: If you forgot your Orphan train study guide in school then use this link and read it online:  
PBS informational text - http://www.pbs.org/wgbh/amex/orphan/
  • Homework due Wednesday, October 1st: Simply type the draft. It is a working copy and I do not intend to grade it, but you will use it to "figure out" how to revise this draft using a rubric.
  • Homework due Thursday, October 2nd:  Make sure you are ready to read/listen to chapters of The Wonderful Wizard of Oz for homework.  Today I handed out hard copies of L. Frank Baum's, The Wonderful Wizard of Oz for those students who asked for a hard copy. Other students have chosen to use  technology and read/listen to homework chapters on their iPods, iPads, Smart Phones and other tech devices.  If you decide you need a hard copy, you can ask for one at any time.

1-H38.jpg Friday, September 26th

Class: 

Hurricane of '38 is an opportunity to practice/learn:
  • What are the organizational structures of an informational text?
               1. central idea of the informational text/media
               2. the main topics and ideas that support the central idea
               3. the author's argument and/or purpose of writing/creating an informational text/media
               4. the author's point of view 
               5. opposing points of view (opposing in this case just means a different point of view than the author's)
               6. unique vocabulary within the informational text
  • Vocabulary:
               1. Oral tradition stories (Think of the people who shared their experiences during the Hurricane of '38.  As they remember what it was
               like to live through the hurricane they are telling their oral tradition stories.
               2. Social, cultural and historical facts (The narrator connected the oral tradition stories to the social, cultural and historical facts of
               the historical period of 1938.)   
               3. Speaking/Listening Skills: Monday and/or Tuesday, we will discuss the real life oral tradition story of the Moore family and the
               fictional tornado/Oz experiences of Dorothy.       


Homework:
After viewing the informational documentary, "Hurricane of '38", read/use the PBS transcript to identify the oral tradition stories of the following people on your study guide.  

  • Montauk fishing village, Long Island New York: Milton Miller and Ed Ecker
  • East Hampton Beach, Long Island, New York: Patricia Shuttleworth and Stuart Bartle
  • Napatree Point, Rhode Island: Anne and Catherine Moore
  • Providence Rhode Island: the Fogel wedding party
  • Westerly, Rhode Island: the community picnic
Do NOT complete the last page of your study guide. We will complete the study guide during class.

Monday and/or Tuesday we will use these oral tradition stories to "figure out" the different points of view in the PBS documentary, "Hurricane of '38".  We will also discuss the author's point of view and the author's purpose/argument.



1-H38.jpg Thursday, September 25th

Twitter Connection:

 Denise Turner ‏@MsTurnerRoom212 
  • Oral tradition and fictional stories: How does the Moore family's Hurricane of '38 experience parallel with Dorothy's tornado/Oz experience?


Warm-up: "Friends are Waiting" (http://www.youtube.com/watch?v=eubWYPhcEEo)
identify the following organizational structures in the information media clip:
  • Central idea
  • Main topics and ideas
  • Author's purpose
  • Connection to people and places
  • How do characters affect the direction of the plot? We talked about this during our summer reading conversations, let's continue the conversation. Take the puppy/dog out of the video and replace that dog/puppy with an adult in your life. How does that affect your choice to watch the video and the powerful message of the video?
Class:
1. The secret code of punctuation:
  • "Hurricane of '38" is a PBS documentary.
  • The Hurricane of '38 or The Long Island Express are two names the weather service used to identify that savage hurricane.
Trivia: 

2. Metamorphosis check

3. PBS "Hurricane of '38" documentary



Homework: 

1. Use the PBS transcript you bookmarked to revise the notes you took today during class. http://www.pbs.org/wgbh/americanexperience/features/transcript/hurricane-transcript/

2. Revise/rewrite the notes you took during class in your journal/notebook and write the revised notes in the David McCullough study guide. 



1-H38.jpg  Wednesday, September 24th

Warm-up:

Warm-up: "Friends are Waiting" (http://www.youtube.com/watch?v=eubWYPhcEEo)
identify the following organizational structures in the information media clip:
  • Central idea
  • Main topics and ideas
  • Author's purpose
  • How do characters affect the direction of the plot?  We talked about this during our summer reading conversations, let's continue the conversation.  Take the puppy/dog out of the video and replace that dog/puppy with an adult in your life.  How does that affect your choice to watch the video and the powerful message of the video? 
Class:

1. … still practicing preparation for class: day and dating notebooks/journals, opening planners, taking homework out to review, clearing desks of all extraneous materials

2. Why are we studying and watching the documentary  "Hurricane of '38? 

 

  • 2014 reality: We have to (Common Core Standards and PARCC); we choose to understand the organizational structure of informational texts  (central idea, main topics and ideas, author's argument/purpose, connections to people and places, points of view).
  • Understanding the organizational  structure of informational texts gives us the opportunity to understand and evaluate the world around us which is filled with informational texts: political speeches, political media, voting choices, newspaper articles, news media, life in this 21st century world, advertisements, legal documents (mortgages, car loans, college admissions, college loans, college scholarships, ...) financial choices we make (clothing purchases, recreational purchases, electric bills, grocery bills, morning muffin, coffee, tea, hot chocolate, lunch at school, ...)
  • The documentary "The Hurricane of ,38" is an informational text.  We not only learn a bit about our history as New Englanders, but also as United States citizens whose relatives lived through the Great Depression.  We learn about the advance in technology from 1938 to 2014.  We learn that weather has had a profound historical affect on all of us from the time of the Founding Fathers. We learn  the stories people shared about their experiences living through "The Hurricane of '38" and we learn about the historical evidence of what happened those days from September 4th, 1938 through September 22nd 1938.
  • The documentary "The Hurricane of ,38" is an informational text and it introduces to real oral tradition stories about people living through a powerful storm.  We can better imagine what that same experience might have been for a fictional character.  The Wonderful Wizard of Oz is a fictional story not an oral tradition story, but it is about a young girl who lived through a powerful storm.  
  • This fictional novel by L. Frank Baum might have been inspired by the powerful storms he experienced living in the midwest. It might have been inspired by a friend's experience ... 
  • However, we do know that Mr. Baum enjoyed telling bedtime stories to his four sons.  We do know that The Wonderful Wizard of Oz began as a bedtime story.

 

3. Hurricane of '38" resources: You bookmarked theses as a homework assignment Thursday, September 18th
4. Today we reviewed the introduction to the documentary, "The Hurricane of '38".  We identified the central idea and the main topics and ideas that support the central idea of this informational text.

    5. Today we identified the people who shared their oral tradition stories on the study guide (http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/oz38-mccullough-narration-maps.pdf)

    6. Today we not only identified the people but tried to predict their points of view.  Points of view are important organizational structures of informational texts.

    7. Today Periods D, E, A and B began watching the documentary. Periods D, E, and A watch David McCullough's introduction, the stories of Milton Miller and Ed Ecker (who were from Montauk, Long Island, New York) , Patricia Shuttleworth and Stuart Bartle (who were from West Hampton Beach, Long Island, New York).  We began wondering about their different points of view.  We will begin in Napatree Point, Rhode Island Thursday.

    Note: We ran out of time in Period B and stopped after Milton Miller and Ed Ecker's stories.  We will begin period B in West Hampton Beach Thursday.



    Homework:

    1. Review your class notes every night.  Use the transcript you bookmarked to add details to your notes.  It is easy to miss important information if you only watch something once.  It is easy to miss important information when you are in a group and might be distracted.

    2. Go back and study your literary terms.  You need to know those terms to understand our discussions during class.  Sometimes it might seem like you are studying a different language.  You are. You are studying the language of literature and writing.



    1-H38.jpg Tuesday, September 23rd:

    1. Research/trivia: Identify one significant fact about Galielo Galilei.  Tomorrow we will begin using this information and try to "figure out" if Galileo Galileo would find the use of his name standardized test a bit ironic?
    "Research is formalized curiosity. It is poking and prying with a purpose." Zora Neale Hurston, Dust Tracks on a Road


    2. Hurricane of '38 PBS documentary:

    As a class we will watch this documentary, we will...
    • Identify information in our notes that we find interesting, significant and even confusing
    • Identify the oral tradition stories and compare those stories to documented supporting evidence, such as, the newsreel clips, the social, historical, and technological information 
    • Identify the central idea and the details that support that central idea
    • Identify the point of view and at least one opposing point of view
    • Identify the author's (PBS) argument or purpose
    • Identify the "Hurricane of '38" connection to L. Frank Baum's The Wonderful Wizard of Oz
    Notes: 

    a. If you have lost your 2-column notes or forgot them in school, than you can download a copy using the following link: http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/oz38-mccullough-narration-maps.pdf

    b. If you have been absent, than you can read the "Hurricane of '38" transcript: http://www.pbs.org/wgbh/americanexperience/features/transcript/hurricane-transcript/


    1-blue-heron.jpg  Monday, September 22nd

    Trivia: 

    Class: Galileo pretest
    Note: Who is Galileo Galilei and what might he think of a for-profit company using his name for a standardized test? Is this an example of irony?

    Homework: 
    • Learning Style Inspirational Mini-poster - 81/2 X 11 inches. (Assigned Thursday, September 18.)
    • Have you identified and found the unabridged Wonderful Wizard of Oz by L. Frank Baum as a free download for the device you will use to read this novel at home?
    • Have you found the online transcript for the PBS Hurricane of "38 documentary, so you can review it at home?
    • What might you need todo to advocate for what you need now that you have identified more about your learning style?


    a21choiceisours.jpg Friday, September 19th

    Class:

    1. Each student labeled and organized his/her summer reading pretest in his/her Metamorphosis folder.

    Note: The student Metamorphosis folder, as the name implies, is/will be used to organizes the summer reading prestest, the mini-quizzes / metamorphosis tests students will take throughout the year to show grow, the post test, the spring 2014 7th grade long composition, and the student's MCAS scores.  

    Why? Each student will be challenge to learn how standardized test are made, what the scores may or may not identify about the student's learning, and, most importantly, why each student is so much more than the scores on a standardized test.  

    Do standardized tests have a place?Yes.  Standardized test scores seem to have correlation to scholarship funds awarded by colleges and universities.  However, these scores seem to confuse many young adults who wonder if they are smart or not based on a score.  I have never met anyone who is not very intelligent!!! 

    Albert Einstein: "Everyone is a genius, but if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid."

    The contents of the metamorphosis over the course of this academic year will hold proof that each and every student is a genius as Mr. Einstein described so eloquently.

    2. Hurricane of '38: Introductory Guide and map - previewed during class and read again for homework.


    3. Each student identified the strategy and technology he/she will use to read The Wonderful Wizard of Oz at home.  This is just the beginning of developing those independent, self-directed skills students need in high school It is also the beginning of learning to advocate for one's self.


    Homework:

    1. Mini-poster: What inspires you?  (1/2 images and 1/2 your words.

    2. Find and download a free version of the unabridged Wonderful Wizard of Oz.

    3. Bookmark the helpful sites identified as homework yesterday, Thursday,  September, 18th.



    a21choiceisours.jpg  Thursday, September 18th

    Homework: Keep scrolling down through the twitter reminders to find your homework ...

    Class:
    1. Journal Activator: A twist on summer reading: How do your interactions with your family and friends affect the direction of your day?

    Directions: 
    Write an open response in your journal.  This journal entry is a bit of a story.  Have fun with it for the next 7-10 minutes.  Writing begins from the heart. Don't think, just write. Thinking comes later. Revising and editing comes much later. 

    "You write your first draft with your heart. You rewrite with you head." (Finding Forrester)

    A twist on summer reading: How do your interactions with your family and friends affect the direction of your day? pic.twitter.com/EyvukEUfM3

    Homework:
    1. Find the citation guide, bookmark it and/or download the PDF to your desktop at home, so you have the reference even if your internet goes down.  http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/mla2009update.pdf
    2. Find and bookmark the citation guide for social media.  http://www.edudemic.com/how-to-cite-social-media/
    3. Learning collage due Tuesday, September 23rd - Directions are in your class notes.

    4. Thinking ahead and preparing for our first unit: "Orphan Train, Hurricanes and Oz, Oh my!"
    Baum, L. Frank. The Wonderful Wizard of Oz. Chicago: George M. Hill Co.. 1900. University of Virginia Library etext. Web. 1 October 2011.
    Baum, L. Frank. The Wonderful Wizard of Oz. Chicago: George M. Hill Co.. 1900. University of Southern Florida Extension for Instructional
    Technology etext. Web. 1 October 2012. >
    http://etc.usf.edu/lit2go/authors/29/l-frank-baum/<

    Note: You can find Lit2Go through iTunes U and download the FREE audibook.  



    pic-et-books.Jpg Monday September 15 through Wednesday September 17

    Last week we practiced the fine art of being part of a class, accepting and learning from our unique points of view, reviewing literary terms, keeping a journal and/or notebook, and most importantly listening to the wonder of words.

    We discussed elementary school worksheets, vocabulary, grammar, punctuation, and the written word. we thought about our "verses" and  were introduced to the use of the spoken and written word.

    This week we will evaluate our summer reading and continue wondering about the spoken and written word.  We will explore and wonder about the following:
    • “On the single strand of wire strung to bring our house electricity, grackles and starlings neatly punctuated an invisible sentence” (from “Of the Farm” John Updike).

    • “The difference between the right word and the almost right word is the difference between lightning and a lightning bug." Mark Twain
    • "I don't see any use in having a uniform and arbitrary way of spelling words. We might as well make all clothes alike and cook all dishes alike. Sameness is tiresome; variety is pleasing. I have a correspondent whose letters are always a refreshment to me, there is such a breezy unfettered originality about his orthography. He always spells "Kow" with a large "K." Now that is just as good as to spell it with a small one. It is better. It gives the imagination a broader field, a wider scope. It suggests to the mind a grand, vague, impressive new kind of a cow."
   (Mark Twain, reported in the Hartford Courant, May 13, 1875)

    • "GHEAUGHTEIGHPTOUGH spells Potato" by Michael Rosen

      How?

      GH is P, as in hiccough;

      EAU is O, as in Beau;

      GHT is T, as in naught;

      EIGH is A, as in neigh

      PT is T, as in pterodactyl;

      OUGH is O, as in though.

      MLA Citation: Rosen, Michael. Walking on the Bridge of Your Nose. New York: Kingfisher. 1995. Print.

    • "Hints On Punctuation" by Michael Rosen

      I take it you already know

      Of tough and bough and cough and dough?

      Others many stumble but not you,

      On hiccough, thorough, lough, and through?

      Well done! And now you wish, perhaps,

      To learn less familiar traps?

      Beware of heard, a dreadful word

      That looks like beard and sounds like bird,

      And dead: it’s said like bed, not bead –

      For goodness sake don’t call it “deed”!

      Watch out for meat and great and threat

      (They rhyme with suite and straight and debt.)

      A moth is not a moth in mother

      Nor both in bother, broth in brother,

      And here is not a match for there

      Nor dear and fear for bear and pear,

      And then there’s dose and rose and lose –

      Just look them up – and goose and choose,

      And cork and work and card and ward,

      And font and front and word and sword,

      And do and go and thwart and cart –

      Come, come, I’ve hardly made a start!

      A dreadful language? Man alive!

      I’d mastered it when I was five!
      *Note: In the third line from the top, ‘lough’ is pronounced ‘lok’.
      MLA Citation: Rosen, Michael. Walking on the Bridge of Your Nose. New York: Kingfisher. 1995. Print.

    • We will wonder if a 3-lined, 17 syllable poem might have been the first tweet???


      ...and more http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/apt9.aspx




    a21choiceisours.jpg Friday, September 12th


    Class:

    Period A: Students completed a review: imagery, setting, mood, and were introduced to mini-lessons.  As of Monday, September 15th, students in Period A will be caught up after attending an 8th grade assembly and missing class last Friday.  Monday through Wednesday, students will use a rubric and evaluate their summer reading.  

    Periods B, D, and E:  SWBAT break down Common Core standards into manageable parts.

    RL SWBAT pose and answer questions in order to show accurate literal understanding of ideas, characters, settings, events and organizational elements in literary works.

    RL SWBAT identify significant literary devices, such as symbolism or irony.

    RL SWBAT identify an author’s, illustrator’s or film director’s style and explain how style affects the mood and tone of a work.

    RL SWBAT provide relevant evidence and examples to support an interpretation of a text.

    RL SWBAT identify explicit references to elements of social, cultural, and historical context that are found in a literary work, a documentary, and a film.

    RI SWBAT determine a central idea of a text. Analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

    RI SWBAT analyze how a text makes connections between and distinctions among individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

    RI SWBAT determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.


    Periods A, B, D, E: Students have reviewed basic literary terms, organized their notebooks to include a title page, copyright page, and table of contents,  and transitioned a bit to 8th grade independent, self-directed skills and strategies.


    SuperCore: PARCC practice tests http://practice.parcc.testnav.com/#

    Homework:

    If you have followed my lead all week you do not have any homework.  If you thought this week was nothing to worry about, because a test was not directly related to our activities - yet, than you need to go back through the information on this page.  

    Complete the challenges and exercises we practiced this week.  Organize your notebook/journal.  Check our the twitter page and learn that it leads you to this page with quick references and photos.

    Monday through Wednesday, you will use a rubric to evaluate your summer reading. Summer reading notes must be in class.  This evaluation continues to introduce you to those 8th grade independent, self-directed expectations.  

    Time flew by this week and we did not go over the mini-lessons yesterday.  You will receive that study guide Monday and we will continue our conversation about mini-lessons and taking advantage of this year to practice high school independent, self-directed expectations. 


    a21choiceisours.jpg  Thursday, September 11th

    Class: Summer Reading and the Elements of Literature, Summer Reading and the Elements of Fiction

    SWBAT Periods A, B, D, E: How do the following definitions help explain "moving the plot forward" - imagery, setting, mood, tone?

    SWBAT Periods A, B, D, E: Why is it important to know the definitions and word combinations we study?

    SWBAT Periods B, D. E: What are the elements of an information text?  (Period A will answer this tomorrow.)

    SWBAT Periods B, D, E: How do the elements of an information text compare to the elements of literature? We reviewed the elements of literature this week.   (Period A will answer this tomorrow.)


    Denise Turner @MsTurnerRoom212

    Periods B, D, E: Figurative Language Q&A and Informational Texts. Details
    http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/apt7.aspx




    Denise Turner @MsTurnerRoom212

    Period A: review literary terms: imagery, setting, mood, tone, and figurative language. Details:
    http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/apt7.aspx
    Denise Turner @MsTurnerRoom212

    More curious word combinations and Common Core: craft/structure, key ideas/details, integration of knowledge/ideas.
    http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/apt7.aspx


    Homework: 

    1. Know all elements of fiction definitions we reviewed and practiced this week.
    2. Notebook checks tomorrow: title page, copyright page, pages left blank for your table of contents, class notes for Monday, September 8th, TUesday, September 9th, Wednesday, September 10th and Thursday, September 11th.  

    Note: Are you organizing your notes by including topic labels for our mini-lessons? 

    Example a: During class we I have explained that dialogue is conversation between two and/or among more than two.  We talked.  During that mini conversation we not only discussed the definition of dialogue, but also reviewed the use of the prepositions between and among.  Did you identify the mini discussion about prepositions as a grammar/parts of speech topic?  

    Example b: We also discussed the following questions: Who are the characters? and How complex are they? During that conversation I asked if anyone know the term that identified the relationship between the pronoun you in the second question and the noun character in the first question - pronoun antecedent.  Did you label that mini grammar lesson?

    Example c. We have discussed the format of different kinds of questions.

    Characters: 
    • Who are the characters?  (Question that needs an explicit response.)
    • How complex are they? (Question the requires an explicit understand of the word, complex, and higher order thinking.)
    • How do they interact with one another and affect the direction of the plot? (Question that requires an explicit understanding of the interact between and/or among characters, followed by higher order thinking and the synthesis of information.)
    We are just beginning to break down questions into managable parts.  Did you note this mini-lesson in your journal?



    a21choiceisours.jpg Wednesday, September 10th

    Class:Summer Reading and the Elements of Fiction
    SWBAT: Can you identify and explain the plot of your summer reading without summarizing the novel? Plot: inciting incident/conflict, rising action, climax, falling action, denouement.

    SWBAT: How do the following definitions help explain "moving the plot forward" - character, protagonist, dialogue, dialect, interior monologue, four methods authors use to craft/develop characters?

    SWBAT: How do the following definitions help explain "moving the plot forward" - imagery, setting, mood, tone?

    SWBAT: Why is it important to know the definitions and word combinations we study?

    More curious word combinations and Common Core: craft/structure, key ideas/details, integration of knowledge/ideas. http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/apt7.aspx …

    Anthology, inciting incident, denouement: curious words we need to know, but why? Check your notes and resources. http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/apt7.aspx …

    Homework A, B, D, E: summer reading and plot. Review all definitions practiced this week, especially - plot. http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/apt7.aspx …

    Period A - Homework: Practice definition: the four methods authors use to create or develop characters. http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/apt7.aspx …

    Periods B, D, E: Glue image/definition - imagery, setting, mood - into your journal. Respond. http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/apt7.aspx …



    Homework: 
    • Evaluate your summer reading. Do not redo or rewrite anything.  Identify your approach to summer reading. Use this week's class notes, definitions and discussions to write notes in the margins of your summer reading. Identify what you did and what you know to do now.
    • Check your journal. Have you completed your title page and copyright page? Have you left a few blank pages for your table of contents? Do you label your daily notes with a day and date?
    • Thinking homework from Thursday, September 4th: How do you learn? You might begin by identifying the kind of notebook/journal you have chosen to use this year. Explain why this notebook/journal is the "Goldilocks" journal for you.  Wonder if you will be able to use it like a comfortable chair or if you need to make some adjustments and/or additions.



    a21choiceisours.jpg Tuesday, September 9th

    Class:Summer Reading and the Elements of Fiction 

    SWBAT: 
    • Identify the purpose of knowing definitions and using definitions to enhance the quality of their writing and/or class discussions.
    • Discuss and being using tools to evaluate summer reading.
    Summer Reading Fiction: Making COnnections: four methods an author uses to develop characters
    1. Character: Who are the characters? How complex are they? How do they interact with one another and affect the direction of the plot?

    Summer Reading Fiction: Discussion 
    2. Setting: Where and when does the novel take place? What mood or atmosphere is established by the author? Identify any symbolic meanings to the setting?
    3. Theme: What is the central idea or message that the author tries to convey in the book? Identify a passage from the novel.
    4. Conflict: What major conflicts exist; Man vs. Man, Man vs. Nature, Man vs. Society, Man vs. Self? Explain.
    5. Imagery & Figurative Language: What sensory (sight, sound, hearing, smell, touch) detail does the novel convey? What types of poetic language do you see in the book? How does the author use metaphor, symbol, etc. to enhance the story?

    Note:
    Cite Your Supporting Evidence! Include MLA citations. Guide to Writing MLA Citations

    Homework:

    1. Image glued into notebooks/journals during class is used for inspiration to complete homework.

    2. Use the following definitions and the information from our class discussion to evaluate the image you glued into your notebook.

    Tone: It is an expression of a writer’s attitude toward a subject. Unlike mood, which is intended to shape the reader’s emotional response, tone reflects the feelings of the writer. Tone can be serious, humorous, sarcastic, playful, ironic, ...

    Setting: It is the time and place of the action in a novel.

    Mood: It is the feeling or atmosphere (setting) the writer creates for the reader. The use of connotation, details, dialogue, imagery, figurative language, foreshadowing, setting, and rhythm can help establish mood.

    Imagery: Words and phrases that create vivid sensory experiences for the reader. Most images are visual, but imagery may appeal to the senses of smell, hearing, taste, or touch.



    a21choiceisours.jpg Monday, September 8


    Class: Summer Reading and the Elements of Fiction Learning Guides:

    SWBAT define protagonist and identify the protagonist in their summer reading fictional novels.
    SWBAT define and practice the following terms:
    • character
    • protagonist
    • the four methods an author uses to develop a character/protagonist
    • dialogue
    • dialect
    • interior monologue

    A. Class: Notebooks/journals, literary terms and summer reading

    Students discussed and worked with images of animals to practice their understandings of the following literary terms:

    1. Character: A person who takes part in the action of a story, novel or play. Sometimes characters can be animals or imaginary creatures, such as beings from another planet or even inanimate objects, personified.

    2. Protagonist: The protagonist is the main character in a script, novel, or traditional literature story.

    3. Four Methods an Author Uses to Craft a Character:

             a. A writer may describe a character’s physical appearance.

             b. A character’s nature may be revealed through his/her own speech, thoughts,

             feelings, or actions.

             c. The speech, thoughts, feelings or actions of other character’s can be used

             to develop a character.

             d. The narrator can make direct comments about a character.

    4. Dialect: A dialect is a particular variety of language spoken in one place by a distinct group of people. A dialect reflects the colloquialisms, grammatical constructions, distinctive vocabulary, and pronunciations that are typical of a region. At times writers use dialect to establish or emphasize character development and/or settings.

    5. Dialogue:  Dialogue is conversation between two or more people that advances the action, is consistent with the character of the speakers, and serves to give relief from passages essentially descriptive or expository.

    6. Interior Monologue:  A character is thinking, or wondering, or making sense of a situation within his or her own mind. This is an extended expression of thought, but it is not spoken out loud.


    B. Homework: 
    • Students were given a series of animal photos to practice their understandings of the four methods an author uses to create a character. (See Twitter for images - https://twitter.com/MsTurnerRoom212)
    • Students are expected to complete anything they did not complete during class.
    • Students should practice their study skills by reviewing class notes, definitions and thinking questions every evening.
    adoor_2.jpg Friday, September 5
    Periods B, D, and E attended class today.

    Period A was used for Dr. Whalen's "Welcome" assembly. However, Period A did receive the homework assignment.

    1. Class Materials: due Monday, September 8th

    Choice!!! "Notebooks" are like comfortable chairs; places you want to BE, to watch a film, play a game, think a bit, refresh and then go on. https://twitter.com/MsTurnerRoom212
    • Student-choice college-ruled notebook/journal
    • You will need one 2-pocket folder for each quarter
    • 3 pens
    • 3 pencils and a hand-held pencil sharpener
    • 3 highlights (3 different colors)
    • glue sticks
    • 1 box of tissue given to your homeroom teacher
    2. 2014 Syllabus http://teacherweb.com/MA/DrKevinMHurleyMiddleSchool/dsturner/-2014-syllabus-workscited.pdf


    …a few supplies are pictured below. 

    While I prefer a soft cover composition notebook, you might prefer something different and that's OK.

    pic-keepajournal.JPG

    3. We shared our individual visual stories, and used them to create a poster - the beginning of our story together. Go to Twitter to find photos of our class stories https://twitter.com/MsTurnerRoom212

    4. These two days are simply an introduction: a time for you to get to know me, and a time for me to get to know you.  Here is a list of words, phrases and sentences that we have bounced around during class.  Do you remember hearing any???
    • "Who are you? said the Caterpillar to Alice.
    • When I learn your names, my brain takes photos of your faces and matches those imaginary photos to the letters in your name.  Take time to notice how you learn and prepare to let us know.
    • "points of view and opposing points of view":  "Opposing" does not have a negative connotation, but is a positive way to remember that we all have something to say; we all have a voice.  It is as important to participate in our discussions as it is to listen to the contribution of others.
    • The word combination "and/or" is another way of saying you have a choice.
    • Implicit understanding is implied, hinted at, iferred.
    • Explicit information is direct, clear, and straight-forward.
    • Expository writing is a formalized, written way to explain.
    • Descriptive writing is filled with sensory information.
    • "Tell me a visual story."
    • Write the story you illustrated last night for homework.
    • Your individual visual story is your voice; the visual class stories taped together are our collective voices.
    • When I look at our class stories taped together, I can imagine the wonderfully diverse discussions we will have this year.  I am going to thank you in advance.  (Go to https://twitter.com/MsTurnerRoom212 to find a photo of your class story.)
    • Research is figuring out.
    • "The powerful play goes on and you may contribute a verse. What will your verse be?"  (Apple iPad Air Advertisement https://www.youtube.com/watch?v=jiyIcz7wUH0)  Did you notice that you do not HAVE TO contribute a verse, but you "MAY contribute a verse".  
    • The personification project is another way that I can get to know you.
    Homework: Periods A, B, D, E.
    1. Supplies due Monday, September 8th
    Note: All students were given planners and will get notebooks for science, math social studies and English and these notebooks might be different for each class.  However, all students also have a bag of supplies that is carried from class to class.  This bag of supplies includes, pens, pencils, hand-held pencil sharpener, eraser, glue sticks, high-lighters, and maybe a 4G thumb drive.  Please remember to get a folder each quarter for English.  Each student binds an autobiographical anthology at the end of the year and these folders hold the pages from quarter to quarter. 

    2. Pets and/or animals personified due Monday, September 8th.

    Check out my Twitter page - https://twitter.com/MsTurnerRoom212
    I've tweeted a few sample animal personification photos.  https://twitter.com/MsTurnerRoom212/media   

    You are to complete your own animal personification photo. 
    • Print out an original photo of an animal - no Google images - or draw an animal.  
    • Personify the animal by adding a caption - interior monologue or dialogue.  
    • Bring in your "animal personification" project Monday, September 8th.   
    Remember our interior monologues and dialogues are G-rated, Disney friendly, maybe a bit cheeky, but always kind.  

    It is our responsibility to bring more kindness to the world.



    adoor_2.jpg Thursday, September 4th - "Accentuate the Positive"

    Introduction:
    1. Students received the following:
    • Schedule, locker/locker combination and planners
    • 8th grade syllabus
    • Required parent signature forms (medical, photo release, technology contract, picture day...) Due Monday, September 9th.
    2. 8th grade facts:
    • Even though we are housed in a middle school, 8th grade is the first year of high school according to the Commonwealth of Massachusetts
    • Massachusetts is not a state. Massachusetts is a commonwealth.
    • Each student will "figure out" the gifts he/she was given at birth, his/her learning style, what it means to be an independent, self-directed learner, and strategies for self-advocation.


    Homework: 
    1. Help your parents fill out all the paperwork you received during homeroom today.  Complete and sign everything.  Bring all the paperwork back to your homeroom teacher tomorrow, Friday, September 5th.

    2. Thinking homework: 
    I shared quick stories about how I learn everyone's names, and then I asked each of you to begin noticing how you learn something new.  We will continue this discussion after everyone has had time to notice and make notes about how they learn.

    3. Homework due tomorrow, September 5th:
    You received an asymmetrical piece of paper  during class.  Tell me a visual story on that asymmetrical piece of paper using geometric shapes.  Include color and/or pattern to tell your story.


    … and remember to accentuate the positive. YAY!!! Click on the video below to listen to this classic tune. 



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