August 24: We talked about planners and the planner contract.
We tried to wake up our brains with a group activity, relating it to what we
will be learning this year.
HOMEWORK: First period, please return your planner contract by Wednesday,
August 26.
Bring a free reading book of your choice (approved by your parents) to class
on Friday. We will be visiting the library for orientation on Thursday.
August 25: We checked planners, introduced ourselves by sharing
something unique, and filled out information cards.
HOMEWORK: See Monday.
August 26: We spent the day learning to annotate as we read, using
different symbols to mark our thinking. As we read, we marked ideas that we
agreed and disagreed with, unfamiliar words, questions, and important
information. We didn't have as much time to discuss the internet agreement,
but I will follow up with an explanation of plagiarism.
HOMEWORK: Bring a free reading book Friday. Return BLUE disclosure forms and
internet agreements by Friday. Thanks!
August 27: We had an enlightening visit to the library, reviewing
policies and exploring books.
HOMEWORK: Bring a free reading book, your signed disclosure and internet
forms. Supplies are due in class Wednesday.
August 28: Ah. . . .it's finally Friday after a long week of getting
up early. I collected disclosure and internet forms, reminded students to
have supplies ready by Wednesday, and went over the rules for Friday free
reading. I gave granted amnesty to those who didn't bring their books, but
the tough times start on Monday--no more favors!
HOMEWORK: Supplies due Wednesday. If your internet/disclosure forms are in
your backpack, your bedroom, your locker, your binder, or the hospital, bring
them Monday. If they are on the counter, your shelf, your Mom's desk, or
chair, bring them Monday. No more excuses!
August 31: Say good-bye to August! We finished filling out information
cards, then practiced the art of "fluency writing" by writing our first
journal entry, "What's on my mind?" (Examples: school, friends, sports,
family, worries, last weekend, Labor Day, food, pets, bad hair day, clothes,
money, the opposite sex, etc.)
HOMEWORK: Reading/Writing survey due tomorrow.
Supplies due Wednesday. Names test is Thursday.
September 1: Students received 10 preparation points for having their
surveys completed when the bell rang, then turned them in. We worked on the
essential skill of "visualizing" as you read or hear a story and drew story
boards for two stories I read aloud.
HOMEWORK: Supplies due Wednesday. Names test Thursday.
September 2: School picures and checking supplies took a bit of time.
We finished reading, visualizing, and discussing the story about the rescue
at Snowbird.
HOMEWORK: None.
September 3: I explained the students' first reading record which will
require 90 minutes of reading and six frames of a story board (the only time
we do this all year). Then we had a writing activity reversing what we did
yesterday. Today, we took cookies and painted word pictures of them using a
list of more unusual words to spice up our writing.
HOMEWORK: Bring a free reading book tomorrow.
Reading Record is due Wednesday, September 9th. Start reading as soon as you
can!
September 4: FREE READING and JOURNAL CHECK. Each time I check to see
if journals are up to date, students receive 10 points.
HOMEWORK: Reading Record is due Wednesday, 90 minutes, six frames of a story
board based on your book. Don't forget to have your parent sign it, please!
TUESDAY, September 8: We labeled our dividers and organized our
binders today! We also learned how to take Cornell notes (a skill many
Wasatch teachers are working on) about the exciting subject of APOSTROPHES.
Then we moved into our right brain and started brainstorming symbols that
could stand for writing and creativity. Everyone will choose a symbol and
name for their fifth binder section for writing.
HOMEWORK: Reminder! Your first Reading Record is due tomorrow!
WEDNESDAY, September 9: We learned another big rule for apostrophes,
filled out a KWL about September 11th, and had a little more fun
brainstorming possibilities of symbols for writing and creativity.
HOMEWORK: Interview a parent, relative, or adult friend about what they know
about September 11th (at least 10 questions from your KWL). This is due
Friday. Bring a free reading book TOMORROW, Thursday, instead of Friday this
week.
THURSDAY, September 10: I had a substitute so I could attend a
yearbook conference with my staff. Students completed an in-class writing
assessment and then had free reading.
HOMEWORK: Complete your interview about September 11th. DUE TOMORROW.
FRIDAY, September 11: I checked off students' KWL interviews, and
then we shared some of the stories and information we learned. I finished
with a story of heroism.
HOMEWORK: None.
MONDAY, September 14: We had a planner check while students wrote
their first journal entry. The question they wrote about was: "Do you think
we should take time to remember September 11th or do you agree with those who
say we should just 'move on'? If you believe we should stop and remember it,
what kind of things should we do?" A few people shared their very thoughtful
writing. We discussed the difference between studying history and studying
the arts. I believe that we understand history better when we explore the way
people expressed their feelings at the time through the arts. We read two
poems written by young people; then I read the Caldecott Award book, THE MAN
WHO WALKED BETWEEN THE TOWERS, another artistic expresion about the twin
towers.
HOMEWORK: Search the internet or books for a story about September 11th
heroes. Bring the story in or a few notes about it on THURSDAY. Be sure to
cite your source.
TUESDAY, September 15: We worked on the skills of paraphrasing and
summarizing, listing the differences and similarities, practicing them, and
discussing when you would use each skill.
HOMEWORK: Your hero story is due on Thursday. Also, on Thursday, we will be
having (finally) our Names Test. Your next Reading Record is due Tuesday,
September 22. IMPORTANT: Bring your science book to class tomorrow.
Preparation points will be given.
WEDNESDAY, September 16: We finished up our summaries and discussed
them. We spent the rest of class learning a quick and easy strategy for
previewing a textbook chapter called THIEVES. It is a way to wake up your
brain so it can learn the material better when you study it in depth.
HOMEWORK: Your story of a September 11th hero is due Thursday. Reading
Record is due Tuesday, September 22nd.
MONDAY, September 28: Thank you to everyone for your kind support and
understanding last week as I said good-bye to my mom. Please give me a few
days to catch up on grading and schedule conferences with the parents I
missed on Thursday. Today we handed in our writing assignment about "The
Ransom of Red Chief," then finally finished up our work on heroes with a
right brain summary, which is just another name for a poem!
We wrote a 50-word poem as a class; then students wrote one about their own
hero story.
HOMEWORK: Sixth period ran short of time, so their poems are due tomorrow
along with anyone from another period who didn't complete his or hers.
TUESDAY, September 29: We wrote Journal #2 called "Troublemaker."
Students recalled an experience when they got into mischief or were as
annoying as the little boy in last week's story, then wrote about it. LOTS
of people wanted to share, so we just enjoyed each other's great writing. We
finished up with a review of the rules for it's and its.
HOMEWORK: None.
WEDNESDAY, September 30: We finished up our THIEVES activities
where we previewed a science chapter. We will try this again to see if we
can bring up the students' scores on their science tests. We started
previewing a book of fiction.
HOMEWORK: Reading Record is due Wednesday, October 7. Remember, 90 minutes,
90-word summary. Don't forget a parent's signature.
TUESDAY, October 6: In periods 1-5, we had two grammar exercises,
one with "your and you're," one with "their, there, and they're." We then
finished up our "previewing" of a fiction book. We paid attention to setting
(Where are you?), characters (Whom do you meet and what do you find out about
them?), plot (What problem, challenge, or conflict is the character facing?),
and questions (What don't I get?).
HOMEWORK: Reading Records is due tomorrow. Make-up school pictures will be
taken on Friday.
WEDNESDAY, October 7: We turned in Reading Records and finished up
our previews of fiction books. Most classes started a spelling assessment of
25 very tricky words. We will complete it tomorrow.
HOMEWORK: None.
THURSDAY, October 8: We worked mostly on spelling today. To finish
up with something a bit more iteresting, I shared a story from Alice Walker's
childhood (when she lost the vision in one eye) to lead into our journal
entry, "Celebrate Your Senses."
HOMEWORK: Reading Record due Monday, October 13th. Instead of writing
summaries, I have asked students to focus particularly on the setting for
their story. They need to select ONE setting that is important in the part
of the book they are reading. They are to include the answers to these
questions in their 90 words of writing: Where is the story taking place?
What is the season and/or weather? What surrounds the place, or what is it
close to or far away from? What are two or three details the author gives to
help you "see" it in your mind? How does the setting influence the characters-
-their personalities and way of living? How would your life be different if
you lived in that setting and had been through the experiences the
character(s) had? If that doesn't "use up" all 90 words, students can just
give more information about what is happening in the story.
FRIDAY, October 9: We had a couple of fabulous book talks in each
class, then enjoyed our free reading.
HOMEWORK: Reading Record due Tuesday, October 13th. (See Thursday's homework
assignment for special instructions.)
MONDAY, October 12: We shared some ideas from our
journal, "Celebrate Your Senses" to lead into some analysis of beautiful
nature photography. We went outside on an "ugly" hunt, finding surprising
beauty in things that looked pretty ugly at first! We finished with the
poem "Interlude III," by Karl Shapiro about dead bug.
HOMEWORK: Reading Record due tomorrow. See instructions for this week's
Reading Record last Thursday.
TUESDAY, October 13: We handed in Reading Records which almost
EVERYONE had! (Thank you very much.) I explained the new way students will
write about their books this week. (See below.)In the fifth section of our
binders, we did an exercise for the right brain called "Crazy Questions." The
questions went something like this: "What color is fear? What shape is
yellow? What is the texture of red? What sound does black make? What does
triumph or victory taste like? What does chocolate sound like? What sound
does fog make?" We finished up with an article about why leaves turn color in
the fall written by Diane Ackerman, who is both a scientist and an artist. We
highlighted the places where she uses "word art" to explain a scientific
concept.
HOMEWORK: A new Reading Record is due next Monday. Students' 90 words will
focus on one character in the book. Here are the steps: Choose ONE important
character in your book. 1. What is his/her name and approximate age? 2.
Describe his/her physical appearance. 3. Describe his/her personality. 4.
Would you like to have this character as a member of your family or as a good
friend? Why or why not?" If you don't need 90 words to answer these
questions, briefly tell me what is happening in this part of your book.
WEDNESDAY, October 14: We worked a bit more with the article from
yesterday, finding "spicy" words. Students found strong words in their own
writing, then crossed out old and tired words. They either replaced them or
added a word to make the old one more powerful. We began a discussion
of "cliche, simile, and metaphor."
HOMEWORK: If you haven't written your observation, write it TONIGHT! Read for
the Reading Record due on Monday.
THURSDAY, October 15: We finished up our notes about cliches,
similes, and metaphors. The students all added similes and metaphors to
their "observation" assignments. They read each other's over and turned them
in. We had a "simile" contest between the different groups and read another
set of poems to see what they reminded us of.
HOMEWORK: Bring a free reading book tomorrow!
FRIDAY, October 16: Following some excellent book talks about
amazing books, we had a lovely day of free reading.
HOMEWORK: Reading Record due Monday. See Tuesday for details.
MONDAY, October 19: We worked in the computer lab to submit essays
for first term "benchmark" writing scores, which will be compared to their
scores at the end of the year.
IMPORTANT ANNOUNCEMENT: ALL LATE WORK, MAKE-UP WORK, AND EXTRA CREDIT READING
IS DUE MONDAY, OCTOBER 26th. NO EXCEPTIONS!
HOMEWORK: None.
TUESDAY, October 20: I assigned a new Reading Record for Monday. They
are supposed to write about "Wonderful Words." They need to find SEVEN
examples of wonderful uses of words and explain why they like how the author
used them. We finished up our essays from yesterday. I assigned two short
poems (50 words or longer. One is based on their observation they wrote last
week. The second one can be either of the following: a favorite kind of day,
an imaginary place they wish they could visit, a vacation spot they didn't
want to leave, or a favorite kind of weather. ALL of these help us think
about the Reflections theme, "Beauty is. . . ." in a new and different way.
HOMEWORK: Write two short poems for tomorrow as described above. (Sixth
period will only write one, the one based on their observation.) The last
Reading Record of the term is due Monday. (See requirements above.)
WEDNESDAY, October 21: We handed in poems, wrote a journal entry
called "Three Wishes," and began reading a play, "The Monkey's Paw."
HOMEWORK: Read for Monday. Sixth period needs to write one more poem. (See
Tuesday's description.) It is due tomorrow.
THURSDAY, October 22: We finished reading the play, "The Monkey's Paw"
aloud and had a fun discussion.
HOMEWORK: Reading Record due Monday. All late, make-up, or extra credit work
is due Monday except for students who have missed several days of school in a
row.
FRIDAY, October 23: We had a "catch-up" day so students could check
their grade printouts, ask questions, work on assignments that still need to
be turned in, or read.
HOMEWORK: READ and watch for wonderful words. Last Reading Record is due on
Monday.
MONDAY, October 26: We turned in Reading Records, then reviewed all
our journal entries so I can collect journals tomorrow. Our journal entry #6
was "Think back to the most terrifying moment of your life. What frightened
you? Was it something "real" or "pretend?" How did you feel? What did you
do?" We started taking notes on a video about the life of Edgar Allan Poe.
HOMEWORK: Fourth and sixth periods need to hand their last Reading Records
tomorrow, as well as any late, make-up, or extra credit reading. ALL students
in ALL periods need to make sure they have made up any journal entries they
missed.
TUESDAY, October 27: Fourth and sixth periods handed in their last
Reading Records. We handed in our journals for grading, spent a few minutes
organizing binders, and then watched and discussed more of the video.
HOMEWORK: Binders will be checked tomorrow, so if you didn't finish in class,
organize the rest at home.
WEDNESDAY, October 28: All binders (except those that students use
for all their classes) were handed in today for grades. We completed a
worksheet previewing words Edgar Allan Poe uses in "The Tell-tale Heart." We
will finish the video later--we ran out of time today.
HOMEWORK: None, unless corrections still need to be made on returned work.
THURSDAY, October 29: We quickly finished and reviewed the vocabulary
words we learned, then listened to a fabulous reading of the story. Students
took notes on what was happening that we could see as well as what we
couldn't see happening inside of the deranged narrator.
HOMEWORK: NONE! Enjoy the holiday weekend and brush your teeth.
MONDAY, November 2: A new Reading Record was assigned. Students can
earn 30 points extra credit by reading another of Poe's stories and/or poetry
for a total of 90 minutes. (This offer is only good this week!) No matter
what you choose to read, remember to read 90 minutes and write 90 words. You
have lots of choices in your writing: write a summary, analyze the setting,
analyze an important character, or find seven examples of wonderful words.
HOMEWORK: Read for next week. Reading Record is due Monday, November 9th.
See details above.
TUESDAY, November 3: I have the extended opportunity to earn extra
credit by reading more works of Edgar Allan Poe for a second week. You can
only earn the extra credit ONE time, though. We took a few more notes about
Poe and generated questions about his life and work that required more
thinking. We finished up with a debate about whether "The Tell-Tale Heart"
(filled with insanity, cruelty, murder, blood, and horror) should be included
in a literature book for 8th graders.
HOMEWORK: Just read!
WEDNESDAY, November 4: We worked more on writing opinions (thesis
statements) and supporting reasons today. We also had a discussion about a
life-skill--starting conversations with people you don't know too well or
total strangers! This relates to English because the way we use words
strongly affects both how we treat others and how we feel about ourselves.
HOMEWORK: None.
THURSDAY, November 5: We worked more on our "tripods," adding
evidence from the story to make our reasons "stick." After we state an
opinion or thesis statement, we need to state our reasons, and then give
solid evidence "proving" that those reasons make sense.
HOMEWORK: This is related to the new seating chart. The assignment is to
start a conversation with a stranger or someone you don't know well. Write 50
words about WHERE you were, WHOM you talked to, WHAT you said, WHAT he/she
said or did, and HOW hard it was really. DUE AT THE BEGINNING OF CLASS FOR
PREPARATION POINTS!
FRIDAY, November 6: We had free reading today after some intriguing
book talks.
HOMEWORK: Read for Monday. Check out instructions for this week in last
Monday's notes.
MONDAY, November 9: We turned in Reading Records. I extended the
deadline for this week's Reading Record until Wednesday because there was
some confusion. We talked about how important different reading strategies
(ways of thinking about your reading as you read) are to helping you enjoy,
understand, and remember difficult reading. I taught the students the
strategy of making connections as they read: text to self, text to text, and
text to world. This is simply asking yourself as you read, "What does this
part of the book (character, setting, plot, etc.) remind me of?"
HOMEWORK: Reading Record due next Monday. Please draw the diagram I had on
the board and make TWO text to self connections, TWO text to text
connections, and TWO text to world connections. DO NOT WRITE 90 WORDS! Just
make at least six connections and then read for fun. Don't forget to use the
word "because" to explain why your books reminds you of something else.
TUESDAY, November 10: We finally finished our tripods, sharing
opinions, reaons, and evidence. We added the following words to a page of
Cornell Notes: opinion vs. fact, argument vs. evidence, general vs.
specific. I explained the interesting Latin roots of these words and we tied
them into our tripods and FINALLY turned them in filled with colors.
HOMEWORK: Read.
WEDNESDAY, November 11 (Veterans Day): We had slightly different
activities in different classes. Periods 1, 2, and 4 had a pop quiz about
writing and reading skills. Periods 3 and 6 finished up the Cornell notes
that the other classes finished yesterday. We had discussion about what
Poe's story taught us about violence, guilt, and life in general--and how it
relates to kids' attitudes toward violence today. In every class except sixth
period, we finished up with a Veterans Day story about the Navajo Code
Talkers, unsung heroes of World War II. Marvelous story about true heroes!
HOMEWORK: Read.
THURSDAY, November 12: We added a bit to our journal entries about
guilt, responding to the question, "Guilt can keep us from doing harmful
things, etc., so it can make us a better person. But when is it NOT a good
thing? When is it healthier to NOT feel guilty?" The kids' responses were
wise beyond their years. We spent the rest of the time reviewing the correct
use of quotation marks, commas, and capital letters in writing a conversation.
HOMEWORK: Read.
FRIDAY, November 13: Free reading and book talks.
HOMEWORK: Reading Record due Monday--Making Connections. (See details in
Monday's report.) Bring a COAT for someone out there who is cold.
MONDAY, November 16: We handed in Reading Records, then did a "Brain
Wake-up" activity based on personalized license plates. (A fun change of pace
using the right brain!) We finished up our work on using quotation marks in
conversations.
HOMEWORK: Eavesdrop on a conversation or make up one of your own to write
down. Write down five statements made by the people talking. Two have to
start with what they said and then tell who said it. Two have to start with
who said it and then what they said. ONE has to start with what someone
said, interrupt it with who said it, and then finish off what the person
said. WHEW! These are then sentence patterns we practiced today. DUE
TUESDAY, except for 6th period who will have this assignment tomorrow.
TUESDAY, November 17: We finished up our group activity turning comic
strips into written dialogue (using quotation marks correctly), graded the
homework, and started a story, "Flowers for Algernon."
HOMEWORK: Read for Reading Record due November 24th. Sixth period also has
the homework the other classes did last night. See yesterday for details.
This is due tomorrow at the beginning of class.
WEDNESDAY, November 18: We started a new story, "Flowers for
Algernon," with some pre-writing and discussion.
HOMEWORK: Just read.
THURSDAY, November 19: We kept reading our short story, reviewed a
bit about using context clues to figure out the meaning of new vocabulary
words we encounter in our reading, then talked about ways to ask questions
and "wonder" about things as we are reading. After practicing as a class,
students read independently, recording "questions we ask ourselves"
and "questions we would like to ask the author." Wow, the kids came up with
some profound questions.
HOMWORK: Reading Record due Tuesday, November 24. Free choice for writing
about the reading--remember, though, you can't another summary if they have
written three already!
MONDAY, November 23: We worked on "questioning and wondering" with a
game. Kids could write anonymous questions about something they have wondered
about other eighth graders. Then we answered them anonymously. Examples: If
you could change one thing about yourself, what would it be? Has anyone ever
spread a rumor about you? Have you ever had a crush on someone you had NO
chance with?" Just a fun way to think about questions! We read more in our
story, writing questions along the way.
HOMEWORK: Try logging in to our textbook website, www.my.hrw.com (I gave it
to first period wrong!. Bring a note from your parents that you tried to log
in, what happened, and where you wrote down your username and password AT
HOME. ALSO! There is a Reading Record due tomorrow--see details last week.
TUESDAY, November 24: We will get back to Charlie on Monday. Today
we turned in Reading Records. I announced an assignment that isn't due until
next Friday, so kids can start on it over the break IF THEY WANT TO GET
AHEAD. This is not due until Friday, December 4th. They need to type up all
their creative writing from Section Five for their portfolio. I will keep
the final copies in a folder for their final portfolio at the end of the
year. Also, they may earn 50 extra credit points for creating a book poster
for my wall. This can come in any time before the Christmas break. Then we
wrote in our journals about pet peeves (a reversal of Thanksgiving). With
some effort, we turned our thinking around and wrote about hidden blessings
in our pet peeves. It was a fun and different way to think about things we
are thankful for. Fourth period also had time for a word puzzle they will
bring home to share with family and friends over the break.
HOMEWORK: Help with the cooking, do the dishes, sweep the floor, keep your
bedroom clean, babysit so your parents can go shopping, don't whine or
complain about ANYTHING! Happy Thanksgiving!
MONDAY, November 30: We had a substitute today because I had a dental
emergency. He had the kids read more in "Flowers for Algernon" and handed
out two articles about the brain to annotate.
HOMEWORK: Type up all your creative writing in your fifth section for
Friday. Please, size 12 font or larger, double spaced. You may put more
than one piece on a page. DUE FRIDAY! There is no Reading Record this week.
TUESDAY, December 1: I had to review some concepts and assignments the
Sub tried to explain. We reviewed "fact" questions: who, what, when, where,
how questions that test a basic understanding of the plot of a story. I
discovered that the story is NOT on-line, so I had to give people more time
to finish up Part I, writing fact questions for a class quiz. I also reviewed
the annotation marks I taught them at the beginning of the year.
HOMEWORK: Annotate BOTH articles about the brain and take the quiz on the
back of the newspaper article. DUE TOMORROW! Find a non-fiction book. ALL
student are required to read a non-fiction book (or a substantial part of a
difficult one) before the end of the term.
WEDNESDAY, December 2: I collected the annotated articles.Everyone
finished Part I and wrote five "fact" questions for a reading quiz we took.
We talked about the reasons for "fact" quizzes and what makes a question too
picky.
HOMEWORK: Type your portfolio and find a non-fiction book.
THURSDAY, December 3: We previewed challenging vocabulary words coming
in Part II and started listening to that part of the story.
HOMEWORK: Look for a non-fiction book to read before the end of the term.
Bring a free reading book to class tomorrow.
FRIDAY, December 4: Everyone handed in their portfolios. Then--free
reading and book talks.
HOMEWORK: Find a non-fiction book, please.
MONDAY, December 7: I assigned a new Reading Record for Monday and am
giving kids the chance to use visualizations (sketches) instead of word this
week as my holiday gift to them. We came close to finishing Part II of the
story and took a brief reading quiz.
HOMEWORK: Start reading for next Monday. See details above. Please find a
non-fiction book you would enjoy ASAP.
TUESDAY, December 8: We finished the story (except in Period 2) and
reviewed the supplementary articles and story I had some of them read. We
talked about connections this story has to our real lives and the people we
meet. We talked about the value we put on people whose minds are different
from ours. We finished up with a test not of "how smart you are," but "HOW
you are smart." These are Gardner's multiple intelligences.
HOMEWORK: Read.
WEDNESDAY, December 9: I had a substitute for another family funeral.
The kids started on a creative project that mixes imagination with some
technical writing skills: an owner's manual for their own brains. The kids
were a bit confused but still got a good start on it.
HOMEWORK: None.
THURSDAY, December 10: We finished up our discussion of multiple
intelligences and worked on our "brain manuals." This a great integration of
both left and right sides of the brain. Everyone discovered they are
intelligent in a very important way!
HOMEWORK: Except for second period, all students need to finish up a rough
draft (eight columns) of their brain manuals. They will receive preparation
points (which can't be earned back) for having them ready at the beginning of
class tomorrow. Bring a free reading book tomorrow. Reading Record due
Monday with sketching allowed.
FRIDAY, December 11: We had either free reading or worked on
our "manuals" plus a few great book talks.
HOMEWORK: Reading Record due Monday. You can use visualizations if you want
to.
MONDAY, December 14: We started preparing for a spelling test on
Wednesday. Everyone will be tested on a minimum of 25 words and a maximum of
35. I handed out new paper and a rubric for the brain manuals.
HOMEWORK: All information needs to be transferred to the new paper. We will
exchange them with peer reviewers tomorrow.