Tuesday: Vocabulary and Malala's speech at the United Nations

I will be at the district office on Tuesday.  Here are your two tasks:

1. Take notes on your new set of vocabulary words from Lesson 6. Lesson 6 quizlet

2. Malala Yousafzai, the Pakistani girl who was shot in the head by the Taliban in 2012 for demanding education for girls, gave a speech at the United Nations on her 16th birthday in July, 2013 where she spoke about the importance of education. 

Watch the video below and write a response, attempting to answer the following questions:  What words or phrases stand out to me as I listen?  What is her attitude about education?

Here is the full text of her speech:Malala's speech (video and text)

Please turn it in to the substitute when you are finished.

Monday: Eleanor Roosevelt and the Purpose of Education

Today I described the last part of the Brain Gain unit: a written assessment and a class discussion on the last three texts (#7, #8, and #9).  *remember that there are copies of these texts in our shared google doc folder.

Then, we read alound Text #7 "Good Citizenship: The Purpose of Education" by Eleanor Roosevelt.

Our guiding question is: What is Eleanor Roosevelt's attitude toward education/learning?

and

Wbat information/ideas are described in detail?
What do the author's words cause me to see or feel?

We highlighted/underlined any strong opinions or CLAIMS in the essay, and circled any keywords that we thought were important or that we didn't know.  We also tried writing notes in the margins, putting brackets around multiple sentences that worked together as evidence or example.

THIRD PERIOD FRIDAY

After taking the Vocabulary Test, we had time to work on our triple entry journals that are due today.

Many of you are struggling with finding a golden line. 

Here is an example from Miles.  His book is titled The Prince.

"I haven't saved anything.  All a soldier can do is buy time.  I haven't saved Hadley.  You have to do that.  God help you if you don't" (286). -Colonel Falkenburg

Miles notices the humility in this character. This quote STANDS OUT to him (like it is naturally high-lighted or golden).  He can use this quote to reflect on a big idea and wonder about the nature of heroism and glory.  He can use it to make a prediction about what is going to happen in the text.  Or it might make him notice something about what has happened earlier in the story and see it in a new light.

For full credit, you need to have your partner complete the THIRD COLUMN of your journal.  He/she should write questions and opinions about the summary and the golden line and any answers he or she might have to the journal author's questions.  Then the partner signs his/her comments and passes it back.  Then it is turned in to me.

The Pearl chapters 3 and 4

Today we started class with a vocabulary test on Lesson 5.

You have 20 minutes to read silently in The Pearl to be sure you have read through chapter 4.  You can also use this time to complete your Triple Entry Journal.

Many of you seemed to be unclear about the golden line.  Here is an example of one you could have chosen from Chapter 4:

"Kino," she said huskily, "I am afraid. A man can be killed.  Let us throw the pearl back into the sea" (57).

For starters, I can think of many questions that this quotation inspires:  

             Why is she so afraid?

              What does she mean that "a man can be killed"?

             Why would she want to throw this great fortune back into the sea?  Why is this the best solution?
               Would I feel the same way as Juana if I were in her position?

Also, I can see many BIG IDEAS here:

            Sometimes getting what you want can be a kind of curse.

            Having wealth doesn't necessarily solve your problems; often it creates bigger ones. 

THIRD COLUMN:  Students in class will switch journals so they can respond in the THIRD COLUMN to the golden line or answer any of the student questions from the SECOND COLUMN.

HOMEWORK:  Chapters 5 & 6 (and another triple entry journal) are due next Friday, the 1st.  

Thursday's class: Paragraph review

Today you are going to assess your group's success in writing a paragraph comparing details from two texts.

Use the following rubric to score your group:

1. There is a clear and specific topic sentence.
                                                                    (How many in your group have one?) _____

2. There are two carefully chosen quotations or paraphrases in the paragraph, one from each text.
                                                                    (How many in your group do this?)_____

3. Each quotation or paraphrase has a correct citation at the end of the sentence.
                                                                     (How many in your group do this?) _______

4. There is insightful analysis after EVERY quotation from the text(s).
                                                                       (How many in your group do this?) _______

5. The writer uses a transition to move from one writer to the next.
                                                                 (How many in your group have one?) ______

6. There is a concluding sentence which brings the paragraph to a close.
                                                                   (How many in your group have one?)_______

7. The writer has clearly proofread, so that there are very few grammatical errors.
                                                                   (How many in your group did this?) ______

What is your group's total score? _________

To earn extra credit today, help EVERYONE in your group earn a "YES" for each of the above questions, then turn your paragraphs into me with the checklist attached. 

OUTSIDE READING REMINDER for the week

OUTSIDE READING ASSIGNMENT FOR THE WEEK:

first and fifth periods:  Read chapters 3 and 4 in The Pearl

third period: your self-assigned pages in your choice book

FOR BOTH:  a Triple Entry Journal.  If you lost the assignment, you can find it here: Triple Entry Journals


DUE FRIDAY, October 25.

Tuesday's class: Revising your paragraph

Today we started class by watching a video by Catlyn Tucker.  I have attached it above.

along with a format chart you can use for almost any informative/analytical paragraph you will be asked to write in this class: Informative Paragraph Format

I have put all those SENTENCE FRAMES together in one place to help you in a google doc:
Sentence Frames all together

FOR Thursday's class: Introduction to the Culiminating Activity/Final Assessment

In the last part of the Brain Gain unit, you will take part in a two-stage culminating activity:

                  1. You will analyze and write about one of three related texts (#7, #8, or #9).

                AND

                 2. You will lead a comparative discussion about the three texts.


Tuesday and Wednesday will be devoted to reading the last three texts together, using Guiding Questions to help us share and explore our first impressions.

Here are the links to the three texts if you lose your copies:

Eleanor Roosevelt: text #7     Who was Eleanor Roosevelt?  Click here: http://www.biography.com/people/eleanor-roosevelt-9463366

Thomas Jefferson text #8  Who was Thomas Jefferson? Click here: http://www.biography.com/people/thomas-jefferson-9353715

Arne Duncan text #9  Who is Arne Duncan? Click here: http://en.wikipedia.org/wiki/Arne_Duncan

Also, you will need a copy of the Questioning Texts Questioning Texts linkand the Analyzing Texts handoutAnalyzing Details handout.

Monday: Finishing your Paragraphs

Today we will work on finishing your paragraphs comparing two texts (#5) and (#6).

Be sure that you are using the frames from Thursday's class (posted below).

Also, here are some more to help you introduce your commentary after you have cited a direct quotation or a paraphrase from the text(s).  Choose from this list:

What Powell (or Montessori) is saying here is that _____________________________________.

What this means is that ___________________________________________________________.  

This is important because _________________________________________________________.

This shows the emphasis on structure (or freedom) because ______________________________.


ONE LAST NOTE:  Proofread your paragraph for punctuation, spelling and grammar errors before you turn it in!  Make sure you have correct citation format for each detail/example from the two writers.  

Friday's class: Week 1 in 2nd outside reading cycle

Today we started class with silent reading of The Pearl, or choice books (3rd period only).  Then students worked in partners to come up with a summary statement for the week of reading to add to the end of their journals.  Then they were turned in.

  FOR MY PEARL READERS: KEEP IN MIND THAT  the assignments are by CHAPTER, not pages.  Please read to chapter 4 by next Friday!

3rd period students shared out a summary statement for each of their books.  It seems like many of you are reading some really fantastic books!

BRAIN GAIN: Students also briefly worked on their practice paragraphs on text #5 and text #6  (using the frames from Thursday's post) that are to be completed in class on Monday.

Thursday's class: Sentence Frames to help you with your paragraphs

Today we started with Intervention or Enrichment for Vocabulary Lesson 4.

Then, we continued work on "Analyzing Across Texts."  Students decided on a comparative question to use to focus their paragraph, then began filling out the chart, looking for key details that either show a difference or a similarity between the two writers (Powell and Montessori).

Once students were ready to write, I gave them a few frames for support:

1.  BEGINNING YOUR PARAGRAPH:

The difference (or similarity) between Powell and Montessori is_____________________________.

OR

The examples Powell and Montessori use demonstrate one big difference in their perspective on childhood development: ________________________________________________________________________.



2.   Using details.  You have a choice here.  

   You can Paraphrase:
                            According to Montessori, adults push children into behaviors without paying any attention to their desires, interests, or capabilities (30-31).  

OR

Use a Direct Quotation:
                           According to Montessori, "we try to force them to follow us without regard to their special needs"(30-31).

Don't forget to include analysis (another word for this is commentary) about the details you have chosen. 


3. Transitioning between writers/ texts:      

Powell is clearly saying here _____________________________. In contrast, Montessori is _________________________________.                                                                                                        
            
Paragraphs are due at the end of the period on Friday.

Don't forget to bring your OUTSIDE READING books to class tomorrow, along with your 4 night journal sheet!  

Tuesday and Wednesday's class

Yesterday I was gone at the District Office.  You were supposed to use the first half of class to take notes on Vocabulary Lesson 5.  Flashcards have been posted on my quizlet page (to the right of the posts).

The second half was used to start your next task, which is to compare or contrast the last two Odell texts we have read together (Powell v.s Montessori).  The link to the handout is here: Analyzing Details Across Texts

Today we reviewed Lesson 5 and vocabulary test 4.
We also reviewed student answers to the front side of the Analyzing Details handout.  You should be ready to write your paragraph about the two texts tomorrow after the Intervention of Lesson 4 folks.

Monday's class: Montessori's perspective

Today we completed an Analyzing Details chart for Text #6.  You were supposed to do this in partners.  Everyone tried to get to that "connecting sentence" at the bottom and we voted for the best one at the end of class.


Tomorrow you will begin comparing Text #5 and Text #6, ultimately writing a paragraph about a similarity or difference that you notice between them.  Here is a link to the assignment: Powell vs. Montessori

Lesson #5 words are also introduced tomorrow!

Friday's class: A new outside reading assignment

If you would like to get emails from Remind 101 as well or instead of texts, check out this link: Email Remind 101

FIRST AND FIFTH PERIOD: Today we took the Vocabulary test on Lesson 4. 

Journal:  What would you do if you became the possessor of an instant fortune?  How do you think you would react?  

Then, everyone checked out a copy of The Pearl by John Steinbeck.  

The homework for the week is for everyone to read Chapters 1 and 2, and write a log using a different sentence stem for each night, using DETAILS from the text to support and extend your writing.  It works out to 5 pages every night, although you may read it all at once or in bigger chunks.  The journal page is in our google docs folder.  Here is the link: Sentence Stems for each night of reading

THIRD PERIOD:  Today we took the Vocabulary Test on Lesson 4.

Then, each person read for about 5-10 minutes from a book off of Mrs. LaMonte's shelf.  If they liked the book, they filled out this half sheet: Half Sheet Check out/ Weekly Page Assignments

Students then had a opportunity to go the library and find a book to read for the next month.  Everyone was asked to turn in the Half Sheet by the end of the period.  They will be returned on Monday.

Thursday's class: Text #6

Today we read a new text by Dr. Maria Montessori about childhood education.  We filled out a Questioning Texts handout with all the text info ("Dr. Maria Montessor's Own Handbook" by Dr. Maria Montessori, Publisher Frederick A. Stokes Co, 1914) and talked about our expectations for this text, based on that information.

Then we read it aloud, looking for places in the text to mark based on these guiding questions:

What is the author's attitude toward the topic?  How does the author's language show her perspective?

In the last remaining minutes of class, students worked in partners to compose a TEXT-SPECIFIC question, using their highlighted marks.

Vocabulary Lesson 4 test tomorrow!

Wednesday's class

SIGN UP FOR REMIND 101...will take the place of edmodo for reminders.


What details does Powell provide in paragraph 3 that describe how the military places young men "in an environment of structure?"

As you reread Paragraph 3, highlight and mark details in this paragraph that might help you answer this question.

Write those details in the "Selecting Details" part of the chart.  Share them with your partner.

In partners, discuss what those details mean and then fill in "What I think about..." for each detail. (This is your COMMENTARY).

Then compose a sentence that links the commentary together and ANSWERS the text-specific question.

We will vote on which group did the best job here.

ROUND TWO:  with your partner compose your own TEXT-SPECIFIC QUESTION and fill out the chart together.  The class will share and vote on these as well.

Text #5: Text-specific Questions

Today we are going to practice using text-specific questions to further understand a text.

FIRST, it is essential that you reread Text #5, highlighting and marking details that relate to your GUIDING QUESTIONS (the ones you already have written in your Questioning Texts handout).

SECOND, take a detail that you have highlighted and put it in a TEXT-SPECIFIC QUESTION that forces you to focus your analysis and deepen your understanding.

THIRDLY, here is the question for us to practice together that I would like you to add to the top of your Analyzing Details chart:

What details does Powell provide in paragraph 3 that describe how the military places young men "in an environment of structure?"

As you reread Paragraph 3, highlight and mark details in this paragraph that might help you answer this question.

Write those details in the "Selecting Details" part of the chart.  Share them with your partner.

In partners, discuss what those details mean and then fill in "What I think about..." for each detail. (This is your COMMENTARY).

Then compose a sentence that links the commentary together and ANSWERS the text-specific question.

We will vote on which group did the best job here.

ROUND TWO:  with your partner compose your own TEXT-SPECIFIC QUESTION and fill out the chart together.  The class will share and vote on these as well.

Text #5: Kids Need Structure by Colin Powell, 2012

FOR CLASS on THURSDAY.

This text is another speech, this time by our former U.S. Secretary of State Colin Powell.

Kids Need Structure by Colin Powell: link to video

We are going to focus only on the first 8 minutes (our text officially ends at 8minutes and 10 seconds).

You are going to be filling out a QUESTIONING TEXTS WORKSHEET.  Questioning Texts Worksheet

Here are some sample GUIDING QUESTIONS for your first reading:

•  What do the author's words cause me to see or feel?
• What ideas stand out to me as I read?
• How do the ideas relate to what I already know?

After viewing, look for details related to those questions and record them in the "questioning texts" handout.

2nd read: Work with your partner to come up with TEXT-SPECIFIC QUESTIONS to put in the final row of the Questioning Texts Worksheet.  

Share with the class and turn them in to Mrs. LaMonte.