Tag Archives: chart

Wednesday, 10/4 (A) – Thursday, 10/5 (B): The Contender Ch. 5-6 Summary & Continued Addition to your Assigned Character’s S.T.E.A.L. Chart

A student's face when... the teacher is watching him during a test so he pretends he's at least trying to think.

Announcements:

  • Congratulations to period 5B on being the first class and only class to link 100% of parent accounts! 1 point extra credit has already been added to the Student Engagement: Research Opportunity grade on Focus.
  • Students were encouraged to use a post-it note to write 4 identifying pieces of information on their book, so if lost their book could be returned to them. The four pieces of criteria were: 1) student’s first and last name 2) teacher’s name 3) class period and 4) the last four digits of the DCPS barcode.
  • Students who attended the Driftwood field trip, what an amazing experience you’ve been fortunate enough to experience. Hopefully you have kept up with the reading for The Contender by following the Pacing Guide (see homework section for the electronic copy.) You’ll catch up on missed activities for the reading when you return. Also, you’re still expected to complete two weekly A3Ks between 10/2 – 10/8. I recommend completing it at home rather than at Driftwood or en route to/from Driftwood.
  • Thank you for those who have donated classroom supplies! For those interested in donating our Class Wish List will be updated throughout the year to suit our needs.

Assignments:

  • The class evaluated the Reader Response Post-It Worksheet Example for Chapter 5 of The Contender to understand the process for today’s group work. For the example and the power point we used, please click here. We also evaluated the scoring rubric for the assignment on the back of the worksheet and assessed it as a 100% A example. Absent students will make this up in class because they will need to collaborate with others to complete the assignment.
  • Once students finished the group work, they worked independently on adding to their S.T.E.A.L. Chart, click here for the original post, access to the S.T.E.A.L. Chart worksheet, and directions. Students held onto their S.T.E.A.L. Chart. It is not expected for students to fill out every row on Ch. 5-6. This is an ongoing assignment. Students will add to their chart as more information is learned about their character. Some characters have been more present, others will be more present in later chapters.
  • For today’s closing, students answered the essential questions: 1) How do Alfred and Major’s views of the Epsteins differ? 2)What effect do these conflicting views have on the story?

Homework:

  • Bring The Contender novel to class daily.
  • Consult The Contender Pacing Guide to keep up with the nightly reading due at the start of class on the due date.
  • Complete two weekly A3K choice articles between midnight on Monday – 11:59 P.M. on Sunday, scoring 75% or higher on each article to earn credit. For more info, please check the Achieve 3000 vs. Weekly A3K tab to answer FAQ. NOTE: “I am Malala” is an assigned article, which will count as a classwork score. If already completed, it will NOT count as one of your weekly A3Ks.

If you haven’t done so already:

  • Turn in late work (only accepted one A or B day late.)
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Thursday, 9/28 (A) – Friday, 9/29 (B): The Contender Ch. 1-2 & Begin the S.T.E.A.L. Chart for Assigned Character


Announcements:

  • Students attending the Driftwood field trip, I’m excited for your unique opportunity! It’s a great experience and you’re in for a treat. Please keep up with the reading for The Contender by following the Pacing Guide (see homework section for the electronic copy.) You’ll catch up on missed activities for the reading when you return. Also, you’re still expected to complete two weekly A3Ks between 10/2 – 10/8. I recommend completing it at home rather than at Driftwood or en route to/from Driftwood.
  • Thank you for those who have donated classroom supplies! For those interested in donating our Class Wish List will be updated throughout the year to suit our needs.

Assignments:

  • Students completed their first comprehension check on The Contender Ch. 1-2.
  • Students received a S.T.E.A.L. Chart on their assigned character. For absent students, please consult the list  below to see which character you’re assigned to analyze:
    • Students with last names A-D = James
    • Students with last names E-H = Aunt Pearl
    • Students with last names I-L = Major
    • Students with last names M-P = Sonny
    • Students with last names Q-T = Hollis
    • Students with last names U-Z = Donatelli
    • Example: our class mascot Arturo was absent today, so he would fill out his S.T.E.A.L. chart for Hollis since his last name is Turtle.
  • Students finished their assigned Achieve 3000: “The Greatest” (BR poll – Thought Question.) Students also completed an article analysis sheet on it. Article analysis sheets are available on our Achieve 3000 vs. A3K tab on this blog. If not finished, students may complete at home for late work credit. Absent students and students with extended time accommodations may follow their applicable policies.
  • Once finished with the assigned article, students turned in the article analysis sheet to the class inbox and began working on their S.T.E.A.L. Chart for their assigned character for Ch. 1 -2 and then could begin working on their homework. Students held onto their S.T.E.A.L. Chart. It is not expected for students to fill out every row on Ch. 1-2 alone. This is an ongoing assignment. Students will add to their chart as more information is learned about their character.
  • For your reference, here is today’s power point.

Homework:

  • Bring The Contender novel to class daily.
  • Consult The Contender Pacing Guide to keep up with the nightly reading due at the start of class on the due date.
  • Complete two weekly A3K choice articles between midnight on Monday – 11:59 P.M. on Sunday, scoring 75% or higher on each article to earn credit. For more info, please check the Achieve 3000 vs. Weekly A3K tab to answer FAQ. If you are still without access to internet/a computer, please see Ms. Barker and she will print articles/activities for you to satisfy the requirement. NOTE: “The Greatest” is an assigned article, which will count as a classwork score. If already completed, it will NOT count as one of your weekly A3Ks.
  • Link parent accounts (student accounts with parent permission) to our Class Dojo. Invites with your individual-specific code were sent home. The first class with 100% parent connectivity, will earn extra credit.

If you haven’t done so already:

  • Turn in late work (only accepted one A or B day late.)

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Tuesday, 9/26 (A) – Wednesday, 9/27 (B): “Muhammad Ali Mini-Bio” Multimedia Video Clip

Teenagerposts

Announcements:

Assignments:

  • The class wrote a written response in their comp. book for their bell ringer. Absent students need to borrow Ms. Barker’s comp. book, or check the power point to see the prompt and update their comp. books.
  • The class began viewed the “Muhammad Ali Mini-Bio” multimedia clip and filled out the right-hand column and middle column of their Muhammad Ali Comparison Chart. Absent students should reference the power point to see how to fill out the chart. This chart was due to the class inbox at the end of the work period today.
  • Once finished with the independent work, students started their assigned Achieve 3000: “The Greatest” (BR poll – Thought Question.) Students also completed an article analysis sheet on it. Article analysis sheets are available on our Achieve 3000 vs. A3K tab on this blog. If not finished, students will have additional time next class to complete the assigned article.
  • The class discussed how Muhammad Ali measured up to our definition of a warrior: a fighter; someone guided by a cause. Students referenced the video clip we viewed to discuss challenges Ali faced and how he persevered.

Homework:

  • Bring The Contender novel to class daily.
  • Consult The Contender Pacing Guide to keep up with the nightly reading due at the start of class on the due date.
  • Complete two weekly A3K choice articles between midnight on Monday – 11:59 P.M. on Sunday, scoring 75% or higher on each article to earn credit. For more info, please check the Achieve 3000 vs. Weekly A3K tab to answer FAQ. If you are still without access to internet/a computer, please see Ms. Barker and she will print articles/activities for you to satisfy the requirement. NOTE: “The Greatest” is an assigned article, which will count as a classwork score. If already completed, it will NOT count as one of your weekly A3Ks.
  • Link parent accounts (student accounts with parent permission) to our Class Dojo. Invites with your individual-specific code were sent home. The first class with 100% parent connectivity, will earn extra credit.

If you haven’t done so already:

  • Turn in late work (only accepted one A or B day late.)

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Friday, 9/22 (A) & Monday, 9/25 (B): Related Reading – “Muhammad Ali” & Begin Compare/Contrast Chart with Analysis Questions

do-your-classwork-now

Announcements:

  • I have replied to all emails daily. If you have not received a response, please see this post for more information why this may be the case.
  • To ensure we’re on the same page, the time table for the weekly A3Ks and how they were impacted by the storm is as follows: Week 1 is graded and entered in Focus for a regular homework grade. Week 2 (9/4 – 9/10) became extra credit, so those who completed prior to evacuating/school cancellations are rewarded, but those who were unable to are not negatively impacted. The week of 9/11 – 9/17 was cancelled in light on many students being evacuated or without power. To give students and their families time for hurricane relief, no credit (regular or extra) will be awarded for articles completed within that range. Starting up again, this week (9/18 – 9/24) students are expected to complete two articles for a regular homework grade. If you are still without power, an announcement was made in class for an alternative assignment. Please see the homework section below for the details.
  • Thank you for those who have donated classroom supplies! For those interested in donating our Class Wish List will be updated throughout the year to suit our needs.

Assignments:

  • The class completed a List-Group-Label for Muhammad Ali to see student’s background knowledge before beginning the reading. Students who were absent need to check Ms. Barker’s comp. book upon their return to class to ensure they’re keeping their comp. book updated.
  • The class began reading “Muhammad Ali” the related reading in the back of The Contender school-issued novel and filled out the left-hand column of the Venn Diagram/Chart on their Muhammad Ali Comparison Chart. Absent students should reference the power point to see how to fill out the chart.
  • Students finished the reading in their groups and completed the eight Analysis Questions on the back of the worksheet on their own. Students who did not finish need to complete the work for homework.
  • The class discussed how Muhammad Ali measured up to our definition of a warrior: a fighter; someone guided by a cause. Students referenced the text we read to discuss challenges Ali faced and how he persevered.

Homework:

  • Bring The Contender novel to class daily.
  • Complete two weekly A3K choice articles between midnight on Monday – 11:59 P.M. on Sunday, scoring 75% or higher on each article to earn credit. For more info, please check the Achieve 3000 vs. Weekly A3K tab to answer FAQ. If you are still without access to internet/a computer, please see Ms. Barker and she will print articles/activities for you to satisfy the requirement. NOTE: “The Greatest” is an assigned article, which will count as a classwork score. If already completed, it will NOT count as one of your weekly A3Ks.
  • Link parent accounts (student accounts with parent permission) to our Class Dojo. Invites with your individual-specific code were sent home. The first class with 100% parent connectivity, will earn extra credit.

If you haven’t done so already:

  • Finish the left-hand column on the Muhammad Ali Compare and Contrast Chart and answer the Analysis Questions by the start of next class.
  • Turn in late work (only accepted one A or B day late.)

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