Tag Archives: citing evidence

Week of Oct. 29 – Nov. 2: Three-Day Field Trip

Ok, ok, not every sub leaves it like this. Teachers sure appreciate the subs that leave things clean. Follow on Instagram for more teacher humor #teacherproblems

Last Update: Oct. 30 at 3:44 p.m.

Announcements:

  • Quarter 1 report cards went home Monday, Oct. 29th.
  • The teacher will be chaperoning the 7th grade field trip from Wednesday, Oct. 31 – Friday, Nov. 2 meaning she will be unable to answer read/reply to emails until Wednesday, Nov. 7th – Thursday, Nov. 8th depending on when the email was sent. Please check the information below prior to emailing, if it is a question regarding assignments for the week.
  • Wednesday, Oct. 31 – absolutely no costumes are to be worn to school.
  • Thursday, Nov. 8 is the Make-Up Picture day.

What did we do today?

Monday, Oct. 29

  • Students completed Ch. 20 on the Essential Question #3 worksheet for their bell ringer and submitted to the class inbox. Those who had not submitted after housekeeping were counted as late.
  • The class reviewed Theme and took notes (via a mind map) in their comp. books. If absent, please get the notes from a class mate.
  • The teacher provided different themes for the novel to small groups. Students worked in their assigned small groups to analyze The Contender and identify evidence that supported their given theme. They wrote evidence on different post-its and attached it to their theme poster.
  • Each student was given a Gallery Walk Note-Note Taking Sheet and noted the theme, most compelling evidence from each group’s poster, and explained why their selected evidence was the most compelling.
  • The class ended by discussing the themes that stood out, surprised them, and general takeaways as a result of the lesson. The posters and gallery walk notes were submitted to the class inbox.
  • If absent, students need to complete the Common Lit: “AutumnTime” alternate assignment which is due on Friday, Nov. 9th.

Tuesday, Oct. 30

Wednesday, Oct. 31 – Leadership Wednesday, Early Dismissal, & Day 1 of Field Trip

  • Students who were present today had 38 minutes in class to answer The Contender short response writing prompton notebook paper.
  • If absent/attending the field trip, it is due by the start of class on Tuesday, Nov. 6th. This is the only assignment that is mandatory to be made-up for my class.

Thursday, Nov. 1 – Day 2 of Field Trip

  • Students started the alternate assignment for Character Traits.
  • This assignment is mandatory for students who are present and optional for absent/field trip attendees.
  • Students may take the assignment home to work on it if they believe next class will not be enough time.

Friday, Nov. 2 – Day 3 of Field Trip

  • Students finished the alternate assignment for Character Traits.
  • This assignment is mandatory for students who are present and optional for absent/field trip attendees.
  • It is due today for students who were present and is due on Tuesday, Nov. 13th for students who were absent and choose to make-up this alternate assignment which will replace the original assignment: “Comparing Characters” partner/independent work worksheet if a higher score is earned on this assignment versus original assignment for the standard.
  • Students may take the assignment home to work on it if they believe next class will not be enough time.

Homework:

  • Each week, (including the week of the field trip Sunday, Oct. 28th – Saturday, Nov. 3,) students must complete a total of two (2) Achieve 3000 (A3K) articles between Sunday through Saturday at 11:59 P.M. (Articles submitted at 12 A.M. will be counted for the following week.)
  • In order to satisfy this requirement, students need to know:
    • Complete the activity in the LA2 section for credit.
    • The task is to read the article and complete the activity for each article.
    • Scores of 75% or higher on the first try are worth ten (10) points. Second try is worth zero (0) points regardless of score.
    • All other scores worth zero (0) points.
    • The teacher accepts your two highest, first try scores as the submission for the week, so there’s no reason to score beneath 20/20, or 100%

If not finished:

  • Finish reading The Contender (due Monday, Oct. 29th) by Monday, Nov. 5th. We will start the in-class projects once students return from the field trip, so we can all be completing them together.

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Week of Oct. 22 – 26

Getting paid to dump

Last Update: Oct. 25 at 3:44 p.m.

Announcements:

What did we do today?

Monday, Oct. 22

  • Students had a Whatever I Need (W.I.N.) Day.
  • The teacher reviewed the different activities they could work on to catch-up, finish  the elements of plot task cards which will serve as an assessed, but not graded baseline (due today,) or work on homework if they had finished all else.
  • Students had the option to analyze writing to improve their own writing, but this was optional.

Tuesday, Oct. 23

  • Students had a Whatever I Need (W.I.N.) Day.
  • The teacher reviewed the different activities they could work on to catch-up, or work on homework if they had finished all else.
  • Students had the option to analyze writing to improve their own writing, but this was optional. This option was due today.

Wednesday, Oct. 24 – Leadership Wednesday

  • Students referred to their Notes from last Writing Wednesday and summarized what they learned about introductions. The class reviewed answers. (If absent, last Wednesday and students had not gotten caught up in Monday or Tuesday’s classes, they got and continued the notes.)
  • Students continued their notes on a provided handout.
  • (Period 1 only) Completed the activity, but needs to review in a future class.
  • (Periods 2-7) Needs to finish up the notes and complete the activity in a future class.
  • All classes will finish up their notes in a future Writing Wednesday.
  • If absent, please get the notes from a classmate. Each class stopped at different points, based on questions/discussions during the review.
  • Students attended a speaker series and took notes on Patriot Service Dogs during leadership Wednesday. Students are responsible for holding onto their notes from all the speaker series as leadership classes will debrief the different presentations collectively, later in the year.

Thursday, Oct. 25

  • Students took notes on  Types of Citations in their comp. books (if absent, please see a classmates’ comp. book to get the notes.)
  • The class reviewed direct and indirect characterization and briefly discussed common mistakes to avoid when inferring indirect character traits.
  • Students
  • Students elected to complete the Comparing Characters sheet independently, or in a group of 2-3 people and had the rest of class to work on the assignment. (Photos are in Dojo!) Students can work on this at home, but will be given class time tomorrow to complete it.
  • The class finished the period by completing Ch. 17-18 on the Essential Question #3 worksheet

Friday – Oct. 26 

  • Students completed Ch. 19 on the Essential Question #3 worksheet for their bell ringer.
  • Students had most of the period to finish their Comparing Character worksheet.
  • For the closing, students presented their findings for the Comparing Character worksheet and the class took notes on the presentations. Both items were submitted to the class inbox.

Homework:

  • Each week, students must complete a total of two (2) Achieve 3000 (A3K) articles between Sunday through Saturday at 11:59 P.M. (Articles submitted at 12 A.M. will be counted for the following week.)
  • In order to satisfy this requirement, students need to know:
    • Complete the activity in the LA2 section for credit.
    • The task is to read the article and complete the activity for each article.
    • Scores of 75% or higher on the first try are worth ten (10) points. Second try is worth zero (0) points regardless of score.
    • All other scores worth zero (0) points.
    • The teacher accepts your two highest, first try scores as the submission for the week, so there’s no reason to score beneath 20/20, or 100%

If not finished in class:

  • Follow the Pacing Guide for The Contender. Chapter are due at the START of class on the due date listed. Activities through that portion of the book will be completed in class on that day.
  • Oct. 29th the Essential Question #3 on their worksheet is due after the bell ringer, so if absent, or you have fallen behind in the reading, catch-up prior to Monday of next week.

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Week of Sept. 25 – 28

agenda

Last Update: Sept. 28 at 1 p.m.

Announcements:

  • Students need to have a copy of The Contender checked out to them and bring it to class all days except Wednesday. Since we have started reading the novel, it would be a good idea to bring the book all days, so students can work on homework if they finish classwork early.
  • All students have submitted their edulastic check point on the Rikki-Tikki-Tavi test. Directions for HOW to recycle will be forth-coming.
  • There are three opportunities to earn dojo points. Please go to the Dojo Page and read the specifics.
  • The first class that gets 100% parent accounts linked (using the code given to students) will get 6 extra credit points added to their grade, the second class to do so will earn 5 points, etc.

What did we do today?

Monday, Sept. 25

  • Absent/tardy students finished their assessment on the standards we have been covering in class.
  • Students worked on differentiated activities based on standards they needed additional practice on. Today’s activities included Level-Up Tutorials on Author’s Perspective, Quill.org diagnostic for grammar/spelling, and individual writing conferences to review the Thought Question on Achieve 3000: “The Greatest.”

Tuesday, Sept. 26

  • Students reviewed direct and indirect characterization.
  • (2nd period only) took notes on the concept in their comp. book.
  • (7th period only) was getting caught up from previous lessons and did not get this far. They are a day behind.
  • The teacher demonstrated how to use evidence from the text to make an inference about a character’s trait and annotate.
  • In groups, students read Ch. 1 of The Contender and annotated using post-it notes for either Alfred or Major.

Wednesday, Sept. 26 – Early Dismissal

  • Students reviewed claims and general reasons with a would you rather question. They submitted their responses to the class inbox.
  • In groups, students sorted through sentence strips and determined if the sentences where statements (facts) or claims (opinions.)
  • The class reviewed answers verbally and students had a chance to debrief any they had missed.

Thursday, Sept. 27

  • Students reviewed the difference between Character Traits and Emotions/Feelings.
  • (5th – 7th period) Recieved a Character Traits reference sheet to keep in their “handout” section of their binder for this class.
  • (All, except 7th period) The teacher demonstrated/the class collaborated on how to fill out the S.T.E.A.L. Chart.
  • (All, except 7th period) The students worked independently to fill out their S.T.E.A.L. Chart. Those who completed their annotated post-it notes could use them as a reference.
  • The teacher had D.I. conferencing with select students/groups. (Wrapping up edulastic testing, quill diagnostic, assorted writing help, and help answering questions about the assignment.)
  • (7th period only) Students worked collaboratively with a partner to identify character traits for Alfred on their post-it notes.

Friday, Sept. 21

  • Students finished their S.T.E.A.L. Chart for Alfred or Major on Ch. 1-2 and submitted it to the class inbox. Only students who were absent this week could take it home to finish it.
  • (7th period only) All students assigned Alfred.

Homework:

  • Each week, students must complete a total of two (2) Achieve 3000 (A3K) articles between Sunday through Saturday at 11:59 P.M. (Articles submitted at 12 A.M. will be counted for the following week.)
  • In order to satisfy this requirement, students need to know:
    • Complete the activity in the LA2 section for credit.
    • The task is to read the article and complete the activity for each article.
    • Scores of 75% or higher on the first try are worth ten (10) points. Second try is worth zero (0) points regardless of score.
    • All other scores worth zero (0) points.
    • The teacher accepts your two highest, first try scores as the submission for the week, so there’s no reason to score beneath 20/20, or 100%

If not finished in class:

  • Annotating (optional, if helpful) by start of next class.
  • Follow the Pacing Guide for The Contender. Chapter are due at the START of class on the due date listed. Activities through that portion of the book will be completed in class on that day.
  • Students who needed to completed the Achieve 3000: “The Greatest” (originally assigned on Sept. 7 completing the:
    • thought question second draft (only students Ms. Barker conferenced with and gave these specific directions to.)
    • Due at the start of class on Friday, Sept. 28

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Week of Aug. 20 – 24

Last Update: Aug. 23 at 5:22 p.m.

Announcements:

  • Due to the change in the bell schedule, families who I have taught their older children, should know there will be some changes to my policies/procedures that are necessary when moving from block to daily scheduling. Please do not assume anything and consult current information!
  • To that end, I will start including a “last updated” at the top, so you don’t have to wonder if you’re working off old information. In other words, I’ll add the weekly post and update it, as needed, throughout the week.
  • New-to-Landon students are excused from summer reading assignments.
  • As of Tuesday, 3rd period completed their Level Set. All classes are now able to complete the homework. There are a handful of students in other classes who did not finish the Level Set, due to varying reasons. They will be excused from the assignment as  a result.
  • On Monday,  15 Collections textbooks were delivered, so I have a sampling if any student forgets their textbook when it’s needed in class. On Tuesday, I was provided with a complete class set, so students there is a 1:1 ratio books to students, so students will not need to bring their book to class. Students can choose if they want to leave their books at school (so they can complete assignments throughout the day) or leave it at home. I will still teach them how to access the online textbook, so it will be accessible in either location (home and school.)
  • Students will need to bring their Collections textbook to class daily until told otherwise starting this Wednesday. Due to the arrival of our class set, students may bring their textbook to class, only if they choose.

What did we do today?

Monday, Aug. 20

Depending on what classes needed to make-up, students worked on:

  • Setting up their comp. books
  • Setting up their portfolios
  • Blobs and lines activity

Tuesday, Aug. 21

Students completed a 5-question formative assessment to assess their beginning understanding of the unit to be covered either:

*The class codes are available in class, as the formative needs to be completed in class.

The remainder of class is dedicated to finishing up unfinished tasks from Monday.

Wednesday, Aug. 22

  • The class started our unit on Craig Kielbueger’s personal essay. Here is the power point used in class.
  • Class time was used to introduce the unit and some classes had enough time to begin reading.
  • (5th period) finished setting up their portfolios and left them in their portfolio crate in class. Thank you for your flexibility!
  • Students will finish the reading/charts in class.

Thursday, Aug. 23

  • Students started/continued reading “Craig Kielburger Reflects on Working Toward Peace” in their Collections textbook and working on their author’s perspective chart.
  • For an example of how to complete the chart, please see today’s power point.
  • After the teacher demonstrated how to complete the chart, students continued to read the text and each students completed their own chart, but discussed the text with their table mates.
  • Remember, students will finish the reading/charts in class.

Friday, Aug. 24

  • Students got back their summer reading mind maps today.
  • Please make it a habit to check Focus weekly to check-up on grades. If falling behind, students need to familiarize themselves with how to earn their desired score. Information regarding the weekly A3K homework requirement can be found here.
  • Students worked in small groups to continue reading “Craig Kielburger Reflects on Working Toward Peace” in their Collections textbook and completing the Author’s Perspective Chart modeled to them on Wednesday and/or Thursday.

Homework:

  • Each week, students must complete a total of two (2) Achieve 3000 (A3K) articles between Sunday through Saturday at 11:59 P.M. (Articles submitted at 12 A.M. will be counted for the following week.)
  • In order to satisfy this requirement, students need to know:
    • The task is to read the article and complete the activity for each article.
    • Scores of 75% or higher are worth ten (10) points.
    • Scores below 75% are worth zero (0) points.
    • The teacher accepts your two highest, first try scores as the submission for the week, so there’s no reason to score beneath 20/20, or 100%

Summer Reading Exam

  • The week of Sept. 4th students will have their exam on their summer reading for Among the Hidden as per the directions for the summer reading assignments that went home at the end of last year.
  • Students should refresh in preparation as this multiple choice, closed book test is fast approaching. It is a simple multiple choice test to assess reading comprehension. The questions will NOT mimic their end-of-the-year state testing.
  • New-to-Landon students may choose to take the exam, but will be automatically be exempt from it.

 

 

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