Tag Archives: Class Dojo

Wednesday, 10/25 (A) – Wednesday, 11/1 (B): Warrior Essay Writing Unit *UPDATED*

fsa-writing-1

Announcements:

  • There’s been a lot of questions regarding the “Research Extra Credit” grade in Focus. As discussed in class, each quarter this category will appear. Periodically in class, we come up with questions we cannot stop and answer in the moment, but that are valid questions worth our attention. When Ms. Barker deems an question worthy, she will announce it to all classes and via the blog. The first student to email her (email because it date/time stamps) the correct answer they have researched will earn extra credit in the “Research Extra Credit” assignment. Currently there are no research extra credit opportunities available.
  • Make-Up Monday sign-up sheets are posted outside our classroom door for the entire second quarter. If you plan to attend, remember you must sign-up to reserve your spot. The sign-up sheets will be taken down each Friday afternoon. If there’s no interest (assessed by no students signing up,) there will be no Make-Up Monday the following week. Monday, Oct. 30th had big attendance. Thank you to everyone who signed up and showed up!

Assignments:

Day 1 – Oct. 25(A) & Oct. 26 (B):

  • Students defined traditional warrior, literary warriors, and real-world warriors.
  • The class analyzed the prompt to be sure students had an accurate understanding of the informative essay’s prompt.
  • Students wrote their essays in their writing packets.
  • Students submitted their essays at the end of class to continue writing next time.

Day 2 – Oct. 27 (A) & Oct. 30 (B):

  • Students looked at anonymous student responses to an assigned Achieve 3000 Thought Question and we discussed how best to revise each one/talk about the importance of revising our work.
  • Students finished their writing and began their revisions. Students revised their writing within their original essay packet, using colored pens. There is a revision packet to guide students through analyzing 10 areas of their writing and color-coding their revisions to determine strengths/weaknesses in their writing. These packets are available in Class Dojo only, since they contain copyrighted material.
  • The teacher met with small groups of students to discuss targeted areas. For example, she met with absent students to review the prompt, students who did not utilize the time check post-it from last class to discuss how they can better manage their time going forward, and with students who struggled with the prompt to be sure their writing was on topic, etc. She was able to answer questions in small group and as she circulated the class between conferences.

Day 3 – Oct. 31 (A) & Nov. 1 (B):

  • The class reviewed the Informative/Explanatory FSA Writing Rubric and discussed how to use it to help them revise their writing before submitting.
  • Students finished all their revisions today and typed their final (revised) draft of their writing in a Word document. (The school uses P.C.’s, so we cannot open Pages.)
  • Students finished revising/typing the final draft of their essays.
  • The teacher showed students how to upload their work to the assignment in Focus. Students who did not have the essay ready to complete today, may take it home to complete. If you’ve been present all days, the deadline is 11/2 (A) and 11/3 (B) as outlined on the original Contender Pacing Guide. If absent, students have one day for every day absent to complete the assignment, but no more class time can be given. The remainder of the assessment must be completed at home. Please be honest and do not use outside tools when completing.
  • For students who finished the essay in class today, they used their remaining time to complete one of the two student engagement extension activities. All students must complete one of the two choices. The official deadline is 11/6 (A) and 11/7 (B.)

Homework:

  • Bring The Contender novel to class daily.
  • Submit your typed essay to Focus and your written essay packet to the class inbox by your deadline (see chart below:) Please note, essays may be turned in prior to deadlines, but the written essay still needs to be submitted to communicate the essay in Focus is the finalized essay and is ready to be graded.
  • 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: “Slam Dunk to Success” is an assigned article, which will count as a classwork score. If already completed, it will NOT count as one of your weekly A3Ks.
  • Finish ONE extension activity packet by 11/6 (A) 11/7 (B.) Packets are available in class, if you were absent or forgot to pick one up. They’re on the table by the door, since you choose your preference.

warrior essay deadlines

If you haven’t done so already:

  • Turn in late work (only accepted one A or B day late.)
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Filed under Announcements, Assignments, Homework

Monday, Oct. 2 (A) – Tuesday, Oct. 3 (B): The Contender Ch. 3-4 Continue S.T.E.A.L. Chart for Assigned Character


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 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 worked on the assigned Achieve 3000: “I am Malala” (BR poll – Thought Question.) Please check the Achieve 3000 vs. A3K tab to get the article analysis sheet if absent, or on the Driftwood field trip.
  • Once finished with the assigned article, students turned in the article analysis sheet to the class inbox and continued working on their S.T.E.A.L. Chart for their assigned character. For absent students, please consult the list below to see their assigned character.
    • 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 held onto their S.T.E.A.L. Chart. It is not expected for students to fill out every row on Ch. 3-4. This is an ongoing assignment. Students will add to their chart as more information is learned about their character.
  • For today’s closing, students swapped S.T.E.A.L. charts with a student who had a different character. Students did not score one another’s work, but provided constructive feedback writing down (1 glow – positive attribute of their peer’s work and 1 grow –  area that could be improved/was unclear.)
  • 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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Filed under Announcements, Assignments, Homework

Monday, 9/18 (A) – Tuesday, 9/19 (B): Evidence Tracker & Child Labor Laws Body Paragraphs

Break comes to an end

Announcements:

  • School was cancelled Friday, Sept. 8 – Friday, Sept. 15 due to weather days for hurricane Irma. School resumed Monday, Sept. 18. Thank you for your patience as I respond to a higher than normal volume of emails due to the weather days.
  • 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 finished writing their introductory paragraphs for the Child Labor Laws Argumentative Essay. The article Children at Work is available electronically (via Achieve 3000,) if students have misplaced their original copy.
  • Students reviewed their introductions and crafted their body paragraphs for the essay.
  • The class reviewed the first body paragraph of their essay using the Body Paragraph Rubric.
  • Students submitted their work for the last two weeks to the class inbox stapled in the following order: 1) “Children at Work” article 2) Evidence Tracker 3) Intro paragraph 4) Body paragraphs (as much as was completed in class) and 5) completed Body Paragraph Rubric.

Homework:

  • Bring Collections textbook to class daily, until told otherwise.
  • 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.
  • 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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Filed under Announcements, Assignments, Homework