Category Archives: ELA

Friday, December 8th, 2017

Today in class, we discussed the expectations for the culminating response to reading to reading for Seedfolks. With confidence, you took your sentence structure quiz. The remainder of class consisted of either participating in Fishbowl Group #3 and/or independent time to work on the culminating responses, completing any loose ends on other responses, and proofreading!

Homework:

  • Seedfolks: Respones to Reading (Submit by Tuesday morning)
  • Membean (3 days x 10 minutes each = 30 minutes) by Thursday night; Membean Quiz Friday
  • Fishbowl Group #4: Work on written portion and book review
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Thursday, December 7th, 2017

Today in class, you spent the first half of the block doing a creative writing activity. The expectations encouraged you to use to practice writing VARIETY of sentence structures. Please be sure you make a copy of the expectations and follow all the requirements before you submit it to the Schoology assignment.

During the second half of the block, we reviewed the great resources accessible to help you prepare for the quiz tomorrow. There are 20 questions (multiple choice and short answer). The remaining time was spent reviewing with dry erase boards and dry erase markers. You saw a lot of similar styles of questions that you may see on your quiz tomorrow.

Homework:

  • Membean (3 days x 10 minutes each = 30 minutes) by tonight
  • Response to Reading Florence (by tomorrow)
  • Sentence Structure Quiz (tomorrow); Visit the white practice folder to review!
  • Fishbowl Group #3: Work on written portion and book review (by tomorrow)

Wednesday, December 6th, 2017

Today in class, we did more practice with complex sentences. After we reviewed the two formulas for complex sentences and the location of subordinating conjunctionsyou had the opportunity to try to find a complex sentence in the ever-so-popular Trader Joe’s Fearless Flyer. The Fearless Flyer Google Doc had been shared with you to record your example. If you were absent, email me to find out your number. Once you completed that task, you did some practice with complex sentences. You imported the file from the Sentence Fluency – Sentence Fluency Practice – Complex Sentence folder. Be sure you have done the required amount before class tomorrow.

Our second part of block today consisted of finishing Seedfolks. You read Amir and Florence, filled out the character chart, and were told that you needed to finish the Response to Reading for Amir tonight and Florence by Friday morning.

Homework:

  • Responses to Reading (Amir by tomorrow)(Florence by Friday)
  • Membean (3 days x 10 minutes each = 30 minutes) by Thursday night
  • Fishbowl Group #3: Work on written portion and book review

Tuesday, December 5th, 2017

Today in class, we learned about another sentence structure since you all showed you understand how to create compound sentences. After you learned were introduced to a knock-knock joke style conversation, you learned the difference between dependent and independent clauses. Then, subordinating conjunction became the talk of the class. Instead of looking for FANBOYS (coordinating conjunctions), you took some time to figure out the common subordinating conjunction using the mnemonic, DABBIE SAW A WUWU. While these are common subordinating conjunctions, you discovered there might be more since they typically start off a complex sentence or wind up in the middle of a sentence. Those dependent clauses really rely on the independent clauses, kind of like the cars of a train rely on the conductor to drive the train.

This Complex Sentence presentation will help you review!

After some discovery and complex sentence practice, you worked as partners to find an example of the two complex sentence structures in Seedfolks. We’ll discuss some of our findings tomorrow in class and do a little more practice. Ultimately, practice makes perfect. Way to stay focused today. Remember, you can always visit the Schoology Sentence Structure Practice folder (complex sentences) for extra resources.

Homework:

  • Response to Reading (up through Maricela)
  • Membean (3 days x 10 minutes each = 30 minutes) by Thursday night
  • Fishbowl Group #3: Work on written portion and book review
  • Sentence Structure Quiz (Friday)

Monday, December 4th, 2017

Today in class, we spent the first period focusing on reviewing compound sentences. At first, you were encouraged to revisit the “formula” for compound sentences, BUT you also named the 7 coordinating conjunctions (FANBOYS). After this quick review, you visited the Sentence Fluency Practice folder and completed each link inside the compound sentence folder in Schoology. The Khan Academy video helped provide a refresher and some great practice problems.

The morning block made corrections to their half sheets, AND the afternoon block did some practice in the “What is a Sentence?” PDF. If you were absent, come see me for your half sheet, OR be sure you find out which highlighted sentences you were responsible for completing.

All of these activities will be very helpful to revisit before your Sentence Structure quiz on Friday, SO it would not hurt to remember where they are in Schoology.

The second period of the block focused on one vignette, Maricela. After the character chart was completed, some of you had the opportunity to work on the Response to Reading for Maricela.

Homework:

  • Finish Nora and Maricela’s Responses to Reading (by Wednesday)
  • Membean (3 days x 10 minutes each = 30 minutes) by Thursday night
  • Fishbowl Group #3 and book review (Due Friday)
  • Sentence Structure Quiz (Friday)

Friday, December 1st, 2017

hello-december

Today in class, our block began with “concluding” our class chart about simple sentences including what simple sentences MUST have, MIGHT have, and WON’T have. You then were challenged dig deeper into evaluating different sentence structures. Mrs. Welch and I were, once again, very impressed to see such constructive and respectful group conversations!

We dedicated the second half of the block towards Fishbowl Friday. The specific schedule, based on your Fishbowl groups, are attached to the daily agenda.

Upcoming next week…

  • Conclude Seedfolks
  • Discover two new sentence structures
  • Visit the Book Fair (Tuesday)
  • Sentence structure review game and quiz!

HW:

  • Membean (3 days x 10 minutes each = 30 minutes) by Thursday night
  • Fishbowl Group #3: Work on written portion and book review

Thursday, November 30th, 2017

Today in class, our block began with a discovery-based lesson about simple sentences. Mrs. Welch and Mrs. Macfadden began with presenting some of the class’s definitions of simple sentences. You tested those “theories” as you previewed 9 different simple sentences and compared what their structures had in common. Based on your findings, you started to fill out a chart stating what simple sentences MUST have, MIGHT have, and WON’T have. We will conclude this chart tomorrow and did deeper into evaluating different sentence structures. Mrs. Welch and I were so very impressed to see such constructive and respectful group conversations!

We dedicated the second half of the block towards Seedfolks, specifically Curtis (and Nora for the first block). You were asked to continue filling out the character chart and being sure you responded thoughtfully to the Responses to Reading for that character using the Level-6 Character Traits (which you have already imported into Notability).

HW:

  • Finish assigned Responses to Reading
  • Finish Personal Narrative Reflection Google Forms
  • Membean (3 days x 10 minutes each = 30 minutes) by Thursday night; Membean Quiz Friday
  • Fishbowl Group #2: Work on written portion and book review

Wednesday, November 29th, 2017

Today in class, we began with a pre-assessments about sentence fluency. You were encouraged to try your best to define or provide examples for a variety of terms. This will be very helpful when it comes to determining upcoming mini-lessons for you. Following the pre-assessment, we discussed the different between subjects and predicates. You had the change to watch Schoolhouse Rock’s Subjects and Predicates video clip to help learn the difference between the two. Afterwards, we did some practice with identifying sentences or non-sentences based on if they included a subject and predicate or not. Check out the new white Sentence Fluency folder in Schoology for this four page PDF. Our practice was done on pages 1-2.

We dedicated the second half of the block towards Seedfolks, specifically Virgil and Sae Young. Many of you started to recognize that Sae Young wrote with a lot of fragments (non-sentences) because she was still learning the English language.

HW:

  • Finish assigned Responses to Reading
  • Membean (3 days x 10 minutes each = 30 minutes) by Thursday night; Membean Quiz Friday
  • Fishbowl Group #2: Work on written portion and book review

Tuesday, November 28th, 2017

Today in class, we spent the first period doing an interactive read aloud for three new characters, Gonzalo, Leona, and Sam. As a class, we filled out the guided questions on the chart including her ethnic background, motivations, and an analysis.

You then worked independently on the Responses to Reading. Remember to put your best effort forward the entire time since you do not know which three responses will be randomly selected to be assessed.

HW:

  • Google Form Reflection (if it applies to you)
  • Finish assigned Responses to Reading
  • Membean (3 days x 10 minutes each = 30 minutes) by Thursday night; Membean Quiz Friday
  • Fishbowl Group #2: Work on written portion and book review

Monday, November 27th, 2017

Welcome back!

Today in class, we dove into a new mini-unit, Seedfolks. We first discussed a little bit of background information about this short, meaningful novel filled with “vignettes” (stories). After learning about the THIRTEEN diverse characters in the novel, you were introduced to two important resources for this week: the hard copy Seedfolks Character Chart and the Seedfolks Responses to Reading (Make a Copy) Google Doc.

We spent the first period reading the first vignette about Kim, filling out the guided questions on the chart including her ethnic background, motivations, and an analysis. Then, we did the Response to Reading as a whole-class, so you were familiar with the expectations. You learned that of all the Responses to Reading, three will be graded at random along with the culminating response. Remember to put your best effort forward the entire time.

Afterwards, you got the opportunity to read about Ana and Wendell. You were encouraged to fill out the Character Chart as you went and respond to the Responses to Reading upon completion.

HW:

  • Finish through Gonzalo’s Character Chart
  • Narrative Writing Google Form (if you received your essay back today)
  • Membean (3 days x 10 minutes each = 30 minutes) by Thursday night; Membean Quiz Friday
  • Fishbowl Group #2: Work on written portion and book review