Quarter 1 Lesson Plans and Homework 9/7-9/8
Welcome back! I look forward to working with you this school year. This week (if only all weeks could be this short), we will spend some time going over the course syllabus, and some time getting to know each other. Students will be assigned a partner, and will present this partner to the rest of the class, using a given set of questions as a guide. I encourage students to make this presentation as creative as possible, and veer from the given questions. I will be taping these presentations, and will show this tape on June 20, 2007- you'd be surprised how quickly your children will change within a mere ten months!
For a copy of the syllabus and/or interview questions, please see documents below. Homework for the week is as follows:
1. Get all necessary supplies for Monday, 9/11/06- we will begin using them, especially the writer's notebook. You will be given a supply check grade, so be prepared!
2. Get course syllabus (bottom portion) of the handout signed by Monday, 9/11/06.
3. Extra credit summer reading due by Tuesday, 9/12/06.
4. Take a trip to the library and start collecting some reading material for September's reading calendar.
9/11-9/15
I can't believe I've caught a winter cold already! This week, we begin our study of writing, starting with a quick re-introduction to the writer's notebook, and application of the theories of Ralph Fletcher, who began the writer's notebook movement in the early 1990s. We will also explore techniques on how to successfully deal with writer's block (film clips will be used), and engage in activities that strengthen our ability to write descriptively. On Wednesday, students will begin to answer the question that appears around the classroom, ''What Makes Good Writing?'' Analyzing what they have read over the past 12-13 years, students will attempt to graphically represent their opinions. I hope to have these on display for our open house. On Friday, students will be asked to bring their writer's notebooks, along with an outside reading material, so that we may begin to discuss the September reading calendar. Please see documents for more information. Homework for the week is as follows:
1. RETURN ALL PAPERWORK (SYLLABUS) BY MONDAY, 9/11.
2. DECORATE YOUR WN AND HAVE FIVE (5) FULL WRITTEN PAGES FOR COLLECTION ON FRIDAY, 9/15/06.
3. BRING A BOOK YOU ARE READING TO CLASS ON FRIDAY FOR A BOOK CHECK AND OUTSIDE READING TIME.
4. START READING THREE (3) HOURS PER WEEK FOR YOUR READING CALENDARS
9/18-9/22:
This week, students will continue working with their writer's notebooks, completing a variety of descriptive writing exercises. The completion of the ''elements of good/bad writing'' poster project will take place on Monday, and will be on display during our open house program (I look forward to seeing many of you at this event). On Tuesday, students will begin an introduction to the literary element of ''point-of-view,'' engaging in a variety of reading and writing activities associated with this definition. On Wednesday, students will be given an introduction to the concept of banned and challenged books through a visit to the Library Media Center. Upon returning to the classroom, I will ask students to apply their critical eye to some popular children's books, attempting to decipher why such texts have been challenged and/or banned across the United States for various reasons. Students should remember that participation is a large component of the quarterly grade, so keep those hands up and continue to look alive! Please see documents for class handouts. Homework for the week is as follows:
1. Three (3) pages in the writer's notebook (featured topic: Point-of-View). In other words, write a narration from a person, place, thing, or idea that is not your own.
2. Finish ''Elements of Writing'' poster with group by Tuesday after school.
3. Keep reading three hours per week, and record on your calendar.
9/25-9/29
It was a pleasure to meet many of you at our Open House Program. This week, students will continue to explore the idea of banned and challenged texts. As a class, we will read Shirley Jackson's ''Charles'' and ''The Lottery'' and examine why it could be problematic to a parent or community group. We will also use these texts to reinforce the literary elements of point-of-view and foreshadowing. Students will also begin to look at the Journalistic Style of writing, which utilizes a writing style dubbed ''The Inverted Pyramid.'' Students will use random photos to generate some fictitious details. Please see documents for more information. Homework for the week is as follows:
1. Write four (4) pages in your writer's notebook by Friday, 9/29/06.
2. Keep reading your Banned Book- 1/2 finished by NEXT FRIDAY, 10/05/06.
10/3-10/6
Hope you enjoyed the holiday. This week, we will continue our discussion of ''The Lottery,'' attempting to apply the literary element of foreshadowing to the text. Students will also begin their study of journalistic structure, analyzing and applying the ''Inverted Pyramid'' style of writing (see documents for more information). Students will try their craft at writing their own fictitious news (talk about an oxymoron). On Thursday, I will be at a conference. While I'm out, students will set up their eighth grade district writing folders, writing their benchmark ungraded piece. On Friday, students will take a quick quiz on their banned book, thus it is important that they continue to read. The project associated with this book will also be explained on Friday. Homework for the week is as follows:
1. September Reading Calendars due by Friday, 10/6/06.
2. Writer's notebooks checked on Friday....SIX (6) pages since the last grade!
3. Banned Book quiz on 1/2 of book on Friday, 10/06/06.
10/10-10/13
What beautiful weather this weekend. This week, students will begin their study of journalism, looking at the elements of a successful news article (see packet for more details). Students will use their analysis of the newspaper to form their own class-specific newspaper. This will be constructed primarily in-class, and I cannot wait to see the final product (which will be distributed team-wide upon completion). At the end of the week, we will begin to discuss the elements of the New York State English Language Arts exam, which will be administered in January. I have spent a lot of time researching the area of test prep, and have just published an article that stresses the importance of openly discussing the components of the exam, rather than concentrating exclusively on skill and drill exercises. I would be happy to send you a copy of the article if you're interested, just drop me a line! Homework for the week is as follows:
I. Keep reading your banned book (finish by Monday 10/16)
2. Gather the information you need for your article by Friday, 10/13/06.
10/16-10/20
This week, students will be starting an article of their choice for their class newspaper. Once again, I allowed students to pick both the section and topic of their work, to allow for optimum enjoyment and quality. We will be writing the rough copy in class on Tuesday, and I will ask students to have it typed in columns with a catchy headline for class on Friday. We will then work on laying out the paper next week.
In addition to the newspaper activity, students will begin working with the listening section of the New York State ELA exam. As stated previously, I do believe that standardized testing has a lot to do with figuring out patterns, codes, and expectations. I look forward to interspersing this with my favorite short story, ''Harrison Bergeron'' by Kurt Vonnegut Jr. This is a rich piece of science fiction, and thus lends itself to great discussion points. We will use self-written questions as a springboard for a CELA discussion (for more information, please see documents). Homework for the week is as follows:
1. TYPED newspaper article in columns, with catchy headline and some ''decoration'' due in-class on Friday, 10/20/06.
2. Start working on your banned books project due 10/31/06.
10/23-10/27
This week, students will finish their roundtable discussion of Kurt Vonnegut Jr.'s ''Harrison Bergeron,'' asking and answering the questions without teacher intervention. I will ask, however, that classes attempt to decide whether or not they would enjoy living in such a society where everyone is equalled. Our culminating activity for this piece will be an in-class trial of Diana Moon Glampers for the deliberate murder of Harrison Bergeron (please see documents). The trial will be the perfect segway into Reginald Rose's ''Twelve Angry Men,'' which we will also stage in-class. Throughout the week, we will finish our discussion of the New York State ELA listening section, completing an evaluation of the state rubric and previous papers. Homework for the week is as follows:
I. Prepare your character for the trial on Thursday, 10/26/06.
II. Banned Books Project is due on Tuesday, 10/31/06.
10/30-11/3
Happy Halloween! The trial of Diana Moon Glampers was an absolute success. I am so proud of your children, and look forward to many more trials in the future. I am out of the building for NCBI training (www.ncbi.org) on Monday. During this time, students will take an ELA practice multiple choice exam. This week, students will continue their courtroom experiences with a staged reading of Reginald Rose's ''Twelve Angry Men.'' We will use this play as a springboard text to study the craft (style) of dramatic scene writing. Students will work in their writer's notebooks to create character descriptions, settings, character dialog and scene directions/blocking. Homework for the week is as follows:
I. Banned Books Project due on Tuesday, 10/31/06.
II. October Reading Calendars due by Friday, 11/3/06.
11/6-11/10
Happy Election Day! This (shortened week), students will use their experiences from reading Reginald Rose’s “Twelve Angry Men” (which I must add was wonderful) to create an original class specific dialog, complete with setting, stage directions, and blocking (character movement). Students will write, revise and perform their original skits (which will be written in their writer’s notebooks). On Thursday, students will engage in the performance aspect of drama in the auditorium, participating in a variety of improvisational activities. Please see documents for more information. Homework for the week is as follows:
I.Back work due by Thursday, 11/9/06.
II.Banned Book Project re-dos by Thursday, 11/9/06.
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