Thursday, September 8, 2011

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group discussion about a reading passage and corresponding questions.

Essential Question: Are my reading comprehension skills improving?

Today we continued our discussion of the origins and uses of idioms. Students shared their illustrated idioms; the best were added to the bulletin board. Next, I introduced some new idioms. Following a reading comprehension quiz, we played Idiom Bingo using an episode of The Andy Griffith Show. From the dozen idioms I had written on the board, students selected nine to fill in their bingo grid; we then watched "The Great Filling Station Robbery" and students listened for the idioms. The first with a complete card was the winner. It was educational and entertaining: the perfect combination!

Homework: SSR.

Flashback: June of 2008

Speeches were made, pictures were taken, and tears were shed; the eighth grade students have graduated!


My summer 2008 to do list:
1. Set up a Moodle site that promotes technology facilitation
2. Prepare for the transition to SAMS (see #1)
3. Have fun: river picnic, treasure hunts, treehouse, 4th of July at the beach, Ed's wedding, etc.


Homework: SSR; have a great summer!

Thursday, June 5, 2008

Today we finished up with Degrassi, had our final commencement practice, had our picnic at Franklinville Park, and had fun on some inflatables and a climbing wall. The only thing we missed was the swarm of bees that took up a temporary residence near the front mobile units.

Wednesday, June 4, 2008

Today we had our final Awards Assembly for the year. Students were recognized for academic achievement and perfect attendence. Next, we began our commencement practice. After lunch, we enjoyed watching the Degrassi graduation special.

Students going on the picnic tomorrow should bring sunscreen and a hat in addition to their lunch.

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join whole class discussion about the teen market.

Essential Question: What techniques are used to market products to teens?

Today in class we watched The Merchants of Cool ; students reacted to the program and discussed what they saw. While the program was a bit dated, the questions which arose from the information remain: What techniques do marketers use to target and influence the behavior of teens? What is the impact of teen oriented media having on society? How can one become a more informed consumer?

Homework: SSR.

Monday, June 2, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join whole class discussion about the elements of a short story.

Essential Question: What are common storytelling elements?

Today we continued the study and enjoyment of language arts. We reviewed terms like protagonist, antagonist, quest, conflict, and resolution in the context of a dramatic short story. The basis for our discussion was The Princess Bride, a book by William Goldman. I have long wanted to read the novel with AG students; however, I only had one copy of the book and it was borrowed long ago and never returned. We watched the beginning of the film version of The Princess Bride; it was enjoyed by all. Hopefully, some students will be inspired by the film to read the book on their own.

Homework: SSR.

Friday, May 30.2008

Content Objective: 1.01 Narrate a personal account which creates a coherent, organizing structure appropriate to purpose, audience, and context; establishes a point of view and sharpens focus; uses remembered feelings; and selects details that best illuminate the topic.

Language Objective: Participate in small/whole group discussion.

Essential Question: What advice do I have for next year's eighth graders?

Today's class will return to the computer lab. First, students will write a letter of advice and encouragement to next year's eighth graders; pictures taken yesterday will be added to each letter. Next, students will give "awards" to their peers: Best Dressed, Most Likely to Succeed, etc.; again using the pictures from our shared folders, students will create a product to display. With any time remaining students can return to Free Rice, go to Games for the Brain, or visit Brain Games. This fun game was a hit yesterday. (Again, students are reminded to please stay on these selected sites; in other words, don't go off on your own.)

Homework: SSR.

Thursday, May 29, 2008

Content Objective: 1.01 Narrate a personal account which creates a coherent, organizing structure appropriate to purpose, audience, and context; establishes a point of view and sharpens focus; uses remembered feelings; and selects details that best illuminate the topic.

Language Objective: Participate in small/whole group discussion.

Essential Question: How can I improve my vocabulary and help feed some hungry people at the same time?

Today's class will take a trip to the computer lab. First, students will go to Free Rice. This is a way to feed hungry people by playing an online vocabulary game. For every word students get (or guess) right, 10 grains of rice (paid for by advertisers on the site) are donated to the United Nations World Food Program. Each student will play until 500 grains of rice have been donated. Next, go to Games for the Brain or Brain Games and choose a game or two to play. This is a fun game to play. (Please stay on these selected sites; in other words, don't go off on your own.) While students are busy at their computers, I'll be taking their pictures for their letters to next year's eighth graders. These letters will contain advice and information from those who have been through a year at the top and survived.

Homework: SSR.

Wednesday, May 28, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join whole class discussion about the elements of a short story.

Essential Question: What are the storytelling elements found in a dramatic work?

Today we continued the study and enjoyment of language arts. We reviewed terms like protagonist, antagonist, quest, conflict, and resolution in the context of a dramatic short story. We watched Split Cherry Tree; it was enjoyed by all.

Homework: SSR.

Tuesday, May 27, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join whole class discussion about the elements of a short story.

Essential Question: What are the storytelling elements found in a Jack Tale?

Today we continued the study and enjoyment of language arts. We reviewed terms like protagonist, antagonist, quest, conflict, and resolution in the context of a Jack Tale. We watched Soldier Jack; it was enjoyed by all.

Homework: SSR.

Friday, May 23, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join whole class discussion about the elements of a short story.

Essential Question: What are the storytelling elements found in a Jack Tale?

Today we returned to the study and enjoyment of language arts. We discussed terms like protagonist, antagonist, quest, conflict, and resolution in the context of a Jack Tale. We watched Jack and the Dentist's Daughter to the delight of all.

Homework: SSR.

Thursday, May 22, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group/whole class discussion about the Science EOG test.

Essential Question: Has my knowledge of science increased to the point that I am ready for the Science EOG?

Today students took the Science EOG test. Tomorrow we will try and regain some semblence of normalacy.

Homework: SSR.

Wednesday, May 21, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group/whole class discussion about the Math EOG test.

Essential Question: Have my math skills improved and am I ready for the EOG?

Today students took the Math EOG test. Tomorrow the eighth graders will take the Science EOG.

Homework: SSR, and get a good night's sleep.

Tuesday, May 20, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group/whole class discussion about the Reading EOG test.

Essential Question: Have my reading comprehension skills improved and am I ready for the EOG?

Today students took the Reading EOG test. From anecdotal evidence, they did well. There were the usual complaints about the content and length of the passages, but overall students are confident. Some students were sleepy, some were intimidated; all finished.

Homework: SSR, and get a good night's sleep.

Monday, May 19, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group/whole class discussion about poetry and corresponding questions.

Essential Question: Have my reading comprehension skills improved and am I ready for the EOG?

Today we continued reading comprehension skills practice as we focused on decoding poetry. We read Whitetails, a poem about deer. I chose to save this 8th grade EOG sample for the day before testing because not only do the corresponding comprehension questions deal with mood, comparable situation, and inference, the poem's subject is one near and dear to many of my students who have had just about all the EOG review they can stand. I figured a poem about deer wouldn't be too tough to take. However, after that I hit them with Poe's Eldorado, a poem about teenagers, and Langston Hughes' Mother to Son. We finished the class by taking down every shred of thought-provoking material from the walls of the classroom.

Homework: SSR, and get a good night's sleep.

Friday, May 16, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group discussion about a reading passage and corresponding questions.

Essential Question: Are my reading comprehension skills improving?

Today we continued reading comprehension skills practice. We checked the homework and discussed practical and proven methods used to find correct answers on a multiple choice test. We read a comprehension practice passage entitled The Confession. After answering the corresponding questions, students compared answers. This gave the students the opportunity to defend their choices and consider other viewpoints. Finally, we reviewed figurative language terms. Students were given the opportunity to recite their stanza. Overall, this idea was a bust. Students just weren't able to get interested in Casey at the Bat. Upon reflection, I should have introduced the concept in steps. Another poem would have been better suited; in fact, Casey may not be very appropriate considering we're only a few days from the EOG tests! However, the students who were asked to memorize the opening stanza of the NC State Toast did so with a high rate of success. I am pleased with that.

Homework: SSR.

Thursday, May 15, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group discussion about a reading passage and corresponding questions.

Essential Question: Are my reading comprehension skills improving?

Today we continued reading comprehension skills practice. We checked the homework and discussed practical and proven methods used to find correct answers on a multiple choice test. We read a poem entitled The Spider, discussed stanzas in Casey at the Bat and the North Carolina State Toast, and created more examples of free verse. Next, we read a reading comprehension practice passage entitled The History of Chocolate. After answering the corresponding questions, students worked in pairs to compare answers. This gave the students the opportunity to defend their choices and consider other viewpoints. Finally, we reviewed figurative language terms.

Homework: Reading comprehension practice #48, SSR.

Wednesday, May 14, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group discussion about a reading passage and corresponding questions.

Essential Question: Are my reading comprehension skills improving?

Today we continued reading comprehension skills practice. We checked the homework and discussed practical and proven methods used to find correct answers. We read a couple of poems, and created examples of free verse. For the poem Fifteen, two students were chosen to act it out.

We also reviewed figurative language terms.

Homework: Reading comprehension practice #44, SSR.

Tuesday, May 13, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group discussion about a reading passage and corresponding questions.

Essential Question: Are my reading comprehension skills improving?

Today we continued reading comprehension skills practice. We checked the homework and discussed methods used to find correct answers. We visited the library for checkout and we completed the Safe Schools Survey. We read Casey at the Bat and the State Toast of North Carolina; stanzas were assigned for Friday recitation.

Homework: Reading comprehension practice #40, SSR.

Friday, May 9, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group discussion about a reading passage and corresponding questions.

Essential Question: Are my reading comprehension skills improving?

Today we continued our discussion of the origins and uses of idioms. Students shared their illustrated idioms; the best were added to the bulletin board. Next, I introduced some new idioms. Following a reading comprehension quiz, we played Idiom Bingo using an episode of The Andy Griffith Show. From the dozen idioms I had written on the board, students selected nine to fill in their bingo grid; we then watched "The Great Filling Station Robbery" and students listened for the idioms. The first with a complete card was the winner. It was educational and entertaining: the perfect combination!

Homework: SSR.

Thursday, May 8, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group discussion about a reading passage and corresponding questions.

Essential Question: Are my reading comprehension skills improving?

Today we continued to practice and refine our reading comprehension skills. We also discussed the use of idioms through the use of the CPS. Students used context clues to select the idiom that would take the place of an indicated phrase. Next, students worked in pairs to decipher the meanings of commonly used idioms. Next, each student selected one to illustrate. Selected students began writing the origin of their idiom; this will be polished and recorded for a podcast to be linked from this site.

Homework: SSR; illustrated idioms.

Wednesday, March 7, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group discussion about a reading passage and corresponding questions.

Essential Question: Are my reading comprehension skills improving?

Yesterday, after being first in line at the polls, taking pictures at the pep rally for the news show, attending a faculty meeting, and working on a smartboard lesson, I forgot to add to my classroom blog for only the second time since its inception. Today we will continue to practice and refine our reading comprehension skills. We will also discuss the use of idioms through the use of the aforementioned SmartBoard lesson.

Homework: Reading Comprehension practice #24; SSR; illustrated idioms; signed interim reports.

Monday, May 5, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group discussion about a reading passage and corresponding questions.

Essential Question: Are my reading comprehension skills improving?

Today, after a trip to the Media Center for checkout, we had time to read for pleasure. One class, by virtue of their exemplary behavior for a recent substitute, took their books to the football field. We posed and answered questions concerning such topics as main idea, summary, conflict, prediction, etc. The first two classes took advantage of computer lab access and worked on finalizing their propaganda commercials. The best will continue to show up here; selected ones will also be shown on our weekly news show which is to be taped tomorrow.

Homework: Reading Comprehension practice #28; SSR.

Friday, May 2, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group discussion about a reading passage and corresponding questions.

Essential Question: Are my reading comprehension skills improving?

Today, after we discussed and checked last night's homework, we read a comprehension passage and we answered questions concerning such topics as main idea, summary, conflict, prediction, etc. We then screened finished commercials depicting propaganda techniques. The last class took advantage of computer lab access and worked on finalizing their commercials. The best will continue to show up here; selected ones will also be shown on our weekly news show.

Homework: SSR.

Thursday, May 1, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group discussion about a reading passage and corresponding questions.

Essential Question: Are my reading comprehension skills improving?

Today, after we discussed and checked last night's homework, we read Langston Hughes' classic short story, Thank You, M'am. Afterwards, we answered a couple of questions concerning such topics as the author's use of dialect and the theme. Finally, we watched the film version.

The last two classes took advantage of computer lab access and worked on finalizing their commercials. The best will continue to show up here; selected ones will also be shown on our weekly news show.

Homework: Reading Comprehension practice #20 or For All the Rude People; SSR.

Wednesday, April 30, 2008

Content Objective: 3.03 Evaluate and create arguments that persuade by establishing context, creating a persona, and developing interest; developing a controlling idea; arranging details, reasons, and examples effectively and persuasively; creating an organizing structure appropriate to purpose, audience, and context.

Language Objective: Correctly use terms related to the concept of propaganda during small group creation of commercials.

Essential Question: How can I demonstrate common propaganda techniques?

In today's class, we return to the Media Center and use MovieMaker to create video commercials that demonstrate common propaganda techniques. Using footage gathered in previous classes, students will create commercials that demonstrate bandwagon, testimonial, transfer, emotional words, and repetition.

Instructions: First, use information from our MovieMaker tutorial or go here for advice on how to create your commercial. As you begin the editing process, the value of a storyboard will become evident. Add titles and credits. Here's a place for royalty-free music; remember to give appropriate credit. After you have your commercial the way you want it, you have to go to Finish and Save to Your Computer. Save it in the G drive Apps on SERMS. Look in Barber and save your film in the Commercials 2008 folder. Work diligently; our time is limited. Commercials will be screened on Friday.

Homework: Reading comprehension practice #19; permission forms signed; SSR.

Tuesday, April 29, 2008

Content Objective: 3.03 Evaluate and create arguments that persuade by establishing context, creating a persona, and developing interest; developing a controlling idea; arranging details, reasons, and examples effectively and persuasively; creating an organizing structure appropriate to purpose, audience, and context.

Language Objective: Correctly use terms related to the concept of propaganda during small group creation of commercials.

Essential Question: How can I demonstrate common propaganda techniques?

In today's class, you will visit the Media Center and use MovieMaker to create video commercials that demonstrate common propaganda techniques. Using footage gathered in previous classes, you will create commercials that demonstrate bandwagon, testimonial, transfer, emotional words, and repetition.
First, use information from our MovieMaker tutorial or go here for advice on how to create your commercial. As you begin the editing process, the value of a storyboard will become evident. Add titles and credits. Here's a place for royalty-free music, but, of course, you'll give appropriate credit, right? After you have your commercial the way you want it, you have to Save to Your Computer. Save it in the G drive Apps on SERMS. Look in Barber and save your film in the Commercials 2008 folder. We will return to the Media Center tomorrow to continue. Commercials will be screened on Friday.

Homework: Reading comprehension practice #13; SSR.

Tuesday, April 29, 2008

Content Objective: 3.03 Evaluate and create arguments that persuade by establishing context, creating a persona, and developing interest; developing a controlling idea; arranging details, reasons, and examples effectively and persuasively; creating an organizing structure appropriate to purpose, audience, and context.

Language Objective: Correctly use terms related to the concept of propaganda during small group creation of commercials.

Essential Question: How can I demonstrate common propaganda techniques?

In today's class, you will visit the Media Center and use MovieMaker to create video commercials that demonstrate common propaganda techniques. Using footage gathered in previous classes, you will create commercials that demonstrate bandwagon, testimonial, transfer, emotional words, and repetition.

First, use information from our MovieMaker tutorial or go here for advice on how to create your commercial. As you begin the editing process, the value of a storyboard will become evident. Add titles and credits. Here's a place for royalty-free music, but, of course, you'll give appropriate credit, right? After you have your commercial the way you want it, you have to Save to Your Computer. Save it in the G drive Apps on SERMS. Look in Barber and save your film in the Commercials 2008 file. We will return to the Media Center tomorrow to continue. Commercials will be screened on Friday.

Homework: Reading comprehension practice #13; SSR.

Monday, April 28, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group discussion about a reading passage and corresponding questions.

Essential Question: Are my reading comprehension skills improving?

Class began with time set aside for SSR. For students who had finished their library book or had no book to read, an ample supply of News and Record newspapers were available. We reviewed Friday's quiz topics: analogies and reading comprehension. I wrote some samples on the board and that led to discussion; students contributed and commented. We then went over the questions related to the passage. I used the document projector so that I could point to specific words, sentences, etc. This is more effective than each student trying to keep place with individual copies. We discussed strategies for answering various question topics: vocabulary using context clues, author's purpose, mood, conflict, etc. Finally, we read a short passage aloud in turns, discussed important elements, and began to answer the corresponding questions. Remaining questions will be for homework. Tomorrow we go to the computer lab to begin editing our propaganda commercials.

Homework: Reading comprehension practice #12; SSR.

Friday, April 25, 2008

Content Objective: 1.02 Analyze expressive materials that are read by monitoring comprehension for understanding. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions.

Language Objective: Join small group discussion about a reading passage and corresponding questions.

Essential Question: Are my reading comprehension skills improving?

Class began with a review of analogies. I wanted to remind them of yesterday's activities in which students created their own analogies. We had a quiz which contained both reading comprehension and analogy construction components. Students were asked to create analogies after only being given one out the four words needed; this type of assessment hopes to give students the opportunity to demonstrate higher level thinking more than a more traditional fill-in-the-blank exercise might.

Homework: SSR.

Thursday, April 24, 2008

Content Objective: 1.02 Analyze expressive materials that are read, heard, and/or viewed by monitoring comprehension for understanding of what is read, heard and/or viewed. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions. 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.

Language Objective: Join small group discussion about a reading passage and corresponding questions; discuss O. Henry's use of irony.

Essential Question: What is an analogy and can I create one?

Class began with a review of yesterday's viewing of Jimmy Valentine, a video version of O.Henry's short story, A Retrieved Reformation. Students had the opportunity to demonstrate their skill in making connections and comparisons. We discussed the instances of irony (at least five); this discussion led to a greater understanding of the concept and a greater appreciation of the story. Next, students formed pairs; together as a class we read a reading comprehension practice selection. Students worked together to answer related questions; follow up discussion revealed a higher level of success than on last week's reading comprehension quiz. If I could read each passage aloud and have similar level students work together to reach consensus on answers, our EOG scores would be much higher. This embodies cooperative learning at its highest level, yet the suggestion would be not only unacceptable, but laughable. Some students had time to go to the board to add their created analogy. I asked them to leave out two of the words in order to stimulate higher level thinking and discussion.
Some examples:
AC/DC is to rock as _______ is to __________.
Cake is to __________ as chili is to _________.
Lead is to pencils as _________ is to ________.
Gun is to _________ as knife is to _________.
Bug is to monkey as _________ is to _______.
Plus, we went to the book fair, and some students continued filming their commercials.

Homework: Reading comprehension practice #11; SSR.

Wednesday, April 23, 2008

Content Objective: 1.02 Analyze expressive materials that are read, heard, and/or viewed by monitoring comprehension for understanding of what is read, heard and/or viewed. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions. 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.

Language Objective: Join small group discussion about reading passage and corresponding video; discuss the author's use of irony.

Essential Question: What is ironic about the ending of O. Henry's A Retrieved Reformation?

Class will begin with a review of yesterday's topic, analogies. Students will have the opportunity to demonstrate their skill in making connections and comparisons. Next, students will watch a video adaptation of O. Henry's short story, A Retrieved Reformation. AIG students read the story last night. Following viewing and discussion, students will answer a few questions to assess understanding and comprehension.

Homework: Continued anologies practice, SSR.

Monday, April 21, 2008

Content Objective: 1.02 Analyze expressive materials that are read, heard, and/or viewed by monitoring comprehension for understanding of what is read, heard and/or viewed. 1.03 Interact in group activities and/or seminars in which the student shares personal reactions to questions raised and gives reasons and cites examples from text in support of expressed opinions. 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.

Language Objective: Join small group discussion about reading passage; develop a message and deliver it to a target audience.

Essential Question: How can I use MovieMaker to create a commercial?

We began by discussing Thursday's nonfiction passage about the earth's climate, and we checked student answers on the short comprehension quiz. I will use the results to rearrange student seating. By grouping students according to skill level, I hope to be able to both offer targeted instruction and spur achievement. Also today, several students taped their commercials; others went to the computer lab to see what MovieMaker had to offer. Unfortunately, the time offered by the computer lab was barely enough to get started. Tomorrow I will use the SmartBoard to demonstrate the use of MovieMaker to create short video projects.

Homework: Reading comprehension practice #6, SSR.

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Friday, April18, 2008

Just back from our field trip to Atlantic Beach. A fun and educational time was had by all!

Thursday, April 17, 2008

Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.

Language Objective: Join small group discussion during letter writing exercise; develop a message and deliver it to a target audience.

Essential Question: What is my opinion on global warming and how will I convey a message to a target audience?

After reading a nonfiction passage about the earth's climate, students answered questions in a short comprehension quiz; we will discuss the answers on Monday. We next moved to today's classroom activity; it concerned student opinions on global warming. Following a short brainstorming activity in which information from the week was reviewed and synthesized, students expressed their feelings and made suggestions for action in letters to their elected officials. Tomorrow we will make our trip to the coast.

Homework: SSR.

Wednesday, April 16, 2008

Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.

Language Objective: Join small group discussion during poster construction; develop a message and deliver it to a target audience.

Essential Question: What is the message in An Inconvenient Truth and how are propaganda techniques used to convey a message to a target audience?

Today's classroom activity concerned issues and questions in An Inconvenient Truth. Students answered guided questions as they watched the film. Following a discussion at film's end, small groups brainstormed together to create graphic organizers. This information was later used when students created posters containing their ideas to be posted about the school. These activities were developed in preparation for our upcoming coastal trip.

Homework: Reading Comprehension practice #5; SSR.

Tuesday, April 15, 2008

Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.

Language Objective: Join small group and whole class discussion during editorial cartoon deconstruction; identify and discuss propaganda components: technique (bandwagon, testimonial, transfer, emotional words, repetition), message, and target audience.

Essential Question: How do editorial cartoons and video demonstrate propaganda techniques while conveying a message to a target audience?

Following SSR, students reformed pairs to continue their examination of a series of editorial cartoons concerning the global warming debate; next, the students answered questions concerning symbols and message. Using the data projector, we viewed and discussed the cartoons. Following this, we viewed a couple of videos: one by Leonardo Dicaprio, a trailer for An Inconvenient Truth, and a parody featuring Will Ferrell as George Bush talking about "global warmings" from Crawford. These activities were developed in preparation for our upcoming coastal trip.

Homework: Reading Comprehension practice #5; SSR.

Monday, April 14, 2008

Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.

Language Objective: Join small group and whole class discussion during editorial cartoon deconstruction; identify and discuss propaganda components: technique (bandwagon, testimonial, transfer, emotional words, repetition), message, and target audience.

Essential Question: How do editorial cartoons demonstrate propaganda techniques while conveying a message to a target audience?

Following SSR, students formed pairs to examine a series of editorial cartoons concerning the global warming debate; next, the students answered questions concerning symbols and message. This is an activity I developed for language arts in the unit the eighth grade is doing this week in preparation for our upcoming coastal trip.

Homework: SSR.

Friday, April 11, 2008

Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.

Language Objective: Join small group and whole class discussion about propaganda components: technique (bandwagon, testimonial, transfer, emotional words, repetition), message, and target audience.

Essential Question: How do I use a storyboard to plan and shoot a commercial which demonstrates propaganda techniques while conveying a message to a target audience?

Students with a storyboard went outside to shoot their commercials depicting propaganda techniques. Students without a storyboard for their advertisement continued to work together. During the first class, we used an empty box and a school bus as our props. The next class saw sunglasses used in a demonstration of testimonial and ketchup as blood in a commercial for a CD. The third group creatively used a bottle of MiracleGro. This series of advertisements could be used in a national campaign if MiracleGro ever decides to target teens. The last class featured balloons and a new soft drink. Next week we will take a look at propaganda in the discussion/debate concerning global warming as we prepare for our trip to the coast. Afterwards, we will continue to produce student created commercials depicting the various methods of propaganda. The students will write, shoot, edit, and present their commercials to the class. The best will be shown here on our blog.

Homework: SSR.

Thursday, April 10, 2008

Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.

Language Objective: Join small group and whole class discussion about propaganda components: technique (bandwagon, testimonial, transfer, emotional words, repetition), message, and target audience.

Essential Question: How do I use a storyboard to plan a commercial demonstrating propaganda techniques while conveying a message to a target audience?

Today, after SSR, we began by checking the homework. After a summary of the passage, we discussed the answers to the reading comprehension questions. The use of similes and metaphors was highlighted. Next we reviewed terms related to the study of propaganda. After class assisted modeling of the task, students were asked to begin working on a storyboard for their advertisement. This is a prelude to our upcoming student created commercials depicting the various methods of propaganda. The students will write, shoot, edit, and present their commercials to the class. The best will be shown here on our blog.

Homework: Complete storyboard; SSR.

Wednesday, April 9, 2008

Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.

Language Objective: Join small group and whole class discussion about propaganda components: technique (bandwagon, testimonial, transfer, emotional words, repetition), message, and target audience.

Essential Question: Can I deconstruct an ad and determine propaganda technique(s), message, and target audience?

Today we began by checking the homework. After a summary of the passage, we discussed the answers to the reading comprehension questions. The words smug and indifferent were highlighted. Next we reviewed terms related to the study of propaganda. Then students were asked to form small groups and examine a series of advertisements I collected from magazines fished from the recycling dumpster. Students did well in their deconstructions; they engaged in discussions and made interesting observations. This is a prelude to our upcoming student created commercials depicting the various methods of propaganda. The students will write, shoot, edit, and present their commercials to the class. The best will be shown here on our blog.
My AIG class discussed chapter two from Upton Sinclair's The Jungle; not everyone was able to participate in the discussion, but those that did did well.

Homework: Reading comprehension practice #4; SSR.

Tuesday, April 8, 2008

Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.

Language Objective: Join small group and whole class discussion about propaganda components: slogan, message, and target audience.

Essential Question: How do I create an effective slogan?

Today we began by checking the homework. After a summary of the passage, we discussed the answers to the reading comprehension questions. Next we reviewed terms related to the study of propaganda; in two classes we played a soccer-type game (using a paper plate held to the chalkboard by a magnet) between the boys and the girls. Next students were asked to create a series of new products (new car, new sandwich, new magazine, etc.) and create a slogan for each. As usual, some of the most interesting work was produced by the most unlikely sources. A teacher has to keep throwing it out there because eventually every student will take a swing. This is a prelude to our upcoming student created commercials depicting the various methods of propaganda. The students will write, shoot, edit, and present their commercials to the class. The best will be shown here on our blog.

My AIG class read chapter two from Upton Sinclair's The Jungle. Tomorrow we will discuss the author's craft.

Homework: Reading comprehension practice #3; SSR.

Monday, April 7, 2008

Content Objective: 4.01 Analyze the purpose of the author or creator and the impact of that purpose; evaluate any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques; evaluate the underlying assumptions of the author/creator; and evaluate the effects of author's craft on the reader/viewer/listener.

Language Objective: Join small group and whole class discussion about propaganda components: slogan, message, and target audience.

Essential Question: What are some familiar slogans and what messages do they convey?

In today's class we continued our discussion about the use of propaganda techniques. I began by introducing the day's vocabulary: slogan, message, target audience, and, as a bonus, ambiguous. I passed out a chart with columns labeled product, slogan, message, target audience, and effective. We started with McDonald's and their familiar slogan "I'm lovin' it." We dissected the slogan and pondered why "I'm" instead of "I am" and why "lovin'" instead of "loving." We talked about the power of "I" in a slogan. Students were interested in the choice of "it" in so many slogans by some big names like McDonald's, Burger King, Gatorade, and Nike. Following our discussion and modeling, students moved into small groups to identify and examine other slogans. Slogans from cell phones, insurance companies, and an energy drink that offers wings made the class list. This is a prelude to our upcoming student created commercials depicting the various methods of propaganda. The students will write, shoot, edit, and present their commercials to the class. The best will be shown here on our blog.

Homework: Reading comprehension practice #2; SSR.