Monday, September 12, 2011

Content Objective: The reader will respond to various literary genres using interpretive and evaluative processes; use the stance of the critic to review; analyze and evaluate informational materials that are read and viewed.

Language Objective: Discuss elements of literature in general and Poe's use of these elements in particular; use the peer review process and share progress on your Poe Glogster project.

Essential Question: How does the study of Poe's use of literary elements make me a better writer?

Today in class students either worked toward completion of their Poe Glogster poster or wrote their reviews of the short stories to post to our blog. We also discussed different ways to say "said" and practiced by creating a list using the alphabet; this list was the ticket out of the classroom.

Homework: SSR; Poe Glogster poster

To demonstrate your ability to interpret, analyze, and evaluate the various literary elements found in the works of Poe, you will create a product in which you summarize information, draw inferences, generate questions, and extend ideas. In order to take advantage of peer review, you will create a rough draft of your articles before adding them to your poster. Your poster will have: summaries of each Poe short story we read, an illustration, a comment in which you take a position, and at least four questions/answers to demonstrate your ability to generate/anticipate relevant questions. You will have time in class to work on this project; however, it may require additional work outside of class. Please plan and use your time wisely.The final product is due at the beginning of class on Wednesday, September, 14, 2011.

Friday, September 9, 2011

Content Objective: The learner will apply conventions of grammar and language usage; the reader will respond to various literary genres using interpretive and evaluative processes; study the characteristics of literary genres (drama) through reading a variety of literature (play).

Language Objective: Discuss elements of literature after reading/performing a play.

Essential Question: In order to bring the printed word "to life" in the mind of the reader, what can an author (and reader) do?

Rough drafts of the career research paper were collected today. Then, students were given a copy of the play Pygmalion. Before reading we discussed the cockney accent, practiced some pronunciation, heard some samples, and, using the SmartBoard, I gave them some sentences to read aloud. Some examples were from Edgar Rice Burroughs' Tarzan of the Apes. Students were then asked to read the play and answer the 9 reading comprehension questions which followed. Next, some read an article about a contemporary actress now playing the role of Eliza and worked a vocabulary puzzle. We then assigned roles to students and read the play aloud. As almost always, readers theatre was enjoyed by almost all. Now that I think about it, it would have been fun to have a cockney accent contest. Instead of having them read the play alone, we should have just acted out the story first. That would serve my goal of getting them involved on a more personal level. I found a way to get certain students involved who needed to be, yet there are still those being missed. Are more roles needed? Three short plays with each student taking a role? Small collaborative groups have to write a three minute play? That might work.
The accents were fun. Next month, while we study the use of dialect, students can write and perform their own plays in dialect. That will kill two birds with one stone.

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.