Students will be able to improve their language arts grade over summative 3/FINAL tomorrow. Grades are already in Synergy for this summative. Please look to see what you made on the assessment. If you want to improve your grade, you must have YOUR completed study guide with you in class. PLEASE NOTE: MY ANSWER KEY IS NOT YOUR STUDY GUIDE.
The next two days will be early release days and we will be on a shortened schedule. We will have lunch and students will report to all classes, but they will be shortened classes.
Have a good night. Study your study guide. Bring your study guide to class tomorrow, so you can retake.
With the summative being so long, most students did not complete the test. Some came very close to finishing. On Monday, each student will have the opportunity to finish what was started on yesterday. On Tuesday and Wednesday, they will be able to make test corrections if necessary.
By the end of class on Monday, I know they will be tired of looking at the test. I strongly suggest they study some over the weekend using their textbook given to them in class and/or the study guide for this final. Hopefully this will keep ideas fresh in their minds, so they can be ready on Monday and WON’T have to look at the summative again on Tuesday and Wednesday.
The study guide answer key is still attached to the blog below this one. Use it to study and review!
Students, I am enjoying your monologues. You are GREAT and you’re delivering brilliantly. I am proud of your work!
For the next two nights, you should be working on your study guide. You need pages 1-7 completed by Wednesday. Do 10-15 minute segments/5-7 responses at a time and you can get it done. Do your ELA study guide (answer 7 questions), then work on something else, and then do something else. Come back to ELA study guide and work for 10-15 more minutes (answer 7 more questions/responses). Take it to homeroom in the morning and work for 10-15 minutes (answer 7 more questions/responses).
Tomorrow night do the same thing and work on it several times during the course of the evening. . .keep coming back to it/completing 7 or 8 at a time. (Don’t let it take over your evening. Do other work and just keep coming back to it—so you can get some of every thing done.)
Splitting up your work into segments is how you can get through something like this without it feeling like such a huge task. Do a little at a time and keep coming back to it.
Students, I wasn’t planning on coming in on Monday morning for the 3rd writing opportunity (outside of class time) for you to work. However, in checking through your drafts and final copy today, I see that you need these additional minutes to get your work done. So,I WILL COME IN ON MONDAY MORNING AT 8:15 A.M. SO YOU CAN FINISH THIS WRITING AND CAN PRACTICE PRESENTING YOUR MONOLOGUE.Those who want to come in and THOSE WHO NEED to come in, should use this opportunity so this presentation can be graded on Monday and put into SYNERGY.
Remember, we only have a few days left and the week of May 14th is BUSY, BUSY, BUSY! Even Monday’s class time has been shortened due to HAWK TIME so we are down to the wire.
In addition to the extra and final work session on Monday for these monologues, I am attaching the study guide for your “final summative” in case you did not pick yours up from me today. (I know most of you did, but I did find one left behind in every class period.)I know you did not mean to leave it behind and I don’t want you to panic. So here it is! Final Summative Study Guide – 2018 (1)-1bnwsbt
No need to thank me. I am here for you! Seriously, since it is many pages (front and back), I would start working on pages 1-4 over the weekend. On Monday and Tuesday nights, you can work on pages 5, 6, and 7. We will go over YOURcompleted pages on Wednesday, May 16th and will finish the last two pages together in class on Wednesday. The final is on Thursday, May 17th. Friday, May 18th is Cultural Extension. Our time is slipping away . . .
I told you next week is a busy week!
Have a good weekend! Come in on Monday morning to write
I have invited students to come in tomorrow morning at 8:15 a.m. and Friday morning at 8:15 a.m. to work on their writing plan, the draft of the monologue, and to practice their final monologue. Our days are moving swiftly and students will be presenting the final monologue on this Friday during the class period. This grade will be their second summative grade for this final quarter. Their individual writing plan, draft, and final will be done in class. Most students have the plan written, and some, have most of the draft written. Tomorrow we will revise, revise, revise for the elements of a monologue and will write the final.
Please note—the completed writing plan is a formative grade. If students have been absent and need to complete the comedic plan and/or the dramatic plan, the next two mornings are the days they should come in to work on this.
If students need more time to write or are worried about writing time—tomorrow at 8:15 a.m- is their opportunity to come in. If they are nervous about presenting, this is the time to come in early and practice.
On Thursday in class, we will finish the draft and will revise our work. We will view the rubric (again), but this time with our own monologue to make sure we have the elements and needed structure for the Embedded Assessment. After careful and additional revisions, and then editing the draft, we will complete the final copy of the monologue.
(Some students may start practicing the monologue for physical actions and facial expressions, too, on tomorrow.) Again, students who are not able to complete the final writing task and/or if they do not have a chance to practice presenting the monologue, they can come in at 8:15 a.m. on Friday morning (in addition to early Thursday morning) to write and practice.
Tonight’s homework: Study and review notes and worksheets on misplaced modifiers—we pulled these notes and 1/2 sheet practice out today during class in periods 1-4.
Students can also/should also review the video attached on misplaced modifiers.
This week in class, students will plan a comedic and dramatic monologue to present on Friday to the class. They will expand on one type of monologue during class and will then present it as their summative on Friday. (All written work will be completed in class.) This is the 2nd summative of the quarter and students have been working on this part of the unit for two weeks now with reading poetry and determining musical devices in poetry and viewing and working with a comedic monologue. In addition to working with this textbook unit, students have been learning about adjective and adverb clauses and adjective and adverb phrases. Classes 1-4 took the quiz today on phrases and quizzes. Period 5 will take their quiz tomorrow.
As we are planning, viewing written monologues and an actual dramatic monologue this week, students will continue to learn and hone their skills on the final grammar concept of the year. They will learn more about and practice misplaced modifiers and dangling modifiers in class and at home. Students will have 2-3 nights of homework this week and can always review this concept using the power points and their example and practice worksheets that should be in the binder.
Students, please know we are still having class up through the last day of school. Do not check out now with textbook assignments and practice worksheets or the plan for the monologue. Everything we are doing is to help your understanding with another concept you should know and be tested on before the end of the year. Always do your best. You can make it—a few more weeks. Give it your all.
What is coming up in Language Arts?
Today was a quiz on phrases and clauses (formative)
Completing a writing plan for comedic and dramatic monologue (formative)
Writing a monologue in class (SUMMATIVE #2 AND PRESENTING MONOLOGUE—Friday, May 11th)
Modifier homework (2-3 times this week)
Modifier quiz on next Monday, May 14th (formative)
Olympic Day, Tuesday, May 15th
Summative #3—All concepts taught throughout the year, Thursday, May17th
(Study guide to go home with students Wednesday or Thursday of this week to help them prepare)
This week students have worked on note-taking for adverb clauses and have practiced with a homework sheet. They have started thinking about what “monologues” mean and have viewed a video clip of a monologue in class. They have written a quick write to get them thinking and will continue to do a few more quick writes this week and next as they plan to share narrative stories.
Most classes have worked with a group to learn about one poem in class and have presented that poem (independently) to a new group. They have monitored their volume, rate, pitch, inflection, and tone (speaker’s attitude on the subject) as they presented orally.
On Thursday, we will review adjective phrases and will practice this skill in class. Students will also have homeworktomorrow on adjective phrases. Some may have copied it as today’s homework, but we did not get to this practice and review today. Also tomorrow students who have not presented their poem, will present to a group tomorrow. We will continue to view a monologue and will use the monologue rubric to grade what is presented.
On Friday, we will review adverb phrases and will write to a narrative (comedic) prompt. We will then read monologues from the text.
The quiz on clauses and phrases will be on Monday, May 7th. We need that extra day (Friday) to tie phrases up and to cover/review everything. They can still be reviewing notes and power point notes this week. Practice has been provided in the blog from last Friday to help prepare students at home.
Period 3 had the Raven booklet returned to them today, so they can make corrections and complete the work on the various stanzas. This revised work is due back to me by Friday, May 4th if they want the original grade to change. All of classes have revised and returned their booklets to be re-graded. I will upload some games and power points on adjective and adverb phrases tomorrow or Friday for students to get even more practice with this skill.
Students can review the power points in the blog from Friday, April 27th for adjective clauses and adverb clauses. They should have made 7 notecards using these two power points in class—4 from the adjective power point and 3 from the adverb power point. They will need to study notecards today and throughout the week to prepare for Friday’s formative quiz on clauses and phrases.
Students will be practicing with speaking this week as they present an oral interpretation of one of the poems from the textbookin the jigsaw group they will be working with. In addition to this oral interpretation, students will also present a monologue from the text with their grouplater in the week. Both oral presentations will be a formative grade. Students will practice with their group and independently before presenting each. They will concentrate on vocabulary, diction, punctuation, musical devices, and will read the poem and monologue for volume, rate, pitch, and inflection when it is their time to present.
Students will also review adverb phrases and adjective phrases and will be quizzed on these skills on Friday’s grammar formative. They will be viewing comedic monologues this week and will be responding to tasks in the workbook/text book. We have a busy week planned as we prepare for next week’s monologue summative that will be written in class and presented independently.
Learning Targets for This Week:
Evaluate the ideas, structure, and use of language in a comedic monologue performance.
Evaluate a comedic monologue, and create a humorous effect in a written response.
Write a comedic monologue with effective ideas, structure, and language.
Analyze and compare the text and performance of a dramatic monologue.
Standards for the Week:
L.7.2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. SL.7.1a: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideasunder discussion. SL.7.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. L.7.1b: Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.