10/24 – 10/31

Thanks for visiting my blog. For the next three (3) weeks we shall be working on Workshop 3 from the rBook.

WORKSHOP 3: IDENTITY CRISIS

Standard: ELACC8RL2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot.

Systems 44 & Read 180: Learning Focus:
To help students become better readers, writers, and speakers during Whole-and small-Group Instruction: This model I just started implementing in my class and I have been closely monitoring progress so far. In three (3) weeks those students who implemented the program daily as expected continues to make meaningful and measurable daily growth with reading, reading comprehension and fluency.

During small-group instruction for the next three (3) weeks students will complete a class project using these words. They will be allowed time during small group instruction.
Vocabulary: Content-Area Words
Appearance p.66
confident p.66
detect p66
Academic Vocabulary for Review:
deceive
error
evident
genuinely
identity
imposter
precisely
recognize
respond
unique
Words to Know:
assured
conspicuous
expanding
residing
tone

Please encourage your child to read daily.

Thanks

Dr. Rhima

10/12 – 10/20

Hello,

Thanks for visiting my blog, next week is conference week and I am looking forward to having a great conference with you all. Report card will be given out next week and progress will be discussed. Please read the important information below:

Each year, the state of Georgia has each school administer a survey to parents, students, and staff members that generates the School Climate rating that is tied to our school’s CCRPI score. Each school must have a 75% participation rate on the Georgia Student Health Survey 2.0 and the Georgia School Personnel Survey. Failure to meet the 75% participation rate on these two surveys will result in a 0.00 score; thereby, significantly reducing a school’s School Climate Star Rating. East Cobb is very proud of its 4-star rating and hopes to continue to improve upon this excellence in the future. To do so, we need your help in getting as many parents as possible to take the survey.

 

The Georgia Parent Survey

All parents are encouraged to participate in the Georgia Parent Survey because the data is used as part of the calculation of the School Climate Star Rating. Survey responses are anonymous and will be submitted directly to the Georgia Department of Education for analysis. The Georgia Parent Survey is also available in Spanish. Parents may select the Spanish version within the survey. Results from the Georgia Parent Survey will not be available to the public and will not be posted online. The Georgia Parent Survey link is posted below.

Georgia Parent Survey:

http://gshs.gadoe.org/parents

http://gshs.gadoe.org/parents

Parents may take the survey on a personal computer, smartphone, or tablet. For those without internet access, please contact Mike Chumley, our Parent Facilitator, to utilize a computer in the parent resource center, or you may visit your local library. The link to the survey may also be found at our website, www.cobbk12.org/eastcobb.

Thanks

Dr. Rhima

 

Last Project

Hello,

We are currently working on our last project for this reporting period. It will be due on 10/05/17. This will be a project grade. Students can also complete some of the work at home. They will be provided 20 minutes of class-time daily.

Create your own Graphic Novel or Cartoon: Using information from “A Wrinkle in Time” explain how Meg represents the Hero by creating your own graphic story. Remember to include the features of a graphic novel. Page 42 see page 53 for examples.

Features to use: Panel, Gutter, Dialogue Balloon, Thought Bubbles, Caption, Sound Effect, Long Shot, Extreme Long-Shot, Close-up, and Extreme Close-up.

Enjoy.

thanks

Dr. Rhima

Welcome to Fall 10/03 – 10/13 /17

Thank you for visiting my blog.

This month I shall be moving over to a new program in my classroom. Students will be introduced to READ 180 & Systems 44. This program is great it enhances student ability to read, comprehend and master all difficulties association with struggling readers.

This program is structured and structure is one of the important components of life.

For the next three weeks students will be introduced to getting started your first three weeks with READ 180 & Systems 44.

Week 1: Four-Corner Connections, I’m looking for someone who, Can it Be true, Let’s Regroup, the week in review.

Week 2: “Doodle-Do’s, Using Oral Cloze With a Read Aloud, taking a stand, Using numbered heads with a read aloud, practicing full rotations.

Week 3: Self-monitor progress on student dashboard, selecting books and summarizing reading, establishing and reinforcing procedures for small-group rotations.

I am looking forward to having fun with this program as we roll-over to quarter 2.

Students will still be allowed to work on vocabulary activities, read daily, write daily, speak and listen as required by the Standards.

Students will also follow a pacing guide as required. The major difference right now in my class is instructional delivery of lessons. We shall be working in groups daily as we continue to implement gradual delivery of information, but it will be in the form of rotations. Instructional routines and rotations daily.

We will start with Whole-group everyday, then we shall move into groups. Some students will work on the computer using a specific software, while others will work in small groups for independent reading activities.

I will keep you informed on this new program.

Thanks for visiting my blog.

Thanks

Dr. Rhima

Week 09/11 – 09/15

Thank you for visiting my blog.

We just completed our reading on The Odyssey. The students had fun with the activities because they had prior knowledge and some have watched the movie. Next week they will complete a class project by illustrating Hero’s Journey Narrative as they analyze a variety of visuals. Students completed a Sequencing graphic organizer that will help them with the project. On 09/08/17 in class we shall locate and summarize the text evidence that will be used to illustrate the scene depicted in their visuals or image.  They will also include the mood communicated in their project as depicted from the visuals.

Instead of a book report, they will complete a short-essay describing Odysseus’s character based on what they read. They will be required to include at least two examples of text evidence to support their statement. This project is due on 09/14/17. They will be provided a day in class to complete the project and they will have extended time on 09/15/17. Any work not completed in class will go home as homework.

This project is a major grade.

The next story students will read about is A Wrinkle in Time (The return).

Students will analyze a narrative for archetype and narrative technique. They will be required to draft and illustrate the final event in a narrative.

Students will be provided with sentence starters poster and Textual Evidence prompts to help with writing.  They will also get Narrative Transition word to use in a story.

Have a great weekend.

Dr. Rhima

Week 08/25 – 09/01

Hello,

Thank you for visiting my blog today. Students are progress very well with our learning targets and standards.

Learning Target: Analyze an excerpt of an epic poem for archetype and narrative techniques.
Examine visual depictions of an epic poem.
demonstrate understanding of these concepts by drafting and illustrating an event in a hero’s Road of Trials.

LA.8.ELACC8RL1 – [Performance Standard] – Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

LA.8.ELACC8RL2 – [Performance Standard] – Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

LA.8.ELACC8RL3 – [Performance Standard] – Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Students completed the Poem (Ithaka) and where able to write a short summary explaining what the author means by the first three lines in the opening of stanza “Ithaka”

They produced a clear topic sentence, they provided details from the poem to support each claims, but we are still working on using appropriate transition words to help their ideas flow in a logical manner.

We also read a short story “The Drummer Boy of Shiloh” they had fun as I allowed them role play scenes from the story in class with my “African Drum”

Students also related to this story because Joby was only 14 years old when he joined the army. So they could relate it to their own age.

They also provided  textual evidence in the story to show that Joby was afraid of war.

We have completed questions 1-5 of the text-dependent questions and we are currently working on an essay to summarizing the setting and point of view that the author established in the opening of the narrative.

They will complete a vocabulary test today, then they will complete the text-dependent questions.

If time permits, we shall complete a graphic organizer on the narrative elements by completing activity 1.5 in SpringBoard pages 22 – 23.

Homework: They will all be required to read over the week end, and to provide a summary by 09/07/17

Have a great weekend.

Regards,

Dr. Rhima

Week 08/21 – 08/25

Thank you for visiting my blog. Students have been very busy learning about how a film uses the Hero’s Journey to structure its plot.

Vocabulary focus for the week: Imagery, Context, Personification, Context Clues, Mood, Setting, Conflict, Plot, Pacing. 

Students have mastered the following terms: Imagery, Plot, Conflict, Mood, Setting, Pacing, Archetype, Setting, Tone, Point of View, and Epic. 

These terms will be reviewed again next week and students will design their own study guide using these words then take a vocabulary test 09/01/2017.

Students worked on the plot diagram on page 10 SpringBoard, as each students labeled each stages using a Sequencing Thinking Map.

Students also completed Understanding the Hero’s Journey Archetype on Page 8-9  Activity 1.2.

Students are currently completing Embedded Assessment 2 on page 8. 

Checking Your Understanding: Students wrote about a movie that have seen recently that had a Hero’s Journey archetype plot pattern. They included the title of the movie and information about how the plot pattern follows the Hero’s Journey structure.

Students will then orally present to the class.

Please visit Ms. Walker’s Blog for more class update.

Thanks

Dr. Rhima