December 5

Week of December 4th

We are presently working on the Summative Assessment  – Explanatory Essay (IN CLASS)

  1. The students have received a handout on 5 Great Hooks – to assist with writing their introductory paragraph.
  2. The students must utilize their Springboard textbook as a source of evidence from the informational text read (those pages are listed on prior posts).
  3. The students are also required to have one (1) additional outside individual research source to cite in their essay.

GRAMMAR FOCUS – Quiz on Friday!

Simple, Compound, Complex sentences will be the grammar focus.

Notes have been taken – additional help can be located on blog in Grammar Section.

Handouts have been given as practice for quiz.

November 27

Week of November 27th

MONDAY

Evaluating Sources: How Credible Are They?

Students viewed ppt on:

as well as reliable_unreliable soures-2b5axqb Reliable vs Unreliable Sources

Students used this information to analyze text already read in Springboard.

TUESDAY

Students evaluated Informational Text on page 108 – Governmental document

Utilizing the R.A.F.T graphic organizer to make inferences and conclusions based on details in the text.

WEDNESDAY

Analyzed film to access its purpose and credibility.

Took notes to assist in writing the Explanatory Essay – the middle box of their Media Choice Board.

THURSDAY – FRIDAY

Gathering evidence from a news article on page 116.

Students read and analyzed a news article ti make a connection between information presented in the text and information presented in a film.

Students annotated the text with questions or AH HA moments!

Complete the text dependent comprehension questions using R.A.C.E

Write a paragraph comparing and contrasting information presented in different texts.

 

MEDIA CHOICE BOARD – PROJECT #2 DUE 12/4

media choice board-16vu899

November 13

week of 11/13 – 11/17

MONDAY

Students explored how to improve their essay writing clarity and cohesion through using the TLQ format. TLQ_-zlfrjr

T = transition

L = lead in

Q = quotes

Stunts were given a handout and practiced identifying in a variety of paragraphs.

Students WARM UP was to write a paragraph regarding their comprehension of advertisements.  Afterwards, they revised their initial paragraph to incorporate TLQ, in order to show understanding of the new concept.  If the revision was not completed in class, it is to be completed for homework.

TUESDAY

Students analyzed the purpose, claims ad techniques used in advertisements.

Students analyzed and discussed advertisements of commonly used products and  how it affects consumers.

Students viewed advertisements featuring celebrities, and then discussed how they affect consumers.

Afterwards, on page 105, in Springboard they had to write a well-developed paragraph answering the question:  Why can celebrities have a significant influence on consumer choices?

WEDNESDAY – FRIDAY

Students will be reviewing how to write an effective paragraph, to include:

  • topic sentences
  • detail sentences
  • conclusion sentences

ALL STUDENTS WERE GIVEN A MEDIA CHOICE BOARD PROJECT ASSIGNMENT! 

1st project due NOVEMBER 27th 

October 31

week of 10/30

MONDAY

Students unpacked the standards, vocabulary, embedded assessment #1, goals and skills needed for unit 2.

TUESDAY

Identified and analyzed TEXT FEATURES viewed ppt and took notes. (there will be a quiz tomorrow)  teched.dadeschools.net/Reading%20Resources/Text%20Features.pptx

WEDNESDAY – THURSDAY

Read Informational Text – 211 Billion and So Much To Buy (page 89)

  • underlined interesting / surprising statistics or information
  • circled unknown words.  Used context clues or dictionary for definitions
  • identified and labeled text features using notes.

Students began the text dependent questions 1-5 in class, to be completed as homework.

FRIDAY

Read Informational Text – “Facts About Marketing to Children” (page 92)

  • underlined interesting / surprising statistics or information
  • circled unknown words.  Used context clues or dictionary for definitions
  • identified and labeled text features using notes.

Students began the text dependent questions 1-7 in class, to be completed as homework.

October 31

UNIT 2 – What Influences My Choices?

UNIT OVERVIEW

People choose to do something, buy something, or think a certain way for many reasons. Often, it’s because they have seen something in the media promoting it.  In this unit, you will analyze print, visual, and film texts that are common in the media and advertising. You will also investigate how advertising influences the lives of youth by critically reading and viewing informational text and film. You will analyze the components of argumentation by reading argumentative essays, news articles, and speeches. By the end of the unit, you will become a skilled reader and writer of a variety of nonfiction texts, an engaged collaborator in discussion groups, and an effective argumentative writer.

Embedded Assessment 1: Writing an Explanatory Essay and Participating in a Collaborative Discussion.

Your assignment is to write an explanatory essay that explains the role of advertising in the lives of youth and then to exchange ideas in a collaborative discussion. For your essay, you may use as sources the articles in this unit and at least one additional informational text that you have researched.

October 18

NATIONAL PTA REFLECTIONS 2017-2018

Reflect on the theme: Within Reach and get creative!

Within Reach

Follow program rules provided by your state PTA and consider the following criteria. For inspiration, visit our national award-winning Art Gallery.

Review Criteria

  • Interpretation: How closely the piece relates to the theme, based on the artwork itself and the artist statement.
  • Creativity: How creative and original the piece is in its conception of the theme and its presentation.
  • Technique: The level of skill demonstrated in the basic principles/techniques of the arts area.

Choose an Arts Category

This is your chance to express who you are as an individual through one or more of the following:

Dance Choreography Dance Choreography
Film Production Film Production
Literature Literature
Music Composition Music Composition
Photography Photography
Visual Arts Visual Arts

DUE: NOVEMBER 6TH @ TAPP FOR SUBMISSION

October 4

Oct. 4th – Oct 20th

For the next three (3) weeks we will be discussing mythology.  We will be reading several short stories in Springboard.  The students will analyze plot elementscharacter traits, symbolism – color, animals, Greek/Roman Gods & Goddesses.

The following links will assist in Activity 1.13

https://www.cs.cmu.edu/~spok/grimmtmp/

Fairy Tales

https://www.incredibleart.org/lessons/middle/color2.htm

https://www.infoplease.com/arts-entertainment/mythology/olympian-gods-and-goddesses

 

Embedded Assessment 2: Creating an Illustrated Myth

Your assignment is to work with a partner to create an original myth that explains a belief, custom, or natural phenomenon through the actions of gods or heroes. Be sure that your myth teaches a lesson or a moral and includes illustrations that complement the myth as it unfolds.

Scoring Criteria

Exemplary

Proficient

Emerging

Incomplete

Ideas

The myth

  • describes a natural phenomenon and includes the idea of choice while cleverly teaching a lesson

  • skillfully uses story elements to engage the reader and lead to a satisfying resolution

  • includes vivid visuals that use effective symbolism for the ideas in the myth.

The myth

  • explains a natural phenomenon and teaches a lesson

  • uses story elements to hook the reader and create a satisfying resolution

  • includes visuals that connect the ideas in the myth.

The myth

  • does not explain a natural phenomenon or teach a lesson

  • is hard to follow and does not include sufficient narrative elements to aid the reader

  • includes few if any visuals to demonstrate the ideas in the myth.

The myth

  • does not tell about a natural phenomenon or teach a lesson

  • does not use narrative elements

  • has no visuals to support the myth or demonstrate ideas.

Structure

The myth

  • is well organized and clearly follows the plot structure of a story

  • uses transitions to skillfully guide the reader.

The myth

  • uses essential story elements and follows a plot structure

  • uses some transitions to move between ideas.

The myth

  • is not well organized and includes only some elements of plot structure

  • includes few, if any, transitions.

The myth

  • is disorganized and difficult to follow

  • does not follow plot structure

  • includes no transitions.

Use of Language

The myth

  • effectively uses figurative language and sensory details to vividly “show” the incident

  • has few or no errors in grammar, spelling, punctuation, or capitalization.

The myth

  • includes details to enhance the descriptions of characters and setting

  • contains few errors in grammar, spelling, punctuation, or capitalization, and they do not detract from meaning.

The myth

  • includes details that do not fit the story or descriptions that are not complete

  • contains mistakes in grammar, spelling, punctuation, and capitalization that detract from meaning.

The myth

  • describes details in confusing language

  • contains errors in grammar, spelling, punctuation, and capitalization that interfere with meaning.

September 5

9/5 – 9/22 (Narrative Writing – Summative Assessment)

Students will be introduced to their first summative assessment: Narrative Writing

Students will be going through the Writing Process to draft, edit and revise their narratives.  A typed final draft will be submitted.

This is the rubric that will be used to grade their final draft.

Scoring Criteria

Exemplary

Proficient

Emerging

Incomplete

Ideas

The narrative

  • skillfully describes an incident and a choice made, and thoroughly reflects on the lesson learned

  • shows clear evidence of skillful revision to improve meaning, clarity, and adherence to narrative style

  • includes thoughtful reflection with explanations for changes.

The narrative

  • describes a choice, explains the consequences of the decision made, and reflects on the lesson learned

  • outlines and implements an appropriate revision plan that brings clarity to the narrative

  • includes reasons for the changes made.

The narrative

  • is missing one or more elements of an effective personal narrative (the incident, the choice, the consequences, and/or the reflection)

  • includes no clear outline or implementation of a plan for revision

  • is minimal and/or unclear.

The narrative

  • does not describe or develop a personal incident

  • shows little or no evidence of revision to improve writing, communication of ideas, or transitions to aid the reader.

Structure

The narrative

  • has an engaging beginning that hooks the reader and reveals all aspects of the incident

  • has a middle that vividly describes the series of events leading to the incident as well as the narrator’s feelings, thoughts, and actions

  • has a reflective ending that examines the consequences of the choice.

The narrative

  • includes a beginning that introduces the incident

  • includes a middle that adequately describes the narrator’s feelings, thoughts, and actions

  • provides an ending that examines the consequences of the choice.

The narrative

  • reflects very little revision to the first draft’s organizational structure

  • may not include a beginning, a middle, or a reflective conclusion

  • may include an unfocused lead, a middle that merely retells a series of events, and/or an ending with minimal reflection and closure.

The narrative

  • begins unevenly with no clear introduction or lead

  • may be missing one or more paragraphs describing the incident and the narrator’s feelings about it

  • has an inconclusive ending that does not follow from the incident or the narrator’s choices.

Use of Language

The narrative

  • effectively uses sensory details and figurative language to vividly “show” the incident

  • contains few or no errors in spelling, punctuation, or capitalization.

The narrative

  • uses sensory images and details to make the incident clear

  • contains spelling, punctuation, and capitalization mistakes that do not detract.

The narrative

  • does not use sensory images and details to make the incident clear

  • contains mistakes that detract from meaning and/or readability.

The narrative

  • does not clearly describe the incident or provide details

  • contains mistakes that detract from meaning and/or readability.

WRITING PROMPT:

Think about all of the choices you can make in a school day. Brainstorm some of the choices you make at school and the consequences you face as a result.  Using your brainstorm, think of a specific time you had to make a choice at school. Write a short personal narrative with an incidentresponse, and reflection. Be sure to:

  • Use transitions to organize the incident, response, and reflection.

  • Use sensory details and/or figurative language.

  • Incorporate parallel sentence structure.

  • Check to make sure you have correctly spelled and punctuated possessive nouns and pronouns.

August 29

8/28 – 9/1

QUIZ ON FRIDAY – September 1st

  • Characterization
    • Direct
    • Indirect
  • Narrative
  • Possessive Nouns
  • Plot
  • Sensory Details

Use notes to study from.  For added assistance come for tutoring Mon-Fri @ 8:15

EARLY RELEASE 8/30