English 8

Today we dove right into writing a power paragraph on child slavery.

Students began by generating a class web on the topic:

Students then wrote a collective paragraph, making sure to use transitions between ideas:

Students, after they had completed their rough draft, were asked to read their paragraph out loud to a partner.  Students then handed in their paragraphs for review and will continue on with the process of editing next day.

We then refreshed ourselves on writing contractions and compound words.

Reading 8/9

Today was our last class together in Reading.  Students used the block as a catch up on work period.

Thanks for the past five months everyone.  You were a pleasure to teach!

Senior Band

Today's very small group worked very hard!  As an all juniors class, we managed to play some difficult passages and improve on technique.

Thanks for your diligence today!

Socials 7

Similar to the morning Language Arts class, students had the opportunity to work their "Mesopotamia" paragraphs into best draft copies.

Once these were handed in, students played ancient senet, an Egyptian board game.

Socials 9

Students worked this class to ensure that their British Civil War paragraphs were in best draft condition.

Students were given multiple opportunities to receive and provide peer commentary, as well as SETA and teacher support.

These paragraphs are in lieu of a midterm.

I look forward to reading some successful paragraphs.

Language Arts 7

Today students began with a spelling test.  Everyone was successful!

Students then participated in a writer's workshop with their peers.  Students were asked to work a piece of writing to the best draft stage.  Students first were given time to assess their own writing.  Next, they read their paragraph out loud to a partner, or had their partner read the paragraph to them.  Students had one other class member read their paragraph silently and provide feedback.  Finally, students were asked to make any final changes and then hand in their best draft.

Students worked very hard this class and showed an excellent work ethic!

English 8 - January 28 2014

Please complete a journal entry.  A topic has been provided below in case you are unsure about what to write:

The Schoolboard Office has decided to implement school uniforms.  How do you feel about this?

You have 15 minutes to write.

Students and teacher should then read chapters 12 and 13 together aloud.

Students should then complete any 5 of the comprehension questions below from between chapters 11-13.  Students must make sure to indicate which chapter and question number, as well as write in COMPLETE SENTENCES!!

Iqbal, Chapter 11

1.  On page 85, the text says, “But that little bathroom window of almonds, open sky, and hope would stay with me forever.”  Why does Fatima say this?  What did the window represent to her?

2.  Why does Fatima cry on page 87?

3.  Iqbal, Fatima, and Maria fly the kite for hours, and then it flies away.  What does the kite symbolize?

Iqbal, Chapter 12

1.  On page 93, the text says, “They were made from the same mold, those two.”  What does this mean?

2.  On page 96, the text says, “That’s what they’re afraid of…our voice.”  What does this mean?

3.  On page 99, the text says, “But he didn’t seemed convinced.  He looked worried.”  Why would Eshan Khan be worried since the newspaper articles were what they wanted?

Iqbal, Chapter 13

1.  On page 105, the text says, “The kiln is like a dragon.”  This is a simile because it uses like or as to compare two things.  What does the simile mean?

2.  On page 106, the text says, “That was one of our last long conversations.”  What does this sentence foreshadow?

Once this is done, you may work on the word search provided by the teacher.

Have a great day! 

 

Senior Band - January 28 2014

Please play through Bb, Eb, F, Ab, and Chromatic scales.

Please play through the pieces selected by the TOC.

Have a great day!

Reading 8/9 - January 28 2014

Students should steady read for 40 minutes.

Students may then decide to work on outstanding work from other classes, or a crossword/word search.

Please use your time wisely!

Socials 7

Today we began by reading over pages 86-87 in the textbook to introduce some facts about Ancient Egypt.  We concluded that there were many similarities between Mesopotamia and Egypt, but that Egypt had many more artifacts to support assumptions about everyday life.

Students watched one and a half short clips on mummification.  They were not for the faint of heart, as there was a recreation of the mummification process.  Students were warned ahead of time and were told that if such scientific observation made them feel uneasy, they were free to look away.  The video can easily be found on youtube:

http://www.youtube.com/watch?v=KJHJHvZtHSI

Finally, we looked over our paragraphs written about Mesopotamia from last Wednesday and students  edited their own work, as well as worked as a peer editor for a partner.

Foods 11/12

Today, students used the class time for revision of other subjects.  Good luck to everyone on your upcoming exams this week!

Language Arts 7

Today students were asked to complete a journal entry.

Students were then given a spelling pretest in preparation of their spelling test this coming Wednesday.  Spelling words:

• departure
• cascades
• tempest
• shoreline
• midstream
• ordeal
• backpacking
• lifeline
• remote
• pivot

Next students created a web outlining what they knew about legends:

 Students were then asked to generate a power paragraph outline on legends:

Finally, students wrote a draft copy paragraph on legends.  This topic sentence below was student derived and could be used a starter for anyone who couldn't think of another.

Students will work on good copies next class.

Socials 9

Today students began by writing a power paragraph on the British Civil War.  This was a quick draft. Students will have the choice between this paragraph and the one from last day on the French Revolution to hand in as a best draft copy.

Students then partook in a debate.  Students read pages 99-101 and took a position either for or against women's rights or slavery.  A lively conversation was had!

Senior Band

We warmed up with Concert Bb, Eb, F, and Ab scales.  Students were then asked to play a 1, 4, 5, 1 sequence starting on Bb.

We then worked through our pieces.

Reading 8/9

Students steady read for the first portion of class.

Students were asked to complete a fluency reading, which I assessed individually.

English 8

Today we began by reading an article on a child slavery escape.

http://www.nytimes.com/2014/01/02/opinion/kristof-a-girls-escape.html?ref=childlabor&_r=1

Students were asked to come up with a ten-word sentence that summarized the reading.

Students were then handed out a piece of writing to decipher:

We then discussed the importance of being literate and the freedom that it provides people in a world full of written word.  Students were asked to answer how they felt when they were unable to read the page and to write a few sentences to tell what it would be like if they were unable to read.

We then read the rest of Chapter 10 as a class.

Finally, students completed their "fakebook" pages.

Reading 8/9

We began the class with steady reading.

Students will be expected to read through the article on bees from Canadian Geographic next class, which I will assess for fluency.

Students then had a round of Scattergories.

Senior Band

Today we worked through concert Bb, Eb, F, Ab, and Chromatic.

We played through Japanese Garden, part of Pink Panther, Phantom of the Opera, and James Bond.

It was great to have everyone in attendance today!!

English 8

Today we began by reading chapter nine in Iqbal together as a class.

Students were asked to define the word literate: the ability to read and write.

Students then made three connections:

Text to Self	Consider a time when reading helped you figure out a problem.
Text to Text	Connect Maria’s literacy to Fatima’s slate in Chapter 1.
Text to World	Why might child laborers lack a voice?  (Hint: think about Iqbal forced into the tomb)

These were handed in.

Students were then asked to begin creating a "fakebook" page of a character from the novel.  Some time will be given next class to complete this task.

HOMEWORK: Students must read the first three pages of chapter ten.