Today in Writing Class....
Greek/Latin Root Vocabulary
Ad – to, toward, add to
Appendix – a part of a book placed at or near the end with supplementary material
Adventure – Undertaking with uncertain outcome; an event that will involve a surprise
Assent – To concur; to agree to a proposal
Appendage – an attachment or accessory; a subordinate body part
Attract – to draw or pull to or toward oneself; to draw by appeal ; to entice
Affect – To influence or to change something; to have an effect upon
Advise – to guide or give counsel to someone; to recommend
Affinity - a natural liking ( I love chocolate) or attraction. Also a relationship like a marriage.
Admit – to allow someone to enter; to acknowledge or confess to something.
Co , Con - with, together, very
Contain – hold together; keep within limits; include
Contort – to twist out of shape; to misrepresent
Convivial – festive; enjoying people’s company
Compel - to force someone to do something
Construct - to put things together and build
Confine – to restrict to a closed space
Confer – to consult with another; to meet and talk with
Concise – expressed in very few words; succinct (brief)
Convene – to assemble or meet; to come together as at the beginning
October 25th
Article of the Week
We Found Out What Happens After You Catch Every Pokemon
Questions 1-7
If students do not finish it is homework.
October 24th
District Common Assessment - Writing
Not a grade for class
March 9th - Discussed the different types of conflict
March 4th-6th - No School Due to Weather
March 3rd - Lesson 8 - Dialogue -Plot ,Conflict
March 2nd - Writing Narrative - Use Graphic Organizer (Plot Diagram)
February 27th - Use "I am" Organizer to Choose Moment to Write About (Plot Diagram)
February 26th - Listen to "I AM" Carly Patterson and watch video
February 25th - Use the Plot Diagram to organize "My Rotten Red Headed Older Brother"
February 24th - Writer's Notebook - "Favorite Snow Activity" Top Ten Activities To Do When It Snows"
February 23rd - No School - Snow Day
February 17th-20th - No School Due to Snow
February 16th - No School Presidents' Day
February 13th -"My Rotten Red Headed Older Brother" - Narrative Organizer
February 12th - Use mentor text "My Rotten Red Headed Older Brother" to highlight narrative must haves
February 11th - Read and Share "Sari" stories with the class
February 10th - Lesson 3 Narrative
February 9th - Read aloud "Memory Box" discussed the narrative characteristics
February 6th - Lightening Thief - pgs 8-15 Sentence Fluency and Dialogue
Februrary 5th - Milkweed - Idea Development - Word Choice
February 4th - Milkweed - Group Work - Idea Development/ Word Choice
February 3rd - Components of a Narrative Handout
February 2nd - Introduce Narrative Writing with Powerpoint/ Wordle
January 30th - Connotation /Denotation
January 29th - Analogies "Kick Me" Analogies
January 28th - Analogies - Lesson 13
January 27th - Lesson 8 Spelling Rules
January 26th - Lesson 7 Punctuation - showed book trailer for Mrs. Swab.
January 23rd - Quiz over verbals and verb moods
January 22nd - Verbals and Verb Moods Chapter 6
January 21st - IXL - Verbals
January 20th, 2015 - Go over verbal quiz in class
Students graded Verbals and Active/Passive Voice Daily Work for Friday
January 19th , 2015
MLK DAY - No School
January 16th, 2015
Students took review quiz over verbals and Active/Passive Voice
January 15th, 2015
Students worked on lesson 22 on Verb Voice and Verb Moods (Cont)
January 14th, 2015
Students worked on Lesson 22 on Verb Voice and Mood
January 13th, 2015
Students worked on Verbals Lesson 21
January 12th, 2015
April 7th - Students analyzed a mentor informational text. Students are to read and answer 7 questions about the mentor text. It is due in class tomorrow.
March 31st-April 4th - Spring Break
March 12th - We went over the Plot diagram for the short story. No homework tonight.
March 11th - Students read the short story, A Sticky Situation Solved, and completed a plot diagram.
March 10th - Students discussed the elements of a short story using the piece, Adventures in Babysitting. No Homework
March 3-7th - Snow Days - No School
February 3-7th Snow Days - No School
January 30th - Students are discussing and learning about narrative writing. So far the assignments are being done in class.
December 12th - Students should return to school. Students argumentative papers due today.
December 11th - Students out due to weather. Teacher Work Day.
December 10th - Students out due to weather. Teacher Work Day.
December 9th - Students and teachers out of school due to weather. Students' argumentative paper was due today but will now be due when we return to school.
December 6th - Students and teachers out of school due to weather.
December 5th - Students were able to type their finished draft in our library using the computers. Students could use their student email accounts to access their copy of their paper to finish at home. Several students hand wrote their papers in ink, which is fine. Students can turn in paper on Friday through email to receive 5 extra points.
December 4th - Students worked on their rough drafts being sure to have an introduction that contains a claim, reasons to support the claim, a counterclaim with refute and a conclusion.
December 2nd and 3rd - Students are using the IPAD lab to do research for their last writing piece of the nine weeks. December 4th, students will continue to have time in class to organize their notes and begin their rough draft. Thursday -December 5th, students will be in the library typing or handwriting their paper. If your student has a jump drive, they should bring them to save their unfinished work to be used at home if they have a computer. If there is no computer at home, students need to hand-write their paper (in blue or black ink) as most students do not type fast enough to complete in the 45 minutes we have in the library. Argumentative Essays are due on Monday - December 9th or for extra credit of 5 points added to their essay grade, Friday December 6th.
November 25th and 26th - Students have learned how to use MLA to cite resources and direct quotes from their resources along with facts and information that they rephrase. Students will continue to work on obtaining 3 resources from the KY Virtual Library using Mccracken1 as a Login and Kidder34 as a password. When students return on December 2, students will be given an additional day to research for their resources then they will begin their rough draft, conference with teacher, make revisions and edit their paper and type it at home or hand write it in ink. Argumentative papers are due by December 9th.
November 22nd - Students write to a prompt using their research articles and notes from videos. Student also have two samples letters from students to use as mentor texts.
None: Students have to finish their 5 paragraphs essays for homework. Due Monday.
November 21st - Students read and analyzed the article, "Are High School Sports Good for Kids?"
Homework: None
November 20th - Students read, reviewed and discussed lesson 10 from Common Core Clinics on Author's Argument, Claims, and Evidence.
Homework: None
November 19th - Students analyzed the article, "What in the name of High School Football." by Hank Hill. Student viewed and discussed video, "Sports: How Much is Too Much?"
November 18th - Students began reviewing research about funding sports programs at middle and high school level. Students viewed the video, "Do Athletes Face Unnecessary Parent Pressure?" and analyzed the article "High School, College Football Risks" by Jeffrey Perkel.
Homework: None
November 15th - Students went over Explore results
Homework- None
November 14th - Students finished a rough draft to hand in for the argument - " I can't wear my band t-shirt?
Homework: None
November 13th - Students learned how to create counterclaims using the yeah, but strategy
Homework - Be sure to have argument with evidence written for tomorrow.
November 12th
Students reviewed lesson 4 - So you think you can argue. They shared their claim on the banned Band T-shirts.
Homework - To choose an argument (Yes -Band T-shirts caused a disruption at school or No-Band T-shirts did not cause a disruption at school) and support their argument with 3 pieces of evidence.
November 11th - Veteran's Day Parade Field Trip
Homework-None
November 8th - Friday
Students worked on Lesson 4 - So you think you can argue
Homework - None
November 7th - Thursday
Students learned and discussed the evidence in a "pretend" court case about a boy wearing his favorite band t-shirt to school. Wearing band shirts is against the school dress code. Does the t-shirt really disrupt instruction? Students record evidence to decide what supporting arguments support each side.
Homework: None
November 6th - Wednesday
Students learned about the evidence needed to support an argument. We discussed Should/Should Not statements and Does/Does Not statements.
Homework: None
November 5th - Tuesday
Students worked through the first lesson - So you think you can argue? We discussed a court case about students wearing armband to school protesting the Vietnam war.
Homework: None
November 4th - Monday
Students began discussing our next unit - Argumentative Writing. Students participated in the game 4 corners to choose the best pet (cat, dog, fish or none), list 3 reasons why it is the best pet and also create a counterclaim.
Homework: None
October 30th, 31st - November 1st
Students will work on the 1st Nine Weeks Common Writing Assessment. Students have to answer 40 multiple choice questions and complete an On-Demand Writing Prompt.
Homework - None
October 29th - Tuesday
Students reviewed a NO BULLYING pledge on our computers for Red Ribbon Week. After completing the pledge, students discussed writing prompts that focused on Red Ribbon Week Content.
Homework - None.
October 28th - Monday
Students continued their writing to the On-Demand Prompt about the approaching Zombie Pandemic coming toward Paducah.
Homework: Final drafts are due tomorrow. Students are asked to review their paper in red ink and then have a peer (or parent) review in blue ink before doing the final draft.
October25th - Friday
Students wrote to the On-Demand Prompt about an approaching Zombie Pandemic coming toward Paducah. Students will finish their writing on Monday as well.
October 24th - Thursday
Students worked on their ISN notebooks putting in reference sheets to the Zombie unit to be ready to write to a prompt on Friday.
Homework: None
October 23rd - Wednesday
We read a graphic novel today about a Zombie Pandemic. We learned about prepare for disasters and what precautions to take. Tomorrow students will use what they have learned to answer a writing prompt. I told the students about a video on Netflix about Zombies (The Truth Behind Zombies, I think), but I thought it was too graphic to show in school.
Homework: None
October 22nd - Tuesday
Students are on the second lesson learning about the CDC by learning about be prepared for a disaster situation using a Zombie unit as a learning tool The students are enjoying learning about the CDC and zombies.
Homework: NONE
October 16th - Wednesday
Instructtion: Students wrote a response to the prompt "Glowing Shoes"
Homework: NONE
October 15th - Tuesday
Instruction: Students learned about transitions. Students used transitions in their writing today by revising a previous written response to a prompt.
Homework: NONE
October 14th - Monday
Instruction: Students discussed the different types of paragraphs that we covered before Fall Break. We read a passage about McDonald's changing their menu at the first of the new year to reflect healthier choices and advertising.
Homework: Students must respond to the Critcal Thinking Challenge from the tween tribune (tweentribune.com) article,"Do you want fries – or fruit – with that?"
Do you want fries – or fruit – with that?"
Want a side salad with that Big Mac? McDonald's will offer the choice of a salad, fruit or vegetable instead of french fries in its value meals.
McDonald's will roll out the change early next year in the U.S. People will be able to pick a salad instead of fries at no extra cost. McDonald's says it already lets customers make such swaps in some countries, such as France.
McDonald's also announced that it would use its packaging to make healthier options more appealing to kids. For example, a side of carrots might come in a more colorfully designed bag. Parents will still be able to order soda with Happy Meals, but McDonald's will only promote milk, juice and water on menu boards and in advertising. All advertising to kids will include a "fun nutrition or children's well-being" message.
McDonald's has been criticized by health advocates who say it promotes bad eating habits. After years of outperforming its rivals, McDonald's is also struggling to shake its fast-food image and keep up with shifting tastes. Late last year, the company reported its first monthly sales decline in nearly a decade. Sales performance around the world has been choppy ever since.
"The changes McDonald's are making make the food somewhat healthier. But I don't think a hamburger, some apples and fries is something I'd call healthy," said Margo Wootan. She's the director of nutrition policy at the health advocacy group Center for Science in the Public Interest.
Critical thinking challenge: Why is McDonald's changing its menu? Does it want to offer more healthy choices, or just make more money?
- Posted on September 27, 2013