September 30, 2015
Yesterday, students concluded taking notes on how to breakdown a writing prompt. A writing prompt presents students with a topic and instructions necessary to complete the writing assessment with they take the Florida Standards Assessment (FSA) in March. Below are the required notations of the prompt to be done in their SWAG Books. The additional notes, students will need gather from a classmate.
After completing the notes, students were required to complete a Venn Diagram in their SWAG Books, comparing and contrasting both prompts. Students will receive a homework grad for the Venn Diagram tomorrow (Oct. 1). As always, if there are any questions or concerns, please feel free to email me or ask in class.
Wednesday, September 30, 2015
Thursday, September 24, 2015
Introduction to Informative Writing
September 24, 2015
Today, students completed notes on the Introduction to Informative Writing. To retrieve notes, students need to visit my.hrw.com. The username is the student's Student Identification Number and the password is the student's birthday (MMDDYYY). Once logged in complete the following steps:
Using the corresponding worksheet provided, take notes while completing the interactive lesson.
Tomorrow there will be a test on the Writing Process, Introduction to Argumentative Writing, Introduction to Informative Writing, and vocabulary. Please study and come prepared to do your very best.
Parents: Interim reports were issued today. Please be sure to view and sign your child's interim report. If you would like to make a conference please call the school at 754-322-4400.
Today, students completed notes on the Introduction to Informative Writing. To retrieve notes, students need to visit my.hrw.com. The username is the student's Student Identification Number and the password is the student's birthday (MMDDYYY). Once logged in complete the following steps:
- Click the drop down arrow to the left and select Florida Collections - Grade 8.
- Click "Interactive Writing Lessons"
- Click "Writing Informational Texts"
- Click "Introduction"
Using the corresponding worksheet provided, take notes while completing the interactive lesson.
Tomorrow there will be a test on the Writing Process, Introduction to Argumentative Writing, Introduction to Informative Writing, and vocabulary. Please study and come prepared to do your very best.
Parents: Interim reports were issued today. Please be sure to view and sign your child's interim report. If you would like to make a conference please call the school at 754-322-4400.
Thursday, September 17, 2015
The Ransom of Red Chief - Cornell Notes
September 17-18, 2015
Students completed Cornell Notes (two column notes) on irony
with the use of the text "The Ransom of Red Chief" by O. Henry (click the title to be redirected to the text). While reading,
students identified irony and participated in class discussion on how clever
the Henry executes the use of irony, making for an entertaining and hilarious
story. The notes are as follows. Please read the text and record the notes
provided. After reading the text and taking notes, write a summary
demonstrating your understanding of the notes.
What is irony?
- Events that contrast with what is typically expected
What is a prediction?
- An educated guess as to what will happen next
Elements of irony
- “There was a town down there, as flat as a flannel-cake, and called Summit, of course.”
- Instead of running away from the kidnappers, the boy fights back.
- The citizens on Summit are expected to be “undeleterious”, however the boy is not.
- The boy is asked if he would like to return home, he declines stating “I never has such fun in all my life.”
- Bill is admittedly afraid of the boy.
- From the mountain, Sam observed no one searching for the boy in town, which he did not expect.
- Sam threatens the send the boy home due to his treatment of Bill and the boy pleads with Sam to allow him to stay.
- After being sent home by Bill, the boy finds his way back to the kidnapper’s hideout.
- The boy’s father writes a reply to the ransom letter requesting that the men pay him $250 to take the boy off their hands. He also advises them to bring him at night because the neighbors believe he is lost and the neighbors may bring them harm for bringing him back.
- The kidnapper’s pay the father $250 to take his son back.
Tuesday, September 15, 2015
The Ransom of Red Chief - Cornell Notes
September 15, 2015
Today, students began reading the short story "The Ransom of Red Chief" by O. Henry (click the title to view the text online). While reading the text, students were to take Cornell Notes in reference to elements of irony in the text. Tomorrow, students will conclude reading and analysis of the text.
Homework:
Students are to research O. Henry and write a summary. The summary must be written in the form of a paragraph and include his date of birth, city of birth, information about his family, his accomplishments, and date of death. The assignment must be emailed to samuelela8@gmail.com by 11:59pm on Thursday, September 17. In the subject of your email, please include your last name, first name, and period number, them type your summary in the body of the email. If you have any questions you can email me as well.
Today, students began reading the short story "The Ransom of Red Chief" by O. Henry (click the title to view the text online). While reading the text, students were to take Cornell Notes in reference to elements of irony in the text. Tomorrow, students will conclude reading and analysis of the text.
Homework:
Students are to research O. Henry and write a summary. The summary must be written in the form of a paragraph and include his date of birth, city of birth, information about his family, his accomplishments, and date of death. The assignment must be emailed to samuelela8@gmail.com by 11:59pm on Thursday, September 17. In the subject of your email, please include your last name, first name, and period number, them type your summary in the body of the email. If you have any questions you can email me as well.
Wednesday, September 9, 2015
Week of September 8th
Everyday this week, students will be completing their Monthly Progress Monitoring Assessment, which began yesterday September 8, 2015. This is a computer-based assessment is to be completed in class only. If you are absent, please inform Mrs. Samuel and she will be given the allotted time to complete the assessment during class. If there are any questions or concerns please feel free to ask. Remember, I can be reached via email at samuelela8@gmail.com.
Friday, September 4, 2015
Argumentative Writing - Introduction - Essay Analysis
September 4th, 2015
Good evening parents and students. Last night we had a great Open House and I was so excited to meet all of the wonderful parents and to hear that this blog is beneficial for both the students and the parents. Today in class, we completed the analysis of the argumentative essay below in our SWAG Books. If you were absent, please be sure to complete the following text notations below on the text in your SWAG Book. This essay will be a point of reference once we begin writing argumentative essays. Once you have completed the annotations, complete the second part of the assignment "A Strong Argument", which follows the essay. Have a great 3-day weekend!!
Good evening parents and students. Last night we had a great Open House and I was so excited to meet all of the wonderful parents and to hear that this blog is beneficial for both the students and the parents. Today in class, we completed the analysis of the argumentative essay below in our SWAG Books. If you were absent, please be sure to complete the following text notations below on the text in your SWAG Book. This essay will be a point of reference once we begin writing argumentative essays. Once you have completed the annotations, complete the second part of the assignment "A Strong Argument", which follows the essay. Have a great 3-day weekend!!
A Strong Argument
Does the writer make a convincing argument that schools should ban animal dissection? Check the items where you agree.
This argument...
___ shows a strong understanding of the issue
___ includes a precise claim that states the writer’s position
___ supports the claim with logical reasons
___ supports reasons with sufficient and relevant evidence
___ organizes reasons and evidence logically
___ fairly and respectfully argues against opposing points of view
___ clearly shows the relationships between ideas
___ has a formal style and a confident tone
___ concludes with a restatement of the claim
End Animal Dissection in Schools Essay - Vocabulary
September 3, 2015 (Assignment Date)
Yesterday in class began analysis of the following essay. Students received assistance with unfamiliar terms, prior to beginning their guided analysis (see Sept 4th Entry for analysis notes). The following terms were the most unfamiliar. These terms and definitions must be copied in your SWAG Book under Vocabulary.
Vocabulary
1. dissection (v.): to cut apart and examine.
2. mandatory (adj.): not optional; must be done
3. curriculum (n.): skills required to be completed in a course or school
4. plucked (v.): to pull or move by force
5. amphibians (n.): cold blooded animals
6. advocate (n.): a major supporter of a particular cause
7. desensitize (v.): to be less sensitive; removing sympathy or real emotion
8. ethical (adj.) knowing the difference between right and wrong
Yesterday in class began analysis of the following essay. Students received assistance with unfamiliar terms, prior to beginning their guided analysis (see Sept 4th Entry for analysis notes). The following terms were the most unfamiliar. These terms and definitions must be copied in your SWAG Book under Vocabulary.
Vocabulary
1. dissection (v.): to cut apart and examine.
2. mandatory (adj.): not optional; must be done
3. curriculum (n.): skills required to be completed in a course or school
4. plucked (v.): to pull or move by force
5. amphibians (n.): cold blooded animals
6. advocate (n.): a major supporter of a particular cause
7. desensitize (v.): to be less sensitive; removing sympathy or real emotion
8. ethical (adj.) knowing the difference between right and wrong
End Animal Dissection In Schools
by Andrew Nauman
How would you like to see a pet or an animal from the wild end up on the lab table in biology class? For decades, middle and high school students have been dissecting animals in biology classes as part of a mandatory curriculum. However, the practice is cruel, unnecessary, and damaging to the very students who are supposed to be learning from these activities. Therefore, animal dissections in schools should be banned.
The first problem with dissection is that it is cruel to animals. Investigations show that millions of animals per year are plucked from the wild and killed for the purpose of educational dissection. Amphibians, reptiles, and particularly frog species are disappearing from the wild at an alarming rate. Advocate groups say many animals die from suffocation, rough handling, or neglect while being transported or awaiting “processing.”
Another important reason to ban this practice is that it can have a negative effect on the students who dissect the animals. Studies have shown that having students dissect animals can desensitize them to the value of animal life. In addition, many students are not comfortable with performing dissections. Thea Pittman, president of the Humane and Ethical Treatment of Animal Group, said, “Forcing students to do something that is offensive to their values is in itself offensive. It is also absolutely unnecessary, since the same biology lessons can be taught and learned using dissection software.”
On the contrary, some believe dissection on actual animal carcasses is an important way for students to study biology, particularly medical students. Medical students can benefit from learning dissection. However, these students are more mature than middle and high school students. More importantly, they have chosen to study anatomy and are interested in human or veterinary medicine. They should be able to choose to dissect animals.
Middle and high school students should be able to choose not to dissect animals. Last year, six eighth-grade students at Johnson Middle School in Stanford refused to dissect their frogs, saying that it went against their principles. All six students received a failing grade for the term even though they acted respectfully and were otherwise A students. What message does this send to young people: Stand up for what you believe, but don’t expect anyone to respect your opinion?
Dissecting animals is cruel, desensitizing, and unnecessary. Students should not be forced to choose between their principles and their education. We must eliminate animal dissections from the school curriculum today!
Taken from Florida Collections: Interactive Writing
Wednesday, September 2, 2015
Argumentative Writing - Introduction
Today, students received an overview of Argumentative Writing. The overview included notes on the topic and tomorrow, students will complete a guided analysis of an argumentative writing sample. However, students did complete what I call a "dry read", which is reading the text with no assistance and circling any unknown words or words that the student cannot determine through the use of context clues. The notes were taken on a sheet provided. These sheet was inserted into their SWAG books. The necessary notes are as follows:
What is an argument?
What is an argument?
- a position on a substantive topic and then supports that position with reasons
What is the purpose?
- to make the reader believe something and, in many cases, take some type of action
What makes a strong argument?
- shows an understanding of the issue
- includes a precise claim that states the writer’s position
- provides logical reasons to support the writer’s claim
- supports reasons with sufficient and relevant evidence
- organizes reasons and evidence logically
- fairly and respectfully argues against opposing points of view
- clearly shows the relationships between ideas
- has a formal style and a confident tone
- concludes with a restatement of the claim
When the person…
|
Very likely
|
Somewhat likely
|
Not ever
|
clearly states his or her opinion
|
|||
mocks your point of view
|
|||
provides a number of specific examples
|
|||
presents ideas in a way that is easy to follow and
understand
|
|||
mispronounces or misspells key words
|
|||
acknowledges that some people may not agree with him or
her
|
|||
is in a higher grade than you are
|
End Animal Dissection In Schools
by Andrew Nauman
How would you like to see a pet or an animal from the wild end up on the lab table in biology class? For decades, middle and high school students have been dissecting animals in biology classes as part of a mandatory curriculum. However, the practice is cruel, unnecessary, and damaging to the very students who are supposed to be learning from these activities. Therefore, animal dissections in schools should be banned.
The first problem with dissection is that it is cruel to animals. Investigations show that millions of animals per year are plucked from the wild and killed for the purpose of educational dissection. Amphibians, reptiles, and particularly frog species are disappearing from the wild at an alarming rate. Advocate groups say many animals die from suffocation, rough handling, or neglect while being transported or awaiting “processing.”
Another important reason to ban this practice is that it can have a negative effect on the students who dissect the animals. Studies have shown that having students dissect animals can desensitize them to the value of animal life. In addition, many students are not comfortable with performing dissections. Thea Pittman, president of the Humane and Ethical Treatment of Animal Group, said, “Forcing students to do something that is offensive to their values is in itself offensive. It is also absolutely unnecessary, since the same biology lessons can be taught and learned using dissection software.”
On the contrary, some believe dissection on actual animal carcasses is an important way for students to study biology, particularly medical students. Medical students can benefit from learning dissection. However, these students are more mature than middle and high school students. More importantly, they have chosen to study anatomy and are interested in human or veterinary medicine. They should be able to choose to dissect animals.
Middle and high school students should be able to choose not to dissect animals. Last year, six eighth-grade students at Johnson Middle School in Stanford refused to dissect their frogs, saying that it went against their principles. All six students received a failing grade for the term even though they acted respectfully and were otherwise A students. What message does this send to young people: Stand up for what you believe, but don’t expect anyone to respect your opinion?
Dissecting animals is cruel, desensitizing, and unnecessary. Students should not be forced to choose between their principles and their education. We must eliminate animal dissections from the school curriculum today!
Taken from Florida Collections: Interactive Writing
S.W.A.G. Interactive Notebook
Yesterday, September 1st, the class reviewed the Writing Process based on the notes taken (see August 31st post) and organized their S.W.A.G. (Successfully Writing and Achieving Goals) Interactive Notebooks. If you were absent, please consult one of your classmates to properly organize your notebook.
Subscribe to:
Posts (Atom)