Today the students were briefed on the CRCT review goals we have leading into this exam. The students were provided with a copy of the standards. They were then provided with information on their upcoming review project where they have to create an infographic on one of a variety of Reading and ELA concepts. They had to follow the steps below:
___Step 1: Choose a topic
- Clauses (independent and dependent)
- Dependent clauses (noun, adjective, and adverb clauses)
- Phrases (infinitive, prepositional, and appositive phrases)
- Direct objects vs. indirect objects
- Figurative language (metaphors vs. similes)
- Figurative language (assonance vs alliteration)
- Text features (in articles and books)
- Collective nouns
- Relative pronouns
- The 8 parts of speech
- Author’s (narrator’s) Point of View
___Step 2: Choose a color scheme (make sure the colors match)
___Step 3: Research your topic
___Step 4: Organize your information
___Step 5: Choose graphics (pictures, charts, graphs, etc) to show your info quickly and easily.
**REMEMBER: Creativity makes a difference! Be creative, however, make sure you r infographic is easy to read while being informative.
HOMEWORK: Read for 30 minutes. Work on your Infographic project (due Friday, April 5th, 2013). You can look at the example from class today at: http://mashable.com/2013/03/01/spotify-vs-pandora/#m!b279
PowerPoint: ELA Review-Intro to Infographics 3.25.13
Ahh, the first day of Conference Week!
Today we reviewed clauses through the Rally Robin technique. In pairs, one student identified the clauses the odd-numbered sentences while the other student did the even-numbered ones**. They then traded papers and graded each other’s work. After this, I gave a brief overview about the upcoming Semester Project where the students will work in groups to present each week’s grammar lesson*. After this, it was time to go. Such is the reality of class time during conference week!
PowerPoint: 10-22-12 A Noble Clause
*The guidelines on the Semester Project are forthcoming.
**These exercises can be found as links within the PowerPoint presentation.
It’s always important to review concepts in a fun way. Today we reviewed the sentence parts, phrases, and clauses that had been covered in class thus far (minus gerunds, next time) through a Sentence Auction. Each sentence part, phrase, or clause was assigned a dollar amount. This will serve as the minimum bid price for each sentence. As the students work in pairs (or groups of three) to create the most expensive sentence that makes sense, one “expert student” served as the “appraiser” to verify that the sentences were grammatically correct. Our end goal is to put the sentences on a sentence strip which will be auctioned off to other student groups. This assignment will be concluded tomorrow.
We watched a video clip from the Discovery Channel Show “Auction Kings” where the students were able to see what an auction looked like in real-life. This served to give everyone background on exactly what the Sentence Auction would entail.
HOMEWORK: Take a look at the homework for the week (which can be found here).
PowerPoint: 10-8-12 Fun Times at the Sentence Auction
Ahh, the end of the week. Friday was our usual assessment day where the students took an open-note quiz on sentence trees, dependent clause types, and independent versus dependent clauses. The students then created a 1-page essay during the remainder of class to the topic below:
Topic: A lot of schools hand out “Participation Awards” or “Perfect Attendance” certificates at award ceremonies. However, there are those who think that this encourages people to not try their hardest. Therefore, at an award ceremony, is it better to recognize everyone for trying or should only the people who did the best be recognized? Write an essay to convince Mr. Bivens to agree with you. Be sure to include specific details to support your claim.
For the students who finished the 1-Pager essay, they were directed to begin working on creating sentences for the Sentence Auction taking place on Monday.
HOMEWORK: No homework. Have a wonderful weekend!
Thursday’s class began with our usual grammar practice. After a review of the focus standards for the day, we picked up where we left off yesterday. A “mission briefing”set the tone: follow the clues some more, complete the tasks, and move on to the beginnings of our Sentence Auction. This Sentence Auction, which will begin Friday and finish Monday, the 7th of October, is where the students will sell sentences they have created. The monetary value of each sentence will be determined by what each sentence contains.
Sentence Auction Guidelines:
HOMEWORK: Re-read pages 141-148 in your Reader/Writer Interactive Workbook. This time, answer ALL of the questions on pages 149-150.
PowerPoint: 10-4-12 Follow the Context Clues
Due to time constraints on Monday, this lesson was moved to Tuesday. In all periods, we re-introduced the concept of clauses. Since we covered clauses in-depth last year, this lesson focused more on the types of dependent (also known as “subordinate” clauses). There are two types of clauses: independent and dependent. While there is only one type independent clause, there are three types of dependent clauses: noun clauses, adjective clauses, and adverb clauses. Luckily, these clauses act as they are named.
- A noun clause is a group of related words with a subject and a predicate that together act like a noun. You can check to see if a clause is a noun clause by seeing if it can be replaced by the word “it.” If it can, it is a noun clause!
- An adjective clause is a group of related words with a subject and a predicate that acts like an adjective. This clause modifies (describes) a noun or pronoun.
- An adverb clause is a group of related words with a subject and a predicate that acts like an adverb. This clause modifies (describes) an adjective, a verb, or another adverb.
*Note: Before this lesson on clauses, 7th period went into a little more depth breaking down how to move from a writing prompt to a full-fledged essay on a topic. The students will provided with the graphic organizer below:
- Writing Prompt to Essay Graphic Organizer: Topic to Thesis to Supporting Details Graphic Organizer
HOMEWORK: Construct 5 questions you still have about clauses (if you have none, write 5 things you know about clauses). They must be in the form of simple, compound, complex, or compound-complex sentences.
PowerPoint: 9-25-12 Be clause you’re worth it! (Take 2)
Graphic Organizer: Clauses Graphic Organizer
I decided to try something new. For the time being (and perhaps permanently), I’ll provide the week’s homework assignments in advance. The assignments can be turned in early, on time, but I will no longer accept late homework. All assignments for this week will be due by Friday, September 28th, 2012. This way each student can work at his or her own pace.
- Monday’s homework:*Edited-All periods: complete the Take Home Quiz and the In-Class Essay. Look over the homework for the week. Read for 30 minutes
- Tuesday’s homework: *Edited–
Construct 5 questions you still have about clauses (if you have none, write 5 things you know about clauses). They must be in the form of simple, compound, complex, or compound-complex sentences.
- Wednesday’s homework: *Edited–
Choose one of the BCRs you have written and create a body paragraph. (Treat your BCR as the introduction paragraph.)
- Thursday’s homework: *Edited–
Write a conclusion for the BCR you selected on Wednesday.
- Friday’s homework: No homework (aside from reading for 30 minutes per day). Have a wonderful weekend!