Today we explored the world of verbals. The students learned my Grammy Award-winning song “I’m Every Sentence Part” which was set to the tune of “I’m Every Woman” by Whitney Houston (okay, so I am joking about the Grammy part). This song, used to teach the students about gerunds, presented them with a challenge: if I hear back from either the school principal or the 8th grade assistant principal that they were taught the song, ALL of my students will receive a surprise. Let’s see what happens!
Thereafter, we talked about infinitives using the words of the immortal philosopher Buzzeus Lightyeareus who said “TO INFINITIVE AND BEYOND!”
- Read for 30 minutes.
- Complete Genius Hour Project for submission.
- Projects can be submitted digitally to http://padlet.com/mswillipedia/GeniusHourFinal using the password specified within the PowerPoint.
- Projects are due by THIS FRIDAY, DECEMBER 12th, 2014.
We capped off this week with a continuation of our ELA Olympics. Each of the teams in class were competing quite hard to gain the most points. Today, we put our emphasis on two things: the ELA Infographic Project and sentence trees. I had a Q & A session with the students to make sure that everyone was clear on the expectations of the project (which is due next Friday, April 5th and no later). We then broke sentences down into their parts of speech and then looked at how the words came together to make phrases, clauses, complete subjects, complete predicates, etc.
Just as a refresher (for those of you parents who might not be familiar with sentence trees):
HOMEWORK: Read for 30 minutes. Continue work on the ELA Infographic Project (due Friday, April 5th).
PowerPoint: Status Report 3.29.13
After completing the quizzes on gerunds and prepositions (which took up a majority of the class period), we broke down the writing prompt given to first period on Friday. We just opted to do T, A, and P:
- Topic: Should kids do chores at home?
- Audience: adults in one’s family
- Purpose: to persuade
- 1st Period: Begin work on the week’s homework. Read for 30 minutes.
- 2nd, 6th, and 7th: Finish in-class essays.
- All classes: complete take-home quiz
PowerPoint: 9-24-12 Be Clause You’re Worth It!
In-Class Essay: (forthcoming)
Friday was a mixed bag lesson where each class had a slightly different experience based on their lesson needs:
- First periodreviewed conclusion techniques discussed in Tuesday’s lesson. This class also dissected a writing prompt (see below) using TAP (we left the last “P” for later). The students are to complete this for homework.
- Writing Prompt:
- Writing Situation: Most families assign chores to their children. Families need to work together, and having the children of the house help out teaches responsibility. However, many children and teens object to having these chores imposed upon them. What is your opinion?
- Directions for Writing: Do you think that children should have assigned chores to do at home, or do you think you have enough to do already? Write an essay to convince the adults in your family of your point of view regarding the children and teens being required to do chores at home. Be clear in your opinion, and use specific details and examples to support your ideas.
- Writing Prompt:
- Second period took time to revisit the computer lab in order to finish the SRI. The students who finished then began work dissecting the prompt above using TAP(P).
- Sixth period had the opportunity to briefly visit the Book Fair which was only in our Media Center for one day. Upon returning from the Media Center, sixth period completed the notes on conclusion strategies from Tuesday’s lesson.
- Should there have been more time slots available, the other class periods would have also attended.
- Seventh period completed notes on conclusion strategies from Tuesday’s lesson.
**QUIZ ALERT: Anticipate a quiz over prepositions and gerunds on Monday!
- 1st: Complete the in-class essay. It must be 3 paragraphs in length.
- 2nd: For those who began the in-class essay, complete it. Those who did not will work on this assignment starting on Monday the 24th, 2012.
- 6th: No homework
- 7th: No homework
On Thursday we included more practice with getting an introductory paragraph started. The students had the opportunity to use the 3-Sentence Introduction again as the foundation of their introductory paragraphs.
For the last few minutes of class, we went to the Media Center where everyone had the opportunity to check out a non-fiction library book as we will be working more with non-fiction texts next week.
HOMEWORK: None today.
PowerPoint: 9-13-12 Building Strong Introductions
Wednesday was an energetic day in class. After using 5 gerunds in a paragraph on any topic, we then had our first-ever Fist Pump Competition! When a popular song was played, the students had to pump their fists exactly when the hook (chorus) came in. If they fist pumped prematurely, their group was disqualified for that song. The first group with 100% fist pumping at the hook of each song got a point. The group with the most points was promised a super-special prize in the near future. Until then, they have bragging rights.
We then picked up from where we left off in class yesterday by creating a 3-sentence introduction. We worked together to identify the topic, audience, and purpose (pattern will be included later). Then we selected a hook (attention-grabber). We then generated a thesis based on our topic from yesterday which asked us to support our claim regarding the effects of smoking on one’s health. Finally, we tied the hook and thesis statement together using a transitional sentence. Please take a look at the example to the right (the link below opens the image in PowerPoint).
The goal will be to use this 3-sentence introduction structure as a foundation for a larger, more extensive, yet still concise introduction.
HOMEWORK: Write a 3-sentence introduction with a question to open, a transitional sentence, and a thesis.
PowerPoint: 9-12-12 Thesis Statements in Action