Information-based Writing

With today’s shortened class periods due to our weekly advisement, today’s lesson focused mainly upon looking over yesterday’s Essay Scorer data and in the understanding and creation of infographics.

Overall, the students did well for their first foray into using Essay Scorer this year.  The class scores were 3.1 out of 4 for 3rd period (9 scorable essays), 3.1 out of 4 for 4th period (12 scorable essays), 3.1 out of 4 for 5th period (10 scorable essays), and 3.4 out of 4 for 6th period (5 scorable essays).  I showed the students the teacher summary page so that they could see their overall results and we discussed the breakdown of which domains were strongest and which were weakest.  Overall, all four classes were strong in conventions (grammar and punctuation) and word choice.

I then talked to the students about infographics and we discussed how they can be another way to share valuable information in an quick and easily-read manner.  The students then created their own infographics based on either the in-class student dictionaries or the 8th grade literature books.  Below is an example of an infographic I made through the website on the student dictionary.

Here is a sample infographic I made to show the students.
Here is a sample infographic I made to show the students.



  • Read for 30 minutes.


Monday, April 1st, 2013

Today the students had to take a mock CRCT within each 55 minute block.  Okay, APRIL FOOLS!  In all seriousness, we kicked off more CRCT review, which is what we’ll be doing each day leading up to “the test.”  Thus, my apologies in advance if the upcoming posts seem redundant.  The students in my 1st period class did self-directed work, while 2nd, 6th, and 7th periods opted for a whole-group challenge.

HOMEWORK: Read for 30 minutes. Continue with on the ELA Infographic Project.

PowerPoint: Forthcoming

Wednesday, March 27th, 2013

Today the students had the opportunity to go back through “Roger’s Swim” to talk about the sentence parts identified (subjects and predicates).  We then had a discussion about direct objects where the students then located the direct objects in section A of the short story.

The students then transitioned into reading through “The Lottery” by Shirley Jackson where they did a literary and grammar scavenger hunt.  From that scavenger hunt, they reviewed many of the skills required via the standards.  They had 8 minutes to look at a specific set of concepts before switching to another set of concepts.  Each table took turns with the requirements.

We finished class as we have all of this week with the ELA Olympics.  So far, 6th period seems to have gained the most points overall (with “Europe” a.k.a. Side A) in the lead!

HOMEWORK:  Continue work on the ELA Infographic Project.

Read for 30 minutes.

PowerPoint: Putting Things Together 3.27.13 v2