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 Infogr.am 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.

 https://e.infogr.am/the-student-dictionary-vs-other-texts

 

Homework:

  • Read for 30 minutes.

PowerPoint:

Tuesday, April 2nd, 2013 and Wednesday, April 3rd, 2013

Tuesday, April 3rd, 2013: On Tuesday, the students worked whole group on a head-to-head team challenge with ELA CRCT review questions.

HOMEWORK: Read for 30 minutes.  Work on completing the ELA Infographic Project, which is due Friday, April 5th.

PowerPoint:Standards Centers (Day 2) 4.2.13

 

Wednesday, April 3rd, 2013: Today, after much pleading from the students (that was a little example of hyperbole),though they had the option of working in three different centers,  they overwhelmingly voted to work on their infographic projects.  I reminded them that they could use PowerPoint, Infogr.am, and Visual.ly.   I have included information on these resources below:

HOMEWORK: Read for 30 minutes.  Work on completing the ELA Infographic Project, which is due Friday, April 5th.

PowerPoint:ELA Olympic Showdown (Day 1) 4.3.13 

Thursday, March 28th, 2013

Today the students had the opportunity to identify types of phrases and clauses from a literary text.  In doing so, they also had to understand why the author chose to use that written element.  This was originally scheduled for yesterday’s class, however time did not allow us to get to it.

After the Sponge (warm up) activity, the students began class with a game of charades.  They had to guess the point or “object” of each student’s movements.  Upon guessing, this served as a segue to our review discussion of direct objects, indirect objects, and objects of the preposition.  Since we hit direct objects and objects of the preposition yesterday, we devoted more time to indirect objects (which are always a little tricky for students).  The students practiced by working in groups to find the different types of objects.

HOMEWORK: Read for 30 minutes.  Continue work on the ELA Infographic Project which is due on Friday, April 5th, 2013.

PowerPoint: I Object! 3.28.13

 

Tuesday, March 26th, 2013

Today we took our bi-weekly trip to the Media Center.  While there the students had the opportunity to get a head start on their homework (“Roger’s Swim”) as well as check out books.  They also received a copy of the requirements for their infographic project (due April 5th, 2013).  Finally, class wrapped up with our in-class ELA Olympics head-to-head CRCT review challenge.  Today we focused on Parts of Speech (found here).

A few students asked me for more information about the online resources I mentioned that could help them with the infographic project.  Thus, I have included the links below:

HOMEWORK: Read “Roger’s Swim” (the handout was distributed in class).  Choose 2 of the 3 sections (either section A, section B, or section C) and circle the subjects in each sentence.  Then underline the predicates (main verbs) in each sentence.

Read for 30 minutes.

Begin work on the ELA Infographic Project.

PowerPoint: Sentence Parts Library Day 3.26.13

Monday, March 25th, 2013

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

___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