Wednesday, November 7th, 2012

The students were certainly charged up with energy after last night’s election results.  Thus, I took the opportunity to capitalize on that excitement with the essay topic they started in class today.  Before we tackled that, the students had 10 minutes to work on their “Create-A-Quiz” assignment in their groups.  We then moved into a review of the writing process‘ five parts: pre-writing, drafting (rough draft), revising, editing, and publishing (the final product).  Finally, the students began brainstorming on the topic below.  They will complete the in-class 5-paragraph essay tomorrow for a test grade.

TOPIC:

Each of you possess some of the qualities for a successful President of the United States.  Regardless of whether or not you were born here, write an essay persuading the adults of the United States to vote for you for President.  Be sure to explain at least three qualities you possess that would make you strong at the job.

PowerPoint: Nov. 7. 2012 Write it out!

HOMEWORK: Complete the “Create-A-Quiz” assignment.  This is due tomorrow and NO late work will be accepted.

October 29th-November 2nd, 2012 in Review

On this Halloween week, we reviewed, researched, solved a crime, critiqued the writing of others, and tried to persuade friends to vote as we would.  As the old saying goes, “variety is the spice of life!”  The goal of this week was to prepare the students for creating more substantive long-form essays in the coming weeks.

Monday, October 29th, 2012

  • The students participated in review activities to become re-acquainted with the grammar and writing concepts we have addressed to this point.
  • 10-29-12 Grammar & Writing Check Up

Tuesday, October 3oth, 2012 (Library a.k.a. Media Center Day!)

  • As a preview to online research, the students participated in a Web Quest where they followed specific instructions to learn more about things going on in the world.
  • There were some broken links in the pre-made Web Quests presented so I compiled a a couple of articles to which the students were to respond with their thoughts.
  • 10-30-12 Library Day!

Wednesday, October 31st, 2012 (HALLOWEEN)

  • The students worked whole group to deduce who was guilty in “The Case of the Fallen Roses.”  I enjoy the use of mysteries because it requires the students to use context clues, draw inferences, demonstrate their reading comprehension, in addition to using common sense to find the answer.  The best part of it all is that it is fun, engaging, and does not feel like work either (oh, and I get to read in funny voices too).
  • After the mystery was solved, the students worked on a differentiated assignment.  They all had the same essay from which they were to pull out information (much like in the mystery) but the requirements varied based on whether they were Extremely Advanced, Advanced, On-Level, or Struggling Learners.  In order to disguise this fact, I color-coded the requirements and assigned them to each student in that manner.
  • 10-31-12 ELASI-ELA Scene Investigation

Thursday, November 1st, 2012

  • The students worked with me to identify the strengths and weaknesses of up to three model papers.  These model papers were ones written by actual Georgia 8th graders for the annual Writing Assessment.  The scores of the papers we discussed were either a 1 (the lowest), a 2, or a 3. **A paper with a score of a 5 is the highest.
  • 11-1-12 Upgrade It!

Friday, November 2nd, 2012