Friday, April 29, 2016

Studio Day Work May 2, 2016

6th and 8th Grade (7th Grade, too!)

Pick a book and start reading (we are aiming for 100 pages a week!)



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Monday, April 25, 2016

April 26-29, 2016

Hi everyone,

This is going to be a busy and exciting week for the students! CAASPP testing begins this week. 

Please make sure students have had plenty of sleep and nutritious breakfasts and snacks. We want to make sure they are focused and doing their best during these tests! This week the students will take the math tests. Next week, they will concentrate on English/Language Arts. 

We also have some important announcements for you and your family:

  1. If you haven't signed your student agreement for next year, your child is not on schedule to be re-registered for the fall. It is very important for you to get in contact with your teacher and make arrangements to have them signed or their spot might be given away to another student on the waiting list. 
  2. The Family Fun Day is May 21, and we have received no donations for our auction baskets in middle school. Please send an item or two by this Friday-- gift cards included! The Teacher's themes are: Mr. Burns-- coffee theme; Ms. Campos-- music and movies theme; Mrs. K-- gifts from around the world; Mr. Smith-- giftcard theme
  3. Dress code-- as the weather gets warmer, we'd like to remind everyone to adhere to the dress code. Students who have clothing that is not on the dress code will be sent to the office to call home for a replacement. 
  4. If you are looking for a fun and supportive community event this weekend, Friday night is the special needs prom. They are in need of cheer-ers for the students who are arriving for their special night. Here is more info and the contact page for this volunteer opportunity. https://anighttorememberprom.com/our-story/

We look forward to another wonderful week. Last week and the dance were such fun and it's such a pleasure to be working hand in hand with the students and parents for the rest of this year! 

Tuesday/Wednesday: 
  1. Students read fact sheets regarding inventions and contributions of the civilizations studied.
  2. Students create a venn diagram using modern day civilzation and culture and compare and contrast the contributions and uses of historical inventions.
  3. Eighth Graders create a timeline and map of the US 1800-1860 and read articles which discuss the historical background of the south’s attempt at secession. Create posters of the US with different conflicts and historical time periods labeled.
  4. Begin creating definitions for society and culture from reading and reference materials.
Thursday/Friday:
Students will choose and begin to read literature books which help reveal a section of society and culture.

Digital Copies of the books can be found here to read at home:

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Friday, April 22, 2016

Studio Day Work April 25, 2016

Objectives

  • Students will write "found" poetry.

Materials

  • Old newspapers and magazines
  • Scissors
  • Envelopes
  • Paper

Procedures

  1. Before beginning, explain to the children that they will be writing a poem.
  2. Explain the "blank verse" and read the example below.
  3. Then explain the procedure.
    Step 1: Clip interesting words from magazine ads and article titles.
    Step 2: Put the strips in a box or large manila envelope.
    Step 3: Grab a pinchful of strips.
    Step 4: Use the strips as the foundation of a blank verse poem. Let the word strips suggest a topic. Write your poem! 
Example:
Given the words:
blast, risk, hunting down, corners, beasts, brain, safety
*******************************
My brain was once a place of safety.
Now it is filled with risk.
I must begin hunting down
The beasts in the corners of my mind
and blast them from the shadows. 
– A fifth-grade boy
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Tuesday, April 19, 2016

Lesson Plans April 18-22

We're starting a literature unit this week. And you'll have a surprise teacher :)


Tuesday
Wednesday
Thursday
Friday
Objective Students will be able to write a five paragraph narrative essay.


Objective Students will be able to synthesize their narrative essay and portfolio evidence to determine their ELA goals for the rest of the year.
Objective Students will be able to understand how to recall singular facts and organize them into a historical essay.
Objective Students will be able to create a visual representation of their historical understanding of society and culture.
Objective Students will be able to apply their understanding of society and culture to their own experience using history, literature, and their own history.
Common Core Standard: I Can:
6.9 I CAN connect and clarify main ideas by identifying their relationship to other
sources and related topics using different and/or similar media formats (e.g.,
audio vs. live, book vs. film, etc.).

7.7 G I CAN assess the author’s usage of evidence to support claims and assertion,
noting instances of bias and stereotyping.

8.8 I CAN analyze the unity, coherence, logic, consistency, and structural patterns
and identify where primary and secondary sources (print and/or digital) disagree
on matters of fact or interpretation.
Power Tools Used This Week: note-taking, graphic organizer,
Activity: How were students able to express voice? Choice? How did I integrate the Arts? (movement, drama, music, visual, multi-arts, literature,
Activity: How were students able to express voice? Choice? How did I integrate the Arts? (movement, drama, music, visual, multi-arts, literature,  
Activity: How were students able to express voice? Choice? How did I integrate the Arts? (movement, drama, music, visual, multi-arts, literature,
Activity: How were students able to express voice? Choice? How did I integrate the Arts? (movement, drama, music, visual, multi-arts, literature,
Activity: How were students able to express voice? Choice? How did I integrate the Arts? (movement, drama, music, visual, multi-arts, literature,

Week 25 – March 4 – March 10, 2013

STEAM, projects): 

Write a five paragraph essay reflecting on yourself as a learner this year. The grading on this assignment is attached to moodle.


STEAM, projects): 

Students will use their narrative from the day before as well as their writing portfolio to compare the ICAN folder for the grade level and decide which standards have been met and which still need to be met.
STEAM, projects): 

In groups of two or three, students will take their background knowledge of their specific historical period and write a sentence fact each on a notecard until they cannot recall any more facts.

Students will then be asked to categorize the notecards into groupings.

They will then write an essay using the sentences as body paragraphs.
STEAM, projects): 

Introduction of Inquiry Question for Integrated Literature/History Unit:
What is society and culture? 

Using background knowledge, students will brainstorm definitions and categories of society and culture to be used throughout the unit.

Using the information and essay from the day before, students will create a poster representing life in the specific historical time period being studied.
STEAM, projects): 

Students will have time to finish and present their poster about their historical society.

Students will then brainstorm a list of questions about the definitions society and culture which stem from the posters, their reading this year, and their own experience.

This list will be used in the following week for literature study.
Additional Applications: 
(connections with other content areas)
Additional Applications: 
(connections with other content areas)


Additional Applications: 
(connections with other content areas)
History
Additional Applications: 
(connections with other content areas)

History
Additional Applications: 
(connections with other content areas)
History

Handouts:


Handouts:

Handouts:

Handouts:

Handouts:



NOTES: The Middle Schoolers will be beginning a six week thematic unit on Society and Culture, which will incorporate literature, history, and their own understanding of social norms and morality. Our guiding question for this Inquiry-based unit will be: "What is Society and Culture?" And we will end on an

ARTS INTEGRATED/PERSONALIZED LEARNING LESSON PLAN TEMPLATE
Week ___ Month/Day – Month/Day

Based on academic progress in our classrooms , this weekly lesson plan summary is subject to change.


action project which we set out to define and shape the society and culture of future ORAA middle schoolers.
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Friday, April 15, 2016

Studio Day work April 18, 2016

Studio Day assignment for April 18, 2016

Write a five paragraph essay reflecting on yourself as a learner this year. The grading on this assignment is attached to moodle.

Please remember, to have complete five paragraph essay, you will need:

  • 5 topic sentences
  • 5 conclusion sentences
  • 9 detail sentences
  • an introduction paragraph 
  • a conclusion paragraph

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Monday, April 11, 2016

New Format April 11-15, 2016

Hi everyone,

We are working on a new format for lessons for the rest of the year. It will be a little different for everyone's eyes, but please try it out and give me feedback after two weeks so we can improve it for kids and parents!

April 11-15, 2016

Tuesday
Wednesday
Thursday
Friday

Objective Students will be able to understand Historical texts which explain:
  • Mesopotamia (6)
  • The Inca and Aztec Empire (7)
  • Southern Life (8)
Objective Students will be able to understand how to compare and contrast non-fiction texts to create an analysis.
Objective Students will be able to understand grade level text and contrast it with another short story.
Objective Students will be able to understand literary comparison and create a written comparison.
Common Core Standard:  I Can:   
6.9 I CAN connect and clarify main ideas by identifying their relationship to other sources and related topics using different and/or similar media formats (e.g., audio vs. live, book vs. film, etc.).

7.11 K I CAN analyze how two or more authors writing about the same topic, shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

8.8 I CAN analyze the unity, coherence, logic, consistency, and structural patterns and identify where primary and secondary sources (print and/or digital) disagree on matters of fact or interpretation.
Power Tools Used This Week:
SQRRR    Raft    Note Taking
Activity:  How were students able to express voice?  Choice? How did I integrate the Arts? (movement, drama, music, visual, multi-arts, literature, STEAM, projects): 

Each IReady lesson is tailor made to instruct students at their level.


Activity:  How were students able to express voice?  Choice?  How did I integrate the Arts? (movement, drama, music, visual, multi-arts, literature, STEAM, projects): 

  • Students will read the historical essays provided.
  • Where applicable (6 and 7 grade), students answer included questions.
  • Eighth graders will write a four paragraph comparison (intro, compare, contrast, conclusion) between selection provided and wikipedia research done about southern US pre-civil war.
  • Students will create vocabulary lists from reading selection, if time allows.
Activity:  How were students able to express voice?  Choice?  How did I integrate the Arts? (movement, drama, music, visual, multi-arts, literature, STEAM, projects): 

  • Students will read a complementary selection about the same historical time period.
  • 6/7 students will write a four paragraph comparison (intro, compare, contrast, conclusion) between selection provided and the selection from the previous day.
  • Eighth graders will write a text message conversation between a southern and northern citizen, either Caucasian or African American, debating the reasons why the southern states should be a part of the US or become their own country.
Activity:  How were students able to express voice?  Choice?  How did I integrate the Arts? (movement, drama, music, visual, multi-arts, literature, STEAM, projects): 

Students will read literature selection provided.

  • Students will then write a reader’s theater play (3-5 pages) between the two main characters, discussing a fictional meeting and comparing/contrasting their lives.
Activity:  How were students able to express voice?  Choice?  How did I integrate the Arts? (movement, drama, music, visual, multi-arts, literature, STEAM, projects): 

Students will present reader’s theater with a friend to the class. Presentations are optional.

Each student will then use the stories created to write a four paragraph comparison essay for the two stories. This is due Friday by the end of the day.

This is extra credit due by Tuesday.


All associated reading passages will be uploaded into moodle.
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