Daily+Class+Journal

Welcome to the Daily Class Journal! Each day is summarized in this section. It is very helpful to come back to this page if you want to review what we discussed and did in class each day.

Welcome to Language Arts 7! Today was a torturous day with the hot weather and no climate control in our class. However, everyone was a trooper as we discussed what the Language Arts class will entail. We reviewed the Course Syllabus and went over the Language Arts Weekly Syllabus. The Weekly Syllabus is extremely helpful to the student and parent. It gives you an overview of the whole week including daily objectives, a description of the day's activities, and nightly homework assignment.
 * Tuesday, September 4, 2012**

Everyone was assigned a seat according to their last name. This will change as names are remembered and we get to know each other. Don't forget the homework assignment which is to identify your favorite passage from Wednesday Wars. Once you've identified it, please give a reason why you chose it.

Introduced Talking to the Text, a reading strategy to help increase comprehension - especially with non-fiction material. We discussed our homework assignment and then connected it to the reading strategy. We went over Talking to the Text powerpoint and practiced the strategy on two different passages.
 * Wednesday, September 5 - Thursday September 6, 2012**

Homework assigned was to apply reading strategy to the "Strupple" letter.

Today we took a quick quiz on the Talking to the Text reading strategy. We then analyzed the characters in the two reading passages that we read this week ("Strupple" letter and Hatchet summary). We compared and contrasted Emotions, Traits and Situations and indicated whether they were facts or inferences for each character. After analyzing and reviewing, a writing prompt was introduced. Students are to write a narrative essay about a time when they found themselves in an unfamiliar setting as did Brian and Helmut. Using the annotations and the analysis of each character, they will write a five paragraph essay. Essay is due on Monday, September 10.
 * Friday, September 7, 2012**

Wednesday, September 19, 2012 Today we talked about how to write a good paragraph. It was agreed that one of the major problems most students face is when writing a paragraph is going of topic. To help students stay on topic and craft a well written paragraph that can be used as a short answer or as part of an essay, we learned about the MEL-CON writing method / strategy. By following this writing strategy, students will become better writers. Homework: 1. Practice the MEL-Con method using the template given in class. The prompt is "My favorite person in my family is ..." 2. Revise your "unfamiliar situation" essay using the MEL-Con method. Color code the essay by coding each part (main idea, evidence, link and conclusion) DUE on Monday, September 24 MEL-Con Writing Strategy


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 * [[file:mrsarudi/MEL stands for Main Idea - Wiki.doc|Download]]
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Went over the basic elements of a novel. Reviewed everyone's MEL-Con practice. Demonstrated how using the 3 EL (evidence/link) can create a good introduction paragraph for an essay. Literary Concepts
 * Thursday, Septembr 20, 2012**
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 * [[file:mrsarudi/Literary Concepts _ Fill In Sheet.doc|Download]]

Went over the topic of Setting in a novel. View a powerpoint (available on the Hatchet page). Reminded everyone that their revised essay of an "unfamiliar situation" along with their original essay and the MEL-Con practice homework is due on Monday. In addition, read Chapter 4 and fill out the Saying, Thinking, Feeling, Wishing sheet for chapter 4. Due on Tuesday.
 * Friday, September 21, 2012**

Our schedule was slightly altered today because students were administered a writing assessment. The purpose of this grade-level assessment is to measure students' ability of writing. The assessment consisted of reading a narrative passage from Frederick Douglas' biography; creating a graphic organizer listing key ideas; writing an extended response to the prompt: **Frederick Douglass overcame many obstacles to learn to read as a slave. What does this say about the kind of person he was?**
 * Monday, September 24, 2012**

Identify and applying plot was our objective today. We addressed what is it about novels that make them worth reading. After listening to everyone, we agreed that a good plot was essential to a good novel. We studied a power point that described the elements of plot and different types of plot sequence and plot structure. In the end we watched an episode of Phineas and Ferb to identify the different plots taking place. Extra Credit: pick a fairy (Cinderella, Jack and the Beanstalk, Goldilocks and the 3 Bears, Little Red Riding Hood, The 3 Little Pigs) and diagram the different elements of plot using the diagram sheet.
 * Tuesday, September 25, 2012**

Today we talked about the inside of the plane as part of the setting. To better understand what Brian experienced, we watched a youtube clip that shows the inside of a small plane and the plane's instrument panel (dashboard). Your assignment is to redesign the dashboard so if you were in the same situation you could fly the plane. Answer the following question on the back side of your dashboard: 1. What was the main problem/issue you would be worried about if your were in Brian's position? 2. Do you think Brian did everything he could have in his situation? What would you have done differently? 3. What are the different instruments your dashboard has? (name each one and describe what their function is)
 * Wednesday, September 26, 2012**

Thursdays are grammar days! I've told students how important it is to grasp grammar and to practice and apply it as much as they can. It is extremely important in writing and speaking. Having command of grammar will facilitate all their future classes that require them to write, speak and present. It will also prepare them for college, where up to 60% of all entering freshman are not prepared to tackle college level work. We will start grammar at a basic level and then move up based on how well students demonstrate their mastery of the different topics.
 * Thursday, September 27, 2012**

Today we identified the different kinds of sentences (declarative, interrogative, exclamatory, imperative) and some of the major mistakes made when writing sentences (fragment and run-on). We also identified the two major parts of a sentence (subject and predicate).

All presentations and handouts associated with grammar can be found by clicking on the Grammar link in the menu.

Fridays will be writing days. Students should bring their composition books to class on Friday since most of the writing will be done in there. About 80% of the writing done will be free write while the other 20% will be structured with writing prompts
 * Friday, September 28, 2012**

We will take a "Writer's Workshop" approach with some modification since we will only be doing it once a week. All composition books should be set up a certain way (look at the link) and should follow the rules set up in class.

Today's writing prompt was based on the following sentence. The sentence was basically a launchpad for anything associated with the sentence. "My favorite way to spend a day is because __.__

What does action say about a novel's character? It tells you everything. The saying "Actions speak louder than words" is indicative of this. Today we studied about how an author's description of a character actions tells you quite a bit of the personality and character trait of the person being written about. We did a character trait study with a popular cartoon character from Pheneas and Ferb, Dr. Doofenshmirtz. Students then have to do a self character analysis by identifying their own actions and what that says about their character traits. Then they need to do the same with Brian from Hatchet.
 * Monday, October 1, 2012**

High school testing today - classes were abbreviated.
 * Tuesday, October 2, 2012**

Reviewed Talking to the Test strategy focusing on Connecting to the Text and what that covers. We discussed that in the book Hatchet the main character, Brian, connects his situation with many different things. We concluded that while he is doing this, the reader is probably connecting with the Text by connecting with books, newspapers, articles, movies, television, the internet, art and music to name a few. We also talked about prediction. Students made an inventory of all their personal items they had. We made a class list using only one item from each student. Students will then create their own paragraph as Brain and use at least two of the tools from the class list.
 * Wednesday, October 3, 2012**

On Thursday our schedule was thrown off schedule a bit because students took the NWEA test. This is a fairly new procedure for our program. The test is a computerized test that adjusts according to how well your student is doing on it. The test was for Reading Comprehension. Grammar was moved to Friday because of the test on Thursday. We covered Subject and Predicate identification in a sentence and how to differentiate between a complete subject vs. a simple subject and a complete predicate vs. a simple predicate. For the most part students grasped the concept. The subject is the most important who/what in the sentence and the predicate is the most important thing the who/what is doing or being. Example: Capable loggers cut only certain trees. Subject: Capable __loggers__ Predicate: __cut__ only certain trees. Example: Thier plans for lumber production seem reasonable. Subject: Their __plans__ for lumber production Predicate: __seem__ reasonable. If you think that your student needs more help in this area, click on the Grammar Link and find more exercise to help.
 * Thursday, October 4 / Friday October 5, 2012**

Today we reviewed our grammar homework. It seems that everyone has a pretty good grasp on subjects and predicates. We reviewed what the different types of conflict there are in novels by watching different movie clips and matching them up with either Character vs. Character, Character vs. Nature, Character vs. Society and Character vs. Self. We have our first test on Thursday. It will be available on-line starting on Wednesday evening through Friday. The link will be available under the Hatchet link.
 * Monday, October 8, 2012**

Students worked on personal experience writing. Many students, depending on what field trip shift they were scheduled for, were not in class.
 * Tuesday, October 9, 2012**

Worked on the development of plot and the evolution of the the main character in Hatchet, Brian. We discussed how the plot unraveled as a whole and what kind of changes happen to Brian in the book. This is important to notice and we compared and contrasted the "two Brians" by using adjectives to describe Brian at the beginning of the novel vs. the end of the novel. Student had to use evidence / proof to back up their selections.
 * Wednesday, October 10, 2012**

Finished testing the NWEA test today in the computer lab.
 * Thursday, October 11, 2012**

Focused on identifying complete vs. fragment sentences and explaining why. Students were introduced to sentences using compound subjects and predicates. They worked on three different exercises: Completing fragment sentences by adding a subject or predicate; creating sentences with a compound predicate; and creating sentences with a compound subject. Students who are having difficulty with either the subject or the predicate should click on the Grammar link and find the link that will help them with this issue. Went over the Unit Project - Survival Guide which is due on Monday, October 22 and their 5-Week Bell Ringer / Notes package which is due Friday, October 19. Grammar Worksheet
 * Friday, October 12, 2012**

Today we talked about how students can identify personal assets (skills) and the attributes they are proud of. Once we differentiated the two and shared which attributes we are proud of and how our assets can help us in the future, we related these revelations to the main character, Brian, in Hatchet. Students were very eager to share their assets and attributes and we had a overall good discussion on how these assets and attributes will evolve over time and allow us to tackle personal and physical obstacles in the future.
 * Monday/Tuesday, October 15 & 16, 2012**

Reminded students that their Bell Ringer Packet is due on Friday (50 points) and that their Hatchet Project is due on Monday (120 points). There will be no "homework" assigned for this week; the main emphasis is to get the Survival Guide done by Monday. There will be computer lab time given during the week so students can collaborate and work on their project.

These three days were devoted to finishing up the Hatchet unit. Students were given the entire class period to either go to the computer lab to work on their Survival Guide project or stay in class and work on finishing the writing handouts or working on their Bell Ringer Packets which are due on Friday.
 * Wednesday - Friday, October 17-19, 2012**

Students were expected to have the novel "The Absolutely True Diary of a Part-Time Indian" by Sherman Alexie today. They have been reminded about it on a daily basis for the last two weeks. Any students who have the novel on an e-reader can bring it in. If you are not comfortable bring in the reader, I have in class editions for students to use. If this is the case just give the student a note to indicate this.
 * Monday, October 22, 2012**

We began the class talking about the history of Native Americans. Students were very engaged and knowledgeable since they are learning about Native American in Social Studies. We discussed what kind of impact the forced removal would have on a society over time. We then went over an Anticipation Guide that will help the students transition into the novel.

Please check the link to "The Absolutely True Diary of a Part-Time Indian" (TATDOAPI) for assignment, project and daily activities.

On Tuesday, we partially viewed a video titled "30 Days on an Indian Reservation" by Morgan Spurlock, a short documentary that highlights the problems and issues on the Navajo Indian reservation. Spurlock lives with a family and explores the cultural, social and economic challenges of Native American life on the reservation. The students will compare and contrast what they view to what they have read so far in TATDOAPTI.
 * Tuesday / Wednesday, October 23/24, 2012**

On Wednesday we discussed the topic of a "Self-fulfilling Prophecy"; we explored what it means and how it relates to the main character Junior, how it relates to society, and how it relates to themselves. We tried to identify why Junior's family is in a cycle of poverty and why is it difficult to break the cycle of poverty in general. Students identified that living in an environment where everyone is poor and unsuccessful does not give an individual the support and motivation to break the cycle and create a positive self-fulfilling prophecy. It will most likely promote a negative self-fulfilling prophecy. For their homework assignment, students have to identify an example of a self-fulfilling prophecy in their own life.