Hello Students and Parents,
Progress Reports: Students will receive them Friday, February 24th
I will update grades in OnCourse on Tuesday and students may discuss discrepancies on Tuesday and Wednesday.
FACT Writes: FCAT Writes is Tuesday, February 28, 2012.
Students I am so, so, so proud of how well you have become effective writers, and I congratulate you in advance for scoring your personal best on the upcoming state assessment.
30-Minute Reading and Journal Entries: Students, I have suspended 30-minute reading, journal entries for the period Friday, February 17 thru Monday, March 5. Enjoy!
Reading Logs: Students, please be sure to meet the nine-week Books Read goal!
EssaySmart: Students, I have contacted EssaySmart regarding a few of you are not able to have your essay scored using the system. Technicians have resolved a few problems – though not all. In the meantime, please be sure to schedule a morning or after-school conference with me so we may review your essay. Until we have conferenced, your assignment will reflect a “0” in OnCourse. Again, you are responsible for scheduling the appointment.
I appreciate you.
Saturday, February 18, 2012
Thursday, February 9, 2012
Harriet Tubman Assigment & EssaySmart: Feb 9, 2012
Students, please ensure that you complete these tasks - due Monday/Tuesday of next week.
EssaySmart: Expository, prompt #5. You must earn a score 5. You may continue to score a 6. Please review the Expository Framework sheet and FCAT Writing Rubric as a guide. Bring in your drafts.
Harriet Tubman:
Independent Assignment:
• Read Pages 258-259 for information
• Read Harriet Tubman – pages 260-269
Answer the in-margin questions in your head to monitor your own comprehension
• Read The Letter from Frederick Douglass
Respond to the following and answer using 3-5 sentence; provide evidence from the text to support your answer/thinking.
Infer:
1. Why does Douglass write to Tubman?
2. Discuss how Tubman feels about Douglass.
Analyze:
1. How does Douglass describe
the differences between himself and Tubman?
Evaluate:
1. What does Douglass think of the risks Tubman has taken in her quest to free enslaved people?
EssaySmart: Expository, prompt #5. You must earn a score 5. You may continue to score a 6. Please review the Expository Framework sheet and FCAT Writing Rubric as a guide. Bring in your drafts.
Harriet Tubman:
Independent Assignment:
• Read Pages 258-259 for information
• Read Harriet Tubman – pages 260-269
Answer the in-margin questions in your head to monitor your own comprehension
• Read The Letter from Frederick Douglass
Respond to the following and answer using 3-5 sentence; provide evidence from the text to support your answer/thinking.
Infer:
1. Why does Douglass write to Tubman?
2. Discuss how Tubman feels about Douglass.
Analyze:
1. How does Douglass describe
the differences between himself and Tubman?
Evaluate:
1. What does Douglass think of the risks Tubman has taken in her quest to free enslaved people?
EssaySmart Expository/Persuasive Framwork & FCAT Writes Rubric
EXPOSITORY ESSAY FRAMEWORK
Introduction:
Engaging beginning (Hook)
Background Knowledge
Restate important parts of the prompt
Transitional sentence
Thesis statement (Explicit or Implied)
Body Paragraph 1
Topic Sentence Statement (Aligned with Thesis point #1)
Support sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
1. Facts/details
2. Reasons
3. Incident
4. Example/Explain/Experience
5. Statistics (Plausible)
6. Sensory Details
+ Anecdote
Closure/transition sentence
Body Paragraph 2
Topic Sentence Statement (Aligned with Thesis point #2)
Support sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
1. Facts/details
2. Reasons
3. Incident
4. Example/Explain/Experience
5. Statistics (Plausible)
6. Sensory Details
+ Anecdote
Closure/transition sentence
Body Paragraph 3
Topic Sentence Statement (Aligned with Thesis point #3)
Support sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
1. Facts/details
2. Reasons
3. Incident
4. Example/Explain/Experience
5. Statistics (Plausible)
6. Sensory Details
+ Anecdote
Closure/transition sentence
Conclusion
Transitional Sentence reminding reader of the details of the prompt
Restate important facts/details/Thesis
Provide a fresh closing
-----------------------
Persuasive ESSAY FRAMEWORK
Introduction:
Engaging beginning (Hook)
Restate important parts of the prompt
Background Knowledge
Transitional sentence
*Position of Argument is Clearly Stated
Thesis Statement (Explicit or Implied)
Body Paragraph 1
Topic Sentence Statement (Aligned with Thesis point #1)
Support Topic sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
Closure/transition sentence
Body Paragraph 2
Topic Sentence Statement (Aligned with Thesis point #2)
Support the Topic sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
Closure/transition sentence
Body Paragraph 3
Topic Sentence Statement (Aligned with Thesis point #3)
Support the Topic sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
Closure/transition sentence
Conclusion
Transitional Sentence reminding reader of the topic
Restate important facts/details/ and/or Thesis
Provide a Counter ARGUMENT (be Brief) here or in one of your Body Paragraphs
Restate your position
Convince your reader to do something – take action or side with you
Provide a convincing closing/Final PUNCH
-------------------
FCAT Writing Rubric — Grade 8 Score Points in Rubric
The rubric further interprets the four major areas of consideration into levels of achievement.
6 Points The writing is focused, purposeful, and reflects insight into the writing situation. The paper conveys a sense of completeness and wholeness with adherence to the main idea, and its organizational pattern provides for a logical progression of ideas. The support is substantial, specific, relevant, concrete, and/or illustrative. The paper demonstrates a commitment to and an involvement with the subject, clarity in presentation of ideas, and may use creative writing strategies appropriate to the purpose of the paper. The writing demonstrates a mature command of language (word choice) with freshness of expression. Sentence structure is varied, and sentences are complete except when fragments are used purposefully. Few, if any, convention errors occur in mechanics, usage, and punctuation.
5 Points The writing focuses on the topic, and its organizational pattern provides for a progression of ideas, although some lapses may occur. The paper conveys a sense of completeness or wholeness. The support is ample. The writing demonstrates a mature command of language, including precision in word choice. There is variation in sentence structure, and, with rare exceptions, sentences are complete except when fragments are used purposefully. The paper generally follows the conventions of mechanics, usage, and spelling.
4 Points The writing is generally focused on the topic but may include extraneous or loosely related material. An organizational pattern is apparent, although some lapses may occur. The paper exhibits some sense of completeness or wholeness. The support, including word choice, is adequate, although development may be uneven. There is little variation in sentence structure, and most sentences are complete. The paper generally follows the conventions of mechanics, usage, and spelling.
3 Points The writing is generally focused on the topic but may include extraneous or loosely related material. An organizational pattern has been attempted, but the paper may lack a sense of completeness or wholeness. Some support is included, but development is erratic. Word choice is adequate but may be limited, predictable, or occasionally vague. There is little, if any, variation in sentence structure. Knowledge of the conventions of mechanics and usage is usually demonstrated, and commonly used words are usually spelled correctly.
2 Points The writing is related to the topic but includes extraneous or loosely related material. Little evidence of an organizational pattern may be demonstrated, and the paper may lack a sense of completeness or wholeness. Development of support is inadequate or illogical. Word choice is limited, inappropriate, or vague. There is little, if any, variation in sentence structure, and gross errors in sentence structure may occur. Errors in basic conventions of mechanics and usage may occur, and commonly used words may be misspelled.
1 Point The writing may only minimally address the topic. The paper is a fragmentary or incoherent listing of related ideas or sentences or both. Little, if any, development of support or an organizational pattern or both is apparent. Limited or inappropriate word choice may obscure meaning. Gross errors in sentence structure and usage may impede communication. Frequent and blatant errors may occur in the basic conventions of mechanics and usage, and commonly used words may be misspelled.
Introduction:
Engaging beginning (Hook)
Background Knowledge
Restate important parts of the prompt
Transitional sentence
Thesis statement (Explicit or Implied)
Body Paragraph 1
Topic Sentence Statement (Aligned with Thesis point #1)
Support sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
1. Facts/details
2. Reasons
3. Incident
4. Example/Explain/Experience
5. Statistics (Plausible)
6. Sensory Details
+ Anecdote
Closure/transition sentence
Body Paragraph 2
Topic Sentence Statement (Aligned with Thesis point #2)
Support sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
1. Facts/details
2. Reasons
3. Incident
4. Example/Explain/Experience
5. Statistics (Plausible)
6. Sensory Details
+ Anecdote
Closure/transition sentence
Body Paragraph 3
Topic Sentence Statement (Aligned with Thesis point #3)
Support sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
1. Facts/details
2. Reasons
3. Incident
4. Example/Explain/Experience
5. Statistics (Plausible)
6. Sensory Details
+ Anecdote
Closure/transition sentence
Conclusion
Transitional Sentence reminding reader of the details of the prompt
Restate important facts/details/Thesis
Provide a fresh closing
-----------------------
Persuasive ESSAY FRAMEWORK
Introduction:
Engaging beginning (Hook)
Restate important parts of the prompt
Background Knowledge
Transitional sentence
*Position of Argument is Clearly Stated
Thesis Statement (Explicit or Implied)
Body Paragraph 1
Topic Sentence Statement (Aligned with Thesis point #1)
Support Topic sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
Closure/transition sentence
Body Paragraph 2
Topic Sentence Statement (Aligned with Thesis point #2)
Support the Topic sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
Closure/transition sentence
Body Paragraph 3
Topic Sentence Statement (Aligned with Thesis point #3)
Support the Topic sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
Closure/transition sentence
Conclusion
Transitional Sentence reminding reader of the topic
Restate important facts/details/ and/or Thesis
Provide a Counter ARGUMENT (be Brief) here or in one of your Body Paragraphs
Restate your position
Convince your reader to do something – take action or side with you
Provide a convincing closing/Final PUNCH
-------------------
FCAT Writing Rubric — Grade 8 Score Points in Rubric
The rubric further interprets the four major areas of consideration into levels of achievement.
6 Points The writing is focused, purposeful, and reflects insight into the writing situation. The paper conveys a sense of completeness and wholeness with adherence to the main idea, and its organizational pattern provides for a logical progression of ideas. The support is substantial, specific, relevant, concrete, and/or illustrative. The paper demonstrates a commitment to and an involvement with the subject, clarity in presentation of ideas, and may use creative writing strategies appropriate to the purpose of the paper. The writing demonstrates a mature command of language (word choice) with freshness of expression. Sentence structure is varied, and sentences are complete except when fragments are used purposefully. Few, if any, convention errors occur in mechanics, usage, and punctuation.
5 Points The writing focuses on the topic, and its organizational pattern provides for a progression of ideas, although some lapses may occur. The paper conveys a sense of completeness or wholeness. The support is ample. The writing demonstrates a mature command of language, including precision in word choice. There is variation in sentence structure, and, with rare exceptions, sentences are complete except when fragments are used purposefully. The paper generally follows the conventions of mechanics, usage, and spelling.
4 Points The writing is generally focused on the topic but may include extraneous or loosely related material. An organizational pattern is apparent, although some lapses may occur. The paper exhibits some sense of completeness or wholeness. The support, including word choice, is adequate, although development may be uneven. There is little variation in sentence structure, and most sentences are complete. The paper generally follows the conventions of mechanics, usage, and spelling.
3 Points The writing is generally focused on the topic but may include extraneous or loosely related material. An organizational pattern has been attempted, but the paper may lack a sense of completeness or wholeness. Some support is included, but development is erratic. Word choice is adequate but may be limited, predictable, or occasionally vague. There is little, if any, variation in sentence structure. Knowledge of the conventions of mechanics and usage is usually demonstrated, and commonly used words are usually spelled correctly.
2 Points The writing is related to the topic but includes extraneous or loosely related material. Little evidence of an organizational pattern may be demonstrated, and the paper may lack a sense of completeness or wholeness. Development of support is inadequate or illogical. Word choice is limited, inappropriate, or vague. There is little, if any, variation in sentence structure, and gross errors in sentence structure may occur. Errors in basic conventions of mechanics and usage may occur, and commonly used words may be misspelled.
1 Point The writing may only minimally address the topic. The paper is a fragmentary or incoherent listing of related ideas or sentences or both. Little, if any, development of support or an organizational pattern or both is apparent. Limited or inappropriate word choice may obscure meaning. Gross errors in sentence structure and usage may impede communication. Frequent and blatant errors may occur in the basic conventions of mechanics and usage, and commonly used words may be misspelled.
Friday, February 3, 2012
Homework Due Monday and Tuesday - Feb, 6/7
Hi Students,(even the students who were absent on Friday)
Team Time Students who were in Ms. England's Team Time this week: Don't forget to continue revising your EssaySmart Persuasive Essay unit you score a Level 4 or higher. Please bring in your printed revision for proof. *Refer to your essay writing reference papers and really take the time to analyze the EssaySmart feedback and evaluate what your next steps are to improve your score. Note: Once you have achieved the class goal, you may continue and strive for your personal best. The highest score you can achieve is a 6.
-------------------
Students of 4B, 5B, and 6B:
1)You, too, have been assigned to write and upload your persuasive essay into EssaySmart. You must continue to revise until you earn a Level 5. Bring all of your drafts as proof.
2)You are then to write a 5-10 sentence self-reflection paragraph discussing your learning in this process. *Refer to your essay writing reference papers and really take the time to analyze the EssaySmart feedback and evaluate what your next steps are to improve your score. Note: Once you have achieved the class goal, you may continue and strive for your personal best. The highest score you can achieve is a 6.
------------------------
3A Students, you will receive this assignment next week. Thus, you will have a different due date.
-------------------------
To access EssaySmart,
1) log onto www.classzone.com
2) create your student account with your school sign-in I.D. and password
3) log in your student Activation Code: 3767769 60
---------------------
For students who were absent, here are the steps to access EssaySmart:
1) log onto www.classzone.com
2) You are at the Home page.
3) Select Language Arts Middle; Florida; and then "Go"
4) Look at the top row and choose the middle book (McDougal/Grade 8)
5) Look at the top row and choose Writing and Grammar & then click EssaySmart
6) Choose Create a Student Account and complete
7) Click Activation Code and key in 3767769 60
8) Now, you will return to home page and repeat steps 3-5
9) Click the persuasive arrow
5 4B - choose prompt 5; 5B - choose prompt 6; 6B - choose prompt 3; England's Team Time - choose prompt 4
10) Make sure you save each draft in word and keep revising until you receive the required score. Print each draft and bring to class.
Thanks :)
Team Time Students who were in Ms. England's Team Time this week: Don't forget to continue revising your EssaySmart Persuasive Essay unit you score a Level 4 or higher. Please bring in your printed revision for proof. *Refer to your essay writing reference papers and really take the time to analyze the EssaySmart feedback and evaluate what your next steps are to improve your score. Note: Once you have achieved the class goal, you may continue and strive for your personal best. The highest score you can achieve is a 6.
-------------------
Students of 4B, 5B, and 6B:
1)You, too, have been assigned to write and upload your persuasive essay into EssaySmart. You must continue to revise until you earn a Level 5. Bring all of your drafts as proof.
2)You are then to write a 5-10 sentence self-reflection paragraph discussing your learning in this process. *Refer to your essay writing reference papers and really take the time to analyze the EssaySmart feedback and evaluate what your next steps are to improve your score. Note: Once you have achieved the class goal, you may continue and strive for your personal best. The highest score you can achieve is a 6.
------------------------
3A Students, you will receive this assignment next week. Thus, you will have a different due date.
-------------------------
To access EssaySmart,
1) log onto www.classzone.com
2) create your student account with your school sign-in I.D. and password
3) log in your student Activation Code: 3767769 60
---------------------
For students who were absent, here are the steps to access EssaySmart:
1) log onto www.classzone.com
2) You are at the Home page.
3) Select Language Arts Middle; Florida; and then "Go"
4) Look at the top row and choose the middle book (McDougal/Grade 8)
5) Look at the top row and choose Writing and Grammar & then click EssaySmart
6) Choose Create a Student Account and complete
7) Click Activation Code and key in 3767769 60
8) Now, you will return to home page and repeat steps 3-5
9) Click the persuasive arrow
5 4B - choose prompt 5; 5B - choose prompt 6; 6B - choose prompt 3; England's Team Time - choose prompt 4
10) Make sure you save each draft in word and keep revising until you receive the required score. Print each draft and bring to class.
Thanks :)
Friday, January 27, 2012
Homewrok DUE
Students (even the students who were absent), be sure to complete your homework assignments. We will discuss Monday and Tuesday of next week.
"The Ransom of Red Chief"
Literature Textbook pages 46-57.
1) Complete and turn in ALL margin questions - worth 20 points
"The Tell-Tale Heart"
Literature Textbook pages 76-83.
1) Complete the Margin questions in your head to ensure you are monitoring your comprehension.
2) Respond in writing and turn in the Literary Analysis questions (pg 84) 4-7
- worth 20 points
*All components of the question must be correct to rec. full points.
"The Ransom of Red Chief"
Literature Textbook pages 46-57.
1) Complete and turn in ALL margin questions - worth 20 points
"The Tell-Tale Heart"
Literature Textbook pages 76-83.
1) Complete the Margin questions in your head to ensure you are monitoring your comprehension.
2) Respond in writing and turn in the Literary Analysis questions (pg 84) 4-7
- worth 20 points
*All components of the question must be correct to rec. full points.
Friday, January 20, 2012
Whew! We are already in the Third Nine Weeks
Students and Parents,
Whew! Here we are at the beginning of the Third Nine Weeks, and we are off to a great start. Students, I am so proud of your hard work. You have grasped, comprehended, and demonstrated varied levels of proficiency during the second nine week’s grading period. The target skills were
1. Using effective transitions to improve the Organization in Essay Writing,
2. Using grammar skills to create varied sentence structure, and
3. Using specific techniques to improve the elaboration in our writing.
In addition, we identified and analyzed
4. Author’s Purpose,
5. Author’s Perspective,
6. Bias,
7. Author’s Point of View,
8. Theme,
9. Author’s use of Tone thru word choice and figurative language strategies,
10. Cause & Effect (literal and implied) relationships of events and how they affect elements of plot in fiction, and
11. Character Analysis and how individual characters and their traits are both identified thru literal and implied messages in the text.
Wow! That was a lot.
-------------------------------------------------------------------------------------
For the upcoming week, our skill focus is Text Features. We are going to explore how an author’s use of Text Features help the reader better understand the text.
-------------------------------------------------------------------------------------
Reading Logs (Only 5 Books to Read) and Journal Entries
Students, I have implemented a change in policy. Unlike the board in the “Scholarship Jacket,” this change is being made with good intentions!
*Students, the books you read for the 3rd nine week’s grading period, MUST have at least an 800 or higher LEXILE LEVEL. You may log onto http://www.lexile.com and compete the Quick Search at the top right-hand corner of the homepage to search your book's Lexile Level. (I will demonstrate this in class).
Now, Journal Entries – starting January 25/2012 thru March 15/2012
Journal Entries will reflect Monday, Tuesday, Wednesday, and Thursday. No Fridays!
Monday: Inference
Tuesday: Tone
Wednesday: Vocabulary Cause and Effect Relationships of Events
Thursday: Character Analysis
Expectations…
Monday: Inference
1) Write a summary of what you read.
2) Then, discuss the author’s use of key words, figurative language, and chain of events to show what and how the inferences were made.
Tuesday: Tone
1) Write a summary of what you read.
2) Identify and discuss the strategies the author uses to create the tone.
Wednesday: Vocabulary and Cause and Effect Relationships of Events
1) Provide a summary of the text and then discuss how the unfamiliar vocabulary word (s) was used in the context.
2) Try to figure out its meaning and then verify by looking the word up. Share your results in the summary.
3) Discuss the Cause and Effect relations – both literal and implied.
Thursday: Character Analysis
1) Write a summary of what you read.
2) Discuss what you think of the main/minor character(s) in the text.
3) Identify at least two adjectives to accurately describe the character as portrayed in the reading.
Rational: Reading books that are challenging and enjoyable improve our reading and writing skills. Students, when we read - for pleasure or information - we should always set a purpose for our reading. By establishing a reading focus, we begin recognizing the strategies “good” writers use and the reading skills needed to comprehend and appreciate what the author is expressing. Look at it this way: The skills are reciprocal. Hence, we become both an effective reader and writer. For example, our vocabulary improves, our sentence structure becomes varied and appropriate, our word choices become more concise and precise, and our ideas become clear and related as we grow into becoming strategy technicians. I love it!
Whew! Here we are at the beginning of the Third Nine Weeks, and we are off to a great start. Students, I am so proud of your hard work. You have grasped, comprehended, and demonstrated varied levels of proficiency during the second nine week’s grading period. The target skills were
1. Using effective transitions to improve the Organization in Essay Writing,
2. Using grammar skills to create varied sentence structure, and
3. Using specific techniques to improve the elaboration in our writing.
In addition, we identified and analyzed
4. Author’s Purpose,
5. Author’s Perspective,
6. Bias,
7. Author’s Point of View,
8. Theme,
9. Author’s use of Tone thru word choice and figurative language strategies,
10. Cause & Effect (literal and implied) relationships of events and how they affect elements of plot in fiction, and
11. Character Analysis and how individual characters and their traits are both identified thru literal and implied messages in the text.
Wow! That was a lot.
-------------------------------------------------------------------------------------
For the upcoming week, our skill focus is Text Features. We are going to explore how an author’s use of Text Features help the reader better understand the text.
-------------------------------------------------------------------------------------
Reading Logs (Only 5 Books to Read) and Journal Entries
Students, I have implemented a change in policy. Unlike the board in the “Scholarship Jacket,” this change is being made with good intentions!
*Students, the books you read for the 3rd nine week’s grading period, MUST have at least an 800 or higher LEXILE LEVEL. You may log onto http://www.lexile.com and compete the Quick Search at the top right-hand corner of the homepage to search your book's Lexile Level. (I will demonstrate this in class).
Now, Journal Entries – starting January 25/2012 thru March 15/2012
Journal Entries will reflect Monday, Tuesday, Wednesday, and Thursday. No Fridays!
Monday: Inference
Tuesday: Tone
Wednesday: Vocabulary Cause and Effect Relationships of Events
Thursday: Character Analysis
Expectations…
Monday: Inference
1) Write a summary of what you read.
2) Then, discuss the author’s use of key words, figurative language, and chain of events to show what and how the inferences were made.
Tuesday: Tone
1) Write a summary of what you read.
2) Identify and discuss the strategies the author uses to create the tone.
Wednesday: Vocabulary and Cause and Effect Relationships of Events
1) Provide a summary of the text and then discuss how the unfamiliar vocabulary word (s) was used in the context.
2) Try to figure out its meaning and then verify by looking the word up. Share your results in the summary.
3) Discuss the Cause and Effect relations – both literal and implied.
Thursday: Character Analysis
1) Write a summary of what you read.
2) Discuss what you think of the main/minor character(s) in the text.
3) Identify at least two adjectives to accurately describe the character as portrayed in the reading.
Rational: Reading books that are challenging and enjoyable improve our reading and writing skills. Students, when we read - for pleasure or information - we should always set a purpose for our reading. By establishing a reading focus, we begin recognizing the strategies “good” writers use and the reading skills needed to comprehend and appreciate what the author is expressing. Look at it this way: The skills are reciprocal. Hence, we become both an effective reader and writer. For example, our vocabulary improves, our sentence structure becomes varied and appropriate, our word choices become more concise and precise, and our ideas become clear and related as we grow into becoming strategy technicians. I love it!
Tuesday, January 10, 2012
Reading Logs and Journal Entries are Due
Hi Students,
Your Reading Logs and Journal Entries are due next week.
B Day Students: Wednesday, January 18
A Day Students: Thursday, January 19
Ensure you have 6 books read; Journal entries began November 3 for this nine-week period and ended January 6. Check the blog for the Winter break Journal Entry schedule.
Thanks:)
Your Reading Logs and Journal Entries are due next week.
B Day Students: Wednesday, January 18
A Day Students: Thursday, January 19
Ensure you have 6 books read; Journal entries began November 3 for this nine-week period and ended January 6. Check the blog for the Winter break Journal Entry schedule.
Thanks:)
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