Friday, January 30, 2015

Monday, February 2, 2015


Mark your calendars:
SAGE Testing for A-Day:  February 9 and 11 -- Informative and Argument Writing
SAGE Testing for b-Day:  February 4 and 6 -- Informative and Argument Writing
Come well-rested, well-nourished, and well-hydrated.

In preparation for taking the test, you might want to look again at: Writing Argumentative and Informational Essays.


If you haven't signed up for your January/February Book-of-the-Month, do it right away!  You have a zero on your grade for that.   Book Assessments are Due February 11/12

February 12 will be Parent-Teacher Conference.

When we are in the computer lab today, do not unplug the headphones.  Leave them as they are.

Today's Activities:
1. Practice the test vocabulary with your elbow partner, using your flash cards.
    Take a Quiz

Words to Know for Testing (Flash Card Words)


2.  PowerPoint about Argument and Informational Writing:  Argument VS Informative.pptx
            Look over the rubric for argument

3.  If time: Creating your own Graphic Organize when you're taking a test  
      RAFTS, DRAFTING, ARMS, SMILES
      One side for Argument
      One side for Informational

Argument  -- RAFTS
R
A
F
T
S
Evidence and Warrant #3 (with a counterclaim and counterargument)

Introduction and Claim





Conclusion
Evidence and Warrant #1





ARMS
Evidence and Warrant #2

SMILES







Informative  -- RAFTS
R
A
F
T
S
Introduction and Central Idea





Evidence and Explanation #1
ARMS
A
R
M
S

Evidence and Explanation #2
Smiles
S
M
I
L
E


S
Conclusion
4. Building a prompt -- RAFTS       5. Practice Citing Sources



Which Sentence is Not Good, Better, or Best?                            Central Ideas/Claims
Which one is  ARGUMENT, and which one is INFORMATIVE?
I think we should not wear uniforms.


Students at American Fork Junior High should not wear uniforms.

Better
Students at American Fork Junior High should not wear uniforms because they limit freedom of choice, self-expression, and the opportunity to develop skills and attitudes we’ll need as adults.

 Best 
There are six comma rules that every seventh grader should know: when joining independent clauses with a coordinating clause; after introductory phrases and clauses; setting off nonessential information; to separate a series of words, phrases or clauses;  to separate coordinate adjectives, and to shift between your main writing and a quotation.

Best 
There are six comma rules that every seventh grader should know.


         Better
Kids oughta know comma rules.















6. Computer Lab to find answers for your questions about your historical fiction book.
      or -- I you aren't ready to do research, reading your book.

Do not unplug the headphones.  Leave them as they are.

The projects are due February 11/12.

Spelling REALLY Does Count!



Thursday, January 29, 2015

Friday, January 30, 2015

Announcements and Reminders:

Today: 
Practice vocabulary for testing
Practice Citing Sources
Building a Prompt and Citing Sources to Argue for A.F. Skate Park Repair
Creating your own graphic organizer
Computer Lab to find answers for your questions about your historical fiction book.

Mark your calendars:
SAGE Testing for A-Day:  February 9 and 11 -- Informative and Argument Writing
SAGE Testing for b-Day:  February 4 and 6 -- Informative and Argument Writing
Come well-rested, well-nourished, and well-hydrated.

If you haven't signed up for your January/February Book-of-the-Month, do it right away!  You have a zero on your grade for that.   Book Assessments Due February 11/12

Another example for the book assessment:

I read Secret of the Andes by Ann Nolan Clark.
As you read, look for possible facts about the real time, place, or events in your book. 
For at least five of them, look them up in reliable sources and record what you find.  Also record where you found your information.  Remember -- no Wikipedia or ask-a-question sites. 


Page(s) found
Fact as found
in the book:
What I found out when I looked it up:
I used this source:
1
55
The main characters travel to the salt ponds to harvest salt.  

About 40 kilometers from Cusco there is a place where salty springs flow out of the mountains.  Farmers create ponds where the water gathers and evaporates.  Anyone can harvest salt there. 
http://www.happinessplunge.com/2012/06/maras-peru-harvesting-salt-for-the-incan-empire-and-modern-day-peru/

https://www.youtube.com/watch?v=_q6B35rApR0  This is a video by a family who visited the salt ponds.
2
89
  The main character (Indian descendent of the Incans) walks to Cusco, a city ruled by the Spanish.
Cusco is a city in southeastern Peru near the Valley of the Andes mountain range.  It was built by the Incas, but after the Spanish conquered it, they built Christian churches and Spanish palaces all over the city. 
http://whc.unesco.org/en/list/273
This is the World Heritage Center of the United Nations Educational, Scientific, and Cultural Organization.

Book Assessments Due February 11/12
We will be in the computer lab on January 30/February 2 for you to use nonfiction sources to look up the answers to your questions about your fictional books.

_________________________

Today's Activities:
1. Practice the test vocabulary with your elbow partner, using your flash cards.
     Quiz

Words to Know for Testing (Flash Card Words)


2.  PowerPoint about Argument and Informational Writing:  Argument VS Informative.pptx
            Look over the rubric for argument?

3.  Creating your own Graphic Organize when you're taking a test  
      RAFTS, DRAFTING, ARMS, SMILES

4. Building a prompt -- RAFTS

5. Practice Citing Sources

6. Computer Lab to find answers for your questions about your historical fiction book.
      or -- I you aren't ready to do research, reading your book.

The projects are due February 11/12.


January 29, 2015

Announcements and Reminders:

NEXT TIME: 
Building a Prompt and Citing Sources to Argue for A.F. Skate Park Repair
Creating your own graphic organizer
Computer Lab to find answers for your questions about your historical fiction book.
Mark your calendars:

SAGE Testing for A-Day:  February 9 and 11 -- Informative and Argument Writing
SAGE Testing for b-Day:  February 4 and 6 -- Informative and Argument Writing
Come well-rested, well-nourished, and well-hydrated.

If you haven't signed up for your January/February Book-of-the-Month, do it right away!  You have a zero on your grade for that.   Book Assessments Due February 11/12

Another example for the book assessment:

I read Secret of the Andes by Carol Ann Nolan.
As you read, look for possible facts about the real time, place, or events in your book. 
For at least five of them, look them up in reliable sources and record what you find.  Also record where you found your information.  Remember -- no Wikipedia or ask-a-question sites. 


Page(s) found
Fact as found
in the book:
What I found out when I looked it up:
I used this source:
1

The main characters travel to the salt ponds to harvest salt.  

About 40 kilometers from Cusco there is a place where salty springs flow out of the mountains.  Farmers create ponds where the water gathers and evaporates.  Anyone can harvest salt there. 
http://www.happinessplunge.com/2012/06/maras-peru-harvesting-salt-for-the-incan-empire-and-modern-day-peru/

https://www.youtube.com/watch?v=_q6B35rApR0  This is a video by a family who visited the salt ponds.
2

  The main character (Indian descendent of the Incans) walks to Cusco, a city ruled by the Spanish.
Cusco is a city in southeastern Peru near the Valley of the Andes mountain range.  It was built by the Incas, but after the Spanish conquered it, they built Christian churches and Spanish palaces all over the city. 
http://whc.unesco.org/en/list/273
This is the World Heritage Center of the United Nations Educational, Scientific, and Cultural Organization.


Book Assessments Due February 11/12
We will be in the computer lab on January 30/February 2 for you to use nonfiction sources to look up the answers to your questions about your fictional books.




-------------------------------------------------------------
TODAY'S ACTIVITIES:
______________________
1.  Creating Test Vocabulary Flash Cards  -- work in your groups.  

Groups for Today

If you are absent, here are the cards and words to use on the backs of the cards.  Match definition to word. 

--- Get together into your groups. 
--- Cut out the vocabulary flash cards.
--- Match the definitions to the listed words, and place the appropriate word on the BACK of ech flashcard. 
--- You may ask the teacher for help with two.  
---  Put your flashcards into order, paperclip them together, and turn them into the top wire basket AT THE END OF CLASS.

Helps to learn some testing vocabulary words:
https://www.youtube.com/watch?v=DdsaLduyChw
https://www.youtube.com/watch?v=xKSMVdYQRmA


2. Citing Sources -- Spelled  C-I-T-E
Read and comment on brief arguments.  Comment on the argument or on the comments.
Practice Citing the Sources.

Examples: 

Susan Fiske says, "By all means, hold the door open -- but for everyone!"

The best idea is to "hold the door open -- but for everyone!" (Fiske)
____________



3.  Finish outline for Mistakes and Discoveries. -- if time 

4. Practice with flash cards and take a quick quiz.












________________________________________________________ A1 to here 

4.  Skate Park and RAFTS and Citing Sources -- Counterclaims?



Reminders:  




 RAFTS
Role
Audience
Format
Task
Strong Key Words

 ARMS  [Use your ARMS to Revise]
Add
Remove
Move around
Substitute   

A.R.M.S. Revision Strategy





SMILES [Use your SMILES to Edit Your Work.]

Sentences -- Make sure each sentence has a subject and an action.
Marks -- End each sentence with a punctuation mark.
Indents -- Indent each new paragraph.
Letters -- Start each sentence with a capital letter.
Editor -- Use any editing program available, and check your own spelling, etc.
(Spelling -- Double-check for the words you tend to misspell.)


Organizing Your Essay:

Graphic organizer for an argument essay  FRONT
Introduction with Central Idea/CLAIM

Third reason (major support/evidence)
First reason (major support/evidence)

Addressing a counterclaim
Second reason  (major support/evidence)

Conclusion


Graphic organizer for an argument essay  BACK
RAFTS

Notes on passage (or on notepad)
ARMS
Notes on passage (or on notepad)
SMILES
Notes on passage  (or on notepad)


Graphic organizer for an information essay  FRONT
Introduction with Central Idea (Let your reader know what your three reasons are.)

Optional -- Third reason (major support/evidence)
First reason (major support/evidence)

Conclusion
Second reason  (major support/evidence)



Graphic organizer for an information essay  BACK
RAFTS

Notes on passage (or on notepad)
ARMS
Notes on passage (or on notepad)
SMILES
Notes on passage  (or on notepad)