November 11/12, 2009

November 11/12, 2009

Spelling/vocabulary  test on -able/-ible words.
What is the general rule for which suffix you use?  -able or -ible?

Receive new spelling/vocabulary for next time  --
 Prefix to study:   extra- which means beyond or outside
Words to learn for the spelling test:
1.    extraterrestrial
2.    extraordinary
3.    extravagant
4.    extrovert
No retakes will be available, so study the words and word parts sets as they come.

extravagant: 1350–1400; ME < ML extrāvagant- (s. of extrāvagāns), prp. of extrāvagārī, equiv. to extrā- extra- + vagārī to wander 

extraordinary 

1431, from L. extraordinarius, from extra ordinem "out of order," especially the usual order, from extra- "out" + ordinem (nom. ordo) "order."

Bookends -- Opening and Closing for Author Letters and other Writing  (
Get the handout at http://cavemanenglish.pbworks.com/Letters-to-Authors
or

Bookends (. . . How to Close Your Letter)

Try revising your letter to the author to make it better!


Book Groups -- What makes an effective group?
Our task:
Read the book,
practice reading strategies and skills,
discuss the book,
help everyone in the group understand the book,
look for questions to research.

Checklist for Author Letters

To get into MyAccess: username = firstnamestudentnumber   password = 999lastname

Checklist for Author Letters
adapted from teaching materials at http://www.lettersaboutliterature.org/lesson_plans

See the teacher scoring rubric at http://cavemanenglish.pbworks.com/Rubric-for-Letter-to-an-Author

I. . Content

• Purpose: Does the letter address the essay's theme -- describing how a work of literature somehow changed the reader's view of the world or self?
• Audience: Does the reader demonstrate a knowledge of his or her audience?  In other words, is the writer addressing the author and not the teacher or others?
• Supporting Details:  Does the letter provide explanations or examples, anecdotes, or other specific details to support the reader's point of view?

II. Reader Response/Originallity and Expression

• Does the reader dialogue wit the author rather than summarizing the book's plot or analyzing literary elements within the book?
• Does the reader correspond with the author rather than compliment?
• Is vocabulary smooth and natural rather than "tongue-tied" or showy?

III. Organization and Grammatical Correctness

• Does the reader present ideas in a logical, organized manner without unnecessary repetition?
• What organizational strategy (internal text structure) does the writer use?
• chronological order if relating a story
• cause-and-effect
• compare/contrast
• steps in a process
• other: _____________________________________
• Does the essay have bookends -- an introduction or lead paragraph that hooks the reader plus a concluding paragraph that may or may not mirror the opening paragraph?
• Has the reader proofread the letter for errors of spelling, capitalization,  and punctuation?
  

Symbolic Representation 2010

February 15, 2008

February 11, 2008

 

November 9/10, 2009

November 9/10, 2009
1.  Self-Starter: Sentence imitation:  This is one way you could revise your letter to an author -- by creating a powerful lead with an intriguing sentence.


2. Spelling/Prefix Test on bi-  with four spelling word examples.
3.  Assignment for next time:  Vocabulary/Spelling #2  -- Test on November 11/12
Suffixes to study:   -able  and -ible which both mean capable of  and are used to create adjectives.
Words to learn for the spelling test:
1. capable                4. edible
2. agreeable             5. visible
3. expandable               
No retakes will be available, so study the words and word parts sets as they come.


A-Day Classes: Finish History of the English Language, as needed.  Be prepared for a quiz on the History of the English Language   See the PowerPoint at

History of the English Language PowerPoint 

Cloze Notes for History of the English Language PowerPoint

 

A2 -- Review and assessment on sentences, fragments, independent and dependent clauses.

Reading Workshop: Book Groups

What you should be working on for this class:
1. Learning your seventh grade prefixes and suffixes and how to spell the sample words. 
2.  Revising and Editing your Letter to an Author.
3.  Reading your November-December Book of the Month,

     -- watching  for questions about the real setting, characters, or  events in the book for which you could research and report.
4.  Watching out for and revising for sentence fragments and run-ons.  
5.  Participating appropriately in your reading group.
-- watching  for questions about the real setting, characters, or  events in the book for which you could research and report.

November 5/6, 2009

1. Time to find or read your November/December Book-of-the-Month.

2. Mini-lesson for your Letter to an Author. 

3. Term 2 Vocabulary:   (history of our language)  Power Point and Take Notes

History of the English Language PowerPoint 

Cloze Notes for History of the English Language PowerPoint

 

4.  Vocabulary/Spelling Assignment #1    The test will be given next time in class.
HOMEWORK: Study the assigned prefix and learn the spelling words.   The test will be given next time.
Prefix to study:   bi-  (see your suffix/prefix chart for meanings)
Words to learn for the spelling test:
1. bicycle   = two circles or wheels
2. bisect = cut into two parts 
3. binoculars = involving two eyes  (Ocular refers to the eye.)
4. bimonthly  = every two months or twice a month

Find the chart for your seventh grade prefixes and suffixes at 

Prefixes and Suffixes from the Seventh Grade Core for Term 2 (and on) Vocabulary     This is a file to upload and print.

5. Pretest  and teaching for writing complete, correct sentences.

6.  Time for Book Groups. You should hand in a response sheet by the end of the period.

Important notes:
Have you submitted your Letter to an Author (Letters About Literature)?
If you can access the Internet from home, find the targets for second term at the link below.  If you can't, ask me for a hard copy.

Here are the Targets (I-Can's) for second term.

Neatness Counts!

I'm tired of some classes not following directions for putting away the composition books and leaving a mess behind, so I'm going to record each time a class leaves their composition book crate in a mess or leaves items in the classroom I have to pick up and throw away or put away.  The class which does best with this will receive some sort of recognition:  candy?  free time? a pat on the back?

We'll start over again after the winning class receives their prize.   This round will end November 13.


B1    messy 10/6/09 -5
Total: - 5
composition books -2
Total: -7
10-28-09  -5 composition books
Total: -12
10-30-09  -3 things I had to pick up -- 2 books and a paper
Total: -15
11-05-09  -5 items I had to pick up.
Total: -20
11-11-09  -8   items I had to pick up.
Total: -28


B2   10/08/09  -- -3 (items on floor, magazines left out)
Total:  - 3
10-30-09  -3 items I had to pick up
Total: -6
1-05-09  -3 items I had to pick up.
Total: -9                                                            B2 won!



B4  10-14-09  minus 2 (items on floor, left out on desk)
10/20/09  ( I picked up and cleaned up 10 items left by this class.)
Total: 12
10-22-09  I had to keep the class after (less than 1 minute) to clean up, and I still had to pick up three items
Total: - 20
10-26-09   -8 I had to pick up that many items after they left.
Total: -28
10-28-09   -6  I had to pick up six items.
Total: -34



A1  messy compostition books -3
Total: - 3
messy compostition books -3
 Total: -6
 10-29-09  messy compostition books -3
Total: -9
11-2-09  messy composition books -3
Total: -9
11-10-09   messy composition books -5 -- and you had plenty of time to put them away early on in class.
Total: -12


A2    I had to pick up 7 items from the floor on 10/07/09  -7  10/09/09  -2 items on floor -2 items (composition book and pencil left on desk)
10/19/09  I had to pick up 5 items.
Total: - 12
 10-29-09 I had to pick up 5 items  and the books on the shelf under the bulletin boards was messed up
-10
Total: -22
11-02-09  I had to pick up items -4
Total: -24
11-06-09  compostion books  -3
Total: -27
 11-10-09  compostion books  -3
Total: -30

A4  messy 10/2/09 -5
10/19/09   3 items
Total: - 8
10-29-09  3 items
Total: -11
                   
                   
                   
                   
 

Mini-Lesson #1 for Revising Letters to Authors

Mini-Lesson #1 for Revising Letters to Authors
To get into MyAccess: username = firstnamestudentnumber   password = 999lastname



The Lead Paragraph – How to Hook the Reader in 25 Words or Less!

    In a news story, it’s called a lead.  In a novel, it’s the prologue; in a TV screenplay, the teaser.  No matter what you call it, the introduction is one of the most important parts in a piece of writing.  If the opening is boring or unfocused, too long or too short, the reader won’t bother to read any farther.  An effective opening, on the other hand, delivers a one-two punch:  it grabs the reader’s attention, and it suggests the main idea or theme of the story to follow.

Which of the examples inside grab your attention? 
Which let your attention slip through their fingers?
Rate these four lead paragraphs in order from most interesting to least interesting:  #1, #2, #3, #4.  Be prepared to tell why you rated them as you did.

________ a.  My name is Ben and I am a young writer.  I write science fiction fantasy.  I have started to write many stories but have been sidetracked by new ideas.  I have to say your book Wolf in the Shadow greatly changed the way I write.  I like your juicy details.  I once started to write a story about a guy who died in Greek times and came back to life in modern times. (to David Gemmel)

_________b. It is mere ink on paper.  That’s all.  Just a “by-the-way-I-have-to-remind-Herbert-to-buy-milk-at-the-supermarket” scribble.  But it lifts you up and throws you crashing to the ground.  By jotting down ideas of life and love into a 46 line poem you, Andrew, stormed into my safe bedroom chamber and arose me from my deep sleep.  You taught me there is a difference between being alive and living. 

_________c.  I know you are busy writing books and everything so this letter won’t be very long.  I loved your book.  I love how Huck went down the Mississippi.  Overall, it was really quite an amazing adventure and a good book. (to Mark Twain)

_________d.  Some people stay the same after reading a book.  But your book tossed my brain all around.  The risk you took in writing The Drowning of Stephen Jones makes me want to take a risk. .  . change the way I think.  That’s why I’m here in this facility.  I’ve had trouble changing.  Because of books like yours, I now want to speak out against racism and people who hate people without even knowing them.  (to Bette Green)


Some suggestions for hooking the reader’s attention:
•    Share something personal about yourself.
•    Use an anecdote (a brief true story) that relates to a character or event in the book.
•    Use a before-and-after comparison.
•    Mention an interest or quality you share with the author or with one of the characters in the book.

Adapted from Letters About Literature at http://www.lettersaboutliterature.org/