7+English

July 3, 2014
In class we...

1. Did a run through of the vignette performance on the stage. Worked on quick transitions. 2. Worked on memorizing poems and portfolios in class. 3. Told students their grades and answered questions. Homework:

1) Memorize your vignette!

2) Complete your portfolios

In class we...

1. Planned our performance in //Night of the Arts// as a class 2. Coordinated the order and presentation of poems and practiced on stage Homework: 1) Memorize your vignette! 2) Complete your portfolios

June 30, 2014
In class we... 1. Discussed missing work. All late work needs to be in by Friday! 2. Discussed the Night of the Arts and Lock-in 3. Each student read their vignette to the class. We gave positive feedback and discussed which literary device was most present and what stood out to us. Compiled a list of the vignette titles. 4. Organized vignettes into a thematic order and began preparing our Night of the Arts performance. Just as in //Mango Street//, our vignettes subtly connect to the each other to create a cohesive piece. Discussed ways to perform in a meaningful way. 5. Handed out ideas for Portfolio Piece Reflections.

Homework: Complete your portfolio piece reflection and email to my by Wednesday.

June 26, 2014
In class we 1. Read “Hairs” in //Mango Street// as a model

2. Checked **Steps 1-4**, when completed students began writing their vignette (step 5).

2. Worked in class to write first draft of vignette. Miss Daphne circulated giving individual feedback and assistance.

Homework:

1. Complete writing vignette and publish it in some form. (Handwritten or typed, just make it nice.) 2. We will discuss Night of the Arts on Monday in class.

June 25, 2014
In class we... 1. Introduced vignettes final project. *Handed out instructions 2. Reread **"**Four Skinny Trees" from //Mango Street//. Discussed what elements make it a poem if it doesn't rhyme (prose poetry). 3. **PREWRITING** ** Did steps 1-4 in class and finished at home. HW: Complete steps 1-4 in vignette project. Due tomorrow.

I am missing a lot of students'...
1) Short stories 2) Mango Street Reading Analysis 3) Literary Device Identify While Reading Activity 4) Journals (which contain 3 assignments that you will NOT get credit for if I can't grade them.)

Please turn in all unfinished work TOMORROW! (Note: You can download many of these assignments and see what has been assigned by reading the wiki entries below. It is YOUR responsibility to get your stuff in to me.)

It's crunch time! Let's work hard and finish this year right so we can have no regrets over the summer! :)

June 23, 2014
In class we... 1. In small story telling groups, students shared their published short stories.

2. Some students did some d//ialogue journaling with Mr. Shannon and others r//ead sections 33-41 in the //House on Mango Street// and wrote down the literary devices they encountered.


 * Please LEAVE ME YOUR JOURNALS and SHORT STORIES so I can grade them.

HW: Read sections 33-44 and write any literary devices that you find. Yep, that's the end of the book.

June 19, 2014
In class we... 1. Shared our //Mango Street// close //analysis in pairs. Discussed differences.// //2//. Edited short stories using the editing checklist. Read our stories aloud to a partner and made revisions.

[[file:Editing checklist.pdf]]
Homework: 1. Final Draft of short stories DUE MONDAY. (Time to publish: PRINT with a cover page.) 2. Turn in checked off editing checklist with your final draft. 3. Complete any unfinished work (ex: Mango Street Analysis assignment, Identifying Literary Devices worksheet, reading...) 4. Make sure you have read up to chapter 32 "Sally" in Mango Street (yes, read "Sally" too.)

Dearest 7th graders...
==While I am on the 6th grade field trip next week, Mr. Ronny is going to sub for me. (Thank you, Ronny!) He will be teaching Monday, June 16th and Wednesday, June 18th. Here are his plans below in case you are absent and need to know what to do to catch up (or if you forget the homework assignment.)==

== *Note: I will be checking the homework assignment that is due this Monday (assigned last Monday) when I get back. 7th graders: please leave your journals on the bookshelf in the classroom to be graded. Thanks! ==


 * SUB PLAN FOR MONDAY, JUNE 16TH**

1) Read the book __The House on Mango Street__ Chapter 22 “//Papa Who Wakes Up Tired in the Dark//” together as a class. Students take turns reading aloud.

2) After Chapter 22, give the students the worksheet “DEJ Reading Analysis.” Go over the instructions and have students read the examples of weak and strong responses.

3) Students work on the first analysis "Quotation" #1.

4) When they finish, have them read Chapters 23-25 and finish "quotation" #2 on the "Reading Analysis" assignment. They need to work alone.

Homework: Complete the “DEJ Reading Analysis” assignment at home if you didn't finish in class. It is due on Wednesday at the beginning of class. (You can download it above.)


 * SUB PLAN FOR WED, JUNE 18TH**


 * 7TH GRADE ENGLISH**

1. Turn in "Reading Analysis" homework 2. Read chapters 26-32 in __The House on Mango Street__ in class, alone or with a partner. While reading, students complete the worksheet "Literary Devices - Identify While Reading." (In this assignment, students are looking for similes, metaphors, personification, foreshadowing, etc found in the reading and then they write it on the paper.)

1) Complete the assignments from class 2) Revise your short story using the “//Student Publishing Checklist”. //
 * Henry, Joshua y Ana Barbara have a different assignment. They do NOT do the literary device assignment, they need to complete “**Sequence of Events for //The House on Mango Street//**” instead. In this assignment, they will read the assigned chapters in __The House on Mango Street__ and write a short summary in each square. [[file:Sequence of Events The House on Mango Street.docx]]
 * Homework:**

//See you Thursday!//

May 11, 2014
In class we...HA! We don't have class 'cause we're on a field trip in Rio Celeste! Have fun...and then don't forget to do your homework that is due Monday (see below!)

May 9, 2014
In class we... 1. Projected the lyrics of the song //Everything at Once// by Lenka and identified the literary device in the song (simile). Listened to the song and filled in the blanks of the similes. 2. Wrote a journal entry: //Esperanza often uses similes to describe things. Choose a simile found in the sections you read last night and write it in your journal. Write your thoughts about it--d//// oes it help you picture it? Describe what you think she means? // 3. Shared journal with your table. 4. Students added 3 similes to their short stories, highlighted them and emailed Ms. Daphne at missdaphne@lapazschool.org

Homework: DUE MONDAY 1) Complete #4 above 2) Read sections 14-17 in //The House on Mango Street// and write in Journal: //What does this quote mean to you? “My feet swell big and heavy like plungers”// (page 47) 2) Read sections 18-21 Write a sentence that uses a literary device and identify which one is being used.

May 6, 2014
In class we... 1. Wrote a journal entry: What do you think the narrator means when she says the metaphor, "I am a red balloon, a balloon tied to an anchor"? 2. Shared journals with a partner and discussed. 3. Discussed Esperanza's style of writing in her vignettes. Connected her style to that of Zlata's Diary entries. 4. Revised short stories using the elements that make //The House on Mango Street// so fun to read: imagery, descriptive adjectives, similes, metaphors, personification, etc...Chose one section of our stories that could be improved with figurative or descriptive language.

Homework: 1) Read sections 5-8 in Mango Street 2) Write a journal entry: How did it make Esperanza feel when Cathy told her she was moving? Why did she feel that way? 3) Read sections 9-13 in Mango Street 4) Write in your journal literary devices that you find as you read and the page number where you found them.

May 4, 2014
In class we... 1. Reviewed the final assessment together and clarified questions. 2. Introduced our novel study, __The House on Mango Street__. Discussed where our sense of identity comes from (see attached). Homework: Read sections 1-4 of __The House on Mango Street__ and completed Venn diagram (see above attachment).

May 29, 2014
In class we... 1. Final Assessment for Literary Devices. 2. Revised our short stories using our new techniques!

May 28, 2014
In class we... 1. Finished the literary device presentations. Sage and Bell taught us about oxymorons; Mayan and Gabriel taught us about pathetic fallacy. Way to go guys!

Homework: Study for the literary device quiz tomorrow.

May 26, 2014
In class we... 1. Continued with our presentations by Henry and Hazel (Idioms) and Adrien and Martina (Hyperbole). Our last presentations will be Wednesday: Sage/Bell, Mayan/Gabriel Homework: Make sure you understand the literary terms that we have learned. There will be a quiz on Thursday.

May 22, 2014
In class we... 1. Continued with our presentations by Fausto and Oscar (Imagery) and Samuel and Ty (Metaphors and Similes). The rest of the presentation schedule is as follows:

MON 26- Henry/Hazel, Adrien/Martina

WED 28 - Sage/Bell, Mayan/Gabriel

May 21, 2014
In class we... 1. Continued with the literary device presentations. Joshua and Ananda taught us about Foreshadowing; and Max and Willa taught us about Alliteration. Very thoughtful and prepared presentations!

May 19, 2014
In class we... 1. Had our first 2 literary device presentations. Camille and Emma taught us about Onomatopoeia; and Ana Barbara and Jake taught us about Personification. Way to go guys! Homework: Make sure you're ready for yours!

May 12, 2014
In class we...

1. Checked for homework completion--improving a section of your short story. 2. Discussed the week's plan while Miss Daphne is gone. Thursday is the last day to work on your literary device project in class. Yes, you can work outside of class; in fact, I highly suggest you PRACTICE your presentation multiple times.

2. Reminded students that presentations start MONDAY with Teams 1 and 2. We confirmed our presentation dates and made sure there are no conflicts. If a conflict comes up, ask another partnership to trade dates with you and inform Miss Daphne of the change.

3. Worked on the literary device project with our partners in class. Miss Daphne gave feedback individually.

4. Handed out a rubric for the literary device "Be the Teacher" project to every student. Quick explanation of the term "annotation."

5. Students annotated their copy of the rubric while we discussed the expectations of the project presentations and how they will be graded.

With your partner, p**ractice** your presentation outside of class. Do whatever it takes to be completely prepared for your "Be the Teacher" presentation.

May 8, 2014
In class we... 1. Explored the difference between abstract and concrete language in our writing. 2. Miss Daphne wrote 4 sentences on the board from students' short stories. In small groups, students took one abstract sentence and expanded it using concrete details to elicit an emotion in the reader. We shared our new and improved paragraphs and talked about the difference. 3. Did a worksheet to practice using concrete language. 4. Improved one part of the short story that students already wrote and used concrete language to make it better. We are trying to SHOW not TELL the story. Homework: Use concrete language to make one part of your short story more descriptive (if you didn't finish in class.) +1 if you improve more than one part of your story. Due Monday.
 * Ache wins the competition.
 * In the road I saw a pretty girl.
 * You could see that everyone was excited.
 * Mom was cooking dinner.

May 7, 2014
In class we... 1. Wrote as many literary devices as we could think of on the board. Read aloud together to practice proper pronunciation. 2. Had a mini competition to identify literary devices found in the novel //Red Kayak//. (personification, imagery, simile, foreshadowing, oxymoron) 3. With assigned partners, worked on the literary device project. Planning session goal and assignment: Find 3 **examples** of assigned literary device found in 3 different texts and save to a document. 4. Shared the 3 examples with Miss Daphne for a grade and gave feedback on ways to engage the students in their presentations.

No homework.

May 5, 2014
In class we... 1. Practiced past tense verbs by correcting an email from Miss Daphne together that was projected on the white board. Discussed the reasons for each verb tense and asked/answered clarifying questions. 2. In pairs, worked on a verb tenses worksheet (one partner did odds, the other partner did evens-then they shared answers with each other.) Double checked our verbs with another partnership. Continued to check with other pairs until felt comfortable with answers. (used the website http://www.grammar.cl/Past/Irregular_Verbs_List.htm) 3. Went over answers as a class out loud. 4. Played "I have never..." in a circle. Note: Dates of Literary Device Presentations have changed! Presentations will now begin May 19th.

No homework....but if you need more practice with verb tenses, check out these online resources. http://www.quia.com/cb/8111.html http://www.manythings.org/wbg/verbs_past1-mw.html http://www.manythings.org/wbg/verbs_past1-sw.htmlhttp://www.eslgamesplus.com/irregular-past-tense-verbs-spelling-activity-online/

April 30, 2014
In class we...

1. Showed a video //The Goose with the Golden Eggs// https://www.youtube.com/watch?v=54W12VbXvNg about tourism in Costa Rica with the purpose of looking for **allusion** and **symbolism**. 2. Discussed the literary terms in more depth. Explained how this is an example of how to engage their students in their upcoming "Be the Teacher" presentations. Made connections with our Land and Sea Essay and compared our finding of of our community with that of the video. Shared in small groups. 3. Planning session for the "Be the Teacher" project with partner. The focus of today's planning was to plan a way to **engage** the students.

No homework.

April 28, 2014
In class we... 1. Read aloud an excerpt from Shakespeare's //Macbeth// (after the murder of Duncan) and students identified the literary devices. We found personification, imagery, pathetic fallacy and paradox and discussed each one. 2. Answered clarifying questions about the "Be the Teacher" project. Made sure everyone was clear about their literary term, their partner, and the project details. 3. Working with our partners, we researched and investigated our respective literary device. We then brainstormed and planned the presentations. Today was 1 of 5 in-class planning sessions. 4. Miss Daphne did individual conferencing for goal planning with students. (I just have a couple more students to go!)

No homework, unless you were absent. Those who missed class need to do step #3 and send me your notes.

April 24, 2014
In class we... 1. Shared our short stories in small groups. We turned in or emailed our short story to missdaphne@lapazschool.org. We also turned in the "Let's Picture Narrative Writing" worksheet. 2. Introduced literary devices and discussed them using a powerpoint https://docs.google.com/a/lapazschool.org/presentation/d/179p8OfmD6gLC3Yv8FzFOTCnDUvDi3KR0AWYsiroVRB0/edit#slide=id.p28 3. Explained the Literary Devices "Be the Teacher" Project. 4. Divided into pairs and assigned a literary device. 5. Answered clarifying questions and played a quick trivia game about the project instructions. //**Pairs and Assignments:**// //1. Onomatopoeia- Camille and Emma// //2. Personification-Ana Barbara and Jake// //3. Foreshadowing-Joshua and Ananda// //4. Imagery-Fausto and Oscar// //5. Metaphors and Similes-Samuel and Ty// //6. Idioms-Henry and Hazel// //7. Hyperbole-Adrien and Martina// //8. Alliteration-Max and Willa// //9. Oxymoron-Sage and Bell// //10. Pathetic Fallacy-Mayan and Gabriel//

We will start the planning sessions on Monday. No homework if you turned in all your work for today.

April 23, 2014
In class we... 1. Announced the assigned seating that was based on your suggestions (In their journals, students wrote who they felt they would be most productive sitting by.) 2. Filled in the worksheet "Let's Picture Narrative Writing" to tell a story. Then students wrote a short story using the worksheet as a guide. 3. As students were writing, Miss Daphne finished the individual conferences about goal planning for the trimester. Homework: Finish the #2 assignment if you didn't complete it in class. We will share our stories in class tomorrow.

April 21, 2014
In class we... 1. Played //Apples to Apples// using the words "responsible", inspirational" and "hard working". 2. We discussed the last trimester and thought about how we want to finish the year. Miss Daphne read her goals to the kids. 3. Students filled in a goals worksheet and used it to discuss their goals for the trimester in individual conferences with Miss Daphne. We will finish the individual conferences on Wednesday. No homework. (If you were absent, fill out the goals worksheet and bring on Wednesday.)

March 23, 2014
In class we... 1. Did Harm reduction role-playing

March 21, 2014
In class we... 1. Completed the movie //The Outsiders//. 2. Discussed the similarities and differences between the book and the movie using our compare and contrast sheet. 3. Turned in the Compare and Contrast sheet for a grade.

No homework.

March 19, 2014
In class we... 1. Returned the Chapter Questions packet, read Miss Daphne's feedback and reflected on our work. Turned them back in to Miss Daphne. 2. Checked a missing assignments list. Turned in missing assignments. 3. Discussed how to fill in the Compare and Contrast sheet to compare the movie and book of //The Outsiders//. 4. Started watching the movie The Outsiders. (We will finish tomorrow.) 5. Discussed some similarities and differences we have noticed so far and answered clarifying questions about the Compare and Contrast sheet.

No homework (unless you have missing work!)

March 17, 2014
In class we... 1. Returned the Ch. 11 Quiz. 2. Discussed our reactions to the ending of the book The Outsiders in small groups. 3. Modeled Bell's news article as exemplary! Way to go Bell! 4. "Nothing Gold Can Stay" Analysis - 4 timed writing stations: 5. Turned in Final Assessment: Chapter Questions booklet 6. Turned in //The Outsiders// books.
 * 1) ** Imagery ** - underline any imagery that stands out powerfully to you. Answer the following questions in your journal: How is the imagery described? What does the imagery make you picture in your head? What kind of tone does the imagery give to the poem?
 * 2) ** Themes ** - What is this poem about? What are the themes of the poem? How do you know? Find passages in the poem that demonstrate these themes.
 * 3) ** Literary devices ** – a major literary device in this poem is allegory. Allegory is when something in the poem represents or symbolizes something greater in life. How is the “gold” an example of allegory in the poem? What does it represent in life? Explain…
 * 4) ** Meaning/connection to you ** – sketch the image described in this poem. Under the picture, describe what this poem means to you. What is your personal connection to this poem?

No homework.

March 13, 2014
In class we... 1. Mini-lesson on conventions. 2. Finished our discussion on addiction. 3. Discussed positive ways to manage anger. 4. Read the final chapter of //The// //Outsiders// and completed chapter questions.

Homework: Complete Ch. 12 and the chapter questions. Due Monday.

March 12, 2014
In class we... 1. Discussed themes that we found as we read last night. 2. Took a quiz on Ch. 11. 3. Discussed addiction found in the novel. Discussed the adverse affects of using substances to feel happy, calm, strong, etc. and discussed healthy ways of relieving negative emotions. 4. Turned in journals to be graded.

No homework :)

March 10, 2014
In class we... 1. Filled in a giant "Q" for questions and "C" for comments on the whiteboard then discussed the reading in //The Outsiders// using the board. 2. Sat on the floor and played "themes" spin the bottle. We discussed themes found in the novel and made connections to ourselves and other texts. 3. Wrote a journal entry based on one of the themes discussed today and make connections to the Outsiders, yourself, other texts and the world. Some themes we came up with are:
 * rich/poor conflict
 * importance of education
 * poor/orphaned kid turns hero
 * teenage struggles (self-esteem, fitting it, body image, being "cool, tough" and liked)
 * forbidden love
 * parents' influence on kids

Homework: 1. Complete journal entry 2. Read chapter 11 and complete the chapter questions.

In class we...had a sub today. I got really sick last night and had to miss today. I'm expecting you to be extra engaged and focused for the sub.

1. Checked for completion on Ch. 8 reading questions. 2. Discussed our ch. 8 questions in pairs and asked any questions we had about the reading; then we joined with another pair and did the same. 3. Sat on the floor in front of the white board. Wrote comments and questions on the board about //The Outsiders// and discussed the plot, characters, themes, literary devices, and our reactions to them.

Homework: Read chapters 9 & 10 in //The Outsiders// and complete the chapter questions. Due Monday. *Thank you to the 11 students who emailed their news article to me before school started today.

March 5, 2014
In class we... 1. Brainstormed the events of the church fire rescue in chapter 6 of //The Outsiders// using who, what, where, when, why, how and a quote. (Handwritten in journal). 2. Wrote a newspaper article about the events using the brainstorming info. (Typed in computer). 3. A few students role played as news anchors to share their articles with the class.

Homework: 1. Complete news article and email to missdaphne@lapazschool.org 2. Read chapter 8 in //The Outsiders// and complete the chapter questions.

March 3, 2014
In class we... 1. Miss Daphne checked for completion of Ch. 4 & 5 questions. 2. In pairs, helped each other answer difficult questions and discussed the reading using the chapter questions. 3. Worked in pairs or alone to read chapter 6 and 7. Answered chapter questions along the way. 4. Active reading: As we read, we are gathering evidence for a news article we will write on the events of these chapters. (We will write it on Wednesday, so come prepared.)

Homework: Finish chapter 6 and 7 reading and chapter questions. Pay attention to the events in these chapters so you can come ready to write a news article about it.

February 27, 2014
In class we... 1. Drew stick figures and identified the main characters in the book, The Outsiders. 2. Identified relationships to each other. Discussed details of the characters' family situations, character personalities, and events of the story. 3. Chose 3 characters and wrote 3 paragraphs or 3 poems about these characters. 4. Some students shared their paragraphs/poems with the class.

Homework: 1. Read chapters 4 & 5 and complete the chapter questions for each chapter. Due Monday. 2. Finish your 3 paragraphs/poems. 3. If you would like feedback on your portfolio piece reflection, email it to me.

February 26, 2014
In class we... 1. Turned in Chapter 1 and 2 questions to be graded. 2. Read chapter 3 questions as a class and answered clarifying questions. 3. Students read chapter 3 in pairs and answered the chapter 3 questions together. They checked for understanding together along the way.

Homework: Chapter 3 questions due tomorrow. *Remember, I will raise your essay grade .5 if you choose to improve it using my feedback and email it to me.

February 24, 2014
In class we...

1. Worked on Portfolio Piece Reflection of Land and Sea Essay 2. Handed out Chapter Questions for The Outsiders 3. Began reading the novel, //The Outsiders//, in pairs and checked for understanding with our partner. Completed the chapter questions as we read.

[[file:outsiders chapter questions.doc]]
Homework: 1. Read chapter 1 and 2 and complete study questions. Due Wed. 2. Finish your piece portfolio reflection for the Land and Sea Essay. Due Wed. On Wednesday we will: 1. D iscussed our first impressions about the novel as a class. 2. Discuss the essential question and how we think it will relate this novel.

In class we...

1. Became familiar with slang words found in our new novel, The Outsiders. Discussed slang and graffiti. 2. In small groups, created a "graffiti" collage featuring the slang words in the novel. 3. Presented our graffiti posters to the class. No homework

February 19, 2014
In class we... 1. In partners, researched the setting and author of //The Outsiders//. 2. Reported our findings to the class and discussed what we learned. 3. Individual conferences about Progress Reports. 4. Checked out new books.

No homework.

What a great field trip we had! Thanks for all your positive attitudes, adventurous spirits and teamwork! It was a perfect day at Playa Danta. Thanks to our awesome parent chaperones and Catherine Boyd who helped us organize it.

In class we...

1. Reflected on the field trip. Discussed our successes and a-ha moments. 2. Final Assessment for Red Kayak. 3. Returned Land and Sea essays.

No homework!

February 12, 2014
In class we... 1. Turned in the journal homework. 2. Discussed in pairs then as a group whether J.T. and Digger are good boys or not. 3. Discussed whether their sentence was fair, too harsh, or not harsh enough. 4. Talked about productive coping and anger release strategies. 5. Read the final chapter of //Red Kayak// together. 6. Gathered the books. 7. Discussed the field trip tomorrow and gathered permission slips/money.

No homework-just come tomorrow prepared for the field trip. Please check the letter to parents below to remind you of what you need to bring.

February 10, 2014
In class we... 1. Turned in Land and Sea essays (email to missdaphne@lapazschool.org) and the editing checklist (hand in). 2. Turned in 1 question/1 comment/1 vocab homework 3. Had a group discussion about Red Kayak.

Homework: 1. Journal: Are J.T. and Digger "good boys"? Why or why not? (I have your journals so write it on a piece of paper.) At least a half page. 2. Read chapter 27.

In class we...

1. Completed chapter 22 Quote Study in class. 2. Turned in transitions assignment. 3. Peer edited Land and Sea essays for conventions (spelling, punctuation, capitalization, etc.) Homework: 1. Do a final edit based on the "Editing Checklist" (Turn in on Monday)

[[file:Editing checklist.pdf]]
2. Final Draft of the essay is due Monday! Please email to missdaphne@lapazschool.org 3. Read //Red Kayak// chapter 25-26 and write 1 question, 1 comment, and 1 vocabulary word (new or interesting) (I have your journals so you can write them on paper or a stickie note.)

February 5, 2014
In class we... 1. Revised our essay rough drafts paying close attention to the organization. We double checked our thesis statements and made sure our paragraph structure was complete, logical and easy to follow. 2. Backed up each statement in the essay with concrete evidence: quotes from our interviews. Discussed various ways to appropriately cite quotes. 3. Miss Daphne checked students' essays one-on-one to make suggestions on their organization. 4. In pairs, added at least one transition to each paragraph to ensure a smooth flow from one paragraph to another. Worked on a transitions assignment that is due tomorrow. Everyone in class came prepared with a well-developed rough draft today. Way to go! It was a very productive day!

Homework: 1. Read chapters 22-24 in //Red Kayak.// 2. Finish the transitions assignment. *Both due tomorrow*

February 3, 2014
In class we... 1. Announced the KAYAKING FIELD TRIP on Feb. 13th, answered questions and handed out a parent note/ permission form. (Permission form and $15 need to be returned to the school by Feb. 12th.) 2. Students shared thesis statements and we discussed how to have a strong thesis statement for the Land and Sea essay. (Must have: essential question + main point.) 2. In pairs, students helped each other perfect their thesis statements for the essay. 3. Miss Daphne gave individual and class feedback until everyone had a strong thesis statement. 4. Discussed the other elements of the essay and how to complete a rough draft using a 5-paragraph essay organization. 5. Discussed MLA format. Homework: Rough draft of the Land and Sea essay. Due Wednesday- TYPED and ready to revise in class.
 * 12 pt. font
 * Times New Roman font
 * Double spaced
 * No spaces between paragraphs
 * Indent new paragraphs
 * Left alignment

January 30, 2014
In class we... 1. Reviewed the structure of 5 paragraph essays using the hamburger analogy. 2. Handed out and talked about the Land and Sea essay outline. 2. Discussed how to write a strong thesis statement. 3. Wrote a thesis statement for our Land and Sea essay using the essential question: How does the geological landscape or ocean affect the community? Homework: 1. Read //Red Kayak// chapters 19-21. Write a text-to-self connection for each chapter. Due Monday. 2. Bring your completed thesis statement to class on Monday. I will help you fine tune it in class. Continue to bring your interview notes to class until we finish the essay.

January 29, 2014
In class we... 1. Discussed the comments and questions from //Red Kayak// in small groups. 2.. Shared our journal entry about being in a situation where your friends did something wrong. 3. Made a plan for checking the wiki and getting homework in on time. 4.. Edited a letter from Miss Daphne focusing on conventions.

Homework: Read Ch. 18 and write a question and comment about it. Bring your interview notes to class tomorrow. We WILL be starting our essays in class tomorrow.

January 27, 2014
In class we... 1. Mini conventions practice by correcting a letter on the board as a class. 2. Turned in interviews and questions/comments from //Red Kayak// chapters 10-15. 3. Wrote questions/comments on board and discussed the events and themes of the book.

Homework: 1. Read chapters 16 & 17. Write a question and comment for each chapter. 2. Answer a question in your journal. (At least a half page.) *Bring interviews to class on Wednesday so we can start writing our first draft of the essay.
 * Question: Have you ever been in a situation where your friends did something you thought was wrong? What did you do? Did you ignore it because it might be the end of your friendship or did you stand up for what was right?

January 23, 2014
In class we... 1. Reflected on yesterday's interviews. Gave suggestions on how to improve our experience today. 2. Reviewed protocol and introductions. 3. Divided into 3 groups (Brasilito, Potrero, and Flamingo) and interviewed the community for our Land and Sea Essay project.

Homework: DUE MONDAY! 1. You must have all 10 INTERVIEWS DONE. Bring results of Interviews in a format that you can use to begin your essay in class. (Bring all your notes from your interviews.) 2. Read chapters 10-15 in Red Kayak. Write 1 comment and 1 question from each chapter.

THANK YOU PARENTS!! WE COULD NOT HAVE DONE THIS WITHOUT YOU!

January 22, 2014
In class we...

1. Divided into 3 groups: Potrero, Brasilito, Flamingo. 2. Went over interviewing protocol and expectations. 3. We drove to our chosen town to interview the people there for our Land and Sea Essay Project.

Tomorrow we will be interviewing again during class. 1. PLEASE BRING WHAT YOU NEED FOR THE INTERVIEW -- HAVE IT READY BEFORE CLASS. *We need more parent drivers. Please contact Catherine Boyd (willoughbyboyd@gmail.com) or Miss Daphne (missdaphne@lapazschool.org) if you can help drive Tomorrow (1:50-3:00).

2. RED KAYAK Please follow the calendar reading schedule. This week's reading: Ch. 10-15.

January 20, 2014
In class we...

1. Took a quiz on //Red Kayak// chapters 6-9. 2. Discussed the questions on the quiz and the events of the //Red Kayak// reading. 3. Chose the 3 towns we will visit Wednesday and Thursday for interviews: Brasilito, Flamingo, Potrero and talked about how we need parent drivers. **Please email Catherine Boyd (willoughbyboyd@gmail.com)** ** or Miss Daphne (missdaphne@lapazschool.org) if you can help drive Wednesday (12:35-1:45) and/or Thursday (1:50-3:00). ** 4. Discussed and modeled interview protocol.

Homework: Come to class Wednesday READY TO INTERVIEW! Make sure you have 1) copies of the interview questions (with necessary translations), 2) a pen, 3) something to write on if you plan to hand write your interviews. If you plan to use a computer or recording device, have it charged and ready to go before class. Meet in the English room on Wednesday and we will divide up into groups there.

*Please remember that you are an ambassador of La Paz Community School and be as courteous and productive as possible. You will only have an hour so stay focused and be INQUISITIVE!

-**No** //Red Kayak// reading homework.

January 16, 2014
In class we...

1. Discussed the characters of //Red Kayak// //2//. Went over the main events of the plot and made text-to-self connections 3. Turned in homework and practiced our new strategy of finding meaning using context clues using words in //Red Kayak.// 4. Read the beginning of chapter 6 together

Homework: 1. Read chapters 6-9 in //Red Kayak//, Due Monday 2. Translate your interview questions into Spanish and print your final copies for Monday. (We will use them to practice interviewing.) Your questions need to be in both English and Spanish.

January 15, 2014
In class we...

1. Turned in/showed Miss Daphne final L & S interview questions (If you were absent, be sure to show them to me.) 2. Completed a character comparison chart about //Red Kayak// 3. Mini lesson on finding meaning of new words using context clues 4. Practiced context clues strategy with words in //Red Kayak//

Homework: 1. Complete a T chart of 5 new words from Red Kayak and a possible substitute words for each one using the strategy we learned in class. (We started this in class-to be finished at home.) 2. Read Ch. 4 & 5 of Red Kayak

January 13, 2014
In class we...

1. Discussed listening practice links and ideas 2. Edited L & S project interview questions 3. Read chapter 1 of //Red Kayak// together and discussed as we read. 4. Wrote on a stickie note 1 comment and 1 question about what we read.

Homework: 1. Read Ch. 2 & 3 2. Final draft of L & S interview questions (1 copy emailed or printed) **Both due Wednesday

Jan 9, 2014
In class we... 1. Discussed what to do if absent (check the wiki!!) 2. Handed out the class calendar. 3. Discussed our Land and Sea Conclusive Essay Project. We will be interviewing members of our community to answer the essential question about how human culture is influenced by the natural world. 4. Brainstormed what we KNOW and what we WONDER about the town we chose for the project. 5. Used the brainstorming to write interview questions.

Do you want to increase your vocabulary? Improve your spelling? Practice English pronunciation? Learn about current events and just plain be smarter??? Check out the links below.

Voice of America [] National Public Radio [|www.npr.org] TED Talks [|www.ted.com] [] BBC World Service: Learning English [] These sites have audio articles with transcripts--which means you can listen and read at the same time. EVERY student in our class can benefit from this type of practice. It is NOT homework, I'm just letting you know it's available. Let me know if you need more help with these sites.

Jan. 8, 2014
Welcome back!! Today in class we... -Got to know our new novel, //Red Kayak// with a partner -Researched the setting, The Chesapeake Bay, United States, and the kayak blue crabbing industry. -Discussed what we learned and predicted the connections we may make to the novel. -Turned in a "Preliminary Research" assignment (see attached). -Checked out //Red Kayak// novels

If you were absent today, please do the research at home and complete the "preliminary research" worksheet attached in the "Red Kayak Land and Sea Intro" doc above and check out a book next class period.

** Today in class... **
-I returned your graded autobiographies. -We brainstormed problems/solutions in our novels (Roll of Thunder, Esperanza, Bud, or Number the Stars) and practiced developing our ideas with more concrete details. -We wrote a final reader response: //Write about 3 problems in the book and provide a solution for each one//. 1 full page-give concrete details from the novel (handwritten) and turned it in at the end of class as our final assessment of the novel.


 * Tomorrow we are having a debate about the reader response in class. You may wear dress up clothes if you choose.

** Today we spent class time completing our portfolios. They are due TODAY! **
Homework: Complete your novel-Due: Wednesday.

** Today in class... **
- We pulled students names and reading comprehension questions out of a bucket to discuss the novels we are reading. -We worked on portfolios. -We reflected on the Night of the Arts and the autobiographies.

We will have more time in class to complete portfolios next week. Make sure you bring your piece or take a picture of it. A download of the 2 reflection sheets are below in Nov. 25th entry.) *Remember: Images must be SMALLER than 250kb each. The final pdf document with ALL subjects and digital pieces needs to be emailed to __portfolio@lapazschool.org__ . An online file converter can be found at [|__www.pdfonline.com.__] The file should be named as follows depending on the student name, “Omar_Garcia_Trimester_3_2013”.

Homework: Read your novels! Due: Dec. 4th.

** Great job on your autobiographies! The readers corner turned out great. **
In class today we... -Turned in our autobiographies -Worked on portfolios. You can get a download of the 2 reflection sheets below.

Homework: Read your novel-it needs to be complete by Dec. 4th. There is a reader response coming up so I hope you are reading!!

** Hey autobiographers! **
ALL of these elements MUST be in the book in this order: (see "My Autobiography Project" Instructions attached in a previous wiki entry) 1. Cover 2. Title Page 3. Dedication 4. Table of Contents 5. 4 chapters with illustrations
 * AUTOBIOGRAPHY IS DUE WEDNESDAY!!!**

Bind the book however you choose and bring it to class completed on Wednesday.

We spent the class time working on the finishing edits and details.

Quick note: If you will be leaving town before the end of the trimester and not coming back until after the break, here is what you need to turn in BEFORE you leave.
-Completed "My Autobiography" project -Complete the novel and write a final reader response: //Write about 3 problems in the book and provide a solution for each one//. 1 full page-give concrete details from the novel. (Handwritten in journal or typed.) -Portfolio (There are 2 parts-files attached below) It needs to be done digitally and sent to portfolio@lapazschool.org.

Email me at missdaphne@lapazschool.org if you need further help or info.

//Nota rápida: Si va a vacaciones antes de que finalice el trimestre y no volver hasta después de las vacaciones, esto es lo que necesita para entregar antes de salir.// // -Finalizado el proyecto "Mi autobiografía" // // -Completar la novela y escribir una respuesta final lector: Escribe sobre 1-3 problemas en el libro y ofrecer una solución para cada uno de ellos. 1 página completa-dar detalles concretos de la novela. (Manuscrito en la revista o a máquina.) // // -Portafolio (Hay 2 partes-los archivos adjuntos arriba) Es necesario hacer digitalmente y enviados a portfolio@lapazschool.org. //

//Envíeme un correo electrónico a missdaphne@lapazschool.org si usted necesita más ayuda o información.//

** I am leaving town for the rest of week so here is the schedule for class and assignments. **
__Monday (Today):__ Write first draft of Chapter 3. Peer edit 2 times and make revisions. Write the final draft. __Wednesday:__ Write first draft Chapter 4. Peer edit 2 times and make revisions. Write the final draft. __Thursday:__ Discuss novels in class. Write a reader response. *BRING NOVEL TO CLASS! Homework: 1) Final draft of Chapters 1-4 due at the beginning of class on Monday. Bring materials to illustrate your 4 chapters and cover page. 2) Read your novel. Remember it needs to be FINISHED by Dec. 4th

__Monday (Nov. 25):__ Chapters 1-4 Final Draft due at beginning of class. In class, work on final details: cover page, title page, dedication, table of contents, illustrations. __Wednesday (Nov. 27):__ Autobiography COMPLETED PROJECT DUE at the beginning of class. Set up a reading corner to display autobiographies at Night of the Arts.

//18 de noviembre 2013//

//Hey autobiógrafos!//

//Me voy de la ciudad para el resto de la semana, así que aquí está el calendario de clase y las tareas.//

//Lunes (Hoy): Escriba primer borrador del capítulo 3. Peer editar 2 veces y hacer revisiones. Escribe el proyecto final.//

//Miércoles: Escribir primero proyecto de Capítulo 4. Peer editar 2 veces y hacer revisiones. Escribe el proyecto final.//

//Jueves: Discutir las novelas en la clase. Escribe una respuesta del lector. * TRAER LA NOVELA DE CLASE!//

//tarea://

//1) Proyecto final de los capítulos 1 a 4, debido al inicio de las clases el lunes. Traer materiales para ilustrar sus 4 capítulos y la portada.//

//2) Leer la novela. Recuerde que tiene que ser terminado por el 04 de diciembre//

//Lunes (25 de noviembre): Capítulos 1-4 Final Draft debido al comienzo de la clase. En la clase, trabajando en los detalles finales: portada, página de título, la dedicación, la tabla de contenido, ilustraciones.//

//Miércoles (27 de noviembre): la autobiografía Completo entregar al inicio de la clase. Establecer un rincón de lectura para mostrar autobiografías en la Noche de las Artes.//

** Today in class we... **
-Ch ecked out novels -Edited and revised Chapter 2. -Started Chapter 3 if ready. This chapter you choose your own topic. Remember, it's an autobiography so the topic needs to relate to you and your life. See attached theme and topic ideas. Homework: 1- Final Draft of Chapter 2 due Monday. It needs to be your best work--please revise it multiple times. 2- Read your pages in your novel (//Roll of Thunder, Number the Stars, Bud, Not Buddy// or //Esperanza Rising.//) How many do you need to read to finish by December 4th?

13 de noviembre 2013

Hey escritores!

Hoy en clase ...

-Recibimos novelas

-Editamos y revisamos el Capítulo 2.

-Comenzamos el Capítulo 3 si está listo. En este capítulo usted elige su propio tema. Recuerde que es una autobiografía por lo que el tema debe relacionarse con usted y su vida. Ver el tema adjunto y los temas propuestos.

tarea:

1 - Proyecto final del capítulo 2 por lunes. Tiene que ser su mejor trabajo - por favor revisarlo varias veces.

2 - Leer las páginas de su novela (Roll of Thunder, cuenta las estrellas, Bud, not Buddy o Esperanza Rising.) ¿Cuántos necesita leer para terminar antes del 4 de diciembre?

**Today in class we...**
-Used our family interview notes to write the first draft of Chapter 2 in our autobiographies. -Chose which novel to read from 4 options. Students calculated how many pages they need to read each day to complete their book by the end of the trimester (Due: Dec. 4th-that's 20 days). -Students who completed their rough draft peer edited with a partner. -Discussed clarifying questions and presentation expectations about the autobiography. Homework: 1. Write the first draft of Chapter 2. (You should have completed most of it in class.) 2. Have 2 adults peer edit your chapter 2 and sign it. (Email it to an adult if none live by you.) Due tomorrow (Thursday.)

//3 de noviembre 2013// // Hey escritores! // // Hoy en clase... // // -Se usa nuestras notas de la entrevista familiar para escribir el primer borrador del capítulo 2 en nuestras autobiografías. // // -Elegimos cual novela para leer entre 4 opciones. Los estudiantes calculan el número de páginas que deben leer cada día para completar su libro a finales del trimestre (Due: 04 de diciembre, que es 20 días). // // -Los alumnos que completaron su áspera proyecto editaron con un compañero. // // -Discutimos preguntas aclaratorias y expectativas de presentación sobre la autobiografía. // //T area: // // 1. Escribir el primer borrador del capítulo 2. (Usted debe haber completado la mayor parte de ella en clase.) // // 2. Pedir 2 adultos editar su capítulo 2 y firmarlo. (Enviar a un adulto si no viven por usted.) // // Entregue mañana (Thursday) en el principio de clase. //

** Today in class we... **
-Started reading //Roll of Thunder, Hear My Cry.// -Reflected on the book and decided as a class to offer more options of books because of the varied English reading levels in our class. -Wednesday we will choose books. Homework: FAMILY INTERVIEW NOTES are due Wednesday at the beginning of class (link below). You will use the notes to write Ch. 2 in your autobiography in class.

11 de noviembre 2013

Hola lectores! Hoy en clase... -Empecemos a leer // Roll of Thunder, Hear My Cry // -Reflejamos en el libro y decidimos como una clase que ofrece más opciones de libros, debido a los diferentes niveles de lectura en inglés en nuestra clase. -Miércoles vamos a elegir libros.

Tarea: Notas de la entrevista de familia se ha debido el miércoles en el inicio de la clase (enlace más abajo). Utilizará las notas para escribir cap. 2 en su autobiografía en clase.

Nov. 7, 2013
**Hey poets!** **Today in class we...** -Edited, revised and printed (sometimes reprinted) our "I Am" poems. When finished, put it in a plastic sheet and save it for your book. -Brainstormed themes for our autobiographies -Talked out the family interview and sent home the interview sheet. You are going to use the interview to write chapter 2 in your autobiography. If you bring it completed on Wednesday I will give you time in class to write. Homework: Where do I come from?/Family INTERVIEW (Due Wednesday!) (You can download it from the link below)

[[file:Collecting Family Stories.docx]]
//07 de noviembre 2013//

//Hey poetas!//

//Hoy en clase hemos ...//

// -Editado, revisado e impreso (a veces reimpresa) nuestros poemas "Yo soy". Cuando terminó, lo puso en una lámina de plástico y guárdelo para su libro. // // -Temas-una lluvia de ideas para nuestras autobiografías // // -Habló la entrevista familiar y enviado a casa la hoja de entrevista. Usted va a utilizar la entrevista a escribir el capítulo 2 de su autobiografía. Si usted trae completó el miércoles le daré tiempo en clase para escribir. //

//Tarea: ¿De dónde vengo desde ENTREVISTA / Familia (Debido miércoles!) (Se puede descargar desde el siguiente enlace)?//

-Rough draft of I AM Poem due -Peer edited I AM poem to get feedback -Discussed "My Autobiography" in detail (see attached)-this project will take all month and will be presented at the Night of the Arts. -Started our novel //Roll of Thunder, Hear My Cry// (just barely) Homework: Final Draft I AM poem

**Nov. 4, 2013**

Today in class we...
-Discussed the new unit: Origins, talking about our rich, diverse backgrounds and how that makes our community even better. -Be introduced our new project: My Autobiography -Brainstormed for our "I AM" poem and talked about how to write it. Homework: Write the rough draft of your "I AM" poem using your brainstorming paper that you completed in class. Due Wednesday. (You can type it or handwrite it--as long as you bring it to class on Wednesday.)

04 de noviembre 2013

Hey poetas!

Hoy en clase ...

-Examen de la nueva unidad: Origins, hablando de nuestras ricas y diversas procedencias y la forma en que hace que nuestra comunidad sea aún mejor.

-Estar introducido nuestro nuevo proyecto: My Autobiography

-Una lluvia de ideas para nuestro poema "YO SOY", y habló sobre cómo escribirlo.

Tarea: Escribir el borrador de su poema "YO SOY" con su trabajo de intercambio de ideas que completó en clase. Due: miercoles. (Puede //type// o escribir a mano si usted lo trae a clase el miércoles.)

Today in class we...
-In honor of Halloween we read //The Tell-Tale Heart// by Edgar Allan Poe.

[[file:The Tell-Tale Heart Edgar Allan Poe.docx]]
-We discussed all kinds of literary elements such as setting, characters, themes, point of view, prose that beats like a heart, and figures of speech such as anaphora, personification, alliteration and irony. (My favorite irony: //I was never kinder to the old than during the whole week before I killed him.)// //-//We practiced finding meaning of new words through context.

**No homework!** We start our new book and writing workshop on Monday. Our new book is //Roll of Thunder, Hear My Cry//

-Discussed the importance of finding solutions to our problems in homework because almost half the class failed to bring their essay __printed__ as instructed. We discussed solutions to printing problems such as emailing the essay to a friend or the La Paz secretary **in advance** and asking them to print it. We talked about how finding a solution instead of an excuse is a life skill that we need in order to be successful in all that we do. -Revised our rough drafts for our persuasive essay focusing on capitalizing names, titles, and the beginning of sentences. -Peer edited with 2 different partners to get feedback on our essays. We reviewed the peer editing format (1-compliments, 2-suggestions, 3-corrections while always being positive and gentle with their peer's paper.) -Discussed and modeled an effective introduction. Make sure that that the 3 supporting details in your 3 paragraphs are mentioned in your introduction.

Homework: FINAL DRAFT of PERSUASIVE ESSAY DUE WEDNESDAY! It MUST be typed and printed before class. Please look at the final project instructions that I gave you and make sure you have followed every detail in the instructions.

I'm excited for our debate!!

//28 de octubre 2013//

//Hey escritores !//

//Hoy en clase ...//

//-Hablamos de la importancia de encontrar soluciones a nuestros problemas en la tarea, ya que casi la mitad de la clase no trajeron su ensayo impresa. Hablamos de soluciones a los problemas de impresión, tales como correo electrónico a la redacción de un amigo o el secretario de La Paz con antelación y pedir que imprimirlo. Hablamos de cómo encontrar una solución en lugar de una excusa es una habilidad vital que necesitamos para tener éxito en todo lo que hacemos .//

//-Revisamos nuestros borradores para nuestro ensayo persuasivo concentrándose en// // capitalización de //// nombres, títulos, y el comienzo de las oraciones. //

//-Revisamos con 2 socios diferentes de obtener retroalimentación sobre nuestros ensayos. Se revisó el formato de edición de otros usuarios ( 1-complimentos, 2- sugerencias, 3-correcciones, mientras que siempre es positivo y amable con el papel de sus compañeros.)//

//-Discutamos y modelamos una introducción eficaz. Asegúrese de que los 3 detalles de apoyo en sus apartados 3 se mencionan en la introducción.//

Tarea: PROYECTO FINAL del ensayo persuasivo DUE Miércoles! Se debe escribirse e imprimirse antes de la clase. Por favor revise las instrucciones finales del proyecto que yo le di, y asegúrese de que ha seguido todos los detalles en las instrucciones.

//Estoy emocionado por nuestro debate !//

Today in class we...
-Learned to write a formal business email/thank you letter by writing Mr. Adam to thank him for his presentation. Make sure you follow through with the assignment and send the letter! -Introduced our final project: A Persuasive Essay on "Who is the bravest character in your book and why?" Our pre-write is already done (yay!) because we wrote a journal entry on this topic a couple weeks ago. -We used that journal entry to fill in a 5 paragraph essay graphic organizer. We focused on the 3 supporting paragraphs first (make sure you have concrete evidence, specific details and events, quotes, etc.) then we used those to write ideas for an intro paragraph and concluding paragraph. Homework: Using the 5 paragraph essay graphic organizer, write a first draft of your essay. Bring it typed and printed to class on Monday.

Hey connectors!

== Today in class we had the wonderful opportunity of having Mr. Adam speak to us! He shared his expertise with us about Malala, a teenage girl from Pakistan who was shot by the Taliban for speaking up for women's educational rights. We had a lively discussion about whether or not Malala is a peace ambassador; and in the end we all agreed that she is, at the very least, a brave advocate for human rights. Thank you Mr. Adam for sharing your knowledge and insights with us...and for helping us connect emotionally to our novels and current events. ==

October 17, 2013
Hey directors, literary luminaries, summarizers, connectors, vocabulary enrichers and illustrators!

Today in class we...
-had our last lit circle meeting for the books __Zlata's Diary__ and __Three Cups of Tea__. All the lit circles did a great job discussing their respective roles! I observed a lot of text-to-text, text-to-self, and text-to-world connections. I saw a huge improvement in listening and sharing ideas with the group in a respectful way. I saw a deep comprehension for not only the book details, but also the deeper issues and real-life themes found in the stories. Way to go!!

**Make sure you:** **1) Turn in your completed role sheet!** **2) Return the __Three Cups of Tea/Zlata's Diary__ book to the top shelf in the English room.** Important notes:
 * -This Wednesday we have a special guest speaker. Mr. Adam will be joining our class to discuss being a peace ambassador among non-peaceful conditions (such as war-torn regions as in the books we read.) **
 * -Our final project for the novel studies unit (Three Cups/Zlata's) will be announced at the end of class on Wednesday. More info to come. **


 * //17 de octubre 2013//**
 * // Hey directores, luminarias literarias, Summarizers , conectores, enriquecedores vocabulario e ilustradores ! //**


 * //Hoy en clase ...//**

// - Este miércoles tenemos un invitado especial. Sr. Adam se unirá a nuestra clase para hablar de ser un embajador de la paz entre las condiciones no pacíficos (como las regiones devastadas por la guerra, como en los libros que leemos.) // // - Nuestro proyecto final para la novela unidad de estudios (tres Copas / Zlata ' s) se dará a conocer al final de la clase el miércoles. Más información por venir. //
 * //- Tuvimos nuestra última reunión del círculo literatura por el Diario de Zlata y Tres tazas de té . Todos los círculos lit hicieron un gran trabajo hablar de sus respectivas funciones! He observado una gran cantidad de conexiones de texto a texto, texto a sí mismo, y texto a mundo . He visto una gran mejora en la escucha y el intercambio de ideas con el grupo de una manera respetuosa . Vi a una comprensión profunda, no sólo para los detalles del libro , sino también las cuestiones más profundas y los temas de la vida real que se encuentran en las historias. ¡Así se hace !//**
 * //Asegúrese de que ://**
 * // 1 ) Coloque en la hoja de papel terminado (Role Sheet) //**
 * // 2 ) Devolver los Tres tazas de té / Zlata ' s libro del diario de la plataforma superior de la sala de Inglés . //**
 * // Notas importantes: //**

Today in class we...
-Returned Lit Circle roll sheets and discussed exemplary ones, showing students how they can get a 4 if they choose to put in the extra work. -Talked about how to peer edit vocally. We practiced our good listening skills and peer edited our "Brave Essay" in pairs using a peer editing guide. -Choice Reading: Read our choice read book and wrote a Reader Response in our journals. -Held Individual conferences with students about their progress in class.

Homework: 1. Complete your READER RESPONSE and RETURN YOUR JOURNAL TO THE BASKET IN THE ENGLISH ROOM TOMORROW. (**Make sure you have your 1) name, 2) date, 3) "Reader Response", 4) the question from the card, and 5) about a page of writing in your journal answering the Reader Response option.**) 2. Read your pages, complete your role sheet, and prepare for Thursday's Lit Circle meeting. This is the LAST LIT CIRCLE MEETING for this book. Let's make it our best!

14 de octubre 2013 Hey editores y lectores! Hoy en clase hemos ...

- Volvimos hojas de "role" de círculo lieratura y discutido los ejemplares, que muestra a los estudiantes cómo se puede obtener un 4 si deciden poner en el trabajo extra.

- Habló acerca de cómo "peer edit" vocalmente. Practicamos nuestras buenas habilidades para escuchar y mirar editamos nuestro " Ensayo Brave" de dos en dos con una guía de edición pares.

(Vea " peer editing guide" arriba)

- Elección Lectura: Leer nuestro libro de elección y escribió una respuesta en el lector de nuestros diarios.

-Tuvimos conferencias individuales con los estudiantes sobre su progreso en la clase. Tarea: 1 . Complete su respuesta del lector y DEVUELVA SU REVISTA EN LA CESTA DE LA MAÑANA HABITACION EN INGLÉS. ( **Asegúrese de tener su 1 ) Nombre, 2 ) la fecha, 3 ) "Reader Response" , 4 ) la cuestión de la tarjeta, y 5 ) sobre una página de la escritura en su diario de responder a la opción de Reader Response.** )

2 . Leer las páginas, completar su hoja de papel, y prepararse para la reunión Circle Lit del jueves. Esta es la última reunión CIRCLE LIT para este libro. ¡Vamos a hacer nuestro mejor esfuerzo!

October 10, 2013
Hey directors, literary luminaries, summarizers, connectors, vocabulary enrichers and illustrators!

Today in class we... -Had another successful Lit Circle Meeting! Thank you for getting started so quickly, for coming prepared and for sharing your thoughts with your group. Great thoughts and quotes in your presentations of __Zlata's Diary__ and __Three Cups of Tea__.

*Make sure that you handed in your completed role sheet from today's Lit Circle and got a new role for next week. Start reading now! *Make sure you have your CHOICE READ BOOK ON MONDAY!

//10 de octubre 2013// // Hey directores, luminarias literarias, Summarizers, conectores, enriquecedores vocabulario e ilustradores! // // Hoy en clase hemos ... //

//-Tenido otra exitosa Reunión Círculo Lit! Gracias por ponerse en marcha tan rápidamente, por venir preparado y por compartir sus pensamientos con su grupo. Excelentes pensamientos y citas en sus presentaciones de __El diario de Zlata__ y __Tres tazas de té__.// //* Asegúrese de que usted entregó en su hoja de papel completa del Círculo Lit de hoy y tiene un nuevo papel para la próxima semana. ¡Comienza a leer ya!//
 * ¡Asegúrese de que usted tenga su libro de "Choice Read" el lunes!

Hey readers!
Today in class we... -Shared and discussed exemplary lit circle roles and returned grades on previous lit circle discussions -Reviewed and practiced steps to writing a paragraph using the journal prompt -Wrote a journal entry: Who do you think is the bravest character in the book and why? (Focusing on topic sentence, 3 supporting details, and conclusion.) -Held Individual conferences with students about their progress in class.

**Important notes:** If you missed a lit circle meeting you MUST complete the make-up assignment and return it by Monday. Detailed instructions are written on the assignment below and a hard copy can be found in the white "Lit Circle" binder in the English room.

[[file:Lit Circle Make-up assignment.docx]]
**Progress reports next week. Please come see me if you have questions/concerns about your grade or just to make sure you're not missing any work.**


 * Homework: **
 * 1. Read, complete role sheet and prepare for lit circle meeting TOMORROW! **
 * 2. All make-up work is due Monday. **


 * //09 de octubre 2013//**
 * // Hola lectores! //**
 * // Hoy en clase hemos ... //**

Tarea: ** 1. Leer, completar la hoja de "role", y preparar para el circulo de lituratura MAÑANA 2. Todo la tarea tarde se debe lunes. Notas importantes:
 * //-Compartida papeles ejemplares de "lit circle roles"y regresamos calificaciones en las discusiones previas círculo de// //literatura//**
 * // -Discutido y practicado pasos para escribir un párrafo utilizando el indicador revista //**
 * // -Escribimos una entrada de diario: ¿Quién crees que es el personaje más valiente en el libro y por qué? (Centrarse en oración temática, 3 detalles de apoyo y una conclusión.) //**
 * // -Tenia conferencias individuales con los estudiantes sobre su progreso en la clase. //**

Si usted ha omitido una reunión del círculo dd literatura que debe completar un "Make-up Essay" y devolverlo el lunes. Las instrucciones detalladas están escritas en la asignación y una copia en papel se pueden encontrar en el "Lit Circle" blanco aglutinante en la sala de Inglés.

Informes de progreso de la próxima semana. Por favor, ven a verme si tiene preguntas / dudas acerca de su grado o simplemente para asegurarte de que no te pierdes ningún trabajo.

Today in class we...
-Reflected on our last Lit Circle discussion. Answered students questions. -Passed out new role sheet to prepare for Thursday's Lit Circle -Mini lesson on how to write a paragraph -Choice Read: Read and completed a Reader Response Option

Homework: Complete your reader response using the "How to write a paragraph" handout as your guide. Read your pages, complete your role, and prepare for Lit Circle on Thursday.
 * Lit is short for "literature".

Thank you for coming to class with your book in hand ready for Choice Reading! Today was a HUGE improvement from last week and we used our time much more efficiently. Thanks for listening and making the necessary change.

//07 de octubre 2013//

//Hola lectores!//

//Hoy en clase hemos ...//

// -Reflejada en nuestra última discusión Circle Lit. Respondí preguntas de los estudiantes. // // -Se desmayó nueva hoja de papel para preparar Circle Lit del jueves // // -Mini-lección sobre cómo escribir un párrafo // // -Choice Leer: Leer y completar una Opción de Respuesta: // Tarea: // 1. Complete su respuesta del lector con el "Cómo escribir un párrafo" folleto como guía. // // 2. Leer sus páginas, complete su función y prepararse para Circle Lit el jueves. // // * Lit es la abreviatura de "literatura". //

//Gracias por venir a clase con el libro en la mano listo para Reading Choice! Hoy ha sido una mejora enorme de la semana pasada y que usamos nuestro tiempo de manera más eficiente. Gracias por escuchar y hacer los cambios necesarios.//

October 3, 2013
Hey directors, literary luminaries, summarizers, connectors, vocabulary enrichers and illustrators! Today in class we... -Had our 2nd LIT CIRCLE DISCUSSION. Each group discussed their book using their respective role then presented what they felt were the top 5 key points from this week's reading. Great job everyone for doing your best to be prepared, take risks, and be an active inquirer!
 * Make sure I got your completed role sheet (including the section: Rate your Participation)

Make sure you have your ** choice read book ** ready when you come to class on Monday. As a reminder, we will no longer have time in class to exchange or find new books, that leaves you no time to read and do your reader response. I expect you to COME TO CLASS WITH YOUR BOOK IN HAND and ready to read. If you need to make a change-do it NOW.
 * Homework: **

Have a great weekend!

//03 de octubre 2013//

//Hey directores, luminarias literarias, summarizers, conectores, enriquecedores vocabulario e ilustradores!//

//Hoy en clase ...//

//-Tuvimos nuestra segunda DISCUSIÓN CIRCLE LIT. Cada grupo discutió su libro con su respectiva función "role" y se presenta lo que para ellos eran los 5 puntos clave de lectura de esta semana. Buen trabajo a todos por hacer todo lo posible para estar preparados, tomar riesgos, y ser un investigador activo!//

//* Asegúrese de que tengo la hoja de papel completa (incluyendo la sección: Evalúe su participación)// tarea: //CHOICE READ:// // Asegúrese de que usted tiene su opción leído libro listo cuando venga a clase el lunes. A modo de recordatorio, que ya no tienen tiempo en clase para intercambiar o encontrar nuevos libros, que no deja tiempo para leer y hacer su respuesta del lector. Espero que venir a clase con su libro en la mano y listo para leer. Si usted necesita hacer un cambio de hacerlo ahora. // //Que tengan un buen fin de semana!//

Homework:
Read your pages, complete your role sheet, and come prepared for the Lit Circle TOMORROW! Note: It has been decided as a class that students who do not come completely prepared for lit circle will be asked to leave and complete their work in the compass room so as to not disrupt our literary discussions. Since the student would miss out on the discussion of each "role", that student would need to complete the 5 other roles in addition to his/her own in order to learn the required material. It is my hope that we all come prepared so that EVERYONE can be involved in our lit circle discussions.

25 de septiembre 2013

Hey editores!

Hoy en clase...

-Edit: Editamos un elección de un compañero "Reader Response"

-Rewrite: Se ha revisado nuestra respuesta del lector con sugerencias de compañeros

Tarea:
Leer las páginas, completar su hoja de papel, y estar preparados para el Círculo Lit MAÑANA!

Nota: Se ha considerado como una clase que los estudiantes que no vienen totalmente preparados para círculo iluminado se les pedirá a salir y terminar su trabajo en la sala de "Compass" para no interrumpir las discusiones literarias. Dado que el estudiante pierda en la discusión de cada "role", ese estudiante necesitaría para completar las otras 5 "roles", además de su propia con el fin de aprender el material requerido. Es mi esperanza que todos venimos preparados para que todos puedan participar en los debates del círculo iluminado.

September 26, 2013
Hey directors, literary luminaries, summarizers, connectors, vocabulary enrichers and illustrators!

=** Today in class we... **= -Reviewed the rubric for our lit circle discussions - Had our first LIT CIRCLE discussion! Thank you to those who came prepared and ready to critically discuss your reading. We have some kinks to work out but overall I was super impressed. -Presented key points as Lit Circle groups -Turned in entry/exit cards

-Complete "Lit Circle - Group self assessment form." You can download it again if you need to at the "lit circle mtg rubric" attached document below. -Bring completed role sheets from Thursday (I forgot to ask for them after our Lit Circle meeting.) -Read your pages and prepare for the next Lit Circle (next Thursday!) If you don't know how many pages, ask your group members. -Remember to bring CHOICE READ books on Monday.
 * Homework DUE MONDAY! **

//Hoy en clase ...//

//-Discutimos sobre la rúbrica para nuestras discusiones de LIT CIRCLE (un círculo de literatura)// // -Tuvimos nuestra primera discusión LIT CIRCLE! Gracias a todos los que vinieron preparados y listos para discutir críticamente su lectura. Tenemos algunos problemas de trabajo, pero en general, me quedé muy impresionada. // // -Hicimos presentaciones en grupos de los puntos claves // // -Entregamos las tarjetas de entrada / salida (Entry/Exit cards-1 pregunta, 1 commentario o duda cada uno) //

//**Tarea para Lunes!**// // -Completa // //"Lit Circle - Group self assessment form." Le adjunto arriba ( lit circle mtg rubric.pdf). Puede imprimirlo otra vez si es necesario. // // -Traiga hojas de papel "Role Sheet" terminados desde el jueves (me olvidé de preguntar por ellos después de nuestra reunión Circle Lit). // // -Lea las páginas y se prepara para la próxima Circle Lit (el próximo jueves!) Si usted no sabe el número de páginas, pregunte a los miembros de su grupo. // // -Recuerde llevar su libro deCHOICE READ en lunes. //

September 25, 2013
**Hey editors!** =** Today in class we... **= =** -Discussed expectations for Lit Circle role sheets and became familiar with rubric **= =** -Learned and practiced how to positively peer edit **= =** -Peer edited a peer's Choice Read reader response **= =** -Prepared for Lit Circles tomorrow. **= = = =** Homework: **= =** Read your pages, complete your role sheet, and come prepared for the Lit Circle **= = = = = = September 23, 2013 =

Hey readers!
=** Today in class we... **= =** -turned in homework assignment: Practice Role Sheet for History of Three Cups of Tea/Zlata's Diary **= =** -talked about thinking about what we're reading. **= =** -while we read our Choice Reading book, we used stickie tabs to write 1 question and 1 comment about what we were reading. **= =** -completed a Reader Response Option. **= =** -shared our stickie note thoughts in a small group and talked about our thoughts while reading. We discussed respectful ways to be a participant in a book discussion group. **=
 * -reflected on our group discussions and talked about ways to improve the next one.**

Homework: -Read your pages (Three Cups of Tea or Zlata's Diary), complete your role sheet, and prepare for your Lit Circle meeting on Thursday. -Complete your Choice Read reader response if you feel it is not ready yet. We will discuss them in class tomorrow.

Note: If you need another role sheet for the Lit Circle, go get one form the "Lit Circle" binder on the shelf in the English room. NO excuses! Be ready!

//23 de septiembre 2013// //Hola lectores!//

//Hoy en clase...// //-entregamos la tarea: Hoja de papel Prácticas para Historia de __Three Cups of Tea/ Zlata's Diary__// //-hablamos de pensar en lo que estamos leyendo.// //-mientras leemos nuestro libro de lectura "Choice", usamos stickie notes (papelitos) escribir 1 pregunta y 1 comentario acerca de lo que estábamos leyendo.// //-completamos una Opción de Respuesta ("Reader Response")// //-compartimos nuestros pensamientos de stickie note en un grupo pequeño y hablamos de nuestros pensamientos del libro. Discutimos maneras respetuosas para ser un participante en un grupo de discusión de libros.// // -reflejamos en nuestras discusiones de grupo y hablamos sobre las formas de mejorar la próxima. //

//**Tarea:**// //-Leer las páginas (__ Three Cups of Tea/ Zlata's Diary __ ), completar la hoja de papel, y prepararse para su reunión "Lit Circle" el jueves. // // -Completa la respuesta (Reader Response) del libro de Choice Read, si usted siente que no está listo todavía. Vamos a discutir en clase mañana. //

//Nota: Si usted necesita otra hoja de papel para el LIT CIRCLE, vaya a buscar una forma en la binder que se llama "LIT CIRCLE" que se queda en la clase de Inglés). No hay excusas! Esté listo!//

= =

= September 19, 2013 = = Hey readers! = Today in class we...

Organized in to 3 different LIT CIRCLE GROUPS: __Three Cups of Tea:__ Bell Jake Oscar Marie Emma Ananda

__Three Cups of Tea:__ Willa Max Mayan Hazel Ty Adrien

__Zlata's Diary__ Fausto Ana Barbara Sage Sam Martina Joshua Gabriel (Email me or comment if you see any errors.)

Each group completed a Lit Circle Schedule and used our math skills to figure out how many pages we need to read each day to be prepared for each lit circle and completed by the final project on October 24th. Each member of each group chose a different Lit Circle role and practiced the role by reading background information on the book and completing their role sheet. Then each member of the group took a blank role sheet for the same role to complete with their reading this week. You are expected to come to Lit Circle next Thursday with your pages read, your role sheet completed and ready to discuss the book.
 * If you need a new role sheet it can be found in the white "Lit Circles" binder in our classroom under the tab "ROLES."

= Homework: =
 * 1. The role sheet done is class is due on Monday.**
 * 2. Begin reading now with your lit circle role in mind!**

Note: Don't forget to bring your choice reading book to class on Monday.

Have a great weekend! :)

//19 de septiembre 2013//

//Hola lectores!// // Hoy en clase hemos ... // //Organizado en 3 diferentes grupos de LIT CIRCLE://

//__Three Cups of Tea:__// //Bell// //Jake// //Oscar// //Marie// //Emma// //Ananda//

//__Three Cups of Tea:__// //Willa// //Max// //Mayan// //Hazel// //Ty// // Adrien //

//__Zlata's Diary__// //Fausto// //Ana Barbara// //Sage// //Sam// //Martina// //Joshua// //Gabriel//

//Cada grupo completó un horario de// Lit Circle //y utilizamos nuestras habilidades matemáticas para averiguar cuántas páginas hay que leer cada día para estar preparados para cada LIT CIRCLE y completados por el proyecto final el 24 de octubre. Cada miembro de cada grupo eligió un papel de LIT CIRCLE ROLES diferente Practicó el papel mediante la lectura de información de fondo sobre el libro y completó su hoja de papel. Luego, cada miembro del grupo tomó una hoja de papel en blanco para el mismo// role //para terminar con su lectura esta semana. Se espera llegar a Lit// // Circle p //// róximo jueves con sus páginas leídas, la hoja de papel terminado y listo para discutir el libro. // //* Si necesita una nueva hoja de papel que se pueden encontrar en el blanco "LIT CIRCLE" aglutinante en nuestro salón de clases bajo la etiqueta de "roles".//

= Tarea: =
 * //1. La hoja de papel hecho en clase es para el lunes.//**
 * // 2. Comience a leer ahora con su papel de Lit Circle en mente! //**

//Nota: No se olvide de traer su libro de lectura de elegir a la clase el lunes.//

//Que tengan un buen fin de semana! :)//

= September 18, 2013 = **Hey peace ambassadors!** Today in class we...

Used our **Descriptive Adjectives** List to expand our sensory writing journal. We chose 5 new adjectives and used them to replace or add to a word in the writing. We shared our improvements.
 * Turned in Homework: "Descriptive Adjectives List" assignment (see below)


 * Essential Question Discussion.** //"How can I be a peace ambassador for humanity?"// We discussed examples of standing up for injustice and wrote a journal entry: "Write about an incident--from your own experience or from your reading--in which someone took a stand against injustice." We are exploring this topic as we will be reading and discussing this topic in our novel studies (Three Cups of Tea or Zlata's Diary).


 * Lit Circles Introduction.** We will finish setting these up on Thursday.

See you tomorrow!

//18 de septiembre 2013// //Hey embajadores de la paz!//

//Hoy en clase hemos ...// //Se utiliza la Lista de adjetivos descriptivos (Descriptive Adjectives List) para expandir nuestra revista escrito sensorial. Elegimos 5 nuevos adjetivos y los utilizamos para reemplazar o añadir a una palabra en la escritura. Compartimos nuestras mejoras.//

//* Dado vuelta en la tarea: "Descriptivo Adjectives List" asignación (véase más adelante)// //Pregunta Esencial Discusión. "¿Cómo puedo ser un embajador de la paz para la humanidad." Discutimos ejemplos de defender la injusticia y escribió una entrada de diario: "Escribe sobre un incidente - a partir de su propia experiencia o de su lectura - en la que alguien tomó una postura en contra de la injusticia?" Estamos estudiando este tema como vamos a leer y discutir este tema en nuestros estudios nuevos (Tres tazas de té o Un diario de Zlata).//

//Círculos Lit Introducción. Vamos a terminar de configurar estos hasta el viernes.// //Nos vemos mañana!//

= September 12, 2013 = **Hey writers!** Today in class we...
 * JOURNAL.** Journal prompt: What have I done to be a peace ambassador this week? What have I observed others doing? What is one thing I want to begin doing to be a peace ambassador? Discussed our observations.


 * Email 6 + 1 Writing Traits Activity.** In pairs we read 2 emails with the same purpose but different audience. We analyzed how each trait changed based on the audience.


 * 6 + 1 RUBRIC practice.** Students rated their own Sensory Writing essay (La Paz from Where I Sit) using the rubric. (keep for later)


 * HOMEWORK:** Helpful Descriptive Adjectives List. Choose 3 words from each column that you don't know. Find and write the definition of each one and BRING IT ON WEDNESDAY TO CLASS. We are going to use it so don't forget!



Have a great weekend celebrating la Independencia!

//12 de septiembre 2013//

//Hoy en clase hemos ...//

//**REVISTA.** Pronta Diario: ¿Qué he hecho yo para ser un embajador de la paz en esta semana? ¿Qué he observado otros haciendo? ¿Qué es una cosa que quiero empezar a hacer para ser un embajador de la paz? Examen nuestras observaciones.// //**Email 6 + 1 Escritura Rasgos actividad.** En parejas leemos 2 correos electrónicos con el mismo propósito, pero diferentes audiencias. Analizamos cómo cada rasgo cambió basa en la audiencia.// //**6 + 1 práctica rúbrica.** Los estudiantes calificaron su propio ensayo Writing sensorial (La Paz desde mi punto de vista) con la rúbrica. (guarde para más tarde)// //**TAREA:** Lista de adjetivos descriptivos útil. Elige 3 palabras de cada columna que no sabes. Buscar y escribir la definición de cada uno y lo pongo EL MIERCOLES A LA CLASE. Vamos a usarlo, así que no se olvide!//

//Que tengan un buen fin de semana de celebración de la Independencia!//

= September 11, 2013 = **Happy Wednesday!** Today in class we... Introduced the CHOICE READING ongoing activity in our class. We went over the process and guidelines of reading with a purpose. Then we went to the library to check out a book for Choice Reading time. (If students have a book at home that they are already reading, that's fine.) We started our reading list that we will use for this activity. You need to bring your choice reading book and list to class every day starting tomorrow. Responses will be written in your journals. See the READING RESPONSE OPTIONS FOLDER on the wall of the classroom for further instructions.

HOMEWORK:

 * Make sure you bring your 2 emails with the same purpose: Tell about your first week of school. Write one email to your grandma (done in class) and one to your best friend (homework). DUE TOMORROW. We will use them in class for an activity.**

= September 9, 2013 =

It was a great day today!
In English class we: 1. Used our 5 senses observations to write a sensory writing journal entry describing "La Paz from where I sit." 2. Each student shared their favorite descriptive sentence and the class guessed which sense was used to observe it. I was super impressed with the beautiful descriptions! 3. We learned about the 6 + 1 Writing Traits. We shared our knowledge of what each trait meant in pairs. Then we learned each one as a class. 4. We talked about the trait VOICE. 5. We wrote an email to our grandma, grandpa, mom or dad telling them about the first week of school.

1. Signed syllabus 2. English Journal Notebook
 * HOMEWORK: Write an email to your best friend telling them about your first week of school. Bring both emails to class on Wednesday.**
 * HOMEWORK TURNED IN TODAY:**

See you tomorrow! Miss Daphne

= Welcome to English 7! =

= September 4, 2013 =

Today in English we:

 * 1. Filled out an English survey (about our feelings about reading and writing and some of our goals for the year.) **
 * 2. Began a sensory writing project by observing and writing about nature using our 5 senses. **
 * 3. Shared comments/questions. **
 * 4. Checked out a book at the library for personal reading time **


 * BRING TO CLASS ON MONDAY:**
 * 1. Signed Syllabus**
 * (Le adjunto uno en ingles y español)**
 * 2. Journal Notebook to be left at class**
 * 3. Sensory Writing Assignment (Your 5 senses observations)**

If you have any questions or comments please email me at or leave a message below.
 * missdaphne@lapazschool.org**

Have a great day! Dynamic Daphne :-) (The ALLITERATION NAME GAME was fun