MODULE ONE: UNIT ONE
I will be updating this page on a daily basis with what we did in class that day. I will post assignments that are not in our workbooks, the page number of the books we are reading, the page number of the workbooks we used, and any other important information from the day.
August 27, 2018
Today we began a new school year. Over the next three days we will begin getting to know one another. During Tiger Den, I passed out information from the front office. Please have the materials signed and returned by Friday. During class time, we had a first circle where we shared two facts about ourselves. Circles will be done once a week. It will be a time for us to take a quick mental break and get to know one another and celebrate successes and offer support as needed. We began our very first assignment. The first assignment is a Life Map (some classes were not able to get to this today). Students will create a time line to give me a brief overview of their road so far. Students who were absent or have had a schedule change will get this stuff from me.
august 28, 2018
Today we continued to receive information about our class. I passed out the class syllabus and asked the students to share it with you. I am attaching on online copy here as well. Students reviewed some literary terms that will be covered throughout the year. We will continue this review tomorrow. Students received folders to Life Map (one class did not get to this).
August 29, 2018
Today we finished our literary terms review. I had the students turn this in for their first classwork grade. If this grade is marked as missing, the student has not turned it in. Last day to turn it in without penalty is Friday.
We also worked on our Life Map in all classes. We have no homework.
We also worked on our Life Map in all classes. We have no homework.
August 30, 2018
Today we began Lesson 1 with our first module. We practiced our inference skill with a gallery walk. Students looked at five pictures and made notes on what they noticed and put together the evidence to infer what the event was happening in the pictures. Students then looked at sentences from a larger text to put together even more evidence. The students discovered that the main topic focuses on the Vietnam War.
After this we had a few minutes of class left and were given that time to work on their Life Map. The Life Map may be taken home tonight for HW, but we will finish working on it tomorrow in class. We have no homework.
After this we had a few minutes of class left and were given that time to work on their Life Map. The Life Map may be taken home tonight for HW, but we will finish working on it tomorrow in class. We have no homework.
August 31, 2018
Today we began looking at our first novel of the year. It is a collection of poems that tell the story of Ha. We used textual evidence to infer what kind of person is Ha. We read the first poem "1975: Year of the Cat." Student who completed the the Life Map turned it in. Those who have not finished will complete it over the weekend. Homework: read pages 4-9 and identify the gist of each poem. Use the important links tab above to access the pdf OR the YouTube video.
September 4, 2018
I hope everyone had a relaxing weekend. We began iReady testing today and will continue tomorrow and half a class period on Thursday. The purpose of the iReady test is first to form a baseline of skills. With this baseline, I can tailor lessons to students' needs. I will be able to see where a student needs scaffolding and where a student needs a challenge. There is no homework - except for late Life Maps.
September 5, 2018
Today was our second day of iReady testing. Many students finished early. I have told those students to bring something to work on during the time we are waiting for others to finish. Many students turned in missing assignments, but I am still missing some. There is no homework - except for missing assignment of Life Maps.
September 6, 2018
Today we worked for half the class on iReady and then moved into our next lesson - lesson 3: Inferring about character. We discussed the poem "Inside Out" and how, based on certain words and hopes the character has, we have discovered another aspect of who Ha is as a person. There is no homework - except for missing assignments
September 7, 2018
Today we finished Lesson 3: Inferring about character. Core 4 did NOT get to the last part, so the homework will be different for them. We read two more poems in class: "Kim Ha" and "Papaya Tree." We practiced how to take notes, as opposed to answering questions in full sentences. Notes are for person use, so I want my students to learn how to efficiently take notes and effectively write full sentences in paragraphs and essays that are so be shared. We discusses characterization of our main character Ha, the three older brothers, and the mother. We also took notes on indirect characterization focusing on the five different ways character can be shown: Speech, Thoughts, Effects on others, Actions, and Looks. We began looking at the first QUICKWrite. This assignment type will be given several times throughout the unit and will continue throughout the year. The students talked about the formula to use for answering QUICKWrite responses: ACES. Core 4 did not get to the ACES discussion: we will take that up on Monday.
HOMEWORK: Core 1-3 -in workbook, page 3 and 5. Core 4 - in workbook, page 3
HOMEWORK: Core 1-3 -in workbook, page 3 and 5. Core 4 - in workbook, page 3
September 10, 2018
Today Core 4 caught up with their peers, unfortunately I could not get them caught up to lessen their homework for tonight, so they have just a bit more.
Today we turned in HW from last night and discussed mood and meaning - how the word choice coveys a particular tone, which then in turn conveys meaning. We broke down "Papaya Tree" to a deeper level of understanding. Students should be able to tell you how they first thought the poem was just about a tree, but based on word choices, we see that the tree means something more to Ha and that she draws a parallel to how it grows and her older brothers. We answered text dependent questions about the poem, and then moved into the next group of poems. The students should read pages 10-21 (the link to this reading is found under important links) and answer the question on page 7. The students read/listened to me read the poems to them in class.
Homework:Core 1-3: reread pages 10-21 - answer question on page 7 of Workbook; CORE 4 - follow previous directions and ALSO answer the questions on page 6.
Today we turned in HW from last night and discussed mood and meaning - how the word choice coveys a particular tone, which then in turn conveys meaning. We broke down "Papaya Tree" to a deeper level of understanding. Students should be able to tell you how they first thought the poem was just about a tree, but based on word choices, we see that the tree means something more to Ha and that she draws a parallel to how it grows and her older brothers. We answered text dependent questions about the poem, and then moved into the next group of poems. The students should read pages 10-21 (the link to this reading is found under important links) and answer the question on page 7. The students read/listened to me read the poems to them in class.
Homework:Core 1-3: reread pages 10-21 - answer question on page 7 of Workbook; CORE 4 - follow previous directions and ALSO answer the questions on page 6.
September 11, 2018
Today we reviewed the strategy to use for responding fully to "short answer/essay" questions and revised out first and second QuickWrites - grades that were already put in will be altered to reflect corrections (if needed/made). Today we discussed our first vocab quiz and how to use Quizlet as one mean to study. The link to my Quizlet site is located under "Important Links." We also listened to part of our homework for tonight.
Homework: read page 22-41. Link to online text can be found under "Important Links" Core 1-3 complete creating your own sentences for the vocabulary terms. Core 4 - you will do this in class after the Mid-Unit Assessment.
Homework: read page 22-41. Link to online text can be found under "Important Links" Core 1-3 complete creating your own sentences for the vocabulary terms. Core 4 - you will do this in class after the Mid-Unit Assessment.
September 18, 2018
Well, it certainly has been a wild few days. Welcome back to school and enjoy your holiday tomorrow! Today we had a whirlwind of activity. Despite best intentions, not everyone was able to get a chance to complete the Mid-Unit Assessment. This will still be provided to students. Unless a student deliberately chooses not to finish, I always make sure they have the time to complete a minor or major assessment. We did a review game/challenge with our vocabulary words. We took our first vocabulary quiz - those grades should be in the gradebook by Wednesday (personal goal of 3 pm). If students had time, they completed their Mid-Unit Assessment - if finished those grades will be entered Wednesday - an incomplete means the student still has not finished the assignment, but it is in my possession. Students were given Vocabulary Set Two. They were given a Four Box Sheet to write down terms and definitions. There are two more boxes for the student to practice with the terms by giving and/or original sentences (plagiarized/borrowed will not be accepted) and/or 3 synonyms and/or 3 antonyms and/or an illustration (I'm not grading on artistic ability - I would fail that). This Four Box Sheet is due on Friday before the quiz. Anytime after the quiz is distributed will be considered late. I have attached a copy of this assignment under the "Important Links" tab.
*** Please note **** Students who are absent are given zeros for assignments missed. As long as the student makes up the assignment upon return to class, student will receive full marks. This is done because in the past blanks (rather than zeros) lull students into a false sense of security and they do not do the missing work. Zeros are given because the students see immediately what their grade will be if they do not do their work. Late credit is given if students turn in their absent work past return to school (extenuating circumstances are of course taken into consideration and talked about with each student on each situation).
No homework except to study for Vocabulary Quiz #2 or any missing assignments.
*** Please note **** Students who are absent are given zeros for assignments missed. As long as the student makes up the assignment upon return to class, student will receive full marks. This is done because in the past blanks (rather than zeros) lull students into a false sense of security and they do not do the missing work. Zeros are given because the students see immediately what their grade will be if they do not do their work. Late credit is given if students turn in their absent work past return to school (extenuating circumstances are of course taken into consideration and talked about with each student on each situation).
No homework except to study for Vocabulary Quiz #2 or any missing assignments.
September 25, 2018
My apologies for not updating - I make no excuses y'all, just a recap. Last Wednesday we had no school. We came back on Thursday and I was in Mrs. Leroy's class helping out those students. Students were given instructions on what to do - read page 8 in the workbook as a class and then answer the questions on pg 13-14 as a class. Despite being told what was expected of them, the classes did not complete the assignment. On Friday, after the quiz, I guided them through pg 13-14 once again. I then gave them their assigned pages to read based on groupings and a page to answer questions based on the same groupings. On Monday, I was once again in Mrs. Leroy's room helping those students and left directions on the board. The substitute in my room gave out the week's vocabulary terms. The students were then to discuss with groups the answers they came up over the weekend. (This also gave students time to do the assignment if they forgot.) After a specified amount of time, the substitute was to lead them through answering the questions. The students were to share their findings with the whole class. This part could not be completed due to groups not working efficiently. Students will be held liable for their assigned work that they chose not to do. Students were then to complete a QuickWrite from the workbook. This was not completed by students. Today I discussed my expectations with students. I will give directions for the substitute to work in my stead. What I assign is directly from me. Students are to behave as if I am in the room. Disrespect and choosing to ignore assignments will result in immediate action. Some students were given lunch detention for yesterday's behavior. Many students are receiving zeros tonight because they were unable to turn in their work. In connection with late work: I am diligently working on getting caught up on any late work. I have told the students - "I had to wait for you to turn in the work, now it's your turn to wait for the grade." I ask parents - please be patient with me. I (with the help of another teacher, Ms. Levine) am grading and inputting the grades for Mrs. Leroy's class. My focus is to get all grades in by Thursday to given an accurate interim report this week. I promise to input as I can get to them. Thank you for your continued patient. Mrs. Leroy should be back from leave at the beginning of October.
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Today, we covered some notes left over from before the hurricane. These notes included instruction on the difference between historical fiction (the genre of our textbook) and informational text (the article we have spent two days working on), author's purpose dealing with those two genres, some tips on what "close" readers should be doing, objective vs. subjective point of view, and a review of plot (plot points and parts of plot structure). We also had a discussion/review on Ha's experience thus far in the book and looked for the evidence to support that a war is going on and gaining momentum. We then moved on to the assignment portion of the day. We read the poems on page 24, 38, 21, and 41. Our focus when reading these two poems was to find evidence of the war getting worse and the papaya tree is still growing. By connecting these two events the students realized that Ha is still hopeful. (Despite the growing war, the papaya tree, which has already been discussed represents growth and Ha's family, is shown to also my a symbol of hope for Ha. We recognize this because the description of the growth and production of more papayas is dispersed throughout images of growing conflict and destruction connected directly to the war.)
Homework was discussed as well as sent out via Remind. Please join if you have not already. Text @RBMSEagles to 81010.
HW: Read pages 42-47 and complete the QuickWrite on pg 20 of the workbook.
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Today, we covered some notes left over from before the hurricane. These notes included instruction on the difference between historical fiction (the genre of our textbook) and informational text (the article we have spent two days working on), author's purpose dealing with those two genres, some tips on what "close" readers should be doing, objective vs. subjective point of view, and a review of plot (plot points and parts of plot structure). We also had a discussion/review on Ha's experience thus far in the book and looked for the evidence to support that a war is going on and gaining momentum. We then moved on to the assignment portion of the day. We read the poems on page 24, 38, 21, and 41. Our focus when reading these two poems was to find evidence of the war getting worse and the papaya tree is still growing. By connecting these two events the students realized that Ha is still hopeful. (Despite the growing war, the papaya tree, which has already been discussed represents growth and Ha's family, is shown to also my a symbol of hope for Ha. We recognize this because the description of the growth and production of more papayas is dispersed throughout images of growing conflict and destruction connected directly to the war.)
Homework was discussed as well as sent out via Remind. Please join if you have not already. Text @RBMSEagles to 81010.
HW: Read pages 42-47 and complete the QuickWrite on pg 20 of the workbook.
26 September, 2018
Today we discussed the last segment of the article "The Vietnam Wars." After we read it, we answered deep comprehension questions that allowed us to dig into what certain phrases meant. We drew connections between this article and the experiences of Ha. We answered the questions on page 21-22 either as a whole class or in groups.
I collected any work that needed to be turned in - including the work that was done today. Students should have all pages in the workbook - up to page 24 - turned into me at this time. I am still getting late grades taken care, but because we actually need a sheet that had to be turned in, my focus will be on what was turned in today.
HW: study for VQ on Friday and complete any missing assignments.
I collected any work that needed to be turned in - including the work that was done today. Students should have all pages in the workbook - up to page 24 - turned into me at this time. I am still getting late grades taken care, but because we actually need a sheet that had to be turned in, my focus will be on what was turned in today.
HW: study for VQ on Friday and complete any missing assignments.