Monday, May 18, 2015

This I Believe Project Breakdown

This I Believe Project Breakdown
Goal:  To create a 4 or 5 paragraph speech modeled after the “This I Believe”  format.  See this link for examples.

Summative standards assessed:  
Standard 2:  
Evaluate claims in a text; assess and express the soundness and relevance of reasoning.

Standard 10:  
Present focused claims with support, using eye contact, volume, and elocution

Due Date:  June 1st

Day-by-Day Process:

Day
Goal
Resource(s) used
1
Guided brainstorm - elevator activity to jog memories that carry significance
2
Filling in our timelines and listening to examples of the end product
3
Zeroing in on a personal beliefs
Example used - We Are All Different
4
Furthering our belief using these three questions in our readers notebook:  
  1. What is your belief?
  2. Why is this a belief for you?
  3. What two personal memories do you have that tie in with your belief?
Rough drafts will be due on day 8 end of class
5
Handing out graphic organizers - students will use This I Believe website to look at examples to gather inspiration for their own essay
Students will start to fill out graphic organizers
One-on-One conferring with “stuck” students using the breakdown organizer
Graphic Organizer for all students
For “Stuck” students - this brainstorming organizer
6
Adding quotes to our speeches/essays - more rough draft working time
7
How to write a strong introduction - conferring one on one with students
8
Rough draft work time - conferring one on one with students.  Rough drafts all due to Mrs. Ripp
9
Revising for better word choice

10
Peer review and commenting

11
Continued work time and speech rehearsals
12
Final work day - all speeches performed June 1st


Next Steps for "This I Believe"

Students worked on the following prompts in class:

  1. Write down what your belief is.
  2. Write down why this is your belief.
  3. Share a personal memory or two that you plan on using in your speech.

If they didn't finish, they should finish before tomorrow (Tuesday).

Thursday, May 14, 2015

This I Believe Timeline Instructions

This I Believe:  Personal Timeline______
Directions:  Create a personal timeline that you reconnect to memories that you have had.  Use the following list to guide your timeline which should include SIXTEEN different experiences.

  • Earliest memory
  • First day of school
  • Four memorable/influential childhood experiences
  • Four memorable/influential elementary & middle school experiences
  • Three low points/difficult experiences or lessons
  • Three best memories/experiences

This is due tomorrow in English Class.

Tuesday, May 12, 2015

Final Book Order of the Year

With summer coming our way, now is the time to place your final Scholastic book order for the year..The students were given access to 9 different catalogs today to review and many were excited about the selection.  I have found more than 10 new books to add to our library.

Remember; you can order books online - every time you do we get a $3 coupon to order more books for the classroom.    Thank you so much for considering!  The book order is due on Monday, May 18th.

To order online
  •  ENTER the one-time Class Activation Code GXJ8R 
  •  SHOP from any of the magazines or enter by book title.  Note: there are more books online than in the magazines.
  •  SUBMIT your order and earn FREE Books for our classroom



Some of my can't miss recommendations are:
  • Mockingbird
  • A Snicker of Magic
  • The Crossover
  • El Deafo
  • Split History War History
  • Story Thieves
  • Mark of the Thief
  • Papertowns (mature)
Finally, please help look for either OMS books or Mrs. Ripp books at home, I pay for all of the books for our classroom library out of my own pocket so it gets expensive to replace missing books.

Thank you!

Friday, May 8, 2015

Feedback from Elephant & Piggie

Thank you so much to everyone who gave us feedback on our Elephant & Piggie performances!

Section 1:  Go here
Section 3:  Go here
Section 5:  Go here
Section 6:  Go here
Section 7:  Go here

Wednesday, May 6, 2015

English and Science Genetics Research Project

Science & English Research Project
Great news!  The “Investigating Genetic Research Project” that students have been assigned in Mr. Rockwell’s Science class will also count as a summative in English.  This ensures that students are given more time for the project, as well as a deeper understanding of the English components (research, evaluating claims, and being a good speaker) that are involved in the project.  This project will therefore count as their summative score for standard 2 in English and replace the persuasive debate project we had otherwise assigned.


Questions:
  1. What if my child has Mr. Spaeth?
    1. If your child has Mr. Spaeth, they will be given a minor project to work on during English where they will read persuasive articles and evaluate the claims being made in them.  They will be given three class periods to work on these projects as well.
  2. What about the persuasive debate project you were doing in English?
    1. This project replaces this as the summative.  Next week we will spend time looking at how to persuade others and continue practicing our speaking skills, but we will not have another summative tied to this.
  3. What is this project?  What are the guidelines?
    1. Please see the guidelines given to students by Mr. Rockwell here
    2. To see the rubric from Mr. Rockwell, please go here
      To see the presentation rubric bloopers presented by Mr. Rockwell, go here
  4. Where are great places to get research from?
    1. Under the OMS library homepage, students can select the “catalog” tab and then hit Webpath Express.
    2. Here they can also access Badgerlink and Britannica Online.
    3. If you use Google, use quotes around search terms such “stem cell”
  5. What slides should I have?
    1. 1. Title Slide
    2. 2. What is the topic (definition)
    3. 3. Facts about the topic (who is involved; how long has it been around; etc.)
    4. 4. Claim - to support or not (for or against)
    5. 5. Why to support or not
    6. 6. What does the other side claim?
    7. 7. Conclusion
  6. What will you work on in English?
    1. In English, we will work on how to do the research and then how to put it into our own words.  Guidance will be given on disseminating the research (evaluating it), as well as how to present it best.  We will discuss the slide templates as well.
    2. Students can also work on this in Tech Tools.
  7. How can parents help?
    1. A conversation about the project to check for understanding would be greatly appreciated.  Also, any type of editing and presentation practice will be useful as well.
  8. When is this due?
    1. Students will present in in science starting on Tuesday, May 12th.  
  9. How will this be assessed?
    1. Students will share their presentations and notes with Mrs. Ripp for her to assess, they will not have to re-present it in English.
    2. This will be assessed under standard 2, to see the rubric for all English standards go here

Friday, May 1, 2015

Our Persuassive Work

Today in class we started our work with persuasive speaking, which will continue until May 15th.  Every class is doing something a little bit different centering around the topic of persuasion as we attempt to master standard 2 and continue our work with standard 10 (speaking). 

Standard 2:  Evaluate claims in a text; assess and express the soundness and relevance of reasoning.

Goal:  To show mastery of this standard through the art of persuasion.

Timeline:  We will work on this in class until May 15th.

Final Project:
Hour 1 English:  Write a a one or two paragraph persuasive essay or perform it as a speech versus a classmate.

Hour 3:  Find a partner to  debate in class.  Students must decide the topic and then decide which child will take which side and then prepare for a one or two minute debate on the 15th.

Hour 5:  Students will research a topic and then create a one or two speech o persuade others of their topic.  They can also choose to do it as debate versus a classmate.  These will be delivered May 15th.

Hour 6:  Four students will perform mini debates every day in class, pulling an unknown topic and then preparing their points for 5 minutes.  Students will then face off in a debate.  Possible topics can be viewed here 

Hour 7:   Find a partner to  debate in class.  Students must decide the topic and then decide which child will take which side and then prepare for a one or two minute debate on the 15th.

Please let me know if you have any questions, we will work more with this in class.