Monday, November 24, 2014

Instead of THIEVES

Today I have discussed with students what we will do instead of the THIEVES assignment.  I explained to them what my thoughts were behind the change, and many students expressed relief that the assignment had been changed.

We went through the two different options today in class, here are the links to them

Nonfiction Summarizing Sheet - Option 1:  Can be found here
Nonfiction Summarizing Sheet - Option 2:  Can be found here

Note:

  • The due date has been changed to December 15th
  • If a student has already handed in their THIEVES sheet this will be assessed by me, if they have mastered that (3's in both standards) then they are exempt from this new assignment.
  • If a student gets 3's or 4's (mastery) of this first assignment, they are exempt from doing the second one that will be assigned in January.
  • The students can use non-fiction text of their choosing.  I encourage them to use texts that they have to read for other classes, for a 2-in-1.

Wednesday, November 12, 2014

Our Non-Fiction Picture Book Assignment Revealed

Non-Fiction Picture Book Assignment

Purpose:  To create a non-fiction picture book aimed at a K or 1st grade audience.

Assignment:  Students will create a non-fiction picture book on a topic of their choice aimed at a K or 1st grade audience.  Further expectations are discussed below.  

Due:  December 15th, 2014.

Final Product:  All finished books will be created in Google Presentations for more creative flexibility.  We have not decided if these will be printed or not - it would be a lot of paper!  

Expectations:

  • Finished product should be a 30 to 50 page book that not only includes 5 or so "chapters/sub-topics" but also has a glossary, index, table of contents, sources, and front and back cover.
  • Font size of text should be at least 20.
  • We will use the website Easybib.com to cite all of our sources
  • We will spend time in class researching, writing, as well as sharing our work.  Tech tools will also be incorporated.  Students should be able to finish this in class if time is spent wisely.  

Standards Assessed:
4:  Write informative texts to convey ideas; select, organize, and analyze content.
6:  Use technology to produce writing, interact with others, and cite sources.
7:  Draw evidence from texts to support written analysis.
8:  Command the conventions of standard English grammar, usage, and vocabulary.

See back of this page for the rubric.  Note, this is a summative assignment!

Sample:  Will be shown in class and linked to here.

Rubric: Can be seen here





Friday, November 7, 2014

Presentation Rubric for My Birth/Adoption Story

Students will share their stories this Monday in class, and will be formatively assessed under standard 10:  Present focused claims with support, using eye contact, volume, and elocution

Here is the rubric I will use for their presentations:

Presentation Rubric
Name:

4
3
2
1
Enthusiasm
Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.
Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.
Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Preparedness
Student is completely prepared and has obviously rehearsed.
Student seems pretty prepared but might have needed a couple more rehearsals.
The student is somewhat prepared, but it is clear that rehearsal was lacking.
Student does not seem at all prepared to present.
Speaks Clearly
Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.
Speaks clearly and distinctly all (100-95%) the time, but mispronounces some words.
Speaks clearly and distinctly most (94-85%) of the time. Mispronounces several words
Often mumbles or can not be understood.
Body Language
Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.
Stands up straight and establishes eye contact with everyone in the room during the presentation.
Sometimes stands up straight and establishes eye contact.
Slouches, fidgets, and/or does not look at people during the presentation.

Volume
Volume is loud enough to be heard by all audience members throughout the presentation.
Volume is loud enough to be heard by all audience members at least 90% of the time.
Volume is loud enough to be heard by all audience members at least 80% of the time.
Volume often too soft to be heard by all audience members.
Topic
Shows a full understanding of the topic.
Shows a good understanding of the topic.
Shows a good understanding of parts of the topic.
Does not seem to understand the topic very well.

Teacher Score:    _____ /28

Time:  _________  (Should be between 57 second and 1:02)

Thursday, November 6, 2014

Non-Fiction Reading Requirement for Quarter 2


Standards Addressed:
            Standard 1:  Determine/Analyze the development of central ideas/themes in a text; summarize.
                Standard 4:  Write informative texts to convey ideas; select, organize, and analyze content.

To meet the outside reading requirement, you must complete the following:
            --Earn 5 total points, using at least (2) categories (listed below)
            --Complete (2) THIEVES sheets
                                    **1st THIEVES sheet is due MONDAY, DECEMBER 8, 2014
                                    **2nd THIEVES sheet is due FRIDAY, JANUARY 16, 2015

Category A
1 point each
Category B
2 points each
Category C
3 points each
Letters/journals (published)
Speech
Editorial
Newspaper articles
Magazine essay
Journal article
Biography
Book
Autobiography


List of Completed Non-Fiction Texts
Name of Text
Date Completed
Category
# of points

** “Bouncer’s Beware”

12/10
B
2



















                                                                                                                   TOTAL POINTS_______

**Please put a star in the left margin next to the texts for which you completed a THIEVES sheet.


**See THIEVES sheets for “Go for the 4!” information.

Monday, November 3, 2014

Birth Story Assignment

A Birth-story
Assignment:  Research your own or someone else’s birth story.  This means interviewing someone to find out the details of when/where/how you/they were born.  Synthesize (pull together) this information so that you can present it to the class on the due date.

Due:  Monday, November 10th in your English hour - you will present that day.

Final product:  A presentation of your choosing to showcase the information you have gathered.  Ideas could be: A slide show, movie, poster, speech, paper, interpretative dance, or whatever else you can come up with.  You decide what you want to share!

Length: Up to you.  It cannot take longer than 1 minute to present the information to the class!


Questions you may want to ask:
  • Location of birth?
  • Weather the day of the birth?
  • People visiting?
  • Time of day?
  • Big events happening in the world on the day of the birth?
  • Your ideas!

Standards assessed:
Formative assessment of standards
4: Write informative texts to convey ideas; select, organize, and analyze content.
6: Use technology to produce writing, interact with others, and cite sources.
8: Command the conventions of standard English grammar, usage, and vocabulary.

Need help?  Ask Mrs. Ripp in school or email her at psripp@oregonsd.net

Graphic Organizer to help you work, can be found here