7th-- & 8th-- Schoolhouse Rock: Verbs!

This week we will be brushing up on our knowledge and skills on verbs! But, first here is a video that will take you along memory lane:

Sing along!

Lyrics to Verb: That's What's Happening:

I get my thing in action (Verb!)
To be, to sing, to feel, to live (Verb!)
(That's what's happenin')

I put my heart in action (Verb!)
To run, to go, to get, to give (Verb!)
(You're what's happenin')

That's where I find satisfaction, yeah! (Yeah!)
To search, to find, to have, to hold
(Verb! To be bold)
When I use my imagination (Verb!)
I think, I plot, I plan, I dream
Turning in towards creation (Verb!)
I make, I write, I dance, I sing
When I'm feeling really active (Verb!)
I run, I ride, I swim, I fly!
Other times when life is easy
(Oh!) I rest, I sleep, I sit, I lie.

(Verb! That's what's happenin')
I can take a noun and bend it,
Give me a noun -
(Bat, boat, rake, and plow)
Make it a verb and really send it!
(Show me how)
Oh, I don't know my own power. (Verb!)

I get my thing in action (Verb!)
In being, (Verb!) In doing, (Verb!)
In saying
A verb expresses action, being, or state of being. A verb makes a statement. Yeah, a verb tells it like it is!

(Verb! That's what's happenin'.)
I can tell you when it's happenin',
(Past, present, future tense)
Ooh! Tell you more about what's happenin',
(Say it so it makes some sense)
I can tell you who is happenin'!
(Verb, you're so intense)
Every sentence has a subject.
(Noun, person, place, or thing)
Find that subject: Where's the action?
(Verb can make a subject sing)
Take the subject: What is it? (What!)
What's done to it? (What!)
What does it say?
(Verb, you're what's happenin')

I can question like: What is it?
(Verb, you're so demanding.)
I can order like: Go get it!
(Verb, you're so commanding.)
When I hit I need an object
(Verb, hit! Hit the ball!)
When I see, I see the object
(Do you see that furthest wall?)

If you can see it there, put the ball over the fence, man!
Go ahead. Yeah, alright.
What?! He hit it. It's going, it's going, it's gone!
(What!)

I get my thing in action.
(Verb, that's what's happenin')
To work, (Verb!)
To play, (Verb!)
To live, (Verb!)
To love... (Verb!...)

7th-- Synthesizing

From this week until the end of our 9 week cycle, we will be working on synthesizing.




Synthesize - combine elements and parts form a whole.

Steps in synthesis:

• Identify similar/related information from multiple texts of the same or different genres
• Draw conclusions and explain the overall connections/relationships between the two
• Support with textual evidence.

This might seem like a very fancy concept/skill, but you are synthesizing constantly when you read! For instance, your understanding is constantly changing and evolving when you encounter new information and ideas. When you put the information together, you synthesize them. You basically create a new meaning (or a new whole). We will discuss this further in class, so don't worry-- we'll have plenty of practice! ;)

8th-- Procedural Text Project

While we're wrapping up on the unit on procedural texts, we have been working on a project for making our own procedure. Not only must you include a solid goal, but list materials needed, the method, and draw or print graphics since we know how important graphical components are when it comes to procedures. All of you chose fun goals, whether it's on how to tame a feral cat, draw the perfect cat eye with eyeliner, or bake a delicious cake from a recipe that has been passed down from generations, you guys have shown me how creative and fun you are! I can't wait to see you guys present them on Monday and bring in your finished product (I'm hoping there's food for us to munch on!)

Here's a vlog (video blog) on how to make "butterbeer"-- a drink made famous by Harry Potter. Making a vlog and posting it on Youtube is another great way to show me how to do a procedure. Maybe you can do this for your procedure as well?

7th-- Final Draft and Introductions

Today we will be writing the final draft of our expository (descriptive) essay. We will continue to perfect our craft each week through continuous writing prompts.

For any good essay you need a strong introduction. For some of you, writing an introduction is a piece of cake. For others, it's a challenge. Check out the video below to see how to construct an introduction easily.

7th-- Conjunction Junction

Everyone should be done with their rough drafts for their descriptive essay. Before we get into groups for peer editing, check out this video that will help you with conjunctions! It's a classic and I suspect that most of  you have seen it.

Also, remember the acronym FANBOYS when we are working on conjunctions.

For
And
Nor
But
Or
Yet
So

8th-- Graphics in Procedural Text

For the last two weeks we have been exploring procedural texts and documents. Now we are going to evaluate graphics that will help clarify the text.

Graphics- communicate information through pictures, figures, data, and sometimes words. To be effective, graphics must be clear and must achieve their purpose.



Charts- contains important facts about a subject. The facts are arranged in a way that makes them easy to see and understand. There are many different kinds of charts.

Tables

Pie graphs

Bar graphs

Line graphs

Diagrams- an illustration that shows the parts of something or how something works. Usually, a diagram has labels that identify the names of various parts.

Diagrams

Captions

Maps- shows a geographic location. Political maps show countries, states, capitals, and major cities. you can identify boundaries, mountain ranges, and bodies of water by looking at a map.

Legends

Compass rose

Scale

7th-- Organizational Patterns

 

Today we looked at organizational patterns. We read "Caroline and Carrie in the Civil War," which was written in the comparison-and- contrast order.

Let's review the definitions:

Organizational pattern - the pattern an author constructs as he organizes his or her ideas and provides supporting details.

 

Possible organizational patterns:

• Cause and effect
• Sequential order
• Description
• Order of importance
• Compare-and-contrast
• Logical order
• Classification schemes
• Proposition-and-support
• Problem-and-solution

 

Organizational Patterns for Reading Comprehension

 

 

 

 

 

Organizational Patterns for the Writing Process

 

 

7th-- Reviewing Elements of Expository Texts

So far we have been discovering expository texts:

 

Expository text – A type of informational text that clarifies or explains something.

 

Examples of expository text:

• News articles
• Brochures
• Textbooks
• Trade books
• Reference and research materials
• Periodicals

 

We also discussed how there can be certain biases not only within expository texts, but media as well. There are three examples of biases in expository texts:

Factual claim – a statement that claims truth and contains no value language.

Assertion – a claim or declaration stated with conviction

Opinion – a personal view or belief based on emotions or interpretation of facts

 

To refresh your memory, here is a check list on how to evaluate summaries in expository texts:

• Check to see main ideas from the beginning, middle, and end.
• Check to determine accuracy of information
• Check to determine if all the details are important
• Determine if the main idea is included
• Determine if there are brief, coherent sentences that communicate key information in logical order

8th-- Analyzing Procedural Texts and their Graphics

Analyzing Procdural Texts

• Identify the task, problem, or goal
• Determine the necessary steps
• Determine if information is missing
• Determine what information is missing
• Identify extraneous information

Analyzing Graphics in Procedural Text

• Determine the purpose of the graphic
• Determine if the information in the graphic is correct based on the text
• Determine if the graphic is appropriate for the information provided

8th-- Agenda (Week 15)

Here is your agenda for the week:

Monday:
Objective: TLW (the learner will) analyze procedural texts for missing or extraneous information and evaluate graphics for clarity in communicating meaning.
Agenda:
- Review procedural instructions and graphical components
- Begin reading "Changing a Flat Tire" on page 361

Tuesday:
Objective: TLW evaluate graphics for their clarity in communicating meaning/achieving a specific purpose.
Agenda:
-Review Analyzing Graphics in Procedural Text
-Begin reading "How a Gas Engine works" on page 367
-Evaluate the article's graphic components in a group


Wednesday:
Objective: TLW evaluate graphics for their clarity in communicating meaning/achieving a specific purpose.
Agenda:
-Finish evaluating the article's graphic components with your group
-Read "Discovering a New Galaxy" on page 370
-Begin brainstorming for a self-created sequential graphic organzier (details soon!)

*During AIM, you must complete Unit 6 for suffixes. We will be having a quiz over Unit 5 and 6 on Friday.


Thursday:
Objective: TLW analyze, evaluate, and create a self-created sequential graphic organizer with graphics for clarity in achieving a specific purpose.
Agenda:
- Create a sequential graphic organizer and add graphics
- Exchange procedure with a partner to analyze and evaluate


Friday:
Objective: TLW show mastery of procedural and persusasive texts through a STAAR minitest.
Agenda:
- Unit 5 & 6 Quiz
- Persuasive and Procedural Text Minitests

7th-- Agenda (Week 15)

Here is your agenda for the week:

Monday:
Objective: TLW begin their rough draft on a descriptive essay and edit each other's using proofreading marks in a coopeartive manner.
Agenda:
-Watch videos on complex/compound sentences and grammar
- Finish rough draft
- Begin peer editing.


Tuesday:
Objective: TLW ask questions before, during, and after reading, and use organizational patterns to form an overview of different kinds of expository texts.
Agenda:
- Finish peer editing
- Introduction to Organizational patterns
- Read "Caroline and Carrie in the Civil War" on page 301

AIM: Begin/Finish Final Draft


Wednesday:
Objective: TLW use organizational patterns to form an overview of different kinds of expository texts.
Agenda:
- Finish questions to "Caroline and Carrie" in the Civil War"
- Review organizational patterns
- Begin reading "The Scoop on Ice-cream Headaches" on page 303.

AIM: Unit 6 Suffixes


Thursday:
Objective: TLW synthesize and make logical connections between ideas across texts and support those findings with textual evidence.
Agenda:
- Discuss/Introduce synthesizing information across texts
- Begin reading "Take Two Robots and Call Me in the Morning" on page 309


Friday:
Objective: TLW synthesize and make logical connections between ideas across texts and support those findings with textual evidence.
Agenda:
- Review organizational patterns and synthesizing information
- Read "Old Enough to Vote" on page 313
- Form debate teams for or against lowering the voting age.

8th-- Ten Basic Comma Rules

Before we move onto worksheets, let's refresh our memory!

 



7th -- Supersizing America

Today we are going to read "The Supersizing of America" to read and understand the purpose of expository texts. Are we reading this to be entertained, to be informed, or to be persuaded? We will discuss this further.

Before we dive into the article, let's watch the video below. This was a very popular documentary called "Super Size Me." Some of you might be familiar with this documentary, but for those of you who aren't: it's amazing... and quite disturbing!

8th-- Simple, Compound and Complex Sentences

8th-- Tansen's Gift

After reading the Indian legend, "Tansen's Gift," I found a youtube clip of the song Deepak Raga, as well as Megh Raga. I hope you enjoy!

Deepak Raga

7th-- A Titanic Mystery

Today we have reviewed several Reading Comprehension strategies and read a nonfictional text: "A Titanic Mystery." The Titanic continues to fascinate us to this day. Below is a video about Dr. Ballard revisiting the Titanic after 20 years. I encourage each and every one of you to watch the video in its entirety.

7th grade- One Act Play

I reviewed most of your plays and I am so impressed by your creativity and talent! I am so excited to share these with the rest of you.

7-B

Olivia, Emily C., Alexis

8th-- Chief Joseph and Other Social Activists

During our unit on speeches, we have read Susan B. Anthony's "On Women's Right to Vote" and Chief Jospeh's "Chief Joseph Speaks: On a Visit to Washington, D.C., 1879." There are so many amazing social activists who have changed our world in so many ways through the power of words. In you group, I want you to find a speech that has deeply impacted you. You may chose the two speeches above, or the speeches I will provide you.

Lessons of Dr. Martin Luther King, Jr. - Cesar Chavez

I Have a Dream - Martin Luther King, Jr.

Give Me Liberty or Give me Death! - Patrick Henry

You may also research and find a speech of your choosing. Read the speech and implement the literary techniques and symbolism into a social/political poster.

Have fun!

8th - Susan B. Antony

Earlier today we talked about how great speeches are formed, and how they should be analyzed. One of the speeches we will be reading and analyzing tomorrow is Susan B. Anthony's infamous speech, "On Women's Right to Vote," which was written shortly after she was arrested, tried, and fined for voting in the 1872 Presidential Election.

Although voting was against the law, Susan stirred the pot by pointing out that the recently adopted 14th amendment gave everyone the right to vote:

"All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws."

The privileges of citizenship contained no gender qualification and so, by Susan's standards, gave women the constitutional right to vote in federal elections. She was still tried by Supreme Court Associate Justice Ward Hunt, who refused to allow her to even testify on her own behalf. He also ordered the jury to return a guilty verdict and basically made her guilty before she was even on trial. She wasn't sent to prison, but she was ordered to pay a $100 fine, which she never paid. :)

Before we read her speech, click on the video below and enjoy.



8th - The Outsiders

Everyone did an amazing job today on your final exam! I can't wait to show you guys the film. It's a classic, like the book, and it even stars a very young (and sane) Tom Cruise.

Stay Gold, my friends!!

7th- Myths

Last week we talked about myths, legends, and urban legends. We discussed our own favorite myths and investigated where most of them came from. It was fun to hear about all the different versions of the boogeyman (or el cucuy) and La Llorona. I will be posting your artwork out on the hall this week to showcase your re-telling of your stories. Some of you, however, have not turned in your project and need to do so ASAP.

In the meantime, here's a fun story about the famous railroad tracks of San Antonio that is supposedly haunted by children who were killed riding the school bus home. Here's a fun video that was on the Discovery Channel.

Today we talked about the conventions of myths. To recap, most myths contain:
1. personification
2. stories on creation/origin/nature
3. a journey, often to a different realm
4. a circular plot

We will finish reading the story of the "Salmon Boy," then investigate and discuss the conventions of epic tales.

8th-- Personal Narrative

Today we discussed what a personal narrative is. What I want you guys to think about is that very important event in your life that has influenced who you are today. It could be a good event, or a bad one. Remember, everything in life is a lesson and it changes us completely. Here is a video that I want everyone to watch. We will begin brainstorming and drafting our narratives tomorrow.



7th-- Verbs and Poems

Tomorrow we will be going over regular and irregular verbs. It is very important to learn about verbs so that you can become great writers. Verb tense consistency is key to being successful in writing!

Click on this link to watch a video on verbs!

We will also begin drafting poems about ourselves. Here are some videos that will hopefully guide and inspire you!

 



7th-- Critical Analysis Project (Poetry)

Today you will be answering the following questions in your group on a separate sheet of paper. Feel free to use your Literary Language Vocabulary Packet, the Forms of Poetry paper, and the Asking Questions worksheet that were given to you these past few days. These papers will help guide you to your answers. When you are finished, come see me so you can get started on your cover art!

Haiku

Written by: Buson

Critical Thinking

1. In the first haiku, what does the speaker warn the ducklings about?

2. How would you describe the speaker’s attitude (tone) toward the ducks? 

3. Which technique or words helped the author convey his ideas, pictures (imagery), or feelings (mood) to you most successfully?

Drawing Conclusions

1. Ask two literal questions, one for the second haiku and one for the third haiku. Answer your questions.

2. Buson values nature. Ask one interpretive question that will draw the conclusion to support this statement.

Seal

Written by: William Jay Smith

Critical Thinking

1. What form of poetry is “Seal”?

  

2. Identify 6 words that describe the movement of the seal. How would you describe the mood, or feeling, that these words create?

3. Which technique or words helped the author convey his ideas, pictures (imagery), or feelings (mood) to you most successfully?

Literary Analysis

1. Analyze the graphical elements of the poem. Why might the poet have arranged the lines of the poem this way?

2. How does word position affect the poem’s meaning?

Mother to Son

Written by: Langston Hughes

Critical Thinking

1. What qualities does the mother demonstrate through her words and actions? Why does she need those qualities?

2. How can we show admiration for others in our lives?

Drawing Conclusions

1. What details in the poem support the conclusion that life has not been easy for the mother?

Literary Analysis

1. Name at least 2 metaphors mentioned. 

2. Determine the figurative meaning: What does the staircase symbolize?

Maestro

Written by: Pat Mora

Critical Thinking

1. What word or lines in maestro show that the musician is a professional? 

2. Who is more influential to him as a musician—his audience or his family? Explain. 

3. How does the maestro communicate without words?

Drawing Conclusions

1. What type of question would you ask yourself as you read the first line of the poem? Answer your question.

Literary Analysis

1. Find two examples of repetition.

7th -- Poems

Here are some of the poems we will be reading for our Poetry Unit this week. Enjoy!


Edgar Allan Poe's Annabel Lee.

William Jay Smith's Seal



Langston Hughes Mother to Son



8th - Greek and Alonquin Mythology

Greek mythology is perhaps one of the most studied mythologies of all time. The stories of Olympus have stood the test of time and are often referenced in music, books, and even in movies. Tomorrow we will read about Orpheus and his love. We will also read an Algonquin myth that is rather similar to the Greek. It is also about a young warrior and his love.

Below are videos on the Greek creation myth, as well as the Algonquin creation myth.

Greek

Algonquin



7th - Literary Language

Today we went over what poetry is and what forms of poetry are out there for us to enjoy. At the end of class I gave each of you the Literary Language Vocabulary Packet. You are to complete sections A and B. We will go over sections C and D together tomorrow. Many of these vocabulary words should be familiar to you, but if you have any questions you may comment on this blog or ask me directly in person tomorrow.


Section A - Figurative Language




Section B - Sensory Language

7th - Forms of Poetry

Hi, everyone! It was a pleasure meeting you all.

Tomorrow we will be going over word parts. This is critical to understanding how English works as the English language is derived from mostly Greek and Latin roots and affixes. We will go into further detail on this tomorrow. The video below features a very creative, fun rap about suffixes, prefixes, and roots. Read the lyrics, sing along. Have fun with word parts!

We will also begin our poetry unit for the 9 weeks. I am eager to show you the various types of poetry that is out there for us to enjoy. I have made a slide for you below that will inform you on different forms of poetry. Next week, you will write a poem about yourself so take into consideration what form of poem you would like to utilize.

What form of poetry is your favorite? What about your favorite poem? Poet? Personally, my favorite poet is Langston Hughes, although I do really enjoy the poetry of Edgar Allan Poe. :)

8th - Introduction to Mythology

Tomorrow we will be reviewing word parts, and then we will be heading straight into mythology. Mythologies have been around for thousands of years and have defined an entire culture of people in regards to their traditions, religion, way of life, etc. For this week, we will be reading a few short myths from the ancient Egyptian world, to Greek, to Native American.

Here is a clip about what mythology is and how it covers a range of topics, such as creation, life, death, purpose, etc.

 

Since we will begin covering an Egyptian myth tomorrow involving Amun and his daughter, Tefnut, I wanted to introduce you guys to how they were created. What is so interesting about Amun (also known as Amun Ra or Ra) is that he basically created himself out of sheer will power. Isn't that awesome?

I have always been fascinated with Egyptian mythology and I hope everyone is looking forward to a productive day tomorrow!

 

Recommended reads: The Kane Chronicles by Rick Riordan

I believe...

I have my labels in.

#FlippedClassroom

Wise words from a wise man