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.