Happy Thursday :)


Game Plan:
-Finish Grammar worksheets
-Choose audience
-Audience group assemble!
-Create survey

Today, we started with the usual SSR and then, we went into the grammar worksheets. The other houses didn’t finish the worksheets, so Mrs. Edwards was going to give them time, but since we did the worksheets for homework, it was just collected. Next up was reflection, in which we answered a couple questions on a sheet of paper about this lesson we are doing. The questions talked about the reading strategies we used and what we have learned and improved on from these lessons. This was collected and then we went into choosing our audience. The four audiences were: ASB(students), PTSA(parents), Principal, and Superintendent. The order in which we chose was completely random. However, there was a limit to how many people have one audience, which was around 8-10 people. After choosing, we assembled in the groups (same audience) and talked about doing a survey. This survey requires AT LEAST 50 people because the more people you have, the better it is for your essay as you will be using these statistics in your essay. The minimum amount of questions you may have on your survey is 3, while the maximum is 10. The people you survey must be from SCHOOL ONLY because the proposal is for eating habits of students. You may use handout types of surveys or just have one master copy. An example of a question for the survey would be, “I drink sugar-sweetened beverages at least once a day.” The answer to this question would be a yes or no. You can also do a type of scale question where they have to rate on a scale of 1-5. But make sure your questions CONNECT with your audience. Some questions fit better when writing to the students, while some questions may work better when writing to the principal. We will be given some more time on Monday to do the survey.
That was all for today :)

Don’t forget to do:
HW: Blog #9 (Due Tomorrow 8pm)
HW: If you asked for the worksheets that were given to us on Monday(10/20) and wanted to complete those, they are due next Monday!

Happy Tuesday North House :)

Game Plan:
-Worksheets Redux
-Worksheets (Grammar):
-ID-ing Coordinating Words/Logical Relationships
-Using Transitions/Semicolons
-Combining Independent Clauses

Warning you in advance, this will be a long scribe :)

We started today with the usual 20 minutes of SSR. Then we went into the worksheets redux (fancy word for re-teach). Mrs. Edwards talked about how she noticed a lot of us did not finish our worksheets from Monday. She brought up that she will just be giving check marks on worksheets that were done on Monday, BUT if you would like extra practice (or an EVEN BETTER check), you can get it from her and take it home to finish. These will be due by next Monday. Mrs. Edwards told us that because she is teaching out of the ERWC module, there are many, many activities (25) on JUST these three articles that we read. Fortunately, we are only doing 6 of the activities. On Monday, we worked on 4 skills, and it was the reading part of the lesson. The first was vocabulary. Two literary devices that are very important are denotation and connotation. It is very important that we know the difference between these two devices. Denotation is the dictionary definition of a word, while connotation is the flavor and emotion that a word has. For example, the words slim, thin, and anorexic all have connotations. Slim has a POSITIVE connotation, thin has a NEUTRAL connotation, and anorexic has a NEGATIVE connotation. Be sure to know the connotation of words, not just the denotation of a word, when writing your blog assignment and also any other pieces of writing. The next skill was detail. When summarizing and finding the purpose/content in CHUNKS, like we did in one of the worksheets, we notice the detail about it and this will help us a lot as readers and writers. The third skill was sentence combining. This skill will make us sound smart and articulate compared to a simple sentence. The last skill was analyzing. This skill questions the text (which is what we should be doing while reading anything). Colleges and common core WILL require this skill, so be sure to know it.
Mrs. Edwards also talked about what we will be doing next week. We will be having class in the computer lab the whole week to work on our October piece of writing. It will be kind of a research paper, given that we are allowed our 3 articles and any other research we would like to find. This piece will be due at the end of next week. The paper is a proposal for healthy eating on school campuses. Our audience will be one of the following: Students, Principal, Parents, or Governor. You will not know your audience until Thursday :)
The new worksheets we received today will be the writing part of the section. For the first and second worksheets (ID-ing Coordinating Words/Logical Relationships AND Using Transitions/Semicolons), you only need to write the coordinating word. The third worksheet (Combining Independent Clauses), you need to write out the WHOLE sentence.

Don’t forget to do!
-Blog #9 (Due Friday 8pm)
-Worksheets if not finished (Pictures to them will be available down below.) DUE THURSDAY

Combining Independent Clauses

Using Transitions & Semicolons

Using Transitions & Semicolons (2)

ID-ing Coordinating Words & Logical Relationships

ID-ing Coordinating Words & Logical Relationships (2)

Hello North House,
Sorry for the late post, but this scribe is for Monday (10/20/14).
As many of you may know we had a sub on Monday, so this is my version of the game plan.

Game Plan:
-Stamp Homework (if done):
-3 Articles: PAPA square for each article, AND 5 annotations per page OR 3 evidence chart entries per page
– Worksheets (Separate sheet of paper):
-Understanding Key Vocabulary
-Considering Structure of a Text
-Noticing Language-Sentence Combining
-Analyzing Stylistic Choices

So we started with the usual SSR for 20 minutes. Mr. Vargas went around to stamp the packets (articles) to check to see if you completed the tasks. He also explained that the purpose of doing the PAPA square and annotating or finding evidence is to deconstruct and evaluate the text. This will help for the future because the more you think about what you are doing, the more writing tools you will have. Then, he passed out the first worksheet (Understanding Key Vocabulary) and we had to answer on another sheet of paper, which we had to do for all the other worksheets as well. In this worksheet, we had to write the vocab word given in the word bank that fit the sentence, and then write the whole sentence, but this time fill in our own word that we think works as well. We were given 15 minutes to complete this and then it was collected. Then the second worksheet was passed out (Considering Structure of a Text), in which we had to find the content and purpose in sections, on one of the articles that was included in our packet. We were given 10 minutes to complete this and then it was collected. After, the third worksheet was passed out (Noticing Language-Sentence Combining), where we were given a set of sentences and had to make our own new sentence. We were given 15 minutes to complete this and then it was collected. Finally, the last worksheet was passed out (Analyzing Stylistic Choices), in which we had to copy out the sentences and answer questions about certain word/phrase choices in one of the articles. We were given the rest of the class period and then it was collected.

That was all for Monday :)

Don’t forget to do:
HW: Blog #9 (Due Friday 8pm)

Read this article on the problems with the essay portion of the SATs. (Please note there are two pages to this article.) Then respond to it in a coherent paragraph. Some response starters are as follows:
• Evaluate the current SAT process based on evidence from this article.
• Propose a way in which the SAT’s evaluation of writing accurately judges an applicant’s writing ability.
• Based on this article, how prepared do you feel you are to take (or retake) the SAT’s writing portion? What
practice or instruction might you still need?

Game Plan:

  • SSR
  • Read packet 3 articles
    • PAPA Square
    • write 5 annotations or 3 evidence sheet entries for each page

Today we had our usual SSR. Then we were assigned a packet for reading. The packet contains 3 articles about food and health: “Bad Food? Tax It, and Subsidize Vegetables”. “Attacking the Obesity Epidemic by First Figuring out Its Cause”, and “No Lunch Left Behind”. We are supposed to read all three and evaluate them with the PAPA square, along with a choice of writing 5 annotations  or writing down 3 types of evidence used in the evidence sheet for each page.

Game Plan:

  • SSR
  • PSAT redux
  • Types of evidence (finally)
  • Reflection
  • Begin reading packet + notes

Today, after our usual 20 minutes of SSR, Mrs. Edwards discussed the PSAT test and how much the schedule has changed. Basically, we will not have house tomorrow because the PSAT will start at 10:15, and it would not be a good idea to have House before the test otherwise students might lose focus. Also, we will not have house any day of this week, because on Friday it will be a 4-core rotation, so we are having the entire 3rd rotation on Friday. So get a good sleep and have a good breakfast so that you will be 100% ready for the test! After discussing the PSAT, we finally worked on the types of evidence. We were given the list of evidence types so that we could fill in the rest of the chart. Once the chart is finished, we had a choice to answer the reflection question on the back of the sheet. The reflection question was, “What is the most effective approach to convince your audience of your position on an issue? Explain.” We did not have time to begin reading the packet, but we were introduced to it. That is all.

Game Plan:

  • SSR
  • Admin stuff
    • turnitin.com + final essay
    • PSAT
    • blog protocol
  • Clock buddies
  • Types of Evidence

HW: Blog Assignment #8

So today, we started with our usual 20 minutes of SSR. After SSR,  Mrs. Edwards talked about the upcoming PSAT, which is this Wednesday.  Remember that the PSAT is mandatory and no cell phones are allowed during the test, and also remember to prepare for it. One thing to note is that you have a choice to pay $20 if you want to report your scoure for the PSAT. After discussing the PSAT, we did this activity called clock buddies, which was used to determine who we sit next to according to the hours of the clock (for example, if Edwards says 12 o’clock, we sit next to our 12 o’ clock buddy). It is unlikely that we will use this because it is only for the houses that cause drama and mischief, and our house is the most behaved. We did an activity where we were asked an “if” question, and the clock buddies would share their answers. Before class ended, Mrs. Edwards wanted everyone in our class to know that always remember to write down the prompt or question when doing the blog assignment so that it is less confusing for Mrs. Edwards to evaluate. That is all.


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