Sixth Grade Writing: Writing an Extended-Response Essay, Text-Based
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day. www.mrslooney.weebly.com
Please see the Homepage for a detailed explanation of procedures and expectations.
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day. www.mrslooney.weebly.com
Please see the Homepage for a detailed explanation of procedures and expectations.
Sixth Grade Writing Rubric:
10.22.15.adapted.nys.5.6.writing.evaluation.rubric.pdf | |
File Size: | 63 kb |
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New York State P-12
Common Core Learning Standards for English Language Arts & Literacy
Common Core Learning Standards for English Language Arts & Literacy
nysp12cclsela.pdf | |
File Size: | 718 kb |
File Type: |
RACE Graphic Organizer (including the extended version):
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WEEK OF DECEMBER , 2016
Homework due day, December , 2016:
Classwork, day, December , 2016:
Homework due day, December , 2016:
Classwork, day, December , 2016:
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience(concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
WEEK OF , 2016
NYS Text-based Essay Writing and Short-Response Questions
Homework due Wednesday, and Thursday, , and : Begin reading the "" article written by and the article "" written by . Answer all of the questions in the packet and write the essay. USE THE RACE FORMAT ON ALL OF THE SHORT-RESPONSE QUESTIONS AND THE ESSAY!!!
Classwork: Tuesday, Wednesday, Thursday, and Friday, , , , and , 2016:
NYS Text-based Essay Writing and Short-Response Questions
Homework due Wednesday, and Thursday, , and : Begin reading the "" article written by and the article "" written by . Answer all of the questions in the packet and write the essay. USE THE RACE FORMAT ON ALL OF THE SHORT-RESPONSE QUESTIONS AND THE ESSAY!!!
Classwork: Tuesday, Wednesday, Thursday, and Friday, , , , and , 2016:
- As soon as you open the packet, write RACE and its meaning by EVERY QUESTION.
- Read the short-response questions and the essay question before you read the articles.
- UNDERLINE OR HIGHLIGHT THE KEY WORDS IN THE QUESTIONS!!!!! Be sure you understand the questions before you begin reading the articles.
- After you are sure that you understand the questions, begin reading the first article. Then answer the short-response question in RACE format.
- BE SURE TO ADD AT LEAST TWO QUOTES TO EACH SHORT-RESPONSE ANSWER.
- BE SURE TO EXPLAIN YOUR QUOTE WITH AT LEAST TWO SENTENCES.
- After you have completed the short-response questions, start preparing for the essay.
- Write an outline for your essay as quickly as you can.
- Complete the essay.
- On Thursday and Friday we will go over the questions, answers, and suggestions as a class.
WEEK OF , 2016
: COMPARING THEMES ESSAY
Homework due Tuesday, Wednesday, Thursday, and Friday, March 15, 16, 17, and 18, 2016: Begin reading the "" article written by and the article "" written by . Highlight examples from the text that support the theme. The rubric, outline, and essay are due on Friday at 8:00. The essay is to be written on loose-leaf.
Classwork, Monday, Tuesday, Wednesday, Thursday, and Friday, March 14, 15, 16, 17, and 18, 2016:
COMPARING THEMES ESSAY DIRECTIONS:
: COMPARING THEMES ESSAY
Homework due Tuesday, Wednesday, Thursday, and Friday, March 15, 16, 17, and 18, 2016: Begin reading the "" article written by and the article "" written by . Highlight examples from the text that support the theme. The rubric, outline, and essay are due on Friday at 8:00. The essay is to be written on loose-leaf.
Classwork, Monday, Tuesday, Wednesday, Thursday, and Friday, March 14, 15, 16, 17, and 18, 2016:
- The rubric, outline, and essay are due on Friday at 8:00.
- DIRECTIONS:
- Begin reading the "" article written by and the article "" written by .
- Highlight examples from the text that support the theme.
- The rubric, outline, and essay are due on Friday at 8:00.
- The essay is to be written on loose-leaf.
- After reading the articles, students will decide on ONE common theme found in BOTH articles.
- What is your claim?
- Students will create a rubric to set goals for their writing.
- Students will create an outline to guide them as they write their essay. The outline may be filled out in the packet, or on loose-leaf, or on index cards, or in your notebook, or in any manner that is helpful to you.
- Write an essay stating as many facts and examples as you can that support your claim, your position.
- Be sure to EXPLAIN each of the facts and examples that you choose.
- Be sure that you choose meaningful reasons to support your claim. Think hard. Dig deep to find similarities in the theme.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make) in your introduction. YOUR CLAIM SHOULD BE THE ONE common theme found in BOTH articles.
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page). The rest of your facts should be paraphrased (in your own words). BE SURE TO EXPLAIN YOUR QUOTES...DON'T JUST RESTATE YOUR QUOTES...EXPLAIN!
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make).
- Use the RACE format to help you do your very best.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper.
- This essay is due on Friday morning.
- This essay is to be written on loose-leaf.
COMPARING THEMES ESSAY DIRECTIONS:
Homework due Thursday, and Friday, January 28, and 29, 2016: Informative Essay rubric due Friday.
Classwork, Wednesday, and Thursday, January 27, and 28, 2016:
Blank RACE Rubric Template:
Classwork, Wednesday, and Thursday, January 27, and 28, 2016:
- Activate Prior Knowledge: Students will get back the two questions that they answered about rubrics. What is a rubric? How are rubrics useful? Students will share their answers with the class. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: (Skill development)
- Skill Development: Students will analyze (examine carefully, breaking it into components to understand it) the directions to the informative essay task. Students will identify three components that they wish to improve upon in their informative essay writing. Students will list the components onto their RACE Rubric blank template. See below to print a copy of the blank template.
- Mrs. Looney will model reading the directions and deciding which components she would choose to improve upon. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate filling out the blank RACE template.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually. As a class we will complete the graphic organizer.
By the end of the guided practice, students will be able to perform the steps individually. - Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before the students work on it on their own. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice: Students will complete their rubric that will help them self-evaluate their informative essay writing skills.
Blank RACE Rubric Template:
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Homework due Monday, February 1, 2016: The outline must be complete by Monday morning before writing class. The outline is to be on loose-leaf. We began the outline in class. Students are to fill in the missing gaps in the outline and have it complete by Monday.
Classwork, Friday, January 29, 2016:
Classwork, Friday, January 29, 2016:
- Activate Prior Knowledge: Students will turn to their partner and explain the two character traits that they will be searching for evidence to support their claim. In other words, what are the two key terms that they are looking to explain.
- Learning Objective: (Skill development)
- Skill Development: Students will analyze (examine carefully, breaking it into components to understand it) the directions in order to fully understand the task at hand. Students will create an outline that they will use as a guide as they write their essay on Monday.
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Mrs. Looney will look through the directions and will read the article aloud. As she reads the article she will begin creating an outline on the SmartBoard. Gradually, students will begin to do the steps individually. As a class we will complete a "shell" of an outline. Students are required to fill in the missing pieces.
- Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before the students begin their task. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice: Students will finish writing their outline. The outline must be complete by Monday morning before writing class. The outline is to be on loose-leaf. We began the outline in class. Students are to fill in the missing gaps in the outline and have it complete by Monday. Students must add exact words and details of evidence to their outline.
WEEK OF FEBRUARY 1, 2016
Homework due Tuesday, February 2, 2016: None.
Classwork, Monday, February 1, 2016: Students will complete their essay in class. Students will use the rubric that they created and the outline that they did for homework to guide them as they write their essay about Julius Caesar.
Classwork, Monday, February 1, 2016: Students will complete their essay in class. Students will use the rubric that they created and the outline that they did for homework to guide them as they write their essay about Julius Caesar.
Homework due Wednesday, February 3, 2016: None.
Classwork, Tuesday, February 2, 2016: Students will use the rubric that they created to revise and improve upon their essays.
Classwork, Tuesday, February 2, 2016: Students will use the rubric that they created to revise and improve upon their essays.
Homework due Thursday, and Friday, February 4, and 5, 2016: Begin reading the "Should Chocolate Milk Be Banned in Schools?" articles. Highlight the pros and cons of the argument in two different colored highlighters.
Classwork, Wednesday, Thursday, and Friday, February 3, 4, 5, 2016:
Classwork, Wednesday, Thursday, and Friday, February 3, 4, 5, 2016:
- The outline is due on Friday at 8:00.
- The essay is due by the end of social studies class on Friday.
- DIRECTIONS:
- Begin reading the "Should Chocolate Milk Be Banned in Schools?" articles.
- As you are reading the texts, highlight the pros and cons of chocolate milk in schools. (Use one color for pros and another color for cons.)
- After reading the articles, students will form an opinion about whether or not schools should ban chocolate. Decide what your opinion is. What is your claim?
- Students will create a rubric to set goals for their writing.
- Students will create an outline to guide them as they write their essay.
- Write an essay stating as many facts as you can that support your claim, your position.
- Be sure to EXPLAIN each of the facts that you choose.
- Be sure that you choose meaningful reasons to support your claim. Think hard. Dig deep to find meaningful pros OR cons.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make) in your introduction.
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page). The rest of your facts should be paraphrased (in your own words).
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make).
- Use the RACE format to help you do your very best.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper.
- This essay is due on Friday by the end of social studies class.
- This essay is to be written on loose-leaf.
- Should Chocolate Milk Be Banned in Schools?
Argument Essay Directions:
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Should Chocolate Milk Be Banned in Schools?
Articles:
Articles:
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Blank RACE Rubric:
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RACE Graphic Organizer:
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RACE Rubric:
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WEEK OF FEBRUARY 8, 2016
Homework due Tuesday, January 9, 2016: None.
Classwork, Monday, February 8, 2016:
Classwork, Monday, February 8, 2016:
- Students will have a chance to make revisions to their essays.
- Students will use their rubrics to evaluate their writing, goals, and accomplishments.
- Students will give themselves a grade using their rubric.
Homework due Wednesday, January 10, 2016: None.
Classwork, Tuesday, February 9, 2016:
Classwork, Tuesday, February 9, 2016:
- Students will utilize the Four Thought Boxes to help prepare the for the article that they will read. Students will first fill out the What I Know and the Predictions section of the Boxes.
- To analyze and gain a better understanding of the article that they are reading, students will complete the Four Thought Boxes.
- All four boxes will be completed.
- The topic for the Four Thought Boxes is: Dino Poop.
- Four Thought Boxes:
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CHALLENGES THAT CHILDREN FACE: COMPARING THEMES ESSAY
Homework due Thursday, and Friday, February 11, and 12, 2016: Begin reading the "What is Child Labor" article written by Chivy Sok and the article "Education is Our Hope" written by Lesley Reed. Highlight examples from the text that support the theme. The rubric, outline, and essay are due on Friday at 8:00. The essay is to be written on loose-leaf.
Classwork, Wednesday, Thursday, and Friday, February 10, 11, 12, 2016:
Homework due Thursday, and Friday, February 11, and 12, 2016: Begin reading the "What is Child Labor" article written by Chivy Sok and the article "Education is Our Hope" written by Lesley Reed. Highlight examples from the text that support the theme. The rubric, outline, and essay are due on Friday at 8:00. The essay is to be written on loose-leaf.
Classwork, Wednesday, Thursday, and Friday, February 10, 11, 12, 2016:
- The rubric, outline, and essay are due on Friday at 8:00.
- DIRECTIONS:
- Begin reading the "What is Child Labor" article written by Chivy Sok and the article "Education is Our Hope" written by Lesley Reed.
- Highlight examples from the text that support the theme.
- The rubric, outline, and essay are due on Friday at 8:00.
- The essay is to be written on loose-leaf.
- After reading the articles, students will decide on a common theme found in both articles.
- What is your claim?
- Students will create a rubric to set goals for their writing.
- Students will create an outline to guide them as they write their essay. The outline may be filled out in the packet, or on loose-leaf, or in your notebook.
- Write an essay stating as many facts and examples as you can that support your claim, your position.
- Be sure to EXPLAIN each of the facts and examples that you choose.
- Be sure that you choose meaningful reasons to support your claim. Think hard. Dig deep to find similarities in the theme.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make) in your introduction.
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page). The rest of your facts should be paraphrased (in your own words).
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make).
- Use the RACE format to help you do your very best.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper.
- This essay is due on Friday morning.
- This essay is to be written on loose-leaf.
DIRECTIONS: CHALLENGES THAT CHILDREN FACE. COMPARING THEMES ESSAY.
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Article: "What is Child Labor?"
what.is.child.labor.pdf | |
File Size: | 771 kb |
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Article: "Education is Our Hope"
education.is.our.hope.pdf | |
File Size: | 650 kb |
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Homework due Monday, February 22, 2016: Extra Credit Project. Please see the homepage for ideas.
Classwork, Friday, February 12, 2016: JUMP ROPE FOR HEART.
Classwork, Friday, February 12, 2016: JUMP ROPE FOR HEART.
- Students will participate in Jump Rope for Heart.
- Students may complete an extra credit assignment of their choice. See the homepage for ideas.
WEEK OF FEBRUARY 22, 2017
Homework due Tuesday, and Wednesday, February 23, and 24, 2016: Revisions to CHALLENGES THAT CHILDREN FACE: COMPARING THEMES ESSAY.
Classwork, Monday, and Tuesday, February 22, and 23, 2016:
Homework due Thursday, and Friday, February 25, and 26, 2016: None.
Classwork, Wednesday, and Thursday, February 24, and 25, 2016:
Homework due Tuesday, and Wednesday, February 23, and 24, 2016: Revisions to CHALLENGES THAT CHILDREN FACE: COMPARING THEMES ESSAY.
Classwork, Monday, and Tuesday, February 22, and 23, 2016:
- Many students did not answer the
- We will spend Monday and Tuesday talking about revisions and making the revisions to our essay before Mrs. Looney evaluates and grades the essays.
Homework due Thursday, and Friday, February 25, and 26, 2016: None.
Classwork, Wednesday, and Thursday, February 24, and 25, 2016:
- As a class we will read the article "Bug Bites."
- We will make a list of all the strategies that we use to read non-fiction.
- We will answer the questions on the "Bug Bites" test prep question sheet.
- When answering these short response questions, we will use the RACE organizer. See above for the RACE organizer and RACE rubric.
bug.bites.pdf | |
File Size: | 824 kb |
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"Bug Bites" Test Prep Question Sheet:
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how.do.we.taste..pdf | |
File Size: | 345 kb |
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Homework due Monday, February 29, 2016: Creative writing. See directions on the handout below.
Classwork, Friday, February 26, 2016:
Classwork, Friday, February 26, 2016:
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WEEK OF FEBRUARY 29, 2016
Homework due Tuesday, Wednesday, and Thursday, March 1, 2, and 3, 2016: None.
Classwork, Monday, Tuesday, and Wednesday, February 29, March 1, and 2, 2016:
Classwork, Monday, Tuesday, and Wednesday, February 29, March 1, and 2, 2016:
- As a class we will continue to go over the short response questions for "Bug Bites."
- We will make a list of all the strategies that we use to read non-fiction.
- When answering these short response questions, students will use the RACE organizer. See above for the RACE organizer and RACE rubric.
- When answering these short response questions, students will use the "What does the text SAY?," "What does the author MEAN?," and "Why does it MATTER?," transitional writing prompts. See above for these resources.
Homework due Friday, March 4, 2016: Individually, students will answer the seven short response questions for "The Loch Ness Monster." This is due on Friday!
Classwork, Thursday, and Friday, March 3, and 4, 2016:
Classwork, Thursday, and Friday, March 3, and 4, 2016:
- Individually, students will answer the seven short response questions for "The Loch Ness Monster." This is due on Friday!
- We will make a list of all the strategies that we use to read non-fiction.
- When answering these short response questions, students will use the RACE organizer. See above for the RACE organizer and RACE rubric.
- When answering these short response questions, students will use the "What does the text SAY?," "What does the author MEAN?," and "Why does it MATTER?," transitional writing prompts. See above for these resources.
- After the students have completed all of the questions in RACE format, students will individually self-evaluate their work for each question using the RACE rubric. See above for the RACE rubric expectations.
the.loch.ness.monster.pdf | |
File Size: | 195 kb |
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"The Loch Ness Monster" Short Response Questions:
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WEEK OF MARCH 7, 2016
Homework due Tuesday, and Wednesday, March 8, and 9, 2016: None.
Classwork, Monday, and Tuesday, March 7, and 8, 2016
Homework due Tuesday, and Wednesday, March 8, and 9, 2016: None.
Classwork, Monday, and Tuesday, March 7, and 8, 2016
- In class, we will complete the NYS test prep packets.
- We will read the article together and go through each question together.
Homework due Thursday, and Friday, March 10, and 11, 2016: Begin reading the article "Hip Hop at the Museum?". The short response questions 1-9 are to be written on loose-leaf. Questions 1-9 are due on Friday. USE THE RACE FORMAT AND WRITING PROMPTS!!!!!
Classwork, Wednesday, and Thursday, March 9, and 10, 2016
Classwork, Wednesday, and Thursday, March 9, and 10, 2016
- As a class we will read the article "Hip Hop at the Museum?".
- We will review the list of all the strategies that we use to read non-fiction.
- Students will answer the questions on the test prep question sheet, 1-9.
- When answering these short response questions, students will use the RACE organizer. See above for the RACE organizer and RACE rubric.
- When answering these short response questions, students will use the "What does the text SAY?," "What does the author MEAN?," and "Why does it MATTER?," transitional writing prompts. See above for these resources.
- Questions #1-#9 are due on Friday on loose-leaf.
hip.hop.at.the.museum.pdf | |
File Size: | 187 kb |
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SHORT RESPONSE QUESTIONS: "Hip Hop at the Museum?"
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WEEK OF MARCH 14, 2016
DON'T FOOL WITH MOTHER NATURE: COMPARING THEMES ESSAY
Homework due Tuesday, Wednesday, Thursday, and Friday, March 15, 16, 17, and 18, 2016: Begin reading the "Avalanche!" article and the article "Going Up: Life in the Death Zone" written by Pamela S. Turner. Highlight examples from the text that support the ONE theme that is found in BOTH articles. The rubric, outline, and essay are due on Friday at 8:00. The essay is to be written on loose-leaf.
Classwork, Monday, Tuesday, Wednesday, Thursday, and Friday, March 14, 15, 16, 17, and 18, 2016:
COMPARING THEMES ESSAY DIRECTIONS:
DON'T FOOL WITH MOTHER NATURE: COMPARING THEMES ESSAY
Homework due Tuesday, Wednesday, Thursday, and Friday, March 15, 16, 17, and 18, 2016: Begin reading the "Avalanche!" article and the article "Going Up: Life in the Death Zone" written by Pamela S. Turner. Highlight examples from the text that support the ONE theme that is found in BOTH articles. The rubric, outline, and essay are due on Friday at 8:00. The essay is to be written on loose-leaf.
Classwork, Monday, Tuesday, Wednesday, Thursday, and Friday, March 14, 15, 16, 17, and 18, 2016:
- The rubric, outline, and essay are due on Friday at 8:00.
- DIRECTIONS:
- Begin reading the "Avalanche!" article and the article "Going Up: Life in the Death Zone" written by Pamela S. Turner.
- Highlight examples from the BOTH of the texts that support the ONE theme.
- The rubric, outline, and essay are due on Friday at 8:00.
- The essay is to be written on loose-leaf.
- After reading the articles, students will decide on ONE common theme found in BOTH articles.
- What is your claim?
- Students will create a rubric to set goals for their writing.
- Students will create an outline to guide them as they write their essay. The outline may be filled out in the packet, or on loose-leaf, or on index cards, or in your notebook, or in any manner that is helpful to you.
- Write an essay stating as many facts and examples as you can that support your claim, your position.
- Be sure to EXPLAIN each of the facts and examples that you choose.
- Be sure that you choose meaningful reasons to support your claim. Think hard. Dig deep to find similarities in the theme.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make) in your introduction. YOUR CLAIM SHOULD BE THE ONE common theme found in BOTH articles.
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page). The rest of your facts should be paraphrased (in your own words). BE SURE TO EXPLAIN YOUR QUOTES...DON'T JUST RESTATE YOUR QUOTES...EXPLAIN!
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make).
- Use the RACE format to help you do your very best.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper.
- This essay is due on Friday morning.
- This essay is to be written on loose-leaf.
COMPARING THEMES ESSAY DIRECTIONS:
BOTH ARTICLES:
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avalanche.pdf | |
File Size: | 86 kb |
File Type: |
going.up.life.in.the.death.zone.pdf | |
File Size: | 270 kb |
File Type: |
Spring Break!!!!!
March 18-28, 2016!
Mrs. Looney is not assigning any homework over spring break.
You are very welcome to complete an extra-credit project.
See the homepage for ideas.
If you owe back-work,
be sure to have it completed before we return to school.
March 18-28, 2016!
Mrs. Looney is not assigning any homework over spring break.
You are very welcome to complete an extra-credit project.
See the homepage for ideas.
If you owe back-work,
be sure to have it completed before we return to school.
WEEK OF March 28, 2016
NYS Text-based Essay Writing and Short-Response Questions
Homework due Wednesday, and Thursday, March 30, and 31: Packet: Begin reading the Excerpt from In Caverns of Blue Ice article written by Robert Roper and the article "Shackleton's Stowaway" written by Victoria McKernan. Answer all of the questions in the packet and write the essay. USE THE RACE FORMAT ON ALL OF THE SHORT-RESPONSE QUESTIONS AND THE ESSAY!!! Your answers may be written in the packet.
Classwork: Tuesday, Wednesday, Thursday, and Friday, March 29, 30, 31, and April 1, 2016:
ARTICLES:
NYS Text-based Essay Writing and Short-Response Questions
Homework due Wednesday, and Thursday, March 30, and 31: Packet: Begin reading the Excerpt from In Caverns of Blue Ice article written by Robert Roper and the article "Shackleton's Stowaway" written by Victoria McKernan. Answer all of the questions in the packet and write the essay. USE THE RACE FORMAT ON ALL OF THE SHORT-RESPONSE QUESTIONS AND THE ESSAY!!! Your answers may be written in the packet.
Classwork: Tuesday, Wednesday, Thursday, and Friday, March 29, 30, 31, and April 1, 2016:
- As soon as you open the packet, write RACE and its meaning by EVERY QUESTION.
- Read the short-response questions and the essay question before you read the articles.
- UNDERLINE OR HIGHLIGHT THE KEY WORDS IN THE QUESTIONS!!!!! Be sure you understand the questions before you begin reading the articles.
- After you are sure that you understand the questions, begin reading the first article. Then answer the short-response question in RACE format.
- BE SURE TO ADD AT LEAST TWO QUOTES TO EACH SHORT-RESPONSE ANSWER.
- BE SURE TO EXPLAIN YOUR QUOTE WITH AT LEAST TWO SENTENCES.
- After you have completed the short-response questions, start preparing for the essay.
- Write an outline for your essay as quickly as you can.
- Complete the essay.
- On Thursday and Friday we will go over the questions, answers, and suggestions as a class.
ARTICLES:
excerpt_from_in_caverns_of_blue_ice.pdf | |
File Size: | 4883 kb |
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WEEK OF APRIL 11, 2016
Homework due Tuesday, and Wednesday, April 12, and 13, 2016: Theme Story due in your notebook. At least four pages written in your writing notebook. (At least two pages written on loose-leaf if the student decides to write the story on loose-leaf.) I recommend that the students write the story in their writing notebook since we will not share these stories until after the NYS math test. I don't want the students to loose their work. They are welcome to turn it in as soon as it is completed.
Classwork: Monday, and Tuesday, April 11 and 12, 2016:
Homework due Tuesday, and Wednesday, April 12, and 13, 2016: Theme Story due in your notebook. At least four pages written in your writing notebook. (At least two pages written on loose-leaf if the student decides to write the story on loose-leaf.) I recommend that the students write the story in their writing notebook since we will not share these stories until after the NYS math test. I don't want the students to loose their work. They are welcome to turn it in as soon as it is completed.
Classwork: Monday, and Tuesday, April 11 and 12, 2016:
- Mrs. Looney will hand out the list of common themes that are found in texts.
- These themes are not limited to but include: acceptance, courage, perseverance, cooperation, compassion, honesty, kindness, and loyalty.
- Mrs. Looney will read the dot and ish written by Peter H. Reynolds.
- As a class we will decide which of the themes on the list above fit with the theme of each of the books that were read. Can all of the themes fit with each of the books?
- Students will pick a theme and write a creative narrative that is centered around one or two themes of the student's choice.
- Each story should be written in the writing notebook and should be at least four notebook pages. Students may write the story on loose-leaf, but I do not recommend it since a few days will pass until we meet again after the NYS math test.
- Students should begin by choosing a theme, and outlining a story that is connected by the theme.
- Students have three class periods to work on this assignment. If students need more time they may work on it at home.
WEEK OF APRIL 4, 2016
and
Week of April 11, 2016
DUE TO THE
NEW YORK STATE TESTS,
WE WILL NOT HAVE
SOCIAL STUDIES OR WRITING HOMEWORK ON
MONDAY, TUESDAY, WEDNESDAY,
THURSDAY, AND FRIDAY,
APRIL 4-8, 2016
and
APRIL 11-15, 2016.
THANK YOU FOR YOUR UNDERSTANDING.
and
Week of April 11, 2016
DUE TO THE
NEW YORK STATE TESTS,
WE WILL NOT HAVE
SOCIAL STUDIES OR WRITING HOMEWORK ON
MONDAY, TUESDAY, WEDNESDAY,
THURSDAY, AND FRIDAY,
APRIL 4-8, 2016
and
APRIL 11-15, 2016.
THANK YOU FOR YOUR UNDERSTANDING.
Week of April 15, 2016
Classwork: Social Studies packets due on Wednesday.
WE WILL NOT HAVE
SOCIAL STUDIES OR WRITING HOMEWORK ON
MONDAY, TUESDAY, WEDNESDAY,
THURSDAY, AND FRIDAY,
APRIL 18-22, 2016.
HOWEVER, BE SURE TO HAVE THE SOCIAL STUDIES PACKETS COMPLETE BY WEDNESDAY!!!!
THERE IS PLENTY OF TIME
TO WORK ON THE PACKETS
IN CLASS!!!
Classwork: Social Studies packets due on Wednesday.
WE WILL NOT HAVE
SOCIAL STUDIES OR WRITING HOMEWORK ON
MONDAY, TUESDAY, WEDNESDAY,
THURSDAY, AND FRIDAY,
APRIL 18-22, 2016.
HOWEVER, BE SURE TO HAVE THE SOCIAL STUDIES PACKETS COMPLETE BY WEDNESDAY!!!!
THERE IS PLENTY OF TIME
TO WORK ON THE PACKETS
IN CLASS!!!
WEEK OF APRIL 25, 2016: The End-of-Year César Chávez Writing Assessment is due on Friday, April 29, 2016. Students ARE NOT to get any assistance at home on this assignment. See below for more details as to what is expected for this assignment.
Homework due Monday, Tuesday, Wednesday, Thursday, and Friday, April 25, 26, 27, 28, and 29, 2016: Each student will create a rubric to help set writing goals for this assignment. Each student will be sure to have read all of the César Chávez articles. Be sure to have organized notes and your outline completed in order to be able to type your essay in class beginning on Monday.
Classwork, Monday, Tuesday, Wednesday, Thursday, and Friday, April 25, 26, 27, 28, and 29, 2016:
Classwork, Monday, Tuesday, Wednesday, Thursday, and Friday, April 25, 26, 27, 28, and 29, 2016:
- Each student will create a rubric to help set writing goals for this assignment.
- Read and reread all of the articles about César Chávez that are found in the packet.
- Students will decide on which character traits that they wish to write about in reference to César Chávez. Each student will focus on about four character traits.
- Students will highlight, underline, and take notes of details that will support their claim of the character traits that describe Cesar Chavez.
- Students will search for quotes as evidence to prove their claim about the character traits.
- Students must have all of their highlights, notes, and annotations completed in order to be able to write an outline in class tomorrow.
- Students are to write a detailed outline that includes several facts and several quotes from all of the articles.
- Students may use the outline that Mrs. Looney used as a model and AS A START for the outline. STUDENTS MUST ADD THEIR OWN INFORMATION (QUOTES AND FACTS) IN ORDER TO GET FULL CREDIT.
- After the outline is complete, students may begin typing their essay.
- The essay will follow MLA format. Please refer to OWL Purdue Online Writing Lab for guidelines to follow and sample papers that show what MLA format looks like. Click here for the link to OWL Purdue. (This is a fantastic site for all of your writing questions!)
- MLA format and sample paper is found in your packet.
- It is expected that each student writes about three to four pages typed.
- Each student will include about three to four character traits that represent César Chávez. Each trait should be supported and proved to be true by using three or four quotes as evidence. Therefore, each essay will have about ten paragraphs.
César Chávez Essay Directions:
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César Chávez Articles:
- "Viva La Causa: Chávez's Fight for Social Justice" http://readlifelong.weebly.com/uploads/1/3/6/1/13617939/tt_g67_article26.pdf
- "He Inspired Others": An Interview with Cesar's Grandson http://readlifelong.weebly.com/uploads/1/3/6/1/13617939/tt_g67_article27.pdf
- "An American Hero: The Biography of César E. Chávez" http://chavez.cde.ca.gov/ModelCurriculum/Teachers/Lessons/Resources/Biographies/K-2_Bio.aspx
- "Biological Sketch: César E. Chávez" http://chavez.cde.ca.gov/ModelCurriculum/teachers/Lessons/Resources/Biographies/Biographical_Sketch_4thGrd.aspx
WEBSITES:
César Chávez Essay Helpful Resources:
6.eoy.inference.writing.assessment.2016.docx | |
File Size: | 19 kb |
File Type: | docx |
race_rubric_blank_template.docx | |
File Size: | 37 kb |
File Type: | docx |
race.graphic.organizer.extended.2.24.16.docx | |
File Size: | 34 kb |
File Type: | docx |
race.rubric2.24.16.docx | |
File Size: | 33 kb |
File Type: | docx |
essay.checklist.nonfiction.2.26.16.docx | |
File Size: | 146 kb |
File Type: | docx |
what.does.the.text.say.2.26.16.pdf | |
File Size: | 30 kb |
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what.does.the.author.mean.2.26.16.pdf | |
File Size: | 27 kb |
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why.does.it.matter.2.26.16.pdf | |
File Size: | 26 kb |
File Type: |
cops.revision.checklist.2.26.16.docx | |
File Size: | 113 kb |
File Type: | docx |
show.dont.tell.pdf | |
File Size: | 217 kb |
File Type: |
theme_themeslist.pdf | |
File Size: | 40 kb |
File Type: |
Homework due day, and day, February , and , 2016: None.
Classwork, day, and day, February , and , 2016:
Classwork, day, and day, February , and , 2016:
Homework due day, and day, February , and , 2016: None.
Classwork, day, and day, February , and , 2016:
Classwork, day, and day, February , and , 2016:
- As a class we will read the article "."
- We will make a list of all the strategies that we use to read non-fiction.
- We will answer the questions on the "" test prep question sheet.
- When answering these short response questions, students will use the RACE organizer. See above for the RACE organizer and RACE rubric.
- When answering these short response questions, students will use the "What does the text SAY?," "What does the author MEAN?," and "Why does it MATTER?," transitional writing prompts. See above for these resources.
Homework due day, and day, February , and , 2016: None.
Classwork, day, and day, February , and , 2016:
Classwork, day, and day, February , and , 2016:
- As a class we will read the article "."
- We will make a list of all the strategies that we use to read non-fiction.
- We will answer the questions on the "" test prep question sheet.
- When answering these short response questions, students will use the RACE organizer. See above for the RACE organizer and RACE rubric.
- When answering these short response questions, students will use the "What does the text SAY?," "What does the author MEAN?," and "Why does it MATTER?," transitional writing prompts. See above for these resources.
storm.surge.pdf | |
File Size: | 331 kb |
File Type: |
avalanche.pdf | |
File Size: | 86 kb |
File Type: |
going.up.life.in.the.death.zone.pdf | |
File Size: | 270 kb |
File Type: |
Brochure: Why Recycle? http://ecocycle.org/files/pdfs/why_recycle_%20brochure.pdf
Article: Is Recycling Worth the Trouble, Cost? http://abcnews.go.com/US/story?id=91824&page=1#.T2i24cUgewQ
Homework due day, January , 2016:
Classwork, day, January , 2016:
Classwork, day, January , 2016:
- Activate Prior Knowledge: Example first. Question: Prior life experience(concept or skill). Sub-skill review(concept or skill). Students will write their answers on white boards. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: (Concept development)
- Concept Development:
- Definition of concept: Critical attributes:
- Examples: Nonexamples: How can we remember this concept? RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught. Think/Pair/Share, note-taking, etc.
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Skill Development: Students will analyze (examine carefully, breaking it into components to understand it). Students will compare. Students will describe. Students will explain. Students will identify. Students will evaluate. Students will list. Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important? Why do we...? Why did I...? Why is this...? How did I know if...? How did I know...?
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually. As a class we will complete a graphic organizer.
By the end of the guided practice, students will be able to perform the steps individually. - Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice:
Homework due day, January , 2016:
Classwork, day, January , 2016:
Classwork, day, January , 2016:
- Activate Prior Knowledge: Example first. Question: Prior life experience(concept or skill). Sub-skill review(concept or skill). Students will write their answers on white boards. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: (Concept development)
- Concept Development:
- Definition of concept: Critical attributes:
- Examples: Nonexamples: How can we remember this concept? RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught. Think/Pair/Share, note-taking, etc.
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Skill Development: Students will analyze (examine carefully, breaking it into components to understand it). Students will compare. Students will describe. Students will explain. Students will identify. Students will evaluate. Students will list. Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important? Why do we...? Why did I...? Why is this...? How did I know if...? How did I know...?
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually. As a class we will complete a graphic organizer.
By the end of the guided practice, students will be able to perform the steps individually. - Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice:
Homework Due Monday, February 2, 2015: None.
Classwork, Friday, January 30, 2015:
Classwork, Friday, January 30, 2015:
- As a class, we will continue to discuss the differences of the genres biography and autobiography.
- We will analyze articles on pages 190-191 in the Ready New York CCLS workbook.
- While discussing similarities and differences of the text, we will first discuss the author's purpose of each text.
- We will notice and circle the titles and authors of the text. What does knowing the names of the author's tell us about the text? (Biography or autobiography.)
- We will follow the prompts on those two pages and answer the questions on page 192.
- As a class, we will read the steps to writing an extended-response essay, found on page 197 of the Ready New York CCLS workbook.
- With a partner, students will discuss the steps that they feel they do well. What strategies do you use to do those steps well?
- Students will discuss the steps that they are uncomfortable with. Which is the most difficult step for you?
- What strategies could you use to help you improve these steps?
- We will discuss Step 1 in detail. (page 198)
- In pencil, students will underline the steps that the students already follow.
- What steps will you begin following?
- From now on, students will always put a box around the key words. Students will use these key words in each paragraph.
- The two key questions that the students will begin asking themselves with every prompt is: 1) What passages do I need to write about? 2) What kind of essay am I supposed to write?
- We will complete pages 198 together.
Homework Due Wednesday, February 4, 2015: Complete pages 199-201 in the "Writing an Extended-Response Essay" packet.
Classwork, Tuesday, February 3, 2015:
Classwork, Tuesday, February 3, 2015:
- We will review what we discussed about author's purpose from last week.
- Students will complete page 199 in partners.
- Students will complete pages 199-201 for homework.
- As a class we will brainstorm and come up with a list of transition words. Students will write these words in their notebooks.
Homework Due Thursday, February 5, 2015: Several students did not complete last night's homework well. Students have the opportunity to redo the homework to gain back half of the points that were lost the night before.
Classwork, Wednesday, February 4, 2015: We will not have class today due to Project Know.
Classwork, Wednesday, February 4, 2015: We will not have class today due to Project Know.
Homework Due Friday, February 6, 2015: None.
Classwork, Thursday, February 5, 2015:
Classwork, Thursday, February 5, 2015:
- We will go over the answers and the corrections to pages 199-201.
- As a class, we will complete as much as we can starting on page 202 in the packet.
Homework Due Monday, February 9, 2015: Students will complete page 206 in the packet. Use loose-leaf if there isn't enough room in the packet for your answer. This is for a grade.
Classwork, day, , 2015:
Classwork, day, , 2015:
Homework Due Thursday, February 12, 2015: Complete the question in the Spider-Man packet...the packet that includes the two articles.
Classwork, Week of February 9, 2015:
Classwork, Week of February 9, 2015:
- Students will write an compare and contrast essay using the prompt found in the packet.
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Homework Due Tuesday, February 24, 2015: None.
Classwork, Monday, February 23, 2015: Substitute teacher.
Classwork, Monday, February 23, 2015: Substitute teacher.
- Since the students had a full week of challenging writing the week before break, I decided to give them a light day today. Students may have a “free write” day. Please tell the students that if they did not hand in the Spider-Man essay and the social studies Abraham and Moses compare and contrast essay that they are NOT to have a free write and that they are to work on those other two essays.
- IT WILL BE SILENT IN THE ROOM!!! The students agreed that they would be.
- Free write can be:
· write about what you did over break
· write a poem
· write a comic strip including dialog
· write about anything else that they want to write about (school appropriate - If students are not able to be quiet, give them the article called “America’s First People” and tell them to compare and contrast the two Native American groups. Please write down the names of students who are required to write the compare and contrast essay.
Homework Due Wednesday, February 25, 2015: None.
Classwork, Tuesday, February 24, 2015:
Classwork, Tuesday, February 24, 2015:
- Go over homework.
- Share extra credit projects.
Homework Due Thursday and Friday, February 26, and 27, 2015: Opinion essay due Friday morning at 8:00 on loose-leaf.
Classwork, Wednesday and Thursday, February 25 and 26, 2015:
Classwork, Wednesday and Thursday, February 25 and 26, 2015:
- In pairs students will discuss the difference between an opinion and an argument.
- When are their times in your life when you had to provide a convincing argument with friends or family? Make a list.
- When do people write persuasive essays? Newspapers, magazines, politicians, teachers, people in power, websites, etc.
- Brainstorm as a class topics for arguments.Some ideas may be: school uniform, longer school day, extended learning time, four-day weekends, Hip Hop in school, cell phone use in school, wearing hats in school, should students be allowed to publish whatever they like in a school newspaper or school newsletter.
- Word choice and tone: how does this help reveal an author's perspective and biases?
- Identify claims, reasons, and evidence. Evaluate effectiveness of claims. Are the claims supported by evidence?
- An effective argument includes sound reasons and evidence to prove claim. Reasons and evidence. Example: My son Aidan and cell phones...everyone has one.
- What do you think his point of view on the topic is? What do you think my point of view on the topic is?
- Who is your audience? Who are you trying to convince? How does knowing your audience affect your tone?
- Choose a topic. Begin listing your opinions about the topic.
- Decide who your audience is. What will your tone sound like?
- Write your claim.
- What words will you choose to use?
- Brainstorm and write a list of reasons to support your claim.
- Begin to write your essay.
- Focus on:
- introduction
- claim
- reasons to support your claim
- transition words
- conclusion
Homework Due Monday, March 2, 2015: None.
Classwork, Friday, February 27, 2015: Jump Rope for Heart
Classwork, Friday, February 27, 2015: Jump Rope for Heart
Homework Due week of March 2, Monday-Friday, March 2-6, 2015: None.
Classwork, week of March 2, Monday-Friday, March 2-6, 2015: Analyzing the New York State writing rubric.
Classwork, week of March 2, Monday-Friday, March 2-6, 2015: Analyzing the New York State writing rubric.
- As a class we will analyze the entire NYS writing rubric to give us a better idea of how we can improve our writing and bring it to a higher level.
- To do that, we will discuss the meanings of each part of the rubric. We will discuss our expectations.
- Students will write out what they think each section of the rubric means.
- Students will write out steps and strategies that can help improve our writing in each section of the rubric.
- Students will analyze their own writing and decide what they can do to improve their writing.
Homework Due week of March 9, Monday-Thursday, March 9-12, 2015. DUE FRIDAY, MARCH 13, 2015: "How to Improve My Writing" Essay.
Classwork, week of March 9, Monday, Tuesday and Thursday, March 9-12, 2015: Analyzing the New York State writing rubric.
Classwork, week of March 9, Monday, Tuesday and Thursday, March 9-12, 2015: Analyzing the New York State writing rubric.
- As a class we will continue to analyze the entire NYS writing rubric to give us a better idea of how we can improve our writing and bring our writing to a higher level.
- To do that, we will discuss the meanings of each part of the rubric. We will discuss our expectations.
- Students will write out what they think each section of the rubric means.
- Students will write out steps and strategies that can help improve our writing in each section of the rubric.
- Students will analyze model essays and discuss what score on the NYS rubric they think each part of the essay should receive. Students will be able to give examples of why the author chose certain words, phrases, and styles of writing in the text. Students will give examples of why the text deserves the score that the student gave it.
- Students will analyze their own writing and decide what they can do to improve their writing.
- In essay form, paragraph form, students will write an essay that explains which areas on the NYS rubric they plan on improving and the exact steps how they will improve their writing.
- Students will refer to the packet that we have been using in class to take notes as we analyze our writing.
In what ways can you improve your writing? Analyze your writing using the New York State rubric. Use details from the New York State rubric to support your response.
In your response, be sure to
· analyze your writing samples using the New York State rubric
· give examples of how you can improve your writing in each section of the rubric
· use the rubric as you are writing this essay to be sure this is the best work you can do
We Were Here, Too: Model Text
we.were.here.too.pdf | |
File Size: | 752 kb |
File Type: |
Homework Due Monday, March 16, 2015: "How to Eat an OREO Cookie" Essay due on Monday.
Classwork, Friday, March 13, 2015: “How to Eat an OREO Cookie”
Classwork, Friday, March 13, 2015: “How to Eat an OREO Cookie”
- As students enjoy the delicious taste of the one and only Oreo cookie, we will list adjectives that come to mind.
- We will generate a class list of these adjectives.
- We will then generate a list of verbs that we could use instead of "eat.
- Students will be given one more cookie to enjoy as they write their essay.
- Students will write an essay describing the steps taken of how to eat an OREO cookie.
- Students will write at least 5 paragraphs.
Homework Due Tuesday, March 17, 2015: None
Classwork, Monday, March 16, 2015:
Classwork, Monday, March 16, 2015:
- As a class we read an article called "Olekoeks" and answered questions that would help us to practice close reading and finding the main idea.
Homework Due Friday, March 20, 2015: College Essay
Classwork, Thursday, March 19, 2015: College Essay
Classwork, Thursday, March 19, 2015: College Essay
- We will begin thinking about our "Dream Unit."
- Students were given a copy of the SUNY College Application.
- We discussed the sections of the application and realized that the application is not that difficult to fill out.
- Students may fill out the sections of the application for fun. (Most of the sections will not be able to be filled out but students may DREAM and imagine what the answers might be.)
- We also looked at and discussed the essay prompts for the Common Application which is found online. Many colleges use the Common Application to evaluate students.
- Students also received a list of words that can be used in the essay to describe themselves.
- Students will choose one of the writing prompts from the Common Application and write the essay as a rough draft in the writing notebook.
College Application Essay:
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WEEK OF MARCH 23, MONDAY THROUGH FRIDAY, MARCH 23-27:
DUE TO THE UPCOMING NEW YORK STATE ASSESSMENTS, WE WILL BE CLOSE READING SEVERAL ARTICLES AND ANALYZING IMPORTANT DETAILS AND IDEAS OF THE ARTICLES. BECAUSE OF THE INTENSE CLASSWORK, I AM STRIVING TO NOT ASSIGN ANY EXTRA HOMEWORK THIS WEEK. If a student does not complete the questions that follow the article, it is the students responsibility to complete the questions for homework. See individual articles below.
Classwork, Monday, March 23, 2015: Be sure to complete the assignment before class tomorrow. Excerpt from We Were There, Too! Short Response question number 1 (page 33). New York State test sample questions, August 2014.
Classwork, Tuesday, March 24, 2015: Be sure to complete the assignment before class tomorrow. Excerpt from We Were There, Too! Short Response question number 2 (page 40). New York State test sample questions, August 2014.
Classwork, Wednesday, March 25, 2015: Be sure to complete the assignment before class tomorrow. Read Excerpt from In Caverns of Blue Ice. Complete Short Response question number 1, page 76. Read "Shackleton's Stowaway." New York State test sample questions, August 2014.
Classwork, Thursday, March 26, 2015: Be sure to complete the assignment before class tomorrow. Finish reading "Shackleton's Stowaway." Complete Short Response questions number 2 and 3, pages 59 and 66. New York State test sample questions, August 2014.
Classwork, Friday, March 27, 2015: Complete the Extended-Response Essay on page 83 of the packet. This is to be completed by the end of class. New York State test sample questions, August 2014.
DUE TO THE UPCOMING NEW YORK STATE ASSESSMENTS, WE WILL BE CLOSE READING SEVERAL ARTICLES AND ANALYZING IMPORTANT DETAILS AND IDEAS OF THE ARTICLES. BECAUSE OF THE INTENSE CLASSWORK, I AM STRIVING TO NOT ASSIGN ANY EXTRA HOMEWORK THIS WEEK. If a student does not complete the questions that follow the article, it is the students responsibility to complete the questions for homework. See individual articles below.
Classwork, Monday, March 23, 2015: Be sure to complete the assignment before class tomorrow. Excerpt from We Were There, Too! Short Response question number 1 (page 33). New York State test sample questions, August 2014.
Classwork, Tuesday, March 24, 2015: Be sure to complete the assignment before class tomorrow. Excerpt from We Were There, Too! Short Response question number 2 (page 40). New York State test sample questions, August 2014.
Classwork, Wednesday, March 25, 2015: Be sure to complete the assignment before class tomorrow. Read Excerpt from In Caverns of Blue Ice. Complete Short Response question number 1, page 76. Read "Shackleton's Stowaway." New York State test sample questions, August 2014.
Classwork, Thursday, March 26, 2015: Be sure to complete the assignment before class tomorrow. Finish reading "Shackleton's Stowaway." Complete Short Response questions number 2 and 3, pages 59 and 66. New York State test sample questions, August 2014.
Classwork, Friday, March 27, 2015: Complete the Extended-Response Essay on page 83 of the packet. This is to be completed by the end of class. New York State test sample questions, August 2014.
Spring Break!!!!!
Mrs. Looney is not assigning any homework over spring break. You are very welcome to complete an extra-credit project. See the homepage for ideas. If you owe back-work, be sure to have it completed before we return to school.
Mrs. Looney is not assigning any homework over spring break. You are very welcome to complete an extra-credit project. See the homepage for ideas. If you owe back-work, be sure to have it completed before we return to school.
Homework Due Wednesday, April 8, 2015: None.
Classwork, Tuesday, April 7, 2015:
Classwork, Tuesday, April 7, 2015:
- Complete the Questions Sheet for "Dear Mother Earth: An Earthly Advice Column."
- These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points.
- Be sure to use the RACE Organizer.
- Be sure to give 2 quotes.
- Be sure to use the RACE Organizer. Be sure to give 2 quotes.
- Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Article:
"Dear Mother Earth: An Earthly Advice Column" article: http://www.patriciajmurphy.com/files/Aplsds0203.pdf
"Dear Mother Earth: An Earthly Advice Column" Questions Sheet:
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Homework Due Thursday, Friday, and Monday, April 9, 10, and 13, 2015: "Challenges of a Firefighter" Essay is due on loose-leaf on Monday. Essays
will be about three or four pages. Each student should write an
outline with bullet points. The outline should be completed by
Thursday. Students will earn a grade for the outline. Write the essay following the tasks below describing the challenges of being a firefighter.
Classwork, Wednesday, Thursday, and Friday, April 8, 9, 10, 2015:
"Challenges of Being a Firefighter" Essay:
Classwork, Wednesday, Thursday, and Friday, April 8, 9, 10, 2015:
- Students will read the five articles that are found in the “Firefighting” packet.
- Students will use all five articles to find historical information and up-to-date information about the challenges of being a firefighter from the past and in the present.
- Students will use the New York State rubric as a guide to bring their writing to a higher level.
- Students will use information, facts, and details, and quotes from all five articles found in the “Firefighter” packet in their essay.
- What are the challenges of being a firefighter? Use details from all five articles in the “Firefighter” packet to support your response.
- Our guest speaker will be Mrs. Farwell and a student junior firefighter.
- Students will add information from our interview with Mrs. Farwell to their essay.
- Several students have mentioned that they have people in their family that are firefighters. Students may interview a firefighter about the challenges that are faced. This information may be added to the essay for extra credit.
- Each student should write an outline with bullet points. The outline should be completed by Thursday. Students will earn a grade for the outline.
- In your response, be sure to:
- read all five articles in the “Firefighter” packet
- give examples of historical and present day challenges of being a firefighter using all five articles of the “Firefighter” packet
- write at least three or four pages
- use the rubric as you are writing this essay to be sure this is the best work you can do
- Be sure to EXPLAIN the importance of the quotes that you choose and EXPLAIN how the quotes relate to the question.
ARTICLES:
"An Interview with a Fire Investigator" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FireInvestigator.pdf
"Fighting Fire from Head to Toe" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FightingFireFromHeadToToe.pdf
"Fighting Through the Ages" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FirefightingThroughTheAges.pdf
"The Great Chicago Fire" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/TheGreatChicagoFire.pdf
"For Men Only? Not!" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/ForMenOnlyNOT.pdf
"Challenges of Being a Firefighter" Essay:
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Homework Due Tuesday, Wednesday, Thursday, and Friday, April 14-17, 2015: None.
Classwork: Monday, Tuesday, Wednesday, and Thursday, April 15-16, 2015: Attending to Details in Multi-Media.
Guiding questions:
"Two Wolves, a Cherokee Legend":
Classwork: Monday, Tuesday, Wednesday, and Thursday, April 15-16, 2015: Attending to Details in Multi-Media.
Guiding questions:
- What is the main idea/central idea of the text? (What is this text mainly about?)
- What ideas stand out to me as I view the PowerPoint video? What information or ideas does this text present?
- What is the lesson that the author is trying to teach us?
- "The purpose of this exercise is for students to get a sense of how close examination of texts leads to questions which in turn lead to further examination of textual detail..."
- Students will view the PowerPoint Two Wolves, YouTube video by David Owen, http://www.youtube.com/watch?v=E8CHjX8HauA.
- "Students will think about the guiding questions...as they watch the video."
- The first time the students observe the PowerPoint they will not take notes- just observe.
- How does the music affect the mood of the story?
- Students will observe the PowerPoint for a second time.
- As students observe again, they will take notes in a t-chart.
- Students will record details in a t-chart on loose-leaf. Students will record text-specific questions.
- List details in the first column of the t-chart.
- On the other side of the t-chart, students will write questions that arise from the details that are noted.
- Students will highlight the details that he/she thinks are most important.
- Explain why they see the details as most important.
- Write a few sentences explaining what has been learned from the video.
- Students may read the text version of the legend: Two Wolves, A Cherokee Legend,
http://www.firstpeople.us/FP-Html-Legends/TwoWolves-Cherokee.html - What are the differences between watching the video and reading the second version of the legend? What is the difference in how you felt?
- Which is the wolf that you feed?
- On a sheet of computer paper, students draw a collage with words, drawings, and symbols that depict "the wolf that they feed."
- Students will view the PowerPoint without the sound. We will stop at each of the photos to analyze the photos.
- After analyzing the photos from the PowerPoint, students will write a caption for each photo.
- What questions do you have about each photo? Notice how these questions are "text specific."
- Students will list three details that they think are important in helping them understand something that is going on in the images.
"Two Wolves, a Cherokee Legend":
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Homework Due Monday, April 20, 2015: Students are expected to make revisions and additions to their Challenges of Firefighters Essay.
Classwork, Friday, April 17, 2015: Revisions to the Challenges of Firefighters Essay.
Classwork, Friday, April 17, 2015: Revisions to the Challenges of Firefighters Essay.
- Students were given back their Challenges of Firefighters Essay.
- Each student received extensive written individual feedback as to how they can specifically bring their writing to a higher level.
- We also had a class discussion about common ways that students can enhance their essays.
- Students also worked in pairs as they helped each other improve their writing.
- All students (with the exception of three students who received full credit for their essay) are encouraged to make revisions to their essays in order to improve their writing skills. Students who take the time will earn a higher grade accordingly.
- If students have misplaced their Challenges of Firefighters packet, the five articles can be downloaded from the files above.
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Due Tuesday, February 25, 2014: Homework: Finish Esther essay. See below for more details.
Classwork: Monday, February 24, 2014
The following ideas and information comes from the book A Curriculum Plan for the Writing Workshop, Lucy Calkins, Heinemann: Portsmouth, NH, 2011, pps. 132-136.
· Thinkers and writers: Lucy Calkins says on page 139 in the book A Curriculum Plan for the Writing Workshop that "writing can be a way to not only hold on to one's thinking about a particular subject or about a text but also clarify and elaborate on that thinking."
· Read "Esther, Queen of Persia."
· Ask yourself the question, "What idea do I have about this article that I can write about in an essay?"
· Tell readers an idea that you have about the article.
· Show evidence that supports the idea using details from the text.
Be sure to:
· include your claim/inference/thesis in the introduction
· provide one example of evidence/proof/details from the text to support your claim
· provide another example of evidence/proof/details from the text to support your claim
· provide another example of evidence/proof/details from the text to support your claim
· conclusion which restates the original claim and provides added insight
Classwork: Monday, February 24, 2014
The following ideas and information comes from the book A Curriculum Plan for the Writing Workshop, Lucy Calkins, Heinemann: Portsmouth, NH, 2011, pps. 132-136.
· Thinkers and writers: Lucy Calkins says on page 139 in the book A Curriculum Plan for the Writing Workshop that "writing can be a way to not only hold on to one's thinking about a particular subject or about a text but also clarify and elaborate on that thinking."
· Read "Esther, Queen of Persia."
· Ask yourself the question, "What idea do I have about this article that I can write about in an essay?"
· Tell readers an idea that you have about the article.
· Show evidence that supports the idea using details from the text.
Be sure to:
· include your claim/inference/thesis in the introduction
· provide one example of evidence/proof/details from the text to support your claim
· provide another example of evidence/proof/details from the text to support your claim
· provide another example of evidence/proof/details from the text to support your claim
· conclusion which restates the original claim and provides added insight
Due Wednesday, February 26, 2014: Homework: Finish essay plan. See below for more details.
Classwork: Tuesday, February 25, 2014
Classwork: Tuesday, February 25, 2014
- Students will write a plan for the essay that they will write tomorrow in class.
Thursday, February , 2014: Homework: Complete the "Ester, Queen of Persia Essay."
Classwork: Wednesday, February 2, 2014
Classwork: Wednesday, February 2, 2014
- Students will write an essay that will include the two questions at the end of the "Esther, Queen of Persia" article.
- The essay will be written on loose-leaf.
- Extended-Response, Prompted Essays, text-based:
- Reread "Esther, Queen of Persia."
- Write an essay that answers the following questions:
2) In your opinion, would you have rather been in Mordecai’s position or Esther’s position? Explain why.
Be sure to:
- include your claim/inference/thesis in the introduction
- include the title of the article in the introduction
- include some background information about Esther either in the
introduction or first paragraph
- provide one example of evidence/proof/details from the text to support
your claim
- provide another example of evidence/proof/details from the text to
support your claim
- provide another example of evidence/proof/details from the text to
support your claim
- provide as many paragraphs that are necessary to include as much
evidence as possible to support your claim.
- conclusion which restates the original claim and provides added insight
- write your essay on loose-leaf
- hand in the essay before writing class is over
- Reread "Esther, Queen of Persia."
essay.esther.questions.docx | |
File Size: | 94 kb |
File Type: | docx |
essay.esther.questions.pdf | |
File Size: | 60 kb |
File Type: |
Classwork: Thursday, February , 201 and Friday, February , 201: Isaac and Ishmael characterization essay.
Due day, February , 201: Homework: Complete writing plan for tomorrow's essay.
Due day, March , 201: Homework: None.
Due day, February , 201: Homework: Complete writing plan for tomorrow's essay.
Due day, March , 201: Homework: None.
- Students will read the biography about Isaac and Ishmael.
- While reading and rereading, search for evidence that describes one main character trait for both Isaac and Ishmael.
- Students will gather text-based evidence and details to support the claim.
- Students will complete a writing plan for the essay that will be written in class on Friday.
- The plan can be an outline, an evidence web, a t-chart, or other plan that will enable students to write an organized essay filled with details and evidence from the text.
- On Friday the essay will be written in class in the 42 minute time period. Essays must be turned in before class is over. Essays must be written on loose-leaf. Rubrics must be stapled to the essay.
essay.isaac.and.ishmael..docx | |
File Size: | 97 kb |
File Type: | docx |
essay.isaac.and.ishmael..pdf | |
File Size: | 61 kb |
File Type: |
writing.rubric.2013.xlsx | |
File Size: | 10 kb |
File Type: | xlsx |
writing_sheet1.pdf | |
File Size: | 51 kb |
File Type: |
Due Week of March 3: Monday, Tuesday, Wednesday, Thursday, Friday, March 3-7, 2014: Homework: None.
Due Week of March 10: Monday, Tuesday, Thursday, Friday, March 10-14, 2014: Homework: None.
Classwork, Week of March 10: Monday, Tuesday, Thursday, Friday, March 10-14, 2014: NYS ELA Practice Tests.
Due Week of March 17: Monday, Tuesday, Wednesday, Thursday, Friday, March 17-21, 2014: Homework: None.
Classwork, Week of March 17: Monday, Tuesday, Wednesday, Thursday, Friday, March 17-21, 2014: NYS ELA Practice Tests.
Classwork: Monday, March 24, 2014: Read Greek myths and create bulleted list of similarities between the myths.
Due Monday, March 25, 2014: Homework: Greek Myth bulleted list.
Classwork, Tuesday, March 25, 2014: Bulleted list of characteristics of personal narratives.
Due Wednesday, March 26, 2014: Bulleted list of characteristics of personal narratives.
Classwork, Wednesday, March 26, 2014: Argument Essay.
Due Thursday, March 27, 2014: Argument Essay.
Classwork, Thursday, and Friday, March 27 and 28, 2014: Sports Argument Essay. Should there be gender equality in school sports?
Due Monday, March 31, 2014: Sports Argument Essay.
We will not have our typical writing class the week of March 31, 2014 due to the NYS ELA Assessments. There will be no writing homework the week of the assessments.
Due Week of March 10: Monday, Tuesday, Thursday, Friday, March 10-14, 2014: Homework: None.
Classwork, Week of March 10: Monday, Tuesday, Thursday, Friday, March 10-14, 2014: NYS ELA Practice Tests.
Due Week of March 17: Monday, Tuesday, Wednesday, Thursday, Friday, March 17-21, 2014: Homework: None.
Classwork, Week of March 17: Monday, Tuesday, Wednesday, Thursday, Friday, March 17-21, 2014: NYS ELA Practice Tests.
Classwork: Monday, March 24, 2014: Read Greek myths and create bulleted list of similarities between the myths.
Due Monday, March 25, 2014: Homework: Greek Myth bulleted list.
- Students will begin to read two or three Greek myths that are in the packets.
- Students are to write a bulleted list of the similarities between the myths (including literary similarities). This list should be written in the writing notebook. If you finish reading two or three, you should read the remaining myths in the packet and add to your bulleted list.
- The list is due on Tuesday.
Classwork, Tuesday, March 25, 2014: Bulleted list of characteristics of personal narratives.
Due Wednesday, March 26, 2014: Bulleted list of characteristics of personal narratives.
- Students will write a bulleted list of as many characteristics as they can think of pertaining to personal narratives.
Classwork, Wednesday, March 26, 2014: Argument Essay.
Due Thursday, March 27, 2014: Argument Essay.
- Students will refer to their list of characteristics of personal narratives.
- Students will write an argument essay about which type of essay is more fun to write: myths or personal narratives.
Classwork, Thursday, and Friday, March 27 and 28, 2014: Sports Argument Essay. Should there be gender equality in school sports?
Due Monday, March 31, 2014: Sports Argument Essay.
- Using the packet, prompt, and graphic organizers, students will write an argument essay in their writing notebooks about whether or not there should be gender equality in school sports.
We will not have our typical writing class the week of March 31, 2014 due to the NYS ELA Assessments. There will be no writing homework the week of the assessments.
End-of-the-year Writing Assessment: Due Friday, April 11, 2014, 8:00 AM.
Compare and Contrast Gandhi with Cesar Chavez.
Directions:
· Take notes as you watch video footage of Rosa Parks on The Biography Channel website.
· Read “Remembering Rosa Parks” and a written biography of Rosa Parks from The Biography Channel website.
· What is one character trait of Rosa Parks? Write an essay that describes one character trait of Rosa Parks.
· In your essay, write an inference/claim that describes one character trait of Rosa Parks.
· List evidence from the texts to support your inference/claim.
· Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper. However, only use the front side of the loose-leaf so I can photocopy your work. DO NOT STAPLE YOUR PAGES.
· In your writing, make sure you:
-Write your inference/claim in your introduction.
-Use transition words to start new paragraphs and to introduce new examples from the text.
-Give as many examples from the text as you can as evidence to support your inference/claim.
-Write a conclusion.
· Check your writing for:
-spelling
-capitalization of proper nouns
-capitalization of the beginning of sentences
-punctuation
-indentation of each new paragraph
-sophisticated word choice
See the rubric for more details of expectations.
Compare and Contrast Gandhi with Cesar Chavez.
Directions:
· Take notes as you watch video footage of Rosa Parks on The Biography Channel website.
· Read “Remembering Rosa Parks” and a written biography of Rosa Parks from The Biography Channel website.
· What is one character trait of Rosa Parks? Write an essay that describes one character trait of Rosa Parks.
· In your essay, write an inference/claim that describes one character trait of Rosa Parks.
· List evidence from the texts to support your inference/claim.
· Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper. However, only use the front side of the loose-leaf so I can photocopy your work. DO NOT STAPLE YOUR PAGES.
· In your writing, make sure you:
-Write your inference/claim in your introduction.
-Use transition words to start new paragraphs and to introduce new examples from the text.
-Give as many examples from the text as you can as evidence to support your inference/claim.
-Write a conclusion.
· Check your writing for:
-spelling
-capitalization of proper nouns
-capitalization of the beginning of sentences
-punctuation
-indentation of each new paragraph
-sophisticated word choice
See the rubric for more details of expectations.
Directions Handout:
6.eoy.inference.writing.assessment.2014.docx | |
File Size: | 19 kb |
File Type: | docx |
6.eoy.inference.writing.assessment.2014.pdf | |
File Size: | 49 kb |
File Type: |
Rosa Parks packet, two articles included in the packet:
eoy.rosa.parks.article..docx | |
File Size: | 141 kb |
File Type: | docx |
eoy.rosa.parks.article..pdf | |
File Size: | 56 kb |
File Type: |
Writing Rubric:
eoy.writing.rubric.2014.xlsx | |
File Size: | 10 kb |
File Type: | xlsx |
Videos:
Homework Due Tuesday, April 22, 2014: Sunshine essay due tomorrow. Begin to work on poem.
Classwork, Monday, April 21, 2014: Sunshine essay.
Homework Due Wednesday, April 23, 2014: Original Poem. Be sure poem is complete. Final copy must be turned in by Thursday.
Classwork, Tuesday, April 22, 2014: Poetry.
Homework Due Thursday, April 24, 2014: Work on essay.
Classwork, Wednesday, April 23, 2014: Opinion/Argument Writing.
Classwork, Thursday, April, 24 2014: Continue to work on opinion/argument essay.
Homework Due Monday, April 28, 2014: If you haven't presented your essay in class, be prepared to share your essay on Monday.
Classwork, Friday, April 25, 2014: Read essays in class.
Week of April 28, 2014: Due to the NYS math tests that are this week, there will not be any writing homework.
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Classwork, Monday, April 21, 2014: Sunshine essay.
- Watch "Sound of Sunshine" video by Michael Franti.
- Write a two page essay that describes how the sunshine affected your life over the break. This essay is due tomorrow.
- For homework, students will begin to think about and write an original poem to submit to the poetry contest.
- It would be best if poems are typed.
Homework Due Wednesday, April 23, 2014: Original Poem. Be sure poem is complete. Final copy must be turned in by Thursday.
Classwork, Tuesday, April 22, 2014: Poetry.
- Students will read their Sunshine essays.
- Students will continue to revise and shape the poems.
Homework Due Thursday, April 24, 2014: Work on essay.
Classwork, Wednesday, April 23, 2014: Opinion/Argument Writing.
- Students will chose a topic to write an opinion piece.
- Topics may be, but are not limited to, the following ideas:
- Choose a daring activity from the ideas below or think of one of your own. Form an opinion about the safety of the activity.
- -Should you and your friends climb down into a mystery hole? Choose a position and persuade others to agree with you.
- -Walking on Top of a Fence
- -Riding a Bike While Pulling Someone on Skates Behind You
- -Hanging Upside Down From a High Tree Branch
- Which would be the more interesting hobby to pursue?
- -Collecting Autographs
- -Collecting Coins
- -Collecting Stamps
- -Collecting Baseball Cards
- -Collecting Books
- -Collecting Postcards
Classwork, Thursday, April, 24 2014: Continue to work on opinion/argument essay.
Homework Due Monday, April 28, 2014: If you haven't presented your essay in class, be prepared to share your essay on Monday.
Classwork, Friday, April 25, 2014: Read essays in class.
- Students will read the essays that they completed for homework to the whole class.
Week of April 28, 2014: Due to the NYS math tests that are this week, there will not be any writing homework.
- Be sure you check the PowerSchool Gradebook to see if you owe any back-work.
- Be sure to have your argument essay, sunshine essay, and myth versus personal narrative essay proofread and revised.
- Be sure to practice reading all three essays so you can read them to the class.
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- Fifth grade Thursday: students will take turns reading their essays to the class. If they can cooperate there won't be homework. If students are not choosing to cooperate students will...Sixth grade: thursday-The sub will read page 179 in the Evaluating an Argument packet. As a class students will complete page 179 together. In pairs, students will complete pages 180-181. THIS IS FOR A GRADE! -Do not forget to compete the Close Reading task found in the margins on page 181.-Answer the multiple choice question and answer the Show Your Thinking question on page 181.-Don't forget to compete the task on the bottom of the page: With a partner, discuss other reasons the author could have included to support her claim.-students will complete page 183 for homework.
Fifth grade:
Friday: 6th grade: read and complete pages 184-186. - .
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Homework Due Tuesday and Wednesday, March 24 and 25, 2015: Complete Question Sheet for "Riding for Freedom." Question 1 is due on Tuesday; questions 4-7 are due on Wednesday. Since the fifth grade has already completed an extensive essay on questions 2 and 3, the fifth grade will be skipping those two questions at this time. This assignment will be graded with the NYS Short Response Rubric. 2 points for each question. Be sure to use the RACE Organizer. Be sure to use 2 quotes and EXPLAIN the importance of the quote and how it relates to the question.
Classwork Monday and Tuesday, March 23 and 24, 2015:
"Riding for Freedom" text: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RidingForFreedom.pdf
Questions Sheet, "Riding for Freedom"
test.prep.riding.for.freedom.pdf
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test.prep.riding.for.freedom.docx
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Homework Due Thursday, March 26, 2015: Complete the Questions Sheet for the article "Seeing the Needs of Others: Guide-Dog Puppy Raisers." These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points. Be sure to use the RACE Organizer. Be sure to give 2 quotes. Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Classwork, Wednesday, March 25, 2015:
test.prep.guide.dog.puppy.raisers.pdf
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test.prep.guide.dog.puppy.raisers.docx
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Homework Due Friday, March 27, 2015: Complete the Questions Sheet for the article "The Braille System: The Language of Touch." These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points. Be sure to use the RACE Organizer. Be sure to give 2 quotes. Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Classwork, Thursday, March 26, 2015:
test.prep.braille.system.pdf
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test.prep.braille.system.docx
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Spring Break!!!!!
Mrs. Looney is not assigning any homework over spring break. You are very welcome to complete an extra-credit project. See the homepage for ideas. If you owe back-work, be sure to have it completed before we return to school.
Homework Due Wednesday, April 8, 2015: None.
Classwork, Tuesday, April 7, 2015:
test.prep.mother.earth.pdf
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test.prep.mother.earth.docx
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Homework Due Thursday, Friday, and Monday, April 9, 10, and 13, 2015: "Challenges of a Firefighter" Essay is due on loose-leaf on Monday. Essays will be about three or four pages. Each student should write an outline with bullet points. The outline should be completed by Thursday. Students will earn a grade for the outline. Write the essay following the tasks below describing the challenges of being a firefighter.
Classwork, Wednesday, Thursday, and Friday, April 8, 9, 10, 2015:
"Challenges of Being a Firefighter" Essay:
challenges.firefighter.essay.pdf
Download File
challenges.firefighter.essay.docx
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Homework Due Monday, April 20, 2015: Students are expected to make revisions and additions to their Challenges of Firefighters Essay.
Classwork, Friday, April 17, 2015: Revisions to the Challenges of Firefighters Essay.
Homework Due Monday, April 20, 2015: Revisions to the "Challenges of Firefighters" Essay. See the Social Studies page of this website for the five articles and more direction. There isn't any homework that is due on Tuesday, April 21, 2015.
Classwork, Monday, April 20, 2015: Begin Module 3A, Writing a Newspaper Article.
Homework Due Wednesday, April 22, 2015:
Classwork, Tuesday, April 21, 2015:
Homework Due Thursday, April 23, 2015: None.
Classwork, Wednesday, April 22, 2015:
DUE TO THE NYS TESTS, WE WILL NOT HAVE SOCIAL STUDIES OR WRITING HOMEWORK ON TUESDAY, WEDNESDAY, THURSDAY, AND FRIDAY, APRIL 21-24, 2015.
Classwork Monday and Tuesday, March 23 and 24, 2015:
- Students will read the social studies article "Riding for Freedom."
- Students will answer the short response questions on the Questions Sheet.
- What is the central idea of the section you just read? Use two details from the text to support your response.
- What is the author’s purpose in this article? Use two details from the text to support your response.
- What is the author’s point of view? Use two details from the text to support your response.
- Describe one character trait of Sybil Ludington. Use two details from the text to support your response.
- Explain how the setting affects the author’s point of view. Use two details from the text to support your response.
- What is the value in Sybil Ludington’s actions? Use two details from the article to support your answer.
- What lesson can be learned from Sybil Ludington? Use two details from the article to support your response.
- Complete Question Sheet for "Riding for Freedom." Question 1 is due on Tuesday; questions 4-7 are due on Wednesday. Since the fifth grade has already completed an extensive essay on questions 2 and 3, the fifth grade will be skipping those two questions at this time.
- This assignment will be graded with the NYS Short Response Rubric.
- 2 points for each question.
- Be sure to use the RACE Organizer.
- Be sure to use 2 quotes and EXPLAIN the importance of the quote and how it relates to the question.
- Be sure to use the RACE Organizer.
- 2 points for each question.
- This assignment will be graded with the NYS Short Response Rubric.
"Riding for Freedom" text: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RidingForFreedom.pdf
Questions Sheet, "Riding for Freedom"
test.prep.riding.for.freedom.pdf
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test.prep.riding.for.freedom.docx
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Homework Due Thursday, March 26, 2015: Complete the Questions Sheet for the article "Seeing the Needs of Others: Guide-Dog Puppy Raisers." These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points. Be sure to use the RACE Organizer. Be sure to give 2 quotes. Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Classwork, Wednesday, March 25, 2015:
- Complete the Questions Sheet for "Seeing the Needs of Others: Guide-Dog Puppy Raisers."
- These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points.
- Be sure to use the RACE Organizer.
- Be sure to give 2 quotes.
- Be sure to use the RACE Organizer. Be sure to give 2 quotes.
- Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Article:
"Seeing the Needs of Others: Guide-Dog Puppy Raisers" article: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/GuideDogPuppyRaisers.pdf
"Seeing the Needs of Others: Guide-Dog Puppy Raisers" Questions Sheet:
test.prep.guide.dog.puppy.raisers.pdf
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test.prep.guide.dog.puppy.raisers.docx
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Homework Due Friday, March 27, 2015: Complete the Questions Sheet for the article "The Braille System: The Language of Touch." These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points. Be sure to use the RACE Organizer. Be sure to give 2 quotes. Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Classwork, Thursday, March 26, 2015:
- Complete the Questions Sheet for "The Braille System: The Language of Touch."
- These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points.
- Be sure to use the RACE Organizer.
- Be sure to give 2 quotes.
- Be sure to use the RACE Organizer. Be sure to give 2 quotes.
- Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Article:
"The Braille System: The Language of Touch" article: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/TheBrailleSystem.pdf
"The Braille System: The Language of Touch" Questions Sheet:
test.prep.braille.system.pdf
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test.prep.braille.system.docx
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Spring Break!!!!!
Mrs. Looney is not assigning any homework over spring break. You are very welcome to complete an extra-credit project. See the homepage for ideas. If you owe back-work, be sure to have it completed before we return to school.
Homework Due Wednesday, April 8, 2015: None.
Classwork, Tuesday, April 7, 2015:
- Complete the Questions Sheet for "Dear Mother Earth: An Earthly Advice Column."
- These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points.
- Be sure to use the RACE Organizer.
- Be sure to give 2 quotes.
- Be sure to use the RACE Organizer. Be sure to give 2 quotes.
- Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Article:
"Dear Mother Earth: An Earthly Advice Column" article: http://www.patriciajmurphy.com/files/Aplsds0203.pdf
"Dear Mother Earth: An Earthly Advice Column" Questions Sheet:
test.prep.mother.earth.pdf
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test.prep.mother.earth.docx
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Homework Due Thursday, Friday, and Monday, April 9, 10, and 13, 2015: "Challenges of a Firefighter" Essay is due on loose-leaf on Monday. Essays will be about three or four pages. Each student should write an outline with bullet points. The outline should be completed by Thursday. Students will earn a grade for the outline. Write the essay following the tasks below describing the challenges of being a firefighter.
Classwork, Wednesday, Thursday, and Friday, April 8, 9, 10, 2015:
- Students will read the five articles that are found in the “Firefighting” packet.
- Students will use all five articles to find historical information and up-to-date information about the challenges of being a firefighter from the past and in the present.
- Students will use the New York State rubric as a guide to bring their writing to a higher level.
- Students will use information, facts, and details, and quotes from all five articles found in the “Firefighter” packet in their essay.
- What are the challenges of being a firefighter? Use details from all five articles in the “Firefighter” packet to support your response.
- Our guest speaker will be Mrs. Farwell and a student junior firefighter.
- Students will add information from our interview with Mrs. Farwell to their essay.
- Several students have mentioned that they have people in their family that are firefighters. Students may interview a firefighter about the challenges that are faced. This information may be added to the essay for extra credit.
- Each student should write an outline with bullet points. The outline should be completed by Thursday. Students will earn a grade for the outline.
- In your response, be sure to:
- read all five articles in the “Firefighter” packet
- give examples of historical and present day challenges of being a firefighter using all five articles of the “Firefighter” packet
- write at least three or four pages
- use the rubric as you are writing this essay to be sure this is the best work you can do
- Be sure to EXPLAIN the importance of the quotes that you choose and EXPLAIN how the quotes relate to the question.
ARTICLES:
"An Interview with a Fire Investigator" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FireInvestigator.pdf
"Fighting Fire from Head to Toe" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FightingFireFromHeadToToe.pdf
"Fighting Through the Ages" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FirefightingThroughTheAges.pdf
"The Great Chicago Fire" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/TheGreatChicagoFire.pdf
"For Men Only? Not!" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/ForMenOnlyNOT.pdf
"Challenges of Being a Firefighter" Essay:
challenges.firefighter.essay.pdf
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challenges.firefighter.essay.docx
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Homework Due Monday, April 20, 2015: Students are expected to make revisions and additions to their Challenges of Firefighters Essay.
Classwork, Friday, April 17, 2015: Revisions to the Challenges of Firefighters Essay.
- Students were given back their Challenges of Firefighters Essay.
- Each student received extensive written individual feedback as to how they can specifically bring their writing to a higher level.
- We also had a class discussion about common ways that students can enhance their essays.
- Students also worked in pairs as they helped each other improve their writing.
- All students (with the exception of three students who received full credit for their essay) are encouraged to make revisions to their essays in order to improve their writing skills. Students who take the time will earn a higher grade accordingly.
- If students have misplaced their Challenges of Firefighters packet, the five articles can be downloaded from the files above.
Homework Due Monday, April 20, 2015: Revisions to the "Challenges of Firefighters" Essay. See the Social Studies page of this website for the five articles and more direction. There isn't any homework that is due on Tuesday, April 21, 2015.
Classwork, Monday, April 20, 2015: Begin Module 3A, Writing a Newspaper Article.
- Four volunteers will act out the skit on page 1 of the Student Workbook.
- As a class we will discuss the connection between the play and the book Dragonwings (by Laurence Yep) that they have just read.
- What is the mood of the skit? How do you know? What is the evidence? Which words reveal the mood? How do these words contribute to the mood? Underline the words in the skit that contribute to the mood.
- Students will begin a word bank with words that will add to the power of the newspaper article.
- What do the characters feel? Which words in the skit reveal how the characters feel? Underline the evidence.
- We will go through the Learning Targets on page 32 (the first page in the Student Workbook Packet). Students will put a star next to the targets that we want to focus on, a plus symbol next to the targets that we feel confident with, and a check next to the targets that we have completed before but can still use more work.
- We will discuss the writing task: Write an newspaper article that focuses on the question, "How did the 1906 San Francisco Earthquake and Fire affect the people of San Francisco?
- As a class, we will review the standards that we will focus on during this writing task (page 12 in the Student Workbook Packet).
- How do journalists get the quotes they need for their articles?
- What is an eyewitness account?
- Why are eyewitness accounts important in journalism? accurate, truthful, compelling
- What makes a powerful interview question?
- 1) precise: get the witness to tell you exactly what you need to know
- 2) open-ended question: not a "yes or no" answer
- 3) draw out emotions: gets the witness to describe how the experience made him/her feel
- Imagine that you are a journalist during the time of the 1906 earthquake and fire. Imagine that you could talk to one of the survivors. Begin thinking of the questions that you would ask your eyewitness.
Homework Due Wednesday, April 22, 2015:
Classwork, Tuesday, April 21, 2015:
- Students will analyze two quotes written on the SmartBoard (Lesson 2, page 6). Which is more compelling? Why?
- We will read an eyewitness account in a newspaper article about Hurricane Sandy. Which quotes are compelling? Why or why not? Why did the journalist choose these quotes.
- As we read the article, students will continue to add words to their word bank.
- We will go over page 12 of the Student Workbook Packet.
- We will go over the directions on pages 12 and 13.
- We will reread question number 1 on page 12. Students will write one-three interview questions in the space provided using the three steps in writing a powerful interview question found below.
- What makes a powerful interview question?
- 1) precise: get the witness to tell you exactly what you need to know
- 2) open-ended question: not a "yes or no" answer
- 3) draw out emotions: gets the witness to describe how the experience made him/her feel
- All students will share the questions they have written. As a class we will give suggestions to enhance students' questions.
- Students will read the article "Waking Up in a Nightmare" found on page 11 of the Student Workbook Packet. Is this article an eyewitness account?
- Students will follow the directions to part 2 on pages 12 and 13 and fill out the chart on page 13.
Homework Due Thursday, April 23, 2015: None.
Classwork, Wednesday, April 22, 2015:
- As in introduction to today's lesson, we will read the article "Waking Up in a Nightmare" found on page 11 of the Student Workbook Packet. Could this article be an eyewitness account? What details paint a picture of the destruction?
- Students will follow the directions to part 2 on pages 12 and 13 and fill out the chart on page 13.
- As a class we will read "One Boy's Experience."
- Students will fill out the chart on page 13 with facts and quotes from "One Boy's Experience."
DUE TO THE NYS TESTS, WE WILL NOT HAVE SOCIAL STUDIES OR WRITING HOMEWORK ON TUESDAY, WEDNESDAY, THURSDAY, AND FRIDAY, APRIL 21-24, 2015.
WEEK OF MARCH 14, 2016
DON'T FOOL WITH MOTHER NATURE: COMPARING THEMES ESSAY
Homework due Tuesday, Wednesday, Thursday, and Friday, March 15, 16, 17, and 18, 2016: Begin reading the "" article written by and the article "" written by . Highlight examples from the text that support the theme. The rubric, outline, and essay are due on Friday at 8:00. The essay is to be written on loose-leaf.
Classwork, Monday, Tuesday, Wednesday, Thursday, and Friday, March 14, 15, 16, 17, and 18, 2016:
COMPARING THEMES ESSAY DIRECTIONS:
DON'T FOOL WITH MOTHER NATURE: COMPARING THEMES ESSAY
Homework due Tuesday, Wednesday, Thursday, and Friday, March 15, 16, 17, and 18, 2016: Begin reading the "" article written by and the article "" written by . Highlight examples from the text that support the theme. The rubric, outline, and essay are due on Friday at 8:00. The essay is to be written on loose-leaf.
Classwork, Monday, Tuesday, Wednesday, Thursday, and Friday, March 14, 15, 16, 17, and 18, 2016:
- The rubric, outline, and essay are due on Friday at 8:00.
- DIRECTIONS:
- Begin reading the "" article written by and the article "" written by .
- Highlight examples from the text that support the theme.
- The rubric, outline, and essay are due on Friday at 8:00.
- The essay is to be written on loose-leaf.
- After reading the articles, students will decide on ONE common theme found in BOTH articles.
- What is your claim?
- Students will create a rubric to set goals for their writing.
- Students will create an outline to guide them as they write their essay. The outline may be filled out in the packet, or on loose-leaf, or on index cards, or in your notebook, or in any manner that is helpful to you.
- Write an essay stating as many facts and examples as you can that support your claim, your position.
- Be sure to EXPLAIN each of the facts and examples that you choose.
- Be sure that you choose meaningful reasons to support your claim. Think hard. Dig deep to find similarities in the theme.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make) in your introduction. YOUR CLAIM SHOULD BE THE ONE common theme found in BOTH articles.
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page). The rest of your facts should be paraphrased (in your own words). BE SURE TO EXPLAIN YOUR QUOTES...DON'T JUST RESTATE YOUR QUOTES...EXPLAIN!
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make).
- Use the RACE format to help you do your very best.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper.
- This essay is due on Friday morning.
- This essay is to be written on loose-leaf.
COMPARING THEMES ESSAY DIRECTIONS: