Today in class . . .
We finished our essay plans that we started on Thursday.
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Today in class . . . We took guided notes on the six different text structures used in expository writing. Afterwards, we read an article about moving to space. Students worked with a neighbor to plan an expository essay using one of the modes.
Today in class . . .
We read out of our class novel and identified points where the characters where making claims and supporting them with reasons and evidence. Then we analyzed whether their arguments were effective or not. Today in class . . .
We finished our essays plans from yesterday. Today in class, We planned and started outlining an argument essay answering the question: Was the Trans-Atlantic expedition a success or failure? Students brainstormed as a class, and then they planned their essays with a partner. The assignment attached below will be finished in class tomorrow. Students should only need about 15 minutes more working time.
Today in class . . .
Students practiced finding and using tag phrases and transitions. Students payed and attention to how these words and phrases influence the meaning, and their comprehension of a text. Today in class . . .
We took the argument vocabulary pre-test. Students received their first reading log of 2nd semester. Afterwards, students identified claims, counterclaims, transitions, and tag phrases in their independent reading books. Argument Vocab. Definitions Introduction: first paragraph where the claim and reasons are introduced. Claim: what the writer wants readers to believe. Reasons: why the writer believes their claim. Evidence: facts and examples that support the reasons. Elaboration: explanation of how the evidence supports the reasons. Conclusion: final paragraph where the claim and reasons are repeated. Counterclaim: what people who disagree with the writer want readers to believe. Rebuttal: evidence that proves the counterclaim wrong. Today in class . . .
Students finished the final drafts of their book reviews. These book review will be kept in a binder in the library so that all students can read them. Afterwards, they used the library by creating good reads accounts, checking out books, or reading. Today in class . . . Students had new schedules today because it is the first day of 3rd quarter! We reviewed classroom policies and began drafting a book review. The assignment is attached below along with my disclosure statement for this course.
Today in class . . .
Students planned an outline for their book review. The outline is on the second page of the assignment attached on January 13th. Today in class . . . We read several examples of book review. Talked about the purpose and audience for a book review. Used highlighters to identify the claim, reasons, and evidence in a book review. Lastly, students wrote their own book review and their partner used the highlighters to identify the claim, reasons, and evidence in the review. Tomorrow, we will finish the back of the assignment attached below
Today in class . . . Students used personal whiteboards to practice writing claims that are debatable, supportable, and narrow. The topics for the claims are in the powerpoint attached below.
Today in class . . .
We took these notes: Non-Fiction Writing Notes Argument: Writing to persuade. Claim: what the writer wants readers to believe. Reasons: why the writer believes their claim. Evidence: facts and examples that support the reasons. Elaboration: explanation of how the evidence supports the reasons. Then, we had a debate about issues from out book. Students created claims and reasons using evidence from the book. Today in class . . .
Students finished their assignment from yesterday by reading articles and uncovering the authors point of view, purpose, and claim. Today in class . . . We discussed the difference between identifying and evaluating things when we read. Then we practiced evaluating the photos attached below by identify the creator's claim. We started the assignment attached below. We will finish it in class tomorrow.
Today in class . . .
We finished the close reading section of yesterday's assignment. Students received up-to-date grade sheets. Finally, we did a group reading activity where we practiced these strategies: Predicting, Clarifying, Questioning, and Summarizing. Today in class . . . We learned speed reading strategies. We practiced these strategies in our book and while independently reading magazine articles. The assignment attached below will be completed tomorrow in class. Absent students can use any news or magazine articles or check out a magazine from me.
Today in class . . .
Students practiced writing four kinds of text features by drafting a newspaper or magazine article about their winter holiday and then about a section of our book. Part #1- Write about your winter holiday. a. Heading b. Subtitle c. Caption d. Pull-Quote Part #2- Write about the section in our book. a. Heading b. Subtitle c. Caption d. Pull-Quote |
8th Graders
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