Today in class . . . We took our Claims quiz. Then we discussed the major types of transitions. We created road signs to represent each type. We also played transition uno.
Today in class . . . We read an article about drones. Then we found evidence, tagged it, and wrote inferences to explain it. The document below has the article and assignment in it.
Today in class . . . Students used the rubric below to evaluate their current argument writing abilities. Looking at their bear essay, they gave themselves a score from 1-4 for each of the categories and explained why. The rubric is attached below. WE DID NOT GET A NEW READING LOG BECAUSE OF WINTER BREAK.
Today in class . . .
Students wrote as much of their essay as they could. Students will be graded on effort not length. Today in class . . .
We searched our articles for evidence that we could use in our arguments. Then we brainstormed and outlined for our essays. We will will write, revise, and evaluate our essays tomorrow. Today in class . . . We took our analogy & allusion quiz. Then we talked about how to effectively use sources as evidence in argument essays. We started working on our Bear arguments. Most students finished analyzing the prompt.
Today in class . . .
We finished outlining the essay for the essay for one of the prompts from yesterday. Tomorrow we will have a peer review it. Today in class . . . We practiced analyzing prompts. Then we chose one of them to practice brainstorming and outlining for.
Today in class . . .
We worked in groups to write two argument paragraphs. If you were absent you will need to write both paragraphs on your own. We planned each paragraph by filling out this outline: (do not write complete sentences in outlines) 1. Claim A. Reason 1. Evidence 1 2. Evidence 2 3. Evidence 3 B. Counterclaim 1. Evidence After we wrote the paragraphs, we highlighted their parts according to this key: Claim=Pink Reason=Blue Evidence=Yellow Inference=Underline in pencil Counterclaim=Underline in pink Rebuttal=Underline in yellow Here are the paragraph prompts: Group Prompt #1: The school district believes that students loose to much knowledge over summer break. They are considering changing to year-round school. With your group decide on a claim and back it up with one reason and good evidence. Group Prompt #2: Ms. Norr is considering giving homework over Winter break. She believes this is necessary because the end of level writing test for English has been moved up to February. Present your claim with on reason, evidence, an inference, a counterclaim, and a rebuttal. Today in class . . . We wrote down these definitions on the assignment attached below. We also wrote examples of each part of an argument. The examples were in response to this prompt. Which grade in junior high is the best grade? Terms for Notes Argument: writing that tries to convince someone to believe the same as the writer. Claim: what the writer wants readers to believe. (A statement that can be debated.) Reasons: why the writer believes what they believe. Evidence: facts and specific examples that support the reason. Inference: the explanation of how the evidence supports the reason. Counterclaim: what someone who disagrees with the claim might say and believe. Rebuttal: evidence that proves the opposition's reason wrong. Here is an example of an argument paragraph that we looked at: Winter is the best season. I believe winter is the best season because it is the most enjoyable one. Winter is enjoyable because people can participate in unique activities. Some such outdoor activities are these: sledding, skiing, and ice skating. People also enjoy unique activities with their families during Christmas and New Year's. These activities are enjoyable and unique to winter, so winter is the best.
Today in class . . .
We took out alliteration & assonance quiz. Then we went to the lab and finished our poetry portfolios. I must have the pink rubric on Monday in order for it to be considered on time. Today in class . . .
Most students finished typing their poems today. Remember every poem must have annotations. Here is the prompt for the paragraph: Write a well organized paragraph explaining what makes a poem. -Write a claim that mentions the 3 most important ingredients for a poem. -Use specific examples for each of those ingredients. -Explain why these three ingredients are the most important. Today in class . . . We started typing our poems for our Poetry Portfolios which will be due on Friday. Here is the link to the template: https://docs.google.com/document/d/1BfoXeREHl5JgQ07PVl-t-0G7niR16eh5cCeZBhBFnf4/edit?usp=sharing You will not be able to edit the template until you make a copy of it. The link is also available in the email I sent you today. Please follow the directions attached below. Before finishing your assignment, imagine you are grading it. Use the rubric and see if you have earned all of the points possible.
Today in class . . . We went over the requirements for our poetry portfolios and then revised the five poems that we have written. The directions for those revisions are attached below.
Today in class . . . We brainstormed and started drafting our I AM poems. This poem should be the best poem you have written so far. We looked at Langston Hughes's poem called "Theme For English B" as an example. The assignment attached below guides you though the brainstorming for this poem.
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