Mr. Scott

All classes had MAP testing.

The MAP test is an adaptive test produced by the Northwest Evaluation Association. According to NWEA’s web site,

The assessment itself is unique in that it adapts to the student’s ability, accurately measuring what a child knows and needs to learn. In addition, MAP tests measure academic growth over time, independent of grade level or age. Most importantly, the results educators receive have practical application to teaching and learning.

We will be using the MAP results to guide individualized learning.

Second period finished up the classwork for their memoirs. We discussed proofreading techniques and put some of them into practice.

First, fourth, and sixth periods began their memoir project. We looked at the importance and fragility of memory, reading a passage from The Giver and Judith Ortiz Cofer’s short essay, “The Last Word.

Homework
  • Second period: final draft of memoir.
  • First, fourth, and sixth periods: essay. Topic: “A time I remembered something differently than someone else.”

Second period worked on improving their diction in their memoirs, specifically focusing on creating more specific nouns and verbs. I spoke individually with several students about their drafts and ways to improve it. The class is slowly coming to realize that writing is a long, time-consuming process.

First, fourth, and sixth periods had a selection test on the excerpt from I Know Why the Caged Bird Sings. We took a little time to study, took the test, then went over it at the end. Add to that the starter and that pretty much wrapped up our day.

Homework
  • Second period:
    • fourth draft of memoir;
    • ten synonyms for “go”, “say”, and “think”.
  • First, fourth, and sixth periods: none.

First, fourth, and sixth periods ended units on an excerpt from Maya Angelou’s I Know Why the Caged Bird Sings. We’ll be having a very short selection test tomorrow.

Second period worked on editing their second drafts. We spent a little time concentrating on the lead, but we also looked at content gaps again.

Homework
  • First period:
    • study for the selection test.
    • re-write assignment on a personally influencial book.
  • Fourth and sixth periods:
    • questions 1-7 (pg 470);
    • “Autobiography” side of handout (sixth period only; fourth period completed in class);
    • study for the selection test.
  • Second period: complete edits and create third draft.

First period discussed the excerpt from I Know Why the Caged Bird Sings after a quiz.

Second period discussed the memoir form, pre-writing techniques, and began writing pre-writing for their memoir.

Fourth and sixth periods began the excerpt from I Know Why the Caged Bird Sings, working in groups to discuss questions about the use of details to support a main idea.

Homework
  • First period: questions on page 470.
  • Second period:
    • three pre-writing sessions (and this includes the one we did in class) that use at least two different pre-writing methods;
    • write first draft of memoir.
  • Fourth and sixth periods: none.

7:00 Leave house
7:30-2:08 Classes
2:08-3:00 Go get bus for volleyball game
3:40-6:20 Volleyball game and travel
6:30-7:50 Open House
7:50-8:44 Take bus back; return home

Needless to say, no time for an update today!

First, fourth, and sixth periods took a look at the Great Depression as represented in two songs. We’re trying to activate prior knowledge and add new knowledge about the Depression so that Maya Angelou’s I Know Why the Caged Bird Sings makes more sense.

Second period finished up the book.

Homework
  • Second period: none (quizzes online).
  • First period:
    • Letter from African American girl living in the Depression;
    • Read the excerpt from I Know Why the Caged Bird Sings (462 ff).
  • Fourth, and sixth periods: letter from African American girl living in the Depression;

First period worked on the use of specific nouns in writing — using things like “roast beef” instead of the more generic “meat.” It provides details to one’s writing, and details make for interesting writing.

Second period worked on some of the allusions presentations, then worked on QAR questions regarding I Know Why the Caged Bird Sings.

Fourth and sixth periods looked at personal pronouns in both the nominative and objective case and did some practice work.

Homework
  • First period:
    • complete the lists of specific verbs;
    • write a one-paragraph description of a childhood fear and change three general verbs to specific verbs;
    • prepare for selection test tomorrow.
  • Second period: finish questions for chapters 41-34.
  • Fourth and sixth periods: finish the practice handout we began in class.

First period had a quick review of nominative and objective case personal pronounse.

Second period finished up the dialogues combining characters from Journey Home and I Know Why the Caged Bird Sings. Some students took grammar handbooks for the self-study parts of speech review.

Fourth and sixth periods finished up reading the excerpt from An American Childhood. They also had a quiz on the vocabulary.

Homework
  • First period: page 144 (bottom).
  • Second period: read chapters 31-34.
  • Fourth and sixth periods: questions 6-9 on page 142.

First period continued looking at mood and author’s purpose with the selection from A. Dillard’s An American Childhood.

Second period continued working on their dialogues.

Fourth and sixth periods began reading the selection from An American Childhood and started looking at how Dillard creates a mood of fear in the piece.

Homework
  • First period: complete mood chart (classwork)
  • Second period:
    • continue working on Caged Bird/”Annabelle” essay (as applies)
    • vocabulary quizzes.
  • Fourth and sixth periods: study for vocabulary quiz tomorrow.

First period read a passage from An American Childhood by Annie Dillard.

Second period continued with I Know Why the Caged Bird Sings.

Fourth and sixth periods worked on vocabulary in preparation for the next selection.

Homework
  • First period:
    • Questions 1-7 on page 142;
    • Vocabulary builder on page 143;
    • Selection test coming Tuesday or Wednesday.
  • Second period:
    • Read chapters 28-30;
    • Complete essay on the Depression, Caged Bird, and “Annabelle.”
  • Fourth and sixth periods: finish vocabulary exercises.

First, fourth, and sixth periods began a new selection that will focus on mood. Our first task: determine what mood is and how writers create it. And to do that, we … listened to music and watched movie trailers. We did this to see what mood is: an atmosphere created by a work of art. We watched a trailer for a romantic comedy, then watched a re-cut version of the trailer that made the film appear to be a horror film. We then transitioned to mood in writing, looking at three ways writers create mood.

Second period continued I Know Why the Caged Bird Sings. We looked at the continuing theme of displacement and how that theme is manifested in the dentist episode and Bailey’s encounter with a dead body.

Homework
  • First, fourth, and sixth periods: “Mood” handout, exercise A, numbers 1-3.
  • Second period: Read chapters 26, 27.

First, fourth, and sixth periods had a selection test on “Cub Pilot,” conflict, and prediction. Hopefully everyone did well. After the test, we began the next selection by talking about mood, which is the feeling that a piece of writing creates in a reader.

Second period had something of a catch-up day. We went over indirect objects and in doing so, determined we needed to have a general parts of speech review. We’re going to have an individualized review, starting tomorrow. Students will review at home on their own, and we’ll devote a little class time to questions they might have. Hopefully, before the end of the month, we’ll have a good understanding of the parts of speech.

Homework
  • First, fourth, and sixth periods: none.
  • Second period: chapters 24 and 25.

First, fourth, and sixth periods completed a review of “Cub Pilot”, discussed some grammar (the formation of plural nouns), and reviewed some vocabulary. We’ll be having a selection test tomorrow.

Second period discussed the eight chapters (!!) they had to read for today. We worked in small groups, then shared one epiphany with the class.

Homework
  • Second period:
    • Complete the direct/indirect object review and quiz assignment;
    • Read chapters 20-23;
    • Create two of each QAR question type;
    • Find one figurative language example from each chapter.
  • First, fourth, and sixth periods:
    • Prepare for selection test tomorrow;
    • Complete classwork.