Schaffer model

Everyone on the eighth-grade hall took the reading MAP test today, which resulted in shorted class periods — thirty minutes to be exact. All classes went over the first article of the week that they received back.

English I Honors students looked at their first analytic Schaffer paragraph and the assessment thereof.

English 8 students used Moodle for comprehension questions about an informational text we read in class. We had short periods, so we had short focused work.

Homework
  • English 8 Studies: none.
  • English I Honors: have TS and CDs completed for the piece on “Thank You, Ma’am.”

English 8 students worked on their first Socratic Seminar today. We’ll be trying it later in the quarter for real, but today was simply a chance for everyone to get used to the protocol.

English I Honors students worked on their first analytic paragraphs. These paragraphs are for “The Most Dangerous Game” or “Harrison Bergeron,” stories which are available on the Moodle site or easily searchable on the internet. They are due tomorrow.

Homework
  • English 8 Studies: none.
  • English I Honors: finish the analytic paragraph.
Literacy and Analysis

English I Honors began the first of several Schaffer analytic paragraphs on short stories. Students had an option to work on “The Most Dangerous Game” or “Harrison Bergeron.”

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English 8 continued the start of our short unit on Nightjohn and literacy, but first we did a little more work on the article of the week — the running assignment we have for the entire year.

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Homework
  • English 8 Studies: none.
  • English I Honors: re-read the story you’ve chosen to work with in order to look for concrete detail quotes.
Schaffer Analysis, Library, and Finishing Up Moodle

English 8 students went to the library to pick out a book for their first one pager, which will be due in several weeks. We also worked on replying to each others’ posts in Moodle forums and using the quiz module.

English I Honors students began their analytic Schaffer paragraph, working with the story “The Sniper” and the importance of setting. (The stories are available at the Moodle web site.

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Third period planning
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Fourth period planning
Homework
  • English 8 Studies: none.
  • English I Honors: complete the planning of the paragraph begun in class.

Any English I students who have not yet turned in the first Schaffer paragraph assignment (there are eleven of you) need to do so by the end of school tomorrow (8/25). Afterward, I will not accept the work for credit.

All students got introduced to the Article of the Week assignment that was such a success last year. It’s time-consuming to explain it all, but since it’s a year-long assignment, I wanted to get started ASAP

For the second portion of class, English I Honors students finished their first solo Schaffer paragraphs. English 8 received an introduction to Moodle and accessed their accounts for the first time.

Homework
  • English 8 Studies: If you did not finish your homework (the story “Thank You, Ma’am,”) finish it tonight.

English I Honors tried working on their first full solo Schaffer model paragraph today. The topic sentence was the same for everyone: X is Y, where X is someone the students know and Y is some characteristic of that person.

English 8 students continued working on a model text annotation for later reference, finishing up also our kindness ROCK unit.

Homework
  • English 8 Studies: complete the text marking from today (the whole story).
  • English I Honors: 
    • complete the Schaffer planning begun in school;
    • begin working on the benchmark test on the Moodle site.

English 8 students began creating a model of text annotation that will serve as the goal for the rest of the year, combining the work with our kindness review for the ROCK mini-unit we’re working through this week.

English I students worked with the Schaffer model for the first time, seeing that it is, in fact, not all that difficult at all. Students created the following examples:

Third Period

TS Schaffer will make it much easier to write.
CD Helps with planning
CM Focus on ideas not organization
CM Can freely move about paragraph while planning
CD Helps with organization
CM (Has a job)
CM Each ____has own spot
CD Tells you what to write next
CM Each sentence has job
CM Know job = know what next

Fourth Period

TS Schaffer will make it easier to write.
CD Help with planning
CM Separates content from organization
CM Can move freely between ideas
CD organized
CM The model contains order of sentences
CM (Know what the order is)
CD Help you know what to write
CM Each sentence = job
CM Know what job it has to do

Afterward, students began working on their first Schaffer paragraphs with a partner.

Homework
  • English 8 Studies: none.
  • English I Honors: complete one whole chunk from today’s planning by yourself. (If you and your partner completed everything in class, create another chunk — CD/CM/CM — for additional practice.)

English 8 students began a short assessment of their reading and annotating abilities today that will be completed for homework.

English I Honors students began learning what the Schaffer model looks like and how its constituent parts work.

Homework
  • English 8 Studies: complete the questions from today’s reading (on the back).
  • English I Honors: complete the “Expectations” forum on the Moodle site.
Paragraphs and Paragraphs

English I Honors students worked on their Romeo and Juliet projects today. We’ll spend a little time working on it next week before we start the next unit.

English 8 Studies students (fifth period) looked at how they could transform yesterday’s notes into a Schaffer paragraph.

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We’ll be working on it a little next week before finishing up the unit.

Homework
  • English 8 Strategies: none.
  • English 8 Studies: none.
  • English I Honors: work on the Romeo and Juliet project.

English I Honors students finished up yesterday’s work before looking at how to evaluate their first writing assignments. (Screencasts are available here and here for students who were absent.)

English Strategies students began working on the voice in Nightjohn work that English Studies finished up yesterday. English Studies, in the meantime, finished up back work on their Chromebooks.

Homework
  • English 8 Strategies: none.
  • English 8 Studies: none.
  • English I Honors: if you have not turned in your paragraph on “Harrison” or “Game,” you have until tomorrow afternoon as a one-time grace period. All students can begin evaluating at that point, but it’s not required.

Fourth period (English Strategies) students worked on marking their texts using Google Docs’ comment feature that we learned and practiced yesterday. We’ll be putting this to good use in the next few weeks.

Fifth period students (English Studies) began Nightjohn, the anchor text we’ll be using for this first unit.

English I Honors students continued working on their first short story analysis, looking at the relationship between plot and setting.

Homework
  • English 8 Strategies: none.
  • English 8 Studies: none.
  • English I Honors: read “Thank You, M’am” for tomorrow.

English 8 students continued with their effective readers’ skills work. We’ll finish it up tomorrow and begin our first novel of the year Monday.

English I Honors students finished up yesterday’s work, taking the initial planning and creating two model Schaffer paragraphs about “The Sniper.”

Sixth period’s paragraph:

In “The Sniper,” the setting of the civil war is critical to the surprise ending of the brother unknowingly killing the other brother. To begin with, because it was a civil war between the Republicans and Free states, he clearly didn’t know whom he was shooting at because he “decided [the sniper] was a good shot, whoever he was.” This shows that he didn’t know whom he was shooting at. This is really only logical in a civil war, where one nation is divided against itself and brothers could end up fighting each other. As a result of the confusion, when the sniper went to check the identity of his foe, he “turned over the dead body and looked in his brother’s face.” This proves he didn’t know his enemy’s identity. Because it was a civil war, this could very easily happen. Clearly, the surprise ending of the short story depends on it being set in a civil war.

Seventh period’s paragraph:

The setting of “The Sniper” in the Irish Civil War is critical to the plot twist of a brother unknowingly killing his brother. To begin with, since it was during a civil war, the sniper didn’t know his enemy’s identity even though he admired “whoever he was.” This shows that it has to be a civil war because it’s the only way to have two brothers fighting on opposite sides. Situations like this happen often in civil wars but rarely in other conflicts. As a result, when the sniper goes to determine his victim’s identity, he “[turns] over the dead body and [looks] into his brother’s face.” This illustrates how civil war can cause a brother to kill another brother. A soldier in a civil war really never knows whom he’s shooting at. It’s clear that the setting of “The Sniper” affects the plot.

Tomorrow we start working on group and individual paragraphs for two stories.

Journalism students practiced note-taking and interviewing skills before their big interviews, coming up soon.

Homework
  • English 8 Strategies: (fourth period students) complete six and seven from our work today.
  • English 8 Studies: (fifth period students) complete through fourteen from the work today.
  • English I Honors: 
  • Journalism: none.

English I Honors students finished up their first-week introduction to the Schaffer model. We’ll begin applying it to some basic literary analysis next week.

English 8 students (both Strategies and Studies) finished up the literature portion of our first STEAM unit dealing with the new ROCK cards we are using throughout the school

Homework
  • English 8 Strategies: none.
  • English 8 Studies: none.
  • English I Honors: complete the planning of the in-class Schaffer work.
  • Journalism: none.
Class Notes

Notes for the day's classes are available here.

Please note that this is a composite file including notes from all classes, though occasionally it might only be one or two classes. I don't differentiate in the file; that is up to you to do.