Today I handed back A LOT of graded papers, including the most recent biographical paper.  Please look at the feedback carefully and apply this to our final mini-paper of the year, which is due next week.  For next week, please write a mini-paper about TWO of the themes present in your book (this is a slight alteration to what we discussed in class).  You may begin with the phrase, "There are (many, several, a couple, a few) themes in the book _____________ by ________________.  You will then proceed to discuss one of your LESSER themes.  Your second paragraph will be your greatest theme.  Include bbs, ASBA
No contractions
No personal pronouns
Compound/Complex/Compound-complex sentences
Use a thesaurus to beef-up your vocab (but not so much that you lose the meaning of your sentence)
EMAIL THIS MINI-PAPER to me! 

Today we worked on writing "theme statements."  We do this by taking all the evidence of our topics and determining what the author is trying to say about that topic. This is not easy!  Students had to infer what the author was trying to say.  For homework, please do the following:
-Make sure your topic chart has THREE topics and THREE pieces of evidence for each of those topics.  Remember, try to vary your evidence based on characters and different settings in the book.  This will help us create a fuller theme statement.
-Write ONE theme statement for EACH of the topics.  Use the evidence to synthesize what you think the author is trying to say to you about the topic.
-Write a paragraph using bbs, ASBA for what you believe to be the GREATEST theme.  Bring it to class (along with your book next week).  

Today we peer reviewed our biography papers and added the element of the italicized opening (in the similar style of our Fantastic Failures book--please use this as a mentor text).  Include bbs, ASBA in each of the five body paragraphs.  No contractions or personal pronouns.  You should also include your sources and create a works cited page.  Email your paper to me by next Thursday.  

We also briefly discussed theme for our final books.  Students should complete their three "I think the author is trying to say _________ about the topic ________________" sentences.  Please bring books and theme charts next week.

I would appreciate your feedback about my courses for next year.  Thank you!  

Today we created an outline for our biography paper of our Fantastic Failure.  Students will use their bubble map to write a seven paragraph paper about their person.  Please bring this to class next week for peer review.
Do not include: Personal Pronouns or Contractions!
Do include: bbs, ASBA in each of your body paragraphs.

We also discussed the themes of our independent books.  We utilized a list of topics to help us track and the text evidence from our books.  This will help us formulate our theme.  Please bring back your topic chart next week that includes at least three topics and at least two examples of evidence for each topic (hopefully you will have a lot more!).  Continue reading your book according to your own personal reading schedule. 

Today we finished up our posters for Fantastic Failures and we took a little test on the book.  For the last unit of class, we'll be playing "Bring Your Own Book."  The rules are pretty simple.  We will continue to work on literacy skills, discussions, and in/out of class writings, but everyone can select his or her own book.  The only stipulations are:
-- it cannot be a book the student has already read
--it must be between 300-500 pages
--it must be a physical book that they can bring to class (kindle/ebooks are fine if you are open to them being brought to class, but audiobooks will not work for this last unit). 
For HW:
-Select your book and make your reading schedule.  We have six weeks left of class, but set your schedule on five weeks.  Break the weekly rate down by day so that you have a daily rate.
-BRING YOUR BOOK TO CLASS ON THURSDAY
-Also bring your bubble map of your person back to class on Thursday.  We'll be using these for a writing assignment. 

Today we all shared our experiences from our week of growth mindset.  We also worked in groups to complete our Fantastic Failures posters.  Please complete the following for when we return from spring break:

1. Finish reading Fantastic Failures.  We will have a test over the book when we return. 
2. Complete a bubble map about a person that has failed that is not in the book (this could be someone you researched or discussed with your group and added to your group poster).  In the bubbles, you will list adjectives to describe the person.  In the boxes, you will list evidence to support your thinking (in a complete sentence and including your source.  If you got your information from a book, write the title of the book.  If you got the information from a website, copy and paste the link in the box).   How to access the document: Click the link and copy the document into your drive.  I will not granted editing access, so please do not email to ask.  Just copy the document to go in your own drive.  Then, you can double click on the image/drawing and add in your own text.  

This week, we looked at the difference between Growth and Fixed Mindset and applied this to our understanding of the people we have been reading about in Fantastic Failures.

Read FF 136-208

Watch Ted Talk: Grit Angela Duckworth https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance

Respond: Take the GRIT test-What is your GRIT score?  Were you surprised by it?  Why or why not?  Do you think it is accurate?  Why or why not?

Write: Try something new this week.  Step outside your comfort zone.  Remember your Growth Mindset!! Then, write a reflection about your experience trying the new thing.  Include bbs, ASBA.  At least 18 lines.  

Research: Bring in a new person for our board

Today we got 10 new vocabulary words.  In a group, we had to decide if those words were related to success or failure.  Then, we had to attribute one of the people we read about this week to that word.  Everyone worked in groups and they had to convince one another of one single answer.  This was great work for rhetoric!

For HW this week

Read FF 67-135

Watch Ted Ed: https://ed.ted.com/lessons/richard-st-john-8-traits-of-successful-people

Respond: Do you have any of these traits?  Which ones?  How do you know? Which ones would you like to improve?  Why? 

Write: What has been your greatest success?  How did you achieve this success?  What did you learn from your success?  At least 18 lines--include bbs, ASBA  

Vocab: Look up the following words and use them in a vocabulary comic: Resilience, Persistence, Fortitude, Tenacity, Ardent--There are four options of comics here.  You only have to do ONE! 

Research: Bring in a new person for our failure board. 

Today we peer reviewed our poetry analysis papers.  Students now have some feedback and should polish these papers up for this week's HW.  In addition, they should EMAIL this final draft to me (katie@rowereads.com) by Thursday!

For the rest of the HW this week:
Read Fantastic Failures pg. 1-66
Watch Ted Ed: https://ed.ted.com/lessons/how-to-learn-from-mistakes-diana-laufenberg

Respond: What did you learn from the Ted Talk? Write a list of what you learned to share on Thursday. 

Write: What has been your greatest failure?  What have you learned from it?  (at least 18 lines--include bbs, ASBA)

Vocab Develop: Make a list of 10 synonyms for failure and 10 synonyms for success.
Research: Bring in a name to add to our failure board. It should be someone famous for succeeding.  Write their name and how they failed before they succeeded.  Think post-it size!  It cannot be yourself, nor can it be anyone in our book, so make sure you check the table of contents first! 

Today in class we discussed Titanium and Invictus in groups discussing theme, tone, mood, and word choice.  After that, we analyzed essays written about poetry analysis to create a road map of what needs to be discussed when we write our own papers this week.  For HW: Write a poetry analysis rough draft to analyze any of the poems or songs during this unit.  Use the roadmaps, outline, and SWIFTT analysis we have completed in class.  Bring a printed copy for peer review next week.  DO NOT WAIT UNTIL WEDNESDAY TO WRITE THE DRAFT!!! Break it up throughout the week.  This is an academic paper, so no use of personal pronouns and no contractions.  Reread your own paper and have google read it aloud to you so you can hear any errors. 

This week, we'll be examining Titanium and Invictus.  Please complete the SWIFTT analysis on both poems and write the comparison paragraph.  If you need more details on those, please visit 1/26.  We will be starting Fantastic Failures next week, so please make sure you have a copy of the text.  

Today we reviewed the SWIFTT method of analysis for New Day's Lyric and Seasons of Love.  We then compared the two poems and wrote about the effectiveness of each.  For HW:
Finish anything you did not finish in class (SWIFTT Analysis on New Day's Lyric and comparison paragraph)
Read The Road Not Taken and Unwritten
Complete a SWIFTT analysis on each of those poems (you will need two copies)

Today we started our poetry unit.  We learned about multiple types of figurative language and then we applied our knowledge to the analysis of the poem A New Day's Lyric by Amanda Gorman.  We utilized a strategy called SWIFTT to analyze the poem in groups and practice reading in groups.  This week, students need to do the following:
1. Look for figurative language in the poem and label it (color coding might work great as well).
2. Write a quick 3-5 sentence about what EACH stanza is about.  There are five stanzas in all. 
3. Attempt to use the SWIFTT analysis on A New Day's Lyric.  What do you notice?  Which questions can you answer on your own?  It is OK if you do not have the page completed, but please at least ATTEMPT to do some of the analysis yourself. 
4. Listen to Seasons of Love, which is the song on the back of the page.
5. Underline words, phrases, or lines that "speak to you"?  Which ones are lovely?  Which make you think?  Make a note of what emotional reaction you have when you read those lines.  

Welcome back!  Today we did a very fun writing practice to build stamina, write creatively, and writing under a time limit.  We all started with the same sentence and then passed our papers when the timer went off at one minute.  This could have been in the middle of a sentence or even a word!  It was very fun to see what our final results were. 

We also talked about goals for the upcoming year, which leads to our homework for this week.  For this week, I would like the students to complete a 2023 one-pager.  Here are directions and specifications. 

Finally, we'll be spending the next few weeks on poetry and songs, so no need to get a new book just yet!  Our next book will be Fantastic Failures.  We will begin this the first week of February.  

Today we spent the bulk of our time completing our peer review of the argumentative draft.  Students need to polish these and email them to me (katie@rowereads.com) by 12/21.  Then you need to relax, watch as many versions of A Christmas Carol as you can and enjoy your break!  When we return from break, we will not immediately jump back into a new book (I'll give you a heads up!)

** If you would like a progress report, please just email me and let me know by 12/20!  I'm happy to provide that for you

Today was a heavy writing day and it was fantastic!  Most students had a rough draft if their Charles Dickens research paper for their peers to edit. Most found a few things on which they can improve, but this final edit should not take long this week.  Please send a typed final copy to me (katie@rowereads.com) by Thursday's class time.  In addition, we began drafting our argumentative paper in class.  Students were able to use the graphic organizer and the REHUGO method from Packet #2 to start a draft.  Please bring in a typed draft of the argumentative paper to class on Thursday for peer review.  Lastly, students need to read Stave 4 & 5 and complete the "packet" 3 work (which is, again, just one page). 

HW:
1. Final draft of Dickens research paper typed and submitted to katie@rowereads.com
2. Read Stave 4 & Stave 5
3. Complete your handout/packet for Stave 4 & Stave 5
4. Finish your draft for your argumentative writing and bring a printed copy in for peer review.  

Today we discussed a bit about Stave 1 and Stave 2.  We will also be working more on structured writing for the next three weeks.  For this first week, students should do the following for homework:
1.  Complete their packet for Stave 3 (it's actually just one page front and back)
2. Write a research paper about Charles Dickens.  They should have already done the research for this in Packet 1.  Everyone should use the checklist to make sure their paper meets the guidelines.  Please bring in a printed copy to class next week for peer review. 

Today we had gallery day for our one-pagers!  There was some great art on the one-pagers (despite everyone saying they were horrible artists).  Take the week off from homework, but please have your  Christmas Carol book ready for 11/17! Below is the exact copy that I use.  You are welcome to use another copy, but please bring it to class on 11/17, so we can ensure that it is consistent with my copy and everyone else's copy.  

Today we compared books to make sure we all had the same version of A Christmas Carol.  I actually found the text on the Gutenburg Project, so you can find it there too.   Students need to read (and/or listen) to Stave 1 and Stave 2 over the break and complete the packet for the week.  I'm increasing the amount of research for this book, as Dickens was extremely influential to the time period (and our present day as well) and we will work on constructing short research papers on these topics in the coming weeks.  

Today we worked on our Hero's Journey group poster.  They are coming along.  For HW this week, there is no packet.  Students should work on their one-pagers (impress me!) and they should also complete the ROOM ESCAPE.  You will need to screen shot the "Congratulations" screen when they get to it. 

Today we worked on our group Hero's Journey poster for The Hobbit.  We'll continue to work on these next week as well.  We also discussed various types of figurative language.  For HW this week, please complete the packet and work on your one-pager! 

Today we learned about Pronoun agreement in number and eliminating vague pronouns.  We also discussed homophones, especially those with common errors (their, there, they're).  We also worked more on the Hero's Journey concept.  Lastly, we discussed our project for The Hobbit, which is a one-pager project.  Students have all the details and the due date (11/10).  Please keep the instructions page for your one-pager that was in your packet this week.  You will be scored according to the rubric.

For this week's reading, please read chapters 11-14.   

How to draw dragons
How to draw gollum
How to draw a hobbit house

Today in class, we worked on acrostic summaries.  Students worked with a partner and selected one of the words from a list.  The list was separated out by chapter.  Working together, students wrote a summary of that chapter using the acrostic word as a guide for their starting sentences.  Each summary acrostic must include a direct quote as well.  This was a great exerise in both comprehension and composition.  For HW over the break, there is no packet, but students must do the following:
1. Read chapters 9 (Barrels out of Bond) and 10 (A Warm Welcome)
2.  Write an acrostic summary for each chapter using ONE of the following words for each chapter: Chapter 9 words (CLEVERNESS, BRAVERY, FORTUNATE), Chapter 10 words (LEADERSHIP, PURPOSE, HEROIC)

Vocabulary to know: promontory, quay, gammers, graybeards, fortnite, recede, moor, buffeted, solemnities, clamour, enmity

I had originally told the students we would take a test over the break as well.  However, seeing as we only have about 100 pages remaining, we'll just postpone the test until we return and finish the book.  Please make sure you are completely caught up on ALL the reading!  

If you would like a midterm progress/grading report from me, please email me and let me know!

Read The Hobbit 5-8 and complete the Hobbit 1 packet.

Today we started to learn about how words and parts of speech function within the context of the story.  We started with direct objects.  Students did a pretty good job of recognizing the direct objects.  We also learned about transitive and intransitive verbs.  This was a bit trickier!  Finally, we learned about word morphology and morphemes.  We attempted to read The Hobbit, but we ran out of time.  For HW:

1. Grammar Packet
2. Read The Hobbit Chapters 1-4
3. Watch the Hero's Journey Video
4: Write: The Hero's Journey is a common trope in literature, which means it shows up over and over again in multiple stories.  Think about the stories you love.  Chances are there is a Hero's Journey element in it somewhere!  Since the Hero's Journey is a popular framework, write one paragraph (at least)  about why you think the Hero's Journey is so appealing to so many people.  What is it about the Hero's Journey that so many readers love?  

Today we learned about Adjective and Adverbs, including prepositional phrases that function as adjectivals and adverbials.  Unfortunately, I ran out of time for printing the packets this week, so I'm delivering you a digital copy!  After our grammar lesson, we played literary jenga, which was very fun in facilitating our discussion of the short stories.  Please obtain your unabridged copy of The Hobbit and have that ready for reading beginning next week.  I'll be teaching from this version, if you'd like to have a copy exactly like mine.  Any unabridged copy is fine, you will just need to ensure that page numbers and chapters align. 
HW for this week:
Grammar: Adjective and Adverbs packet  
Common Lit: The Lottery & The Monkey's Paw (TEXT EVIDENCE!)
Writing: After reading all the short stories, which one is the best?  This is an academic, opinion paper.  Please have reasons and text evidence to support your claims (this should be set up in the same way the paper we worked on in class was).  Email me your responses (katie@rowereads.com).  

Today we spent a large portion of our time working on citing text evidence.  This is an extremely important skill that we will continue to sharpen throughout the year.  Some students struggled with citing text evidence in their Common Lit assignments.  Speaking of Common Lit, this week, we'll be reading and discussing two new stories--The Landlady and The Veldt.  In addition, we also discussed all manner of verbs (action, helping, linking, being; subject/verb agreement, verbals--infinitives, gerunds, and participles). Students have a verb packet to complete for this week.  

Today, we learned about organizing persuasive writing with reasons, evidence, and anecdotes. We also dove deep into nouns and pronouns, discussing common/proper and abstract/concrete nouns, as well as subject/object, relative, possessive, and reflexive pronouns.  Finally, we (briefly) discussed the three short stories from the week.  For HW this week, please complete the following:

Grammar: Noun/Pronoun Packet
Common Lit: Read and answer the questions as prompted for Examination Day and Charles
Writing: Fill in your graphic organizer to "attempt" to convince me what the best book is!

Today was a great first day of class!  I was excited to meet so many new students!  We played a fun game to get to know one another (and review some grammar) and we did a writing prompt today.  For HW this week, students need to make sure they have signed up for the Common Lit Classroom (See Welcome video and syllabus for more info) AND they need to review the terms on the Find Someone Who activity we did today in class.  See you next week!