Tonight's vocabulary words are:
As always students need to create flash cards that include: definition, synonyms, and an examples or create an image.
THERE WILL BE A VOCABULARY QUIZ ON MONDAY OCT. 5, ON THE FOLLOWING TERMS:
We have spent several lessons discussing how to infer the point of view or perspective of a character based on how they behave and what they say. We are using this information to write in the voice of several characters from Wringer, as part of our Advice Column task.
Tonight, students are writing an I Am Poem as if they are one of the characters they are using in their advice column. They can select: Palmer, Dorothy, Beans, Mr. LaRue, Mrs. LaRude. A template was provided in class that gives students a format to follow and an example. The form can also be accessed here:
Students are continuing to build their personal vocabulary flashcards. In the past weeks students completed vocabulary cards for words they selected, as well as the words MEEK and ANXIOUS.
Tonight's words are:
Students were given index cards in class. The vocabulary term goes on the blank side. On the opposite side, students need to write the definition (they can use a dictionary, but should write the definition in their own words), 2-3 synonyms, and then provide an example (either a picture or a sentence).
After spending the past several weeks brainstorming potential writing topics, today students began drafting their Personal Narratives, which is one of three major projects/significant tasks we will complete this quarter. Their assignment is to do the following:
Write an autobiographical narrative based on a challenge or choice in the student’s life that follows a logical sequence. Use narrative techniques such as dialogue, pacing, and descriptive details. Include a conclusion that reflects on the significance of the experience.
The majority of the work for this will be done in class, including drafting, revising, editing and publishing, although some work may be sent home for completion.
This week, we have focused on characterization: How do we, as readers, learn about characters? How do authors create the personality and identity of character?
Part of this focus will be to expand our Character Trait vocabulary. For homework, students will select words from that list (words they rated a 1 or 2). They will create vocabulary flashcards for those words. I will let them know the number of words to select and provide them with index cards.
Each card should include the definition (students can use a dictionary, but should put the definition into their own words), synonyms, and an image or example to help them make a connection with the word and their background knowledge.
Our first Significant Task will be to write a personal narrative on a challenge or choice that each student faced.
In order to help students select an appropriate topic for their narrative, we will be creating Life Maps. A Life Map is a visual representation of the events and experiences that have shaped us as individuals. In class today, we started brainstorming these important events, determining when they occurred in our lives and planning images to represent each event. If students did not finish this planning sheet, they have taken it home for homework.
Once the planning sheet is complete, we will begin to create our Life Maps in class. Students will have some time on Thursday and Friday in class, to put their events (labeled with the name of the event and the date it occurred) in chronological order with an image to represent the event. This assignment will be considered a Writing Project grade.