We began our day today with a devotion about trusting in God--and trusting that his commands are for our good and are worthy of obedience. A theme throughout our devotions has been perseverence, and we certainly need to persevere in trying to obey God and make right choices!
Today we took another look at two poems we read earlier in the year: "To the Children" and "Change". Students reread the poems and looked for similarities and differences in the poems. They found similarities in the message and audience, and they found differences in the style and images used, among other things. After listing these similarities and differences, we talked about what it means to compare and contrast the poems. Students wrote paragraphs in which they compared and contrasted the poems; their paragraphs included a topic sentence and supporting sentences. Several students shared their paragraphs in class, and we all benefitted from hearing others' work. We noted words that were especially effective in comparing and contrasting and wrote them down in our notebooks.
We added the pair of words it's and its to our list of homophones, and we practiced using each word correctly. Remembering that it's always means "it is" is the key!
We spent some time talking about our RR journals and the content of entries. Students saw that many of their written responses could be improved with added explanation. We looked at some sentences from student journals and added details; we practiced the kinds of explanation that would improve an entry. We also took a look at the length of entries, and after averaging the length of page-long letters, students will now write 125-word or longer letters. (This will, I think, provide more uniformity in length than page-long letters.)
We had a little time for reading and responding, and before we knew it, our class time was over. As I told the students, "Time flies when you're having fun" --or maybe more accurately for them, "Time flies when you're working hard!"
Wednesday, November 30, 2011
November 28
Between the internet being down at school and days off for conferences, our staff inservice, and Thanksgiving, it's been a while since my last post! Let me try to catch up...
We're working on narrative writing, and we've been looking at and trying various prewriting activities. Students have brainstormed, done a freewrite, created lists, answered the 5W and H questions, and put events in order with a timeline. They're well prepared, I hope, to begin the drafts of their experiences! Students will be working to clearly describe their experiences and the lessons learned, and they will be incorporating dialogue into their narratives. We've read some examples of narrative writing and learned about the parts we'll need to include--an interesting beginning, middle, and end--and spent a few minutes getting the drafting process started. More serious drafting will happen this week!
We continue to read, think about, and appreciate the language of poetry. We've recently read Robert Frost's "The Road Not Taken" and Mary Howitt's "The Spider and the Fly." In each of these poems we noticed the intentional rhythm and rhyme, and though the subjects of the poems were very different, we learned an important lesson from each one.
We've added to our list of homophones, and we've gone over words such as you're and your, theirs and there's, and two, to, and too. Students have practiced using these words, and they are working to be sure that they use them correctly in their writing!
Students are reading and writing in their journals. It's exciting to see the progress many of them are making in their books! Students, please remember to read at home, too!
Returning from the Thanksgiving break provided the perfect opportunity for us to write about giving thanks. After spending a few minutes discussing Thanksgiving, students spent time drafting a 125-word response to the question "What are you thankful for?" I was proud of their answers. Students gave thanks for faith, family, and freedom. They mentioned the ways in which God provides for their needs, they gave thanks for life, and they expressed gratitude for the gift of salvation. Amen!
We're working on narrative writing, and we've been looking at and trying various prewriting activities. Students have brainstormed, done a freewrite, created lists, answered the 5W and H questions, and put events in order with a timeline. They're well prepared, I hope, to begin the drafts of their experiences! Students will be working to clearly describe their experiences and the lessons learned, and they will be incorporating dialogue into their narratives. We've read some examples of narrative writing and learned about the parts we'll need to include--an interesting beginning, middle, and end--and spent a few minutes getting the drafting process started. More serious drafting will happen this week!
We continue to read, think about, and appreciate the language of poetry. We've recently read Robert Frost's "The Road Not Taken" and Mary Howitt's "The Spider and the Fly." In each of these poems we noticed the intentional rhythm and rhyme, and though the subjects of the poems were very different, we learned an important lesson from each one.
We've added to our list of homophones, and we've gone over words such as you're and your, theirs and there's, and two, to, and too. Students have practiced using these words, and they are working to be sure that they use them correctly in their writing!
Students are reading and writing in their journals. It's exciting to see the progress many of them are making in their books! Students, please remember to read at home, too!
Returning from the Thanksgiving break provided the perfect opportunity for us to write about giving thanks. After spending a few minutes discussing Thanksgiving, students spent time drafting a 125-word response to the question "What are you thankful for?" I was proud of their answers. Students gave thanks for faith, family, and freedom. They mentioned the ways in which God provides for their needs, they gave thanks for life, and they expressed gratitude for the gift of salvation. Amen!
Monday, November 14, 2011
November 14
We revisited their, there, and they're today. We took a student-created quiz, and when given sentences students are choosing the correct homonym most of the time. Now the challenge is to apply that knowledge and use it consistently in our writing!
We're beginning another narrative writing project: a narrative essay. Students will be writing about an event they experienced that taught them something. The lessons learned may range from something practical--like "always hike with a partner"--to something more personal--like "I learned to always be myself". We began the project with some prewriting activities, and students should be prepared to dig in to writing on Wednesday.
We took a quick look at dialogue in books and noted the need to begin a new paragraph every time a new person speaks. And we spent a little time in class, as we do most days, reading.
Homework for Wednesday: Make sure to have a topic chosen for the narrative essay, and READ!
We're beginning another narrative writing project: a narrative essay. Students will be writing about an event they experienced that taught them something. The lessons learned may range from something practical--like "always hike with a partner"--to something more personal--like "I learned to always be myself". We began the project with some prewriting activities, and students should be prepared to dig in to writing on Wednesday.
We took a quick look at dialogue in books and noted the need to begin a new paragraph every time a new person speaks. And we spent a little time in class, as we do most days, reading.
Homework for Wednesday: Make sure to have a topic chosen for the narrative essay, and READ!
November 11
Today we all participated in our Leaf Raking day! God granted us a beautiful day weather-wise for raking, and it was truly a joy to see all of our students working together to serve others! I know that the group I accompanied was truly blessed by being able to meet the woman we helped. She was so grateful for the good work the students did, and the students were able to see the difference they made in her life. It was a pleasure to offer our service together!
After raking and enjoying a cup of hot chocolate back at school, we had time to turn in our narrative paragraphs and spend a few minutes reading. The morning went quickly, but we accomplished much!
After raking and enjoying a cup of hot chocolate back at school, we had time to turn in our narrative paragraphs and spend a few minutes reading. The morning went quickly, but we accomplished much!
November 9
Today we tried to appreciate God's gift of language! We took a look at what books do. Students came up with many purposes for books: books entertain, they teach us, and they help us to appreciate beauty were just a few of them. We spent some time talking about God's great book, the Bible, and noting that God uses it for some of those very same purposes! What a gift that book is!
We touched again on the concept of theme. We noted that the theme of a book is what is shown to us about life and living through what happens to the people in the story. Students thought about the books they are currently reading, and each student came up with a possible theme for the story.
Writers need to use conventions correctly, and we worked today on the homonyms there, their, and they're. We took notes on their uses, and students practiced using the correct "there" in sentences. They then checked their narrative paragraphs to see if they had any "there" errors to fix.
We continued to work on revising on our narrative paragraphs. Students were encouraged to try to read their paragraphs as if for the first time, and to try to find anything they would like their readers to see better or understand more deeply.
Student homework for Friday: Final drafts of narrative paragraphs due
We touched again on the concept of theme. We noted that the theme of a book is what is shown to us about life and living through what happens to the people in the story. Students thought about the books they are currently reading, and each student came up with a possible theme for the story.
Writers need to use conventions correctly, and we worked today on the homonyms there, their, and they're. We took notes on their uses, and students practiced using the correct "there" in sentences. They then checked their narrative paragraphs to see if they had any "there" errors to fix.
We continued to work on revising on our narrative paragraphs. Students were encouraged to try to read their paragraphs as if for the first time, and to try to find anything they would like their readers to see better or understand more deeply.
Student homework for Friday: Final drafts of narrative paragraphs due
Monday, November 7, 2011
November 7
Today we began our day with singing! What a pleasure it is to worship God together in chapel! Mr. Brad Stolman, our leader in chapel, encouraged to love one another and to "fix our eyes on Jesus" when times are tough. Good advice for all of us!
Our work began with a lesson on main characters. We noted that a main character is present in every book, and students suggested many ways that we know a character is the main character: the story follows and is focused on the character, we hear the character's point of view, we learn the thoughts, ideas, and personality of the character, and we see the character face a problem or experience a change. Students then wrote descriptions of the main characters in the books they are reading.
We took class time to read and to write in Reading Response Journals (RRJ). I suggested to students that writing about characters--what you learn about them, what you like or don't like, who they remind you of, what you think they'll do--is good subject matter for a RRJ entry.
We continued our work on our narrative paragraphs by looking at different ways to describe an experience. An event can be described and explained by a narrator, but using dialogue, action, or reaction adds excitement and interest. Students read examples of these types of writing, and we talked about the things in each sample that made it work well. Students then took a few minutes to try to find places in their own writing where they could use these types of description.
Our routine homework: READ!
Our work began with a lesson on main characters. We noted that a main character is present in every book, and students suggested many ways that we know a character is the main character: the story follows and is focused on the character, we hear the character's point of view, we learn the thoughts, ideas, and personality of the character, and we see the character face a problem or experience a change. Students then wrote descriptions of the main characters in the books they are reading.
We took class time to read and to write in Reading Response Journals (RRJ). I suggested to students that writing about characters--what you learn about them, what you like or don't like, who they remind you of, what you think they'll do--is good subject matter for a RRJ entry.
We continued our work on our narrative paragraphs by looking at different ways to describe an experience. An event can be described and explained by a narrator, but using dialogue, action, or reaction adds excitement and interest. Students read examples of these types of writing, and we talked about the things in each sample that made it work well. Students then took a few minutes to try to find places in their own writing where they could use these types of description.
Our routine homework: READ!
Friday, November 4, 2011
November 4, 2011
Today was a busy day! We began with a review of the role that subjects and verbs play in sentences, and we discussed subject and verb possiblilites. That meant we talked about common and proper nouns, pronouns, and action and state-of-being verbs. The students created some unusual sentences when they each came up with a subject or verb and then put two of them together!
We began the revision of the narrative paragraph drafts we wrote on Wednesday. Students started the process by rereading their paragraphs and looking at the subjects and verbs they had used in their writing. Many students were able to find stronger or more specific words to use in their paragraphs.
Our morning was interrupted--pleasantly so--by the arrival of Chuck, who came to award prizes to our magazine sellers. Congratulations to all of the students who received lollipops and won money in the cash ball toss!
We finished out our morning by reading a few Reading Response Journal entries and talking about the type of content that should be included in these entries. Students were assigned a RRJ entry to be written either in class or at home, and they had a few minutes in class to read or write.
Enjoy the weekend!
Homework: READ!
Have one RRJ entry completed in journal
We began the revision of the narrative paragraph drafts we wrote on Wednesday. Students started the process by rereading their paragraphs and looking at the subjects and verbs they had used in their writing. Many students were able to find stronger or more specific words to use in their paragraphs.
Our morning was interrupted--pleasantly so--by the arrival of Chuck, who came to award prizes to our magazine sellers. Congratulations to all of the students who received lollipops and won money in the cash ball toss!
We finished out our morning by reading a few Reading Response Journal entries and talking about the type of content that should be included in these entries. Students were assigned a RRJ entry to be written either in class or at home, and they had a few minutes in class to read or write.
Enjoy the weekend!
Homework: READ!
Have one RRJ entry completed in journal
Wednesday, November 2, 2011
November 2, 2011
Welcome to the seventh and eighth grade language arts blog!
I hope to create a post each class day to let you know whats going on in class and to alert you to any homework assignments your child may have. I'm enjoying working with the students! We're reading, we're writing, and we're appreciating the amazing gift of language given to us by God!
Today we took a look at narrative writing. Students were familiar with what a narrator does, and they quickly deduced that narrative writing tells a story. We read an example of narrative writing and examined the details that made it a good piece of writing. We then began the process of creating our own narrative paragraph. Students worked throught the first steps of the writing process: they brainstormed possible topics, chose a topic and created a timeline or other graphic organizer, and created a draft. Most students finished their paragraphs in class. On Friday we'll be working on revising the paragraphs and moving toward a final copy. I've emphasized to the students that it's important to keep all of their writing in all of the steps, including brainstorming lists and drafts. I want to see evidence of the writing process!
Students are reading books of their own choice right now. It's fun to see the variety of books being read, and it's also good to see several students reading the same book or series. Recommendations from peers do have an impact! Students need to bring their books to class every Monday, Wednesday, and Friday. We do take a few minutes each class period to read. Students got their reading response journals in class today, and we spent some time talking about the letters they will be writing in their journals. I encouraged all students to be readers, writers, even literature experts in their letters. They will be responding to books and sharing ideas with me and one another, and I'm looking forward to hearing from each student.
I think that does it for today!
Homework for L.A.-- READ! (at least 20 minutes a day)
I hope to create a post each class day to let you know whats going on in class and to alert you to any homework assignments your child may have. I'm enjoying working with the students! We're reading, we're writing, and we're appreciating the amazing gift of language given to us by God!
Today we took a look at narrative writing. Students were familiar with what a narrator does, and they quickly deduced that narrative writing tells a story. We read an example of narrative writing and examined the details that made it a good piece of writing. We then began the process of creating our own narrative paragraph. Students worked throught the first steps of the writing process: they brainstormed possible topics, chose a topic and created a timeline or other graphic organizer, and created a draft. Most students finished their paragraphs in class. On Friday we'll be working on revising the paragraphs and moving toward a final copy. I've emphasized to the students that it's important to keep all of their writing in all of the steps, including brainstorming lists and drafts. I want to see evidence of the writing process!
Students are reading books of their own choice right now. It's fun to see the variety of books being read, and it's also good to see several students reading the same book or series. Recommendations from peers do have an impact! Students need to bring their books to class every Monday, Wednesday, and Friday. We do take a few minutes each class period to read. Students got their reading response journals in class today, and we spent some time talking about the letters they will be writing in their journals. I encouraged all students to be readers, writers, even literature experts in their letters. They will be responding to books and sharing ideas with me and one another, and I'm looking forward to hearing from each student.
I think that does it for today!
Homework for L.A.-- READ! (at least 20 minutes a day)
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