27 June 06 Prof. Development Meeting

What we garner/infer from a brief examination of the data from the past two years:

• Proud of learning gains
• Concern about not moving 2s to 3s.
• Proud of writing scores
• Concern on increasing expectation to include grammar and spelling.
• Need science scores to focus on learning gains. (district-wide concern)
• Percent meeting high standards in writing – ok.
• Need to focus on reading and writing proficiency.
• Proficient expectations are not as realistic as increasing learning gains.
• Higher expectations on learning gains.

05-06 High-Impact Strategies That Worked:

• Small group instructionWebQuests
• Frequent Assessments
• Cooperative Learning
• AIP Chats
• Instruction Focus Lessons
• Team/Teach Collaboration
• Beginning of Interdisciplinary Units
• Field Studies
• Regular Grade-Level Meetings
• Instructional Focus Calendars
• SRI Progress Meetings
• Differentiated Instruction
• Building Relationships
• Un-official schoolwide recognition of student/class/teacher success
• DAR Testing
• Literacy Center
• Sequencing Objectives (not textbook pages)
• Home/School Relationships

Possible 06-07 Strategies:

• Educational Technology Training
• Blogging
• Podcasts
• Teacher Websites
• Blackboard
• Instanet
• Reading Across the Content Areas
• Vocabulary – Academics/Social
• Structured Re-teaching
• Lesson Plan Protocol
• Student Work Protocol
• Collaboration (in-school and with neighboring schools)
• School-wide rubric for specific skills
• TRAINING IN WHAT A REAL PLC LOOKS LIKE
• Ruby Payne
• Peer Observations (In and Out of school)
• Building Home/School Relationships
• Post-FCAT Instructional Objectives

Top 5 High-Impact Strategies for 06-07:

1. Technology
2. Reading Across Content Areas
3. Structured Reteaching
4. PLC Training
5. Lesson Plan/Student Work Protocols

What does the opening day training look like?

8:30-9 Breakfast

9-10 Coop Learning/McREL

10-11 Lesson Plan Protocol

11-11:15 Break

11:15-12 Blackboard

12-1 Lunch

1-2:15 Content Area Reading Overview - Vocab

2:15-2:30 Break

2:30-3:15 Lesson Plan Developed by Content Area

3:15-4 Lesson Plan Protocol

Go Home

Semester II Final

8th Grade Language Arts Semester II Final

Expository Essay
Instructions: Using the skills you have learned throughout this semester, plan, write and proofread and expository essay in response to the prompt below.

Prompt:

Writing Situation: Over the course of the past school year, everyone in this school has changed some way or another. Change, it has been said, is the only constant.

Directions for Writing: Think of how you have changed physically, mentally, and socially over this past school year. Consider things like your studies, your relationships, your life. Using these details, write to explain to Mr. Chase what the biggest changes have been and how they will affect your path in life.

To Receive Full Credit You Must:

• Complete a planning sheet for this essay.
• Properly formatted, edited essay.*

*If you have forgotten how to properly format a typed essay, you can find the guidelines saved under Teacherdrop, Chase, Your Class Period in the file names “Essay Formatting Guidelines.”

When you have finished, save your essay as follows. Also, print a copy of your essay to the printer in Rm. 115.

To save, name your essay with your last name and the words “Final Essay.” For example, my essay would be saved as “Chase Final Essay.”

Save the file as Teacherdrop, Chase, Your Class Period, Final Essay

Bayou Letter Addresses

Pick one of the agencies below to write your letter to. Click on the name of the organization so you can find their address.

Environmental Protection Agency

Southwest Florida Water Management District

Sarasota City Commission

Formal Letters

Welcome! Here are the notes for today. They are due by the end of class period today.

What to Say:

• Be formal and courteous.
• Make your point briefly and clearly.
• Include all the information the person will need.

Correct Form:

1. Heading: Contains your address and the date. Pay careful attention to capitalization and punctuation.
2. Inside Address: This address is the same address that you will use on the envelope. It appears at the left-hand margin. Include the name and title, if you know it, of the person to whom you are writing. Follow the same punctuation and capitalization rules that you use for the heading. You may use standard abbreviations.
3. Greeting: Skip a line or leave space between the inside address and the greeting. Use a colon (:) after the greeting. If you do not know the name of a person to write to, use Dear Sir or Madam:, or use the company's name after Dear.
4. Body: Write your message. Indent each paragraph unless you are using block style.
5. Closing: Skip a line or leave space before the closing and line it up with the heading. Use a formal closing such as Yours truly, or Sincerely yours. Capitalize only the first word of the closing.
6. Signature: Write your full name under the closing. Then print or type it under the signature.

Run-Ons and Sentence Fragments

Glad you could make it. Find your Guided Practice and Homework assignment below.

Guided Practice: On a separate sheet of paper, rewrite the passage, correcting all fragments and run-ons.

Canoeing can be challenging. When the water flows fast. Many of the rivers in Canada near Hudson Bay are excellent for canoeing, there are also certain rivers. Where the sport would be quite dangerous. For the rapids are long and swift. For example, a small river with rapids. Feeds into the Moose River, people fear them because the water moves so swiftly. Most people avoid them.

Homework: Write five related sentences about a real or imagined vacation. Check carefully to be sure that you have not written any fragments or run-ons.

Discovering the Jim Crow South

In your groups of two:

1. Go to the site below.
2. Select a "story category" you and your partner will research and present to the class.
3. Read three stories from the category you selected.
4. Create a 2-3 sentence summary of each story (spelling, punctuation and grammar all count).
5. Present your findings to the class.
6. Click here to go to http://americanradioworks.publicradio.org/features/remembering/read.html.

4-4-06

Click here.

Resources for further information:
http://sunsite.berkeley.edu/calheritage/Jimcrow/
http://www.toptags.com/aama/docs/jcrow.htm
http://afroamhistory.about.com/od/jimcrowlaw1/
http://en.wikipedia.org/wiki/Jim_Crow_law
http://americanradioworks.publicradio.org/features/remembering/laws.html

After the Test

Well, you've finished your testing for the day. It's time to get to the real work. Click on the link below to begin a gigantic adventure.

http://home.cfl.rr.com/mrshebert/Gigantic/index.htm

Class for 1-26-06

Welcome Back!

• Please use the map at the front of the room to find your way to your new seat.
• Once you are at your seat, please take out your homework from last night and have it ready to be picked up.
• Please write the following in your agenda: Enjoy the evening.
• Please leave your agenda and your homework out.
  

Today, we will be writing based on the prompt below. I have included some guiding questions to help you add elaborations and details to your writing.

Writing Situation: Language is all around us and shapes the way we feel, understand and communicate.
Directions for Writing: Keeping in mind the effects of language, write to explain your feelings on cursing. Describe it, why people do it and your feelings on whether or not they should.

Guiding Questions:

1. Why do people curse?
2. What constitutes cursing?
3. What role do entertainment and the media play in whether or not someone curses?
4. Is there a certain age where it is appropriate?
5. How do you think society views cursing now vs. in the past?
6. How might society’s views on cursing change in the future?

To Get Out

•Save your file with your last name in the file named 1-26-06 in your class’ folder.
•Log off of your computer.
•Clean up your area.
–Floor
–Table
•Wait for Mr. Chase to dismiss you.

Semester Exam

Welcome to the Exam of Love!

Your Exam: Essay

For your Semester Exam, you must plan, write and revise a formal essay.

From the options below, select the one that inspires you the most.

Choice 1
Think of and write about the person you admire most. Write to explain why you admire that person. Include a specific instance or anecdote about that person that gained them your admiration.
Choice 2
An editorial in one local paper has invited readers to comment on the situations of violence and vandalism that are increasing in our schools. Assume that you have the opportunity to respond to the editorial by writing a column. In a well-organized five paragraph essay, discuss what you believe to be some of the causes for this problem and offer possible solutions; where possible, draw upon your own experience and observation to support your discussion.

Choice 3
“The more things change, the more they stay the same.” Do you agree with this statement? Plan and write an essay in which you develop your position on this issue. Support your point of view with reasoning and examples taken from your reading, studies, experience, or observations.
Choice 4
Writing Situation
All of us have seen the effects of peer pressure in school situations. The pressure can result in bullying, in unusual competition, in experimentation with alcohol and drugs, or even suicide. Other results such as non-conformity with school dress codes, unwillingness to display academic ability, etc. are less dramatic but nevertheless just as real.

The Writing Directions
In a well-organized essay consider your own experiences with peer pressure in school settings. Identify a particular example, either one you personally experienced or one you observed; describe the situation, the kind of pressure exerted, and the result. Indicate what implications there might be from this experience for how you, as a teacher, can help students to cope with peer pressure in school.

Choice 5
I have learned many things that have helped me in life, but one thing that was especially valuable was ______ Assignment: Write an essay that completes the statement above. Explain the reasons behind your choice.

Choice 6
"There has always been great passion to keep things as they are." "There has always been great passion to bring about change." In an essay, discuss ONE of the two statements above, supporting your views with an example or examples from science, art, music, history, literature, current events, or your own experience or observation.

Choice 7
“Whatever is right is right even if no one else is doing it. What is wrong is wrong even if everyone is doing it.” Write to explain the quotation above and explain whether or not you agree with it.

Choice 8
Writing Situation: If you could choose to be any animal for forty-eight hours, what would you be?
Directions for Writing: Before you begin writing, think about what kind of animal you would like to be - a wild animal, farm animal, or a household pet. Now explain in an essay why you chose this animal. Support your ideas with examples and details.

Choice 9
Writing Situation: The U.S. Postal Service has honored many individuals from presidents to singers to cartoon characters, by placing their portraits on postage stamps. Whom would you nominate to honor with a postage stamp?
Directions for Writing: Before you begin to write, think about why this person should have his or her own stamp. Now write an essay to tell the reader whom you would choose and explain why that person should be honored with a postage stamp. Support your ideas with examples and details.

Choice 10
Create your own persuasive or expository prompt. Once you have written the prompt, print it and bring it to me for approval.

After you have selected your prompt, create a new Word file, format it according to the essay formatting guidelines and begin typing your rough draft. When you have completed your rough draft, save it to the folder named “Rough Draft” in your period’s folder.

Give your file your last name only. After you have saved your rough draft, begin revising your essay. When revising, make certain you make the most possible use of the following important essay pieces:

Hook
Introductory Paragraph
Thesis Statement
Transitions
Main Idea/Topic Sentence
Extensions
Elaborations
Conclusions
Figurative Language
Anecdotes
Mature Vocabulary

Also, make certain you do all you can to fulfill the requirements for a 6.0 essay:

A 6 paper is superior. It does ALL OR MOST of the following:
Addresses the topic clearly and effectively showing originality, creativity, and depth of thought.
Develops ideas in a clear, logical, and detailed manner, displaying effective organization and coherence.
Uses language effectively with a sense of control.
Commits few, if any, errors in grammar/usage and mechanics.

After you have revised your essay, save it in the “Finished Essay” folder in your period’s folder. Name your file with your last name only.

Class for 12-9-05

Welcome back to the Classroom of Love!

Today you will be showing me you are able to analyze the meaning of words using word structures, content and word origin. You will also be showing me you can write for a variety of occasions, audiences and purposes. (Sarasota Standards 2.1 and 5.5)

Please write the following in your agenda and keep your agenda on your table so that I may see it:

Agenda: Finish writing if you did not complete it in class.

Today, we have two tasks to complete:
Task 1: Create origami object of your choice.
Task 2: Write using the origami object as your muse.

Procedures to remember: 3-Before-Me and Quiet Signal.

Task 1: I have compiled a list of different origami possibilities and linked them to the list below. Simply click on one of the words and you will be taken to the instructions for how to make that object or animal. Select one of the objects and use the paper I have provided to create that object. You may use your team's markers and scissors if needed.

I have samples of each of these if you would like to see them.

Object List:
Hat
Tank
Fish
Whale
Cat
Frog
Snail
Mouse

Task 2: After you have created and decorated your object, please get your comp. book from the back shelf and turn to a blank page.

At the top of the page, please write:
Date
Period
Which object you created

Please use the remainder of your time to write using your object as your muse or inspiration.

You may write for any number of different purposes:

Story, "Once upon a time, there lived a lazy little tree snail..."

Journal entry from the point of view of your object, "It stinks being a paper tank, I've got nothing to do and no one is intimidated by my little folded barrel..."

Production log telling what you thought and felt as you created your object, "Grrrrr, I picked the hat because I thought it would be the easiest to make, but I quickly found out I was wrong..."

Or any other type of writing you can think of. The only rule is that is must include your object directly.

Note: If you do not have time to complete your writing in class, you may take your comp. book home to complete the writing and return it to me Monday at the start of class.

Class for 11-9-05

Welcome back to the Classroom of Love!

Homework: Enjoy your evening.

Bellwork: Rally Robin with your eyeball partner for 30 seconds remembering yesterday's class.

RallyCoach:

1. Partner A solves the first problem.
2. Partner B watches and listens, coaches, and praises.
3. Partner B solves the next problem.
4. Partner A watches and listens, checks and praises.
5. Repeat starting at step one.

Class for 11-8-05

Welcome back to the Classroom of Love!

Homework: Find out how the referenda vote comes out with percents. Must be written.

Bellwork: Please write the date (11-8-05) at the top of a new page in your comp. book. Then, take 5 minutes to write your answer to the question below:

What are your thoughts on preserving the environment?


RallyRobin

1. Teacher poses a problem to which there are many possible responses or answers.
2. In pairs, students take turns sharing responses or solutions.

Find Someone Who…

1. Students mix in the class, keeping a hand raised until they find a new partner that is not a teammate.
2. In pairs, Partner A asks a question from the worksheet; Partner B responds. Partner A records the answer on his or her own worksheet.
3. Partner B checks and initials the answer.
4. Partner B asks a question; Partner A responds. Partner B records the answer on his or her own worksheet.
5. Partner A checks and initials the answer.
6. Partners shake hands, part, and raise a hand again as they search for a new partner.
Students repeat steps 1-6 until their sheets are complete.
7. When their worksheets are completed, students can sit; seated students can be approached by others as a resource.

Research:

www.sarasotacountyforever.com

Class for 11-4-05

Welcome back to the Classroom of Love!

You know what I expect of you. You know what you are capable of. You know how to respect and treat others well. Remember these things throughout class today.

Homework: Think about how you will make my class a great place for learning when you return Monday.

Today, we have 4 tasks to complete.

Task 1: Journal Entry
Task 2: Catch up from yesterday
Task 3: Unit Review
Task 4: Letter

Task 1: In your Comp. Books, please write the date at the top of a clean page. Then, for 10 minutes, write to explain your behavior in our classroom over the past week. Remember, when I ask you to explain, I’m looking for what happened and extensions and elaborations to tell me how, why and what it looked like. When time is called, Miss Carrigan will call on one student to collect the Comp. Books and place them where they belong on the back bookshelf.

Task 2: I know I gave you quite a bit of work to complete yesterday. I have the work that was turned in to me, but also want to give you a chance to complete what you did not have time to complete.

Special Note: Miss Carrigan passed along the observation that many of you were struggling with yesterday’s assignment. This is ok, much of this should be new material that you cannot simply read the problem and find the answer. You must Must MUST read the unit and explanations that come before the assigned problems if you are going to understand what to do.

Task 3: This task is to be completed ON YOUR OWN. Each unit has an “Extra Practice” section at its end. Today, please complete as much of this section as you can, working alone. I will check the papers at the end of the day to see how far each student was able to get. The Unit’s and their page number for their “Extra Practice” sections are listed below.

Unit 1: Page 30
Unit 3: Page 99
Unit 5: Page 184
Unit 7: Page 264
Unit 9: Page 337
Unit 11: Page 418

Task 4: If you complete Tasks 1-3, your assignment is to write a letter to me. Your topic can be whatever you choose. Write it about class, your life, the space station, music, etc. When you have finished with your letter, please sign it and give it to Miss Carrigan to pass on to me.

Thank you for your attention and respect. I will see you Monday.

Class for 11-2-05

Welcome back to the Classroom of Love!

Homework: Explain your team's assessment to a parent or guardian.

Today you have 3 tasks to complete.

Task 1: Essential Information No. 48.
Task 2: Review the checklist-rubric.
Task 3: Steps 1-5
Alternative

Task 1: Please write the following Essential Information in Section 4 of your binders:

No. 48 Though others around you may try to distract you and take you off task, remember you are responsible for your own choices and will be held responsible for you own actions.

Task 2: Please listen and participate as needed as Miss Carrigan reviews the steps to creating your lesson. As you review the checklist, think to yourself, "Am I doing what I need to do to make sure I am ready to teach the class?"

Task 3: We're focusing on Steps 1-5 of the checklist again today. The difference? You individual lists of key concepts as well as your team's Master List are due at the end of the period today. You team's quiz/assessment is also due at the end of the period so I can look over your work tonight and make certain you are all on the right track. You have had three full days of class to work on this, so I am expecting some great stuff.

Once you have finished Steps 1-5, I have left sheets of chart paper on the back tables. Each team gets one piece of paper on which to complete the WEB described in step 6.

Alternative: If, for some reason, you choose not to work with your group or on this project today, you will read silently in class and complete the Reading Inventory sheet I have created for you. This does NOT mean you will not be responsible for the group work you choose not to do. It simply means a choice on your part not to complete the assignment does not give you the right to do no learning or thinking in my class.

Class for 11-1-01

Welcome back to the Classroom of Love!

Today's homework: Tell your parent or guardian one thing you and your group accomplished in planning your lesson for class today.

Today, you have three tasks to complete:

Task 1: Essential Information No. 47
Task 2: Lesson Checklist-Rubric
Task 3: Individual Chapter Notes
Task 4: Group Master List of Key Concepts
Task 5: Begin Writing Unit Assessment

Task 1: Please write the following information in Section 4 of your binders:

No. 47 Remember that your actions do not exist in a vacuum and that your choices bad or good will be remembered and called into question long after you make them.

Task 2: Miss Carrigan will pass out and review the Checklist-Rubric for this week.

On this sheet of paper, you will find step-by-step instructions to completing your lesson plan. If you pay close attention to what they ask you to do, you will have a successful project.

As of today, I expect all groups to be working on items 1-5 of the checklist. There is no need for you to be using computers yet, nor is there any need for you to be using my teaching resources.

If you have a question on the Checklist-Rubric that Miss Carrigan cannot answer, please write it on a Post-It note and I will respond to you tomorrow.

Task 3: Continue your individual notes on your assigned units that you began yesterday. If you need more specific instructions, please see Task 3 for yesterday's class. Remember, each group member is responsible for turning in his or her individual notes.

Task 4: After each group member has completed his/her notes on the Key Concepts for the Unit, as a group, please draft a master list of the key concepts. This may mean you throw out some people's ideas or that you add ideas no one had come up with.

Task 5: After you have shown Miss Carrigan each group member's notes on the unit's key concepts as well as the groups Master List of Key Concepts, you may begin creating your group's test.

This test should include assessment of all of the key factors you addressed in your Master List and cannot include any fill-in-the-blank or True/False questions. Multiple Choice, Short Response and Extended Response questions are allowed.

Alternative assignment: If, for some reason, you choose not to work with your group or on this project today, you will read silently in class and complete the Reading Inventory sheet I have created for you. This does NOT mean you will not be responsible for the group work you choose not to do. It simply means a choice on your part not to complete the assignment does not give you the right to do no learning or thinking in my class.

Class for 10-31-05

Hello, and welcome back to the Classroom of Love.

Homework: Explain one key concept of your unit to your parent or guardian.

Today you have 3 tasks to complete:

Task 1: Essential Information No. 46
Task 2: Assignment of Units
Task 3: Read your assigned units separately and take notes.

Task 1: Please write the following essential information in Section 4 of your binders:

No. 46 When completing a group project, remember the final product is only as good as the efforts of the weakest group member.

Task 2: Please take out the piece of paper titled, “You Week Ahead.” As Ms. Carrigan reads off the list of unit assignments, please put your group’s unit number at the top of the page on the line marked “My Group Unit.”

If you have lost your copy of the “Your Week Ahead” paper, please raise your hand and Ms. Carrigan will bring you a replacement. This is the only day she will be providing replacements, so make certain you put this paper where you will not lose it.

Task 3: Once you have your assigned unit, all you will need to complete the remainder of the class is the English book, some paper and a writing utensil.

It is EXTREMEMLY IMPORTANT that you take your time and put a great deal of effort into this task, because doing poorly on this task will result in your group doing poorly when it is their turn to teach. In short, PAY ATTENTION!

That said, here is what you will need to do:
Task 3.1: Turn to the first page of your unit.
Task 3.2: Begin reading your unit carefully.
Task 3.3: As you read, write any important or key concepts for your unit on a blank piece of paper with your name at the top. This will likely require several sheets of paper and will most likely be something that will take the rest of this class period and part of tomorrow’s class to complete.

Q. Why is this important?
A. Reading the unit you will be responsible for teaching and identifying the key concepts from that unit are absolutely necessary to making sure you can provide your students with the information they require.

Q. What is I have questions about the information from my unit?
A. If you have a question and do not understand something you read:
1. Re-read the information slowly three times and try to figure it out on your own.
2. Raise your hand and wait for Ms. Carrigan to come and answer your question.
3. If Ms. Carrigan has answered your question and you still need further assistance, please write your question on a separate sheet of paper with your name at the top and give it to Ms. Carrigan. I will read your questions when I get back to school and leave you a reply for tomorrow.
4. If you have further questions, you may post a comment to this blog, e-mail me or IM my account.

Class for 10-27-05

Welcome back to the classroom of love!

Homework: Typed, finished essay due at the beginning of class Friday. Remember, this includes your 1)Planning Sheet, 2)Handwritten rough draft with peer comments, and 3) Typed, final copy (formatted correctly).

I will be at school beginning at 8:30 a.m. Friday for any students who have questions or need assistance.

As we have been working on this project since 10-10-05, no excuses for late work will be accepted.

Class for 10-26-05

Welcome back to the classroom of love!

Homework: Please complete your rough draft. If your rough draft is completed, edit a peer's rough draft using the editing checklist you received in class.

Today we have five tasks to complete:

Task 1: Essential Information No. 45
Task 2: Joke Duty
Task 3: Reading
Task 4: Rough Draft Sharing
Task 5: Editing Checklist Explanation

Task 1: Please write the following Essential Information in Section 4 of your binder:

No. 45 Rather than reacting verbally in the heat of the moment, take time to leave the situation, think about what's going on and cool down. This will reduce the chance of otherwise pointless arguments growing out of control.

Task 2: Will the designated joke teller please entertain us.

Task 3: Please, listen and take notes on what you hear while I read for 10 minutes from S.E. Hinton's Rumble Fish.

Task 4: Please take out the Rough Draft versions of your essay. Read through and make any comments you may have on what you have written. I will give you three minutes to complete this task. Afterward, please wait silently for directions.

Task 5: Please participate while we read the editing checklist together and then place it as the last page of your Basics Packet in Section 5 of your binder.

Class for 10-25-05

Welcome Back to the Classroom of Love!

Homework: If you have not already done so, complete the rough draft of your essay.

Today, we have 5 tasks to complete:

Task 1: Good News/Joke Duty
Task 2: Essential Information No. 44
Task 3: Complete Diagnostic Part II
Task 4: Complete Planning Sheet/Rough Draft
Task 5: Question Game

Task 1: Let's take 3 minutes to share good news since the last time we met. Also, I will explain and assign the first joke duty.

Task 2: No. 44 When ordering food, especially in the lunch line, make certain you say, "Please," and "Thank you," at the appropriate times.

Task 3: For those of you who did not complete the Reading Diagnostic Friday, take a few minutes to complete it now. Those students who have already completed the diagnostic should work on their planning sheet and rough draft or read silently.

Task 4: Please take out your completed planning sheets and whatever you may have completed of your rough draft. Based on what you have completed and with the help of your Basics Packet, today we will be writing out our rough drafts.

For those of you who have your rough drafts completed, find someone else in the class to trade with, and edit a peer's rough draft using the editing sheet I will provide.

Task 5: If the class works well and shows expected behavior, we will learn the Question Game. If I do not feel the class has earned the right to the question game, I will save it for next week.