Cause and Effect Notes

The relationship of events is called cause and effect. The cause is what brings about an event or circumstance. An effect is the result of the event or circumstance.

How does cause and effect appear in math? Barbara has four apples. If Shawn eats one apple, then Barbara will have three apples.

Cause: Shawn ate one of Barbara’s apples.

Effect: Barbara has three instead of four apples.

How does cause and effect appear in science? If Quintin puts a cup of water in his freezer, then over several hours he will have a chunk of ice.

Cause: Quintin puts water in the freezer.

Effect: It is a cup of ice.

Try combining sentences with a cause and effect transition here.

Drawing Conclusions Quiz

If you can answer these questions using complete sentences, you have mastered the reading skill.

·        What is a fact?

·        When do you draw conclusions?

·        Judge the usefulness of drawing conclusions.

·        Contrast the fact “Black and white students attended separate schools” and the author’s interpretation “It was a tough time to be black.”

·        Identify the first step before you read.

·        Compare drawing conclusions, a reading skill, to writing a thesis statement.

·        Paraphrase the steps of drawing conclusions.

·        Revise this fact into an interpretation: Jackie Robinson was the first African-American to play major league baseball.

·        Design a chart to draw conclusions.

·        Contrast reading without the drawing conclusions process to reading with the drawing conclusions process.

"Ribbons" Speech

Prepare a paragraph response for each question, and on Monday I will ask you one question for an impromptu speech.

1.       Hypothesize how Grandmother felt about moving to the United States of America.

2.       Evaluate the conflict: How does “Ribbons” show that differences in culture and between generations can lead to misunderstanding?

3.       Evaluate the resolution: How does “The Little Mermaid” provide a way for Stacy and her grandmother to connect?

4.       Judge why Stacy thinks her Grandmother is a hero.

5.       Predict how Stacy and Grandmother’s relationship may change.

Here is the speech rubric.

A	B	C
Speaks with a loud, clear voice and uses meaningful eye contact.	Speaks with a loud, clear voice, but uses little eye contact.	Speaks quietly or mumbling. Uses little eye contact.
Answers the prompt concisely. Supports response with two facts and two story details.	Supports response with one fact and one story detail. Struggles to connect story details and history facts.	Answers the prompt without examples from the text.

Prepare for a Socratic Seminar

Research about Nelson Mandela, apartheid, and the movie Invictus. Write research notes.

Mandela Day

Anti-apartheid movement

If you were absent today, you will need to copy the Socratic Seminar notes in your composition notebook. Also copy the participation goal chart.

Response to Literature Objectives

Students will write simple, compound and complex sentences.

Students will write an effective hook and thesis statement.
Students will support ideas with direct quotations from the literature and personal anecdotes.

Students will organize paragraphs with effective expository transitions.

Students will connect supporting details to the thesis.

Contrast Clauses and Phrases

Review
Clause = Subject + Predicate
(Example) Mrs. Adler dances.

Subordinate conjunctions begin dependent clauses.
(Example) Students laugh because Mrs. Adler dances.

NEW
Prepositional phrases show the position of an object.

Some prepositions are also subordinate conjunctions.

Subordinate Conjunctions	Both	Prepositions
although as soon as because even though when if since that while	after as before until	of about on with in

These are examples of prepositional phrases.
1. The study of weather is called meteorology.
2. Meteorologists make predictions about the weather.
3. Their forecasts are broadcast on television.

Character Interviews

I have assigned a character to each group (hearts, diamonds, spades, clubs, and jays), and students will become the expert of the character. On Monday, we will mix groups, and each student as his or her character will appear as a guest on Mrs. Adler's talk show. Some questions may include:

What is your favorite color?

What is your favorite food?

What do you like to do on vacation?

John, Phillipa, Groanin	Nimrod, Layla, Rakshasas
·        How did you feel when you learned about the djinn? ·        What do you think of Egypt?	·        What do you think about Iblis’s accusation that the Marid are fighting an uphill battle? ·        How will John and Phillipa help the Marid?

Thesis Trees, a writing plan

You have written a thesis for each Children of the Lamp essay question. Today I instructed the class to make a graphic organizer for each prompt. Here is my example.

Evaluate Groanin's wish to have no more wishes. Why is this a wise wish?

                                 Even though you may be careful,
                                 wish can be a curse.

"He frittered away his first two                        My family moved to a new
wishes on something really                              house with a smashed mail-
useless" (Kerr 116).                                        box. I said, "I wish we had
                                                                     a new mailbox." My mom
                                                                     gave me a new mailbox
                                                                     for my birthday.

Intro. Paragraph = Hook + Thesis

To answer an essay question, students will be able to compose an effective introduction paragraph. Today in our notes, we focused on writing a hook and thesis.

The hook connects the audience to the topic. We talked about three ways to begin an introduction paragraph.

1. Write "Imagine" as the first word of your paragraph and create a situation the reader can visualize about the subject.

2. Write definition or fact about the subject.

3. Write a famous quotation related to the subject.

In our notes we reviewed our first writing assignment of the school year: Describe a summer movie. Students wrote these example hooks.

Imagine	Imagine teenagers battling against evil forces to save their school.
Definition	The Merriam-Webster’s School Dictionary defines adventure as an undertaking involving unknown dangers and risks.
Famous Quotation	Manohla Dargis, a New York Times movie critic, says about Harry Potter and the Deathly Hollows Part Two, “It isn’t often in the summer that you enjoy the intense pleasure of a certain kind of old-fashioned cinema experience, the sort that sweeps you up in sheer spectacle…”

The thesis is specific and communicates your perspective about the topic. Perspective is the author's view or interpretation.

Example:

Many fans will agree with me that Harry Potter and the Deathly Hollows is the most thrilling adventure story.

I have fact fragments; now what?

As an exit pass, students used their fact fragments to write a new Egypt paragraph. Students paraphrased the essential information about Cairo.

Egypt Paragraph

You only need to write the fact fragments in your spiral notebook.

     "Nearly half of all Egyptians live in cities. Cairo, the nation's capital and largest city, is also the largest city in Africa. Cairo is very crowded because many people move to the cities from rural areas. They hope to find a better education and jobs. As a result, there are traffic jams and housing shortages. Some people live in tents that they have set up on boats on the Nile River." (Prentice Hall World Studies 461)

Movie Poster

You will have class time to work with your partner Tuesday, Wednesday and Thursday. I expect posters to include the book's title, the two main characters, and three items from the Egypt list. Characters other than John and Phillipa are optional.

Remember to compose a creative illustration; this will be a blockbuster hit!

Egypt

- Cairo
- snakes, dung beetles, scorpions
- archeology
- desert
- Shabti
- hieroglyphic
- Egyptian stele
- Sphinx
- Saqqara
- pharoah's treasure
- camels
- Giza
- pyramids
- Arabic
- fez
- open sewage
- cobra
- bazaar
- grave robber
- mummy
- blue Nile lilies
- Nile River
- Eighteenth Dynasty
- Akhenaten's tomb
- Medinet el-Fayyum
- papyrus
- Tutenkhamen

Career and College Summary

In the first paragraph, describe your future career, and in the second paragraph, explain how your education will prepare you for that career. Here is an example summary:

            I want to promote fine arts and performance arts as a public relations journalist. Art and music explore all levels of emotion and truth. I want to inform the public about their opportunities to support the arts in their community.

            I will attend Ball State University for four years earning a degree in journalism and public relations. As a Ball State student, I will work as a reporter for the school newspaper or school magazine. I will also volunteer at the University’s art museum and write a blog about cultural events at Ball State and in Muncie.

            Everyone should experience art in all forms, and as a journalist I will send the message to the public.

Conflict Notes

We made 4 Squares in our composition notebooks.

Conflict
Synonyms: fighting, disagree, problem, challenge, struggle
Personal Example: Mrs. Adler wants to sleep until 8 a.m., but she has to arrive at school by 8 a.m.
Personal Non-example: Mrs. Adler wants money to buy food and clothes, so she arrives at work on time.

Person versus Person
Synonyms: parents, teachers, siblings, friends
Personal Example: Mrs. Adler wanted to borrow her sister's paisley jacket, but her sister said no.
Personal Non-example: Mrs. Adler wants to sleep during a road trip, so her husband drove.

Person versus Self
Synonyms: doubt, fear, frustrations, confusion, many choices
Personal Example: Mrs. Adler woke up late! She wanted to arrive at school on time, but she also wanted to obey the traffic laws.
Personal Non-example: Mrs. Adler wants to stay healthy, so she cleans her house regularly.

Possible questions for Tuesday's quiz

Sentence Structure

Recall the number of clauses in a compound sentence.

Contrast a compound and complex sentence.

Design a complex sentence.

Identify the compound sentence.

Label the subject and predicate of the following sentence.

Character Development

Recall an example of a character’s action.

Contrast action and appearance.

Group the characteristics of Victor in the chart.

Appearance	Action	Dialogue

Revise Grandmother’s action so that she seems friendly.

Character Notes

There are three clues readers use to draw conclusions about a character.

·         Appearance

·         Action

·         Dialogue (what main character says and what others say about main character)

Many times a writer will describe a characters appearance. Readers draw conclusions about the character’s age and social position. What do you understand about this character based on the following clue?

·         “On her small feet she wore a pair of quilted slippers…I realized how wobbly she was on her feet.” (Prentice Hall 467)

·         __She might be old because she is wobbly. She may not be social because it is difficult to walk. She could be rich because her slippers are quilted. _____________________________

An author will also describe the character’s actions. What is the difference between this narrator and her grandmother?

·         “I thought Grandmother deserved an American-style bear hug. However, when I tried to put my arms around her, she stiffened in surprise…” (Prentice Hall 467)

·         ___The grandmother may have autism like Temple Grandin. She may have been alone a long time, and a hug is unexpected. She may be from a different culture that does not hug. ______

When the main character speaks, imagine the tone and how the character sounds. If you heard Grandmother speaking these lines and based on the action clues, how would she sound?

·         “Looking ashamed, Grandmother flapped a hand in the air for me to go. ‘None of your business. Now get out.’ “ (Prentice Hall 472)

·         ____She sounds angry and rude. ________________________

Characters talk about each other. Based on the narrator’s reaction about her grandmother, how does the writer want us to feel about Grandmother?

·         “By this point I was in tears. ‘She’s taken everything else. Now she wants my toe-shoe ribbons.’ “ (Prentice Hall 471)

·         _____She seems mean and greedy.______________________

“Ribbons”: Grandmother

Appearance “On her small feet she wore a pair of quilted slippers…I realized how wobbly she was on her feet.” (467)	Actions “I thought Grandmother deserved an American-style bear hug. However, when I tried to put my arms around her, she stiffened in surprise…” (467)
What the character says and how he or she says it “Looking ashamed, Grandmother flapped a hand in the air for me to go. ‘None of your business. Now get out.’” (472)	What other characters say “By this point, I was in tears. ‘She’s taken everything else. Now she wants my toe-shoe ribbons.’” (471)

Complex Sentences

Sentence Structure Part 2

Sentences are words put together to communicate ideas. You know that a simple sentence is ONE independent clause, and you know that a compound sentence is TWO independent clauses combined with a coordinating conjunction (AND, OR, BUT).

Introducing: the COMPLEX sentence!

First, you need two CLAUSES.

*I will clean your car.

*You will clean the kitchen.

Second, you need a SUBORDINATE conjunction.

*if

You may attach the subordinate conjunction to either clause and connect the ideas.

Example 1: I will clean the car if you will clean the kitchen.

Example 2: If you will clean the kitchen, I will clean the car.

Common Subordinate Conjunctions:

if

when

because

although

Timed Writing Prompt

Students wrote a descriptive essay for thirty minutes.

You may approach your writing with a variety of planning strategies, such as a web or list. The purpose of planning is to organize your thoughts and write paragraphs with a familiar order.

Choose ONE writing prompt from the box.

A.      Describe a favorite activity. B.      Who is the most interesting/ridiculous person I know? C.      I admire ______________. (This person can be a peer or adult.) D.      When I grow up…

In the space below, plan your writing. A plan includes at least three topics or key points with supporting details. If it is difficult starting, you may also try answering the 5 W’s and H about the topic (who, what, when, where, why and how).

Sentence Structure Part 1

Sentences are words put together to communicate ideas. Clear communication begins with a subject and predicate.

The subject is the WHAT or WHO, usually a noun or pronoun.

The predicate is the ACTION, usually a verb.

He smiles. WHO: He and ACTION: smiles

Teresa laughs. WHO: Teresa and ACTION: laughs

The combination of subject plus its predicate is called a clause. Sometimes you may have two clauses in one sentence. Ex: He smiles, and Teresa laughs.

Join clauses using conjunctions, like and, but, or etc.

This is called a compound sentence. The ideas are connected, but each subject/predicate combination could be its own sentence. Each clause in a compound sentence is independent.

BEWARE! Do not use more than two independent clauses in a sentence.

Leveled Questions

I. Factual – Level One (1)

   A. One correct answer can be easily found.

   B. Key verbs: define, identify, name, recite, complete, list, recall, who, what, when, where

   C. Example: List the ingredients of peanut butter and jelly sandwich.

II. Interpretive – Level Two (2)

   A. Processing skill/concept

   B. Key verbs: contrast, group, compare, paraphrase, interpret, organize

   C. Example: Write an organized recipe for a peanut butter and jelly sandwich.

III. Evaluative— Level Three (2)

   A. Strategic thinking beyond the text

   B. Key verbs: evaluate, judge, predict, hypothesize, revise, invent, critique, design

   C. Example: Design a plan to feed everyone in your class peanut butter and jelly sandwiches.

Notes: Text Features

What is a reader’s purpose?

A reader determines what is important.

Authors present and organize information using text features.

Why do we need text features?

®   Identify important ideas

®   Preview information

®   Clues to understand information

®   Organize information

What do text features look like?

·        Headings and Subheadings

·        Bold or Italic Print

·        Illustrations and Captions

·        Table of Contents

·        Index

·        Glossary

·        Body of Text

Group Work Courtesy Policy

Students received a copy of these policies in class, and they must keep these policies in their composition notebook.

1. I will manage my time and follow directions to complete the group activity.

2. I will contribute and participate. If I do not understand the activity, I will ask my group to explain. I will also check that my whole group understands the lesson. If we still do not understand the lesson, I will ask Ms. Avery.

3. I understand off-topic conversation distracts my group, and I will get an M.I.R. for Respect and Focus.

4. I am aware of other groups and individuals working in the classroom. If my group is finished with the assignment early, I should read at my desk so that I am not distracting other groups.

5. I control my actions. If someone in my group is not working, I will encourage them to stay involved. I understand Ms. Avery may issue an M.I.R. for Respect if I mock a classmate’s effort.

The First and Last 5 Minutes of Class

It is important for middle school students to learn self-directed procedures. When students enter the class, they have three tasks to accomplish before we begin the lesson.
1. Update your reading log. I expect students to read an average 30 minutes each night, or an average 150 minutes per week.
2. If you have pencils, sharpen them now. You may also use the tissues and hand sanitizer. I do not want students walking around the room during instruction.
3. Finally, if you have an extra minute, you may check out a book or read at your desk.

At the end of every class students should:
1. Fill out their agenda with a summary word of today's lesson and any homework. Remember you always have reading homework.
2. Collect all your supplies and place them on your desk.
3. You may check out a book.

Salutations!

One of my favorite characters greets her new friend in this way. She explains, "It's just my way of saying hello." Like this character, I am inviting you to be open to this year's opportunities of learning. I will encourage you to be the best version of yourself much like my favorite character helping her friend. Who is my favorite character of classic children's literature?

OCEANIA Research Outline and Rough Draft

On Thursday we organized our notes into an outline. We grouped categories by brochure panel. Here is an example of my outline about the Galapagos Islands. Each heading is a panel followed by bullet statements from my research.

Panel 1 (Geographical Features, Climate, Vegetation)

·         Group of islands near Ecuador

·         Humboldt current, cold water from Atlantic June-Nov.

·         Panama current causes algae

·         Black sand

·         Lava rocks

·         Dry scrubby forests

·         Misty mountains

·         Volcanoes

Panel 2 (History, Historical Sites, Type of Government)

·         1835 Darwin observed 13 finch species

·         Whalers and pirates hunted giant tortoises; nearly all extinct

·         1959 Ecuador national park, marine reserve

·         Last Pinta giant tortoise lives in Charles Darwin Research Center

·         Charles Darwin Foundation research/protect wildlife

Panel 3 (native people, native animals)

·         Most islands have no humans

·         Animals very friendly

·         Diverse wildlife: (flightless birds) cormorants, penguins, black marine iguanas, sea lions, sea turtles, crabs, orcas, octopus

For homework, you will write the rough draft with subheadings and the works cited page. For your subheadings, you may either use the category names (i.e. Geographical Features, Climate, and Vegetation), or write a creative title (i.e. The Wild Islands).

Here is an example of my Panel 1 rough draft.

The Wild Islands
       The chain of islands near Ecuador are called the Galapagos Islands. If you visit between June and November, you will experience the cold Humboldt currect on the black sand beaches. However, in November the warm Panama current flows from the north which transorms the seas into an algae feast for fish and sea animals. Because the climate changes, one island may have dry and scrubby forests, and the another island may have misty mountains. Many islands have lava rocks to climb and some still have active volcanoes.

Images in your Essay

Step #1 Type your final draft. Save it on your H Drive or USB.

Step #2 Open your Word document with the art graphics. Copy one image and paste it in the final draft.

Step #3 In the final draft, click the image. Click “Page Layout” at the top.

Step #4 On the top right click “Text Wrapping” and “Tight.” Save.

Repeat steps 2-4 so that all your images appear on the final draft. Insert a page break and type your Works Cited Page. Save As to the P drive.

Typing April 23-24

Today I checked rough drafts, and the majority of students wrote complete biographies. However, many students did not explain and describe the artist's style, medium, subject and famous works. Remember this essay is a guide to readers viewing the art. After I read your essay, I will have a better understanding of the artist's work.

Rough Draft due Thursday

Students completed their research notes and outline last week. Today I modeled writing a rough draft based on your research notes. Students will turn in rough drafts Thursday May 19.

Artist Research Expectations

Students will use the iLibrary Online Databases as the primary reference. Refer to the previous blog post called Works Cited Page. They may also conduct research from books or magazines on their own.

Students must also include two graphics in their essay. In the computer lab, I instructed students to open a Word document. When they found a potential image on the Internet, students would copy and paste the image onto Word, and save the document in their H Drive or USB. Students also typed the citation of the image on the Word document.

Below is the Research Project Rubric. Students will complete and turn in the graphic organizer or outline of their research information tomorrow. I expect at least three resources in order to score full credit for the quality of information category; this does not include the images.

CATEGORY	20	15	10	5
Graphic Organizer	Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics.	Graphic organizer or outline has been completed and shows clear, logical relationships between most topics and subtopics.	Graphic organizer or outline has been started and includes some topics and subtopics.	Graphic organizer or outline has not been attempted.
Sources	All sources (information and graphics) are accurately documented in the desired format.	All sources (information and graphics) are accurately documented, but a few are not in the desired format.	All sources (information and graphics) are accurately documented, but many are not in the desired format.	Some sources are not accurately documented.
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Notes	Notes are recorded and organized in an extremely neat and orderly fashion.	Notes are recorded legibly and are somewhat organized.	Notes are recorded.	Notes are recorded only with peer/teacher assistance and reminders.
First Draft	Detailed draft is neatly presented and includes all required information.	Draft includes all required information and is legible.	Draft includes most required information and is legible.	Draft is missing required information and is difficult to read.
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized.
Mechanics	No grammatical, spelling or punctuation errors.	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling or punctuation errors.	Many grammatical, spelling, or punctuation errors.
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Diagrams & Illustrations	Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.	Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.