Archive+of+September+2012+class+notes+and+homework

SEPTEMBER ASSIGNMENTS AND NOTES
= Start studying for first quiz (that will actually count!) NEXT FRIDAY OCT 5. = = CHUNK YOUR STUDIES! Click on this link to the Looming Deadlines page of this site for full list of topics that may be on the quiz. =

Class Review: **Collected:** Active reading homework from earlier this week in period 5 (blue) and 2 (green) **Returned :** Active reading homework with any notes on needed corrections to periods 1(ornage) and 6 (red). Anyone who scored less than 8 can redo it. We discussed common errors in both classes. If you still do not understand what I wanted, see me during a 20 minute period or after school, or see Mrs. McTigue if you have a period with her.
 * Sept 28 **
 * HW: Work on more of the 13 vocabulary cards assigned and described in GREAT detail in yesterday's entry. Skim the Looming Deadlines page ** to plan HOW to chunk your studying next week to do a little to prepare for the quiz each night. I will hold a review session during my regular afterschool help time next Wednesday.
 * No new handouts . **

**I.** I showed all classes **how to use this page to find templates if they choose to do vocabulary cards on line**. Go to yesterday's entry for files to download. Some students had already done a few cards and I was able to give them feedback on small changes that will make the work of higher quality. Add to list of things to check for before completing cards:
 * **Double check the bulleted list of COMMON errors to avoid in the CLASS NOTES section of yesterday's entry**.
 * **SPELL the vocab word CORRECTLY in your SENTENCES**. You will also want to **highlight or underline the word** in the sentence to remind yourself to USE it and spell it correctly.
 * **Don't forget to include the WORD!** Some students are so concerned with showing the meaning that they forget to include the WORD!

**II. In some classes we used the "Train your Brain to Retain" Strategy of finding PAtterns (similarities and differences)** to think about what the words have in common. Students discussed in pairs and reported that **5 of the words begin with "in" and have to do with deep thinking. " //Critical Thinking"// also goes in that group because it has to do with deep and careful thought.** The remaing **3 words begin with "S" ---**you might **chunk them** to study them that way. The "S" words also have to do with thinking--"**//Sequence"// and //"Sequentially"// have to do with "order**" ---when we **think logically** we try to put ideas in some logical order and **build from clue to clue to get to a conclusion**.

//**"Superficial"**// is a contrasting (different) word. It mean "surface level" "shallow". We do NOT want to think only about the obvious stuff at the surface--we want to dig deeper to infer important--often critical- meanings. **We drew a picture of the Titanic headed toward the iceburg....If the captain only looked at the surface--the iceburg may seem far off. But if he used sonar to look BENEATH the surface, he would see the massive base of the iceburg under the hull of the boat**--not the smaller section that juts above the water. We do not want to "Crash" on test or in life so we need to look deep and think hard to stay afloat!


 * When students see patterns that link the words, the list is less "random" and easier to use. **

==== **III. A few classes finished recap** of test-taking strategies learned from reading and discussion the Throeau benchmark ORQ. ==== ==== **ALL CLASSES should now have the following notes in the Literature NOTES section of binder.** ==== //Title: How to think like a Test-Maker when answering and MCAS ORQ (Open Response Question) Sept 28 // These are test-taking strategies to help. Of course NOTHING is better than reading the ENTIRE piece very carefully and paraphrasing and summarizing sections to INFER and improve understanding.
 * //**Use passages that the Multiple Choice questions focus on to find evidence that supports the ORQ answer **//
 * //**Reread passages that have footnoted vocabulary to see if they have information that is critical to meaning. These often have evidence that supports a point in an ORQ response. **//

That is why ** repetition in different WAYS ** --to make a variety of connections to a topic ** over SEVERAL days or weeks ** --helps build and strengthen memory. Connecting to a vocabulary word by drawing it sends an "arm" out to connect the new word to a neuron with a visual your brain already has --which may be connected to other info to build a stronger web. Then writing the definition connects to the storehouse of written words with similar letter patterns or meanings. Then using it in a sentence sends and arm out to another set of info in the brain.....
 * IV. Picture of Brain Cell---We literally make connections when we think. **
 * [[image:mrsready2013/brain harvard pic.jpg align="right" caption="brain harvard pic.jpg"]]In most classes we have looked at the picture of a neuron in the brain to see the "arms" that branch out to connect to other information. The more connections --or "arms" that touch neurons with simlar information, the more space that idea holds in your brain as it grows. Items we do not connect to anything get tossed out each night. **

In one class we got to look at the handout from last week on the ** "Cone of Experience" ** and students marked it up to find the ** Active ** ( ** EXPERIENCE ** SOMETHING to ** be involved in the learning ** ) vs. ** Passive ** (hope the ** learning just "passes ** " into you) learning options. (All classes will complete this review on Monday).
 * V. Cone of Experience **

The fact that the ** ACTIVE learning items are wider and deeper on the pyramid ** is symbolic of the fact that ACTIVE learner goes deeper and creates a more solid, firm base to BUILD from than passive learning. ACTIVE learning options on the pyramid are more likely to result in ** KEEPING more than 50% of what you learn for longer time **. I had two students from NINTH GRADE tell me they just did well on an ELA exam because they remembered topics from SEVENTH grade and did not have to study as hard as some of their peers who had not ACTIVELY applied what I taught.

= **HW: DUE TUESDAY!! Create vocabulary cards for ALL of the vocabulary words AND affixes listed on the handout I distributed today. Show me a card or two tomorrow and I can tell you if you are on track.** = === **__Click on the file below for copy of handout__.** You will have __**13 cards in all: 9 words** and **4 affixes**__. **CHUNK THIS WORK (4 words a night?)** so you actually THINK about what the words mean as you copy definitions and complete cards. THEN practice with the cards. They only REALLY help if you use them. === Pictures using clip art are fine. Use multiple pictures if you need to. Many students prefer working on line and it creates a permanent file for you to study from if you lose the card. You will be asked to use every new word we learn ALL year, so use a format you can keep until June.
 * Sept 27: **
 * **YOU DO NOT need to use index cards. I actually prefer paper. If you like to use cards, use LARGER cards 8" x 5". You will be writing a LOT and I need to be able to READ it. I showed most classes how to use paper in class.**
 * [[file:///file/detail/Study+skills+unitvoc.doc|Details]]
 * [[file:///file/view/Study+skills+unitvoc.doc|Download]]
 * 35 KB
 * Below are files with templates (sample set-ups) you can copy into a new document file to create the cards using the computer. ** One file is for use with the words and the other is for use with affixes. These sample cards do NOT use words from the current list--they are just to show format.


 * Vocabulary Card Example and Template for Words **
 * [[file:///file/detail/sample+unit+I+card.doc|Details]]
 * [[file:///file/view/sample+unit+I+card.doc|Download]]
 * 39 KB


 * Vocabulary Card Example and Template for Affixes **

Class Notes: In most classes (to be finished in Per1 tomorrow) we reviewed how to do vocabulary cards to prepare for first quiz next Friday. I reviewed common errors to avoid when doing the card and we did one card together. Things to watch out for when doing cards:
 * [[file:///file/detail/template+for+affix+cards.doc|Details]]
 * [[file:///file/view/template+for+affix+cards.doc|Download]]
 * 211 KB
 * **THINK as you copy** or it does NO good to copy. **Highlight the key words** that will help you understand the definition. For example, for the wore **INFER** students in many classes highlighted the words **"evidence**" and "**clues"** and **"not directly stated**. "
 * **You CAN also add a paraphrase to this box--**put def. in your OWN words AFTER copying the complete definition I gave you. Some students paraphrase the def of //**Infer**// as "to //**take an educated guess**//" "//**to read between the lines to figure something out"**//
 * **NO IDKs on pictures**- it is easy to draw concrete nouns, but ideas and verbs can be tough. **Just draw SOMETHING to connect to the meaning**. We drew 3 pictures on board for infer for kids to copy. No need to color or be a great artist--just show you KNOW meaning. If coloring helps you think--then do it.
 * **LABEL parts of drawing** in case I can't figure out what you are drawing or how it connects to the word.
 * **Sentences CAN be connected to the picture you draw, but they do not HAVE to be**.
 * **Sentence MUST have capital letters and end punctuation**.
 * **SENTENCE MUST contain a context CLUE** to the word's **meaning**! //"I inferred" "It was sequential"// are **NOT** going to earn you credit!
 * **Do not add endings that change the Part of Speech** when writing the sentences. Example--DO NOT change "**//ingenuity//**" to//ingenious// because that turns the **//noun: ingenuity//** to and **//adjective: ingenious//**.
 * You **CAN add an ending when it does not change part of speech**. For example--//**Infers, infering, infered**// are **ALL still verbs**like the vocab word infer. //**Sequences**// and //**sequence**// are both **nouns so adding a plural is OK**.
 * **SPELL the vocab word CORRECTLY in your SENTENCES**. You will also want to **highlight or underline the word** in the sentence to remind yourself to USE it and spell it correctly.
 * **Don't forget to include the WORD!** Some students are so concerned with showing the meaning that they forget to include the WORD!


 * RECAP of lessons from benchmark **
 * Some classes also finished yesterday's agenda to recap what test taking skills we learned by reading the Benchmark excerpt about Thoreau and writing the ORQ response. ** These items are in green in YESTERDAY's entry. We will recap with other classes tomorrow.
 * Some classes also finished yesterday's agenda to recap what test taking skills we learned by reading the Benchmark excerpt about Thoreau and writing the ORQ response. ** These items are in green in YESTERDAY's entry. We will recap with other classes tomorrow.


 * Sept 26 **
 * HW: NO new homework. ** Reminder that you all SIGNED the homework policy that says ** if you miss a single assignment without parent/guardian note you MUST stay after the next closest Wednesday. ** I ** __will enforce this starting in October__ ** . If you have trouble organizing your time to get work done, the afterschool visit will remind you that you might prefer figuring this out on your own. Or it might be a great chance for you to get some help with HOW to stay on top of work.

Class Notes Nothing handed out Checked homework in MOST classes. Will finish tomorrow. We discussed literature! In order to make the time students just spent on the MCAS ORQ benchmark meaningful for them (rather than just to provide writing samples for me), we ** talked about the CONTENT of the passage ** they read from Thoreau’s “Walden” ** and we talked about active reading strategies that could have helped them ** get MORE out of the reading to put into great answers to the ORQ. I took today’s agenda (in blue) and added some of the points we discussed as we went through the agenda in green. Different classes finished different portions of the agenda. (Some started with “Learning Styles and moved to Thoreau and some did it in the reverse order. ) I will finish the remaining portions tomorrow. While I check homework…. Turn and talk
 * Agenda Sept 26 **
 * 1)  What did you think of Thoreau passage you had to read:
 * Would you want to have lunch with the guy?
 * Could you relate to anything he wrote about?
 * Why would people still read this more than 100 years after it was written—any relevant observation for today?
 * If you thought it was boring, what MADE it boring?
 * What parts held your attention and WHY?


 * 1)  Students reported out—Reacting to literature—this is the fun part!
 * Great points so far have been
 * Too many details about nature,
 * all one tone, he speaks poetically –makes comparisons in metaphors and personification which can make you see nature in a whole new way

Concord—always a hopping place for thinkers—and only about 50 minutes away The gang: Emerson, Hawthorne, Alcott, Thoreau, Melville
 * It made me think about what it might be like to live alone, in the woods, no technology
 * Lunch with Henry David would be pretty low budget
 * Interesting to have such a passion for one thing
 * He didn’t seem to like people much
 * No plot here, no drama or conflict---nothing BUT appreciation
 * Words are peaceful, almost sad—yet he’s saying how happy nature makes him
 * He reused stuff and lived really simply. Current environmentalists would think he has some ideas we could still use to extend the life of the planet.
 * 1)  Mrs. Ready’s background info (411 on Henry David and the Transcendentalists)
 * The all-star team of American Lit and they all hung out together—right here in Massachusetts
 * ** Nature as near religion **
 * Thoreau and the transcendentalists saw **__nature as almost a religion__** —
 * we are all part of nature and it is us and it is the universe and it is life….. ---The benchmark selection didn’t give you much background that would be important to TRULY understanding the significance of Thoreau’s views about nature.
 * The ORQ question asked for evidence that Thoreau appreciated nature but it goes way beyond “appreciating nature”. You can now show you understand more than the writer of this ORQ question did…


 * 1)  Why this is important for you as a thinker and learner
 * How to THINK LIKE and MCAS TEST-MAKER!
 * Why this is important for giving you test taking skills
 * How to actively read and get bang for the buck. Time to go beyond highlighting and T- charts…
 * What’s the difference between listing the “what” after you have read and being able to get to the “What About it?”
 * ** The “What” ** are details like, “he mentions whiporwills, and woodchucks and leaves”
 * ** The “What About It?” ** is he talks about nothing except nature, and talks about leaves “admiring themselves” and having character. He doesn’t talk much about the personalities of people. All the nature details and no people drama or detail shows he not only appreciates nature, he is obsessed!


 * How to use Multiple Choice questions to get key info for use in ORQs
 * __ Details you can use as evidence to answer an ORQ are often (not always) mentioned in one or two of the multiple choice questions. __ If the test-maker thought the point was important enough to ask a question about, it was probably pretty significant, right?
 * How to use footnotes as clues to what the test maker wants
 * Notice that test makers don’t give you a footnote definition for all the words that seem unfamiliar. **__When they DO give you the definition, it is often because the passage with the vocabulary word is important and MUST be understood__** for the reader to understand an important detail or theme. Always **__reread paragraphs with a footnoted__** word because in MANY (not all ) cases, this **__paragraph has a piece of significant evidence you can use to support an ORQ response.__**


 * Learning Styles **
 * What kind of learner might Henry David have been?
 * Compare your results with neighbors
 * Which ideas (if any) could you actually use to make your study time better fit your learning style? These ideas are for grades K-8—what would you add?
 * How many of you study exactly as you did in grade 2 or 3? How many of you think you have exhausted all the possibilities that might help you do better? I’m 52 and still try new thingsDon’t get into a rut at 12!

Sept
 * MISSED CURRICULUM NIGHT? **
 * I have posted the presentation ** I gave that night to give you an idea of some of the topics I tried to address--given time constraints. Click on this link to ** "Mostly for Parents" page ** of this website and ** scroll to bottom of page ** . Even if you were there--you can see the parts we couldn't get to during the "periods" that were shortened by passing time. Just like real school day issues.

Class Notes: Hannded OUT Literary Terms Pretest
 * Sept 25: **
 * HW: No new homework. See yesterday's entry if you did not yet complete Active Reading assignment. I will accept printouts of Learning Styles Assessments tomorrow for full credit. ** THis generous offer to accept late work ends OCT 1. By next week I hope everyone is checking this site every night to check off whether they have done ALL steps of all required work.
 * Students have Literary Terms Pretest for IN-CLASS work only. THis is not homework. ** We will complete it over the next few days. It is not for a grade so do NOT look things up. I am just getting a more solid idea of which terms most of the class already knows well, and which you will need more instruction on.

Students spent most of period completing the ** ORQ benchmark selection. **
 * I checked homework ** that was done and gave redirection to those who need to revise the work.

(Click on file for reprint)
 * Sept 24: **
 * I. ** Due tomorrow: Take the ** 5 minute "Learning Styles Assessment" ** by clicking on " Link to Websites and More" page of my website and then clicking on the "Learning Styles Assessment". ** YOU MUST PRINT RESULTS!!! ** Put name on them and have them in class with you ** Tuesday. If you can't print, write down the score and name of the top three styles of learning your results show. (ex. //4.86 Movement; 3.29 musical, 2.00 nature.)// **
 * II. DUE WEDNESDAY (but get it out of the way tonight--it should not take more than 20 minutes) **
 * **READ the green Active Reading handout** I had you put in the Lit Notes section of your binder. [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" caption="ACTIVE READING handout.doc" link="file:///file/view/ACTIVE+READING+handout.doc"]]
 * [[file:///file/detail/ACTIVE+READING+handout.doc|Details]]
 * [[file:///file/view/ACTIVE+READING+handout.doc|Download]]
 * 417 KB

// - // Class Review Notes: Handed out: Active Reading (green) reference sheet. COllected: nothing. Hang on to learning Styles Assessment results for review Tues or Wed.
 * SHOW me you understood what you read by looking at the 7 bullet points on the sheet and **choosing the 3 tbullet points from the Active Reading sheet that you think will help YOU personally focus better when you read and understand what you are reading.** Think about which ones might have helped you with the sample reading we started in class today on Henry David Thoreou.
 * **In complete sentences, on a SEPARATE sheet of lined paper, identify the 3 active reading strategies you chose as most effective and EXPLAIN why you think they would help you retain more specifics from what you read. This answer should be about 3-6 sentences long.**
 * **an example might start,** //"I would focus better when I read if I **marked up** the text with **happy faces** when I agree with something the author writes because....;//

I briefly discussed Active Reading sheet to be used for homework. Students ALL put it at the front of the LitNotes section of the ELA binder. We discussed the homework and how to do it. We then reviewed instructions and began a practice MCAS comprehension selection. Students will answer questions and write an ORQ response so I can see what I need to teach to improve the style and content of their paragraphs written in response to open response question selections on the MCAS in March.These benchmarks, like the last set, do not count in the term grade. Students will have about 40 minutes between today and tomorrow's class work.

If you want to ** get part of Monday's homework out of the way **, take the ** 5 minute "Learning Styles Assessment" ** by clicking on " Link to Websites and More" page of my website and then clicking on the "Learning Styles Assessment". ** YOU MUST PRINT RESULTS!!! ** Put name on them and have them in class with you ** Tuesday. There will be a little more homework likely Monday, so get this short piece out of the way if you can. **
 * Sept 21: **
 * No new homework. ** Yes it will get harder once all the beginning of the year benchmarks and pretests are done.

Class Notes:
 * Classes finished essay benchmark. ** Monday will be yet another benchmark--a comprehension practice ORQ. This will take 1 period. We are ALMOST done learning what knowledge you arrived with and I can't wait to begin NEW content. I may have to move the first quiz about what we have learned THIS year from Friday sept 28 into the next week to accommodate Jewish holiday and testing day.

Class notes: NO new handouts Collected: Missing assignments from yesterday. No MORE credit for late work that was due Wednesday
 * Sept 20 **
 * HW: NONE AGAIN!!! (Execept checking here to see if you found the site and download handouts) **

Continued work on Benchmark essays in all classes. More time will be given tomorrow.

Some students completed the homework policy summary bullet points but did not get it signed. Get is signed tonight. Have your folks turn it in if they are coming to curriculum night. Class Review: No new handouts **Collected** : I checked off homework--but did not get to everyone. Please bring homework from last night back tomorrow. (You know you never throw anything out, anyway.)
 * Sept. 19: **
 * HW: No new work. ** MANY students did not do STEP 3 of the homework yesterday. Make it UP tonight!

We reviewed what a ** great answer should look like for Step 3 of last night's homework **. Complete this for partial credit if you skipped it last night. ** I will NOT allow late work as the semester progresses ** so take advantage of my good nature tonight!

1. ** //"Every day I studied a different material. For example, on Saturday I studied the chapter study guide, on SUnday I studied the vocabulary cards. On Monday I stided the "Understanding History" Study Guide."// **
 * Examples of great answers for last night's homework that I received today include the following: **

When I DON't provide a fill-in-the blank worksheet (which is most often the case) you will always write homework on lined paper, separate from any instruction sheet. Notice that the students above did not give one-or two word answers. They named the STUDY STRATEGY (focus/chink it/summarize etc) and then explained in detail HOW they applied the strategy. All classes began a two day essay writing benchmark exam //. // This will not count toward the term grade but will be used by me to determine the strengths and weaknesses of the class. Students are to show EVERYTHING they have learned up to grade 7 about how to craft a great essay. This question is practice for the Long Compositiong portion of the MCAS which inspires fear in young hearts. The results help me determine what class and homework we need for students to meet writing requirements by spring. Students were reminded that not doing their best might result in my reteaching things you actually already know and assigning unnecessary practice. Give me your best so we can work on what you ACTUALLY need to learn and it will be less boring...
 * 2. ** // **Focus/no distractions.** //
 * **//"Studied at the kitchen table 6:30-7:00 and and in my bedroom 9:00-9:30. This also chunked it."//**
 * //3. Visualize:// **
 * **//I am going to draw picctures to connect to the terms I have to learn. For example, I will draw my own "CAVE Drawing" and list what I am supposed to remember about that.//**
 * MCAS BENCHMARK **

Students will have all class tomorrow and a portion of Friday so I can see what they can produce in about 80 minutes. They will ** not ** take them home to finish...I will just use what they have to determine where they stand as writers. It s not a problem if students do not finish.

The first time you will react to it as you read. You do not have to try to figure out what everything means, just read it through once to get the general idea. As you read, in the margin, mark up sections as follows:
 * Sept 18: **
 * HW: ACTIVELY Read "Mrs. Ready's Homework Policy" handout. This means you read it TWICE. **
 * Step 1. Just React to the text. **
 * [[image:mrsready2013/smiley.jpg caption="smiley.jpg"]]Put a **happy face** next to any passage that you **like or agree** with.


 * [[image:mrsready2013/angry.jpg caption="angry.jpg"]]Put an **angry face** next to anything you **disagree with or dislike** (doesn't mean I will change it, but it sure helps you remember something when it gets you riled up!)


 * [[image:mrsready2013/questions emoticon.jpg caption="questions emoticon.jpg"]]Put a **question mark** next to any passage you **do not fully understand**. Circle any vocabulary that is unclear.

This just keeps you awake and involved as you read. You won't yet be an expert on the content.You should have ** at least 5 things you react to on this page **. You don't have to mark up every bullet point.

Think about the most important messageson the page. This ACTIVE reading step is where you think harder. You will show that you ** Actively read a second time ** by ** summarizing the main points into 7 bullet points ** on the worksheet portion. Be sure to ** sign this AND have a parent guardian sign ** to show you not only read, but understood. // **Bullet points** // means you do ** not ** have to use complete sentences.
 * Step 2: Reread for meaning. Fill in the 7 "bullet point" sheet. **

THis lists ** 11 different ways you can study ** to learn forever, rather than just learn for a test and forget. You have a Social Studies Quest tomorrow.
 * Step 3: ** ** Review the first page of the "Train your Brain to Retain" handout **.
 * On a **white-lined piece of paper (name and date on top!), write a sentence of two about __//2 ways//__ you have reviewed for the Social Studies Quest BEFORE tonight.** Remember, we all SEEMED to agree that we learn better if we do a little review each night for a short time, using different methods. Did you actually practice this? If you did not do ANY review (on your own, or assigned by Mrs. Clough) be honest about that.
 * Then write about **2 MORE** ways you will review tonight.

on average over several days, in different ways to connect to new information so it STAYS with us. It takes ** 28 repetitions ** to correct what is stored in your brain, if you learned it wrong (maybe by not really focusing at first) and have to retrain your brain. The idea is that even when we teachers don't ASSIGN flash cards, or summaries--you DO them because you know it will make future tests and quizzes less stressful and less work the night before.
 * An example ** might include: ** //"I reviewed using the "summarize/paraphrase" strategy (#10 on the sheet) when I wrote the 10% summary. It helped me remember that artifacts are...."// **
 * The Rule of 8 and 28 says we have to review at LEAST 8 times **


 * Reprint Homework policy and summary worksheet ** by clicking on file below. (I "borrowed" G. M.'s copy and found it on my desk after school. Hope you check here to reprint! )
 * [[file:///file/detail/2012+Homework+policy+handout+and+worksheet.doc|Details]]
 * [[file:///file/view/2012+Homework+policy+handout+and+worksheet.doc|Download]]
 * 30 KB


 * Reprints of "Train your Brain " ** 11 study strategies to use for ** Part 3 ** of the homework are in a file in yesterday's entry.

Class notes for Sept 18 : **Handed out** ""Train Brain" 3 page packet (first page in file in yesterday's entry; "Cone of Expeience" and "Curve of Forgetting" handouts that were also in packet are available on the Reprints page of this WIKI.

"Homework Policy" and 7 bullet summary worksheet.(HW policy file in entry above).

**Collected:** remaining Expectations letter sign-offs.

In many classes I shared a passage from Michael Holly's book Patriot Reign" about the ** 6 page WRITTEN (not muliitple choice) test that players take each week ** to show they have memorized and can apply quickly (like before the quarterback gets blitzed). Students were surpised at the overwhelming level of detail--tons of terms and multi-part answers--that players need to know. This is why I do not favor multiple choice or easy answers in my class. Real life demands flexible creative thought, and the ability to justify choices.
 * Patriot's visit today. **

We also discussed Raj- I ** Dowling, the player who spoke to the kids **, who noted he was the ** first in his family to finish college **. He noted that ** reading and thinking hard is required for his current job- ** -not just strength and quickness. I spoke of kids I know who were drafted by B.C. to play on scholarships who dropped out when the school work got too hard--just weeks into the first season. These kids had never learned HOW to learn--how to stick with academics when it got hard. They gave up being the next NFL star in a way that today's speaker did not. Dowling is a promising new player who would not have this chance if he had given up on school.

Much of what we did in class is repeated through the homework explanation above. In addition to explaining how to do tonight's homework classes discussed the following. (The Patriot's visit led to shortened period 2 and 3 classes.)
 * Passive learning vs. Active learning. **
 * **Passive--**it **happens TO you**--you don't make it happen.
 * **ACTIVE-** You **MAKE it happen** for yourself.
 * Think of the word "pass" in passive relating to information from a teacher or book "passing" through you ear or eyes-- ** but just passing right out of your head because you were not involved in the learning. You ALL have had times you fell asleep reading, or read and could not remember a thing the moment you arrived at the end of the page.
 * HELP yourself be an ACTIVE learner. **
 * **Sit up** as you work--it tells your brain it is time to think--not sleep.
 * **Have a pencil in hand and MARK up readings** (not text books!) by at LEAST reacting with a happy face, sad face, check mark, SOMETHING to connect yourself to the words.
 * **Read a second time and try to put main ideas and important details into your own words and pictures**. **SUMMARIZING and PARAPHRASING** are among the **3 or 4 MOST effective ways to learn** according to a LOT of studies.

Studies have shown that learning is deeper when you use the following 3 study strategies: If you KNOW the 3 study strategies above are the MOST effective ways to study, but then choose to just repeat definitions out loud over and over, or merely skim read the definitions a few times--you are NOT helping yourself!!
 * TOP study strategies--Try them tonight.... **
 * 1) **Compare and Contrast.** Find similarities and differences between items you have to learn. Chunk and groupt them into smaller sets. will be available by 4:30.
 * 2) **Make a connection**: Write down and think of things you ALREADY know that connect to new material. In may classes we looked at the pictures of the brain that showed brain cells TRYING to reach out to connect new material to old material. a PERSONAL connection that you care about makes the connection stronger-since then we store in the emotional section of the brain as well as the logical section. **The EMOTIONAL section of a middlle-schooler's brain is much more active than the part of the brain that processes logically and plans ahead. Use this fact to find a way to CARE about something to remember it.**
 * 3) **Summarizing and paraphrasing are about the HARDEST thing** to do with new material--which makes your brain work and**makes the learning last**. If you can **explain it to someone else in your OWN words-**-not just repeat it--you **REALLY have to know it well.**

Period 5/ blue class completed SRI test. Per 1 (orange) and 2 (red) returned to labs to complete test. In other classes students who need to take or complete the test can do so during tehe 20 minutes after lunch over the next few days. Many have already been responsible and checked in with me to do this. We were a little short on computers to get everyone done today.
 * SRI update; **


 * SEPT 17 **
 * HW: NONE unless Expectations sheet not turned in yet. Expectations letter can be reprinted from file in Friday's HW entry. **

CLASS NOTES:
 * All classes (excpt last period Blue class) went to lab to take SRI reading benchmark assessment (for placement, not part of term grade). ** Some periods also received introduction to how to use this website. Anyone absent should see me during next available 20 minutes after lunch to begin makeup of SRI or to complete if not done in lab.


 * Most Classes finished "artifacts" presentation projects on summer reading as necessary. All will complete final notes tomorrow on what projects taught about how to analyze literature to earn an A in Mrs. Ready's class this year. **

Brief review of Study Skills we have discussed and modeled in class scheduled for tomorrow--Patiot's visit will affect how far we get in some classes.-- see file below.


 * [[file:///file/detail/2012+single+pg+Train+Brain+hndout.doc|Details]]
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 * Sept 14 **
 * HW: ** Due Monday: Complete reading expectations letter if not done Thursday or Friday in-class. Complete form on page three by signing that you read and understood the letter and discussed ANY two items or ideas that seemed interesting or significant with an adult at home. Then identify one thing you will do differently this year to succeed that connects to any part of the letter. The letter and form can be reprinted by clicking on the file below.
 * [[file:///file/detail/expect2011%5B1%5D.doc|Details]]
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Class Notes: Collected: Summer Reading projects worked on in class for equivalent of two full periods over prior 3 days. I circulated during working time to warn students who would need to put in about 20 minutes at home Wed and/or Thursday night to meet the project deadline. ALMOST all students met this first deadline. Good job. HANDED OUT: "Expectations" letter (was available Thursday as well). Copy in file above.

We set up binders and did first formal notetaking. Binders are divided into 5 sections. Dividers are labeled:
 * Lit Notes
 * Vocab
 * Writing Tips
 * Journal
 * Poetry

By Monday students MUST bring all required supplies to ELA EVERY DAY.  These supplies include:
 * binder with paper (start with about 10-20 sheets per sections); and FIVE dividers (you can make your own tabs--we showed in class how to make tabs if you could not buy pre-made dividers).
 * ELA folder --NOT TO BE USED for papers for any other subject--this wastes time when kids plow through 20 sheets of non-ELA work to find what we are working on. )
 * pen and pencils
 * sticky notes
 * 4 color highlighters and/or colored pencils
 * flashdrive is optional but will make life MUCH easier for writing projects.

I had repeatedly mentioned in class and posted on board that ** these were needed by last Monday and already have given a little extra time **. Students were directed to note this in agendas as well. We need to get down to business so students who leave required items in lockers or at home will need to come in the next day with a written plan for how to get organized and stay after on the next closest Wednesday to review that plan and make up work missed due to lack of preparation or locker trips during instructional time.

We learned that great notes are ones you can make sense of weeks after you take them. Students MUST put a date and a title on all notes. Otherwise you can end up the night before a test looking at a bunch of lists in your notebook with no idea how they fit into a unit of study or whether you even took them during the week's material you are being tested on.
 * Note-taking--Make NOTES work for you **

I gave the following title for students to copy into the LIT NOTES section of the binder.

// 9/14/12 // // "What I Need to Do on Literature Projects/HW to Get an A (all year)" // Students left space for 5 items. Then drew a line.

We listened to students who did the "artifact" (oral presentation) summer reading project. Students were to listen to MY comments and make their own comments on the presentations to **infer** what I think will deserve an A this year when students show knowledge gained from literature. Even though this first set of students was presenting orally, much of what we observed as excellece could easily apply to written essays and homework. Students took notes during and between presentations on what the presenters did well. Then we discussed thier observations and I added my own. In almost every class students came up with variations on the 7 bullet points listed below:
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Summer Reading Project wrap-up **


 * 1) <span style="color: #3900ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">Plan ahead! <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">( <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Reduce stress by <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">doing work in chunks, and brainstorming ideas and examples in WRITING before starting actual work. Writing notes before presentations helped these students be confident and relaxed.)
 * 2) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">Be Clear—focus on topic and EXPLAIN your thinking. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;"> Relate answers back to question. Never assume a teacher knows what connection your example has to the question.
 * 3) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">Complete ALL parts of assignment <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">. Be on task in class and at home—mark up, reread and check off steps before, during, and after an assignment.
 * 4) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">Use SPECIFIC and SIGNIFICANT details to support explanations <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">. PROVE you read and understood what was most important.
 * 5) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">Use specific character names/quotes <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;"> ...these PROVE you read and understood. Stay away from vague pronouns he,she,it...
 * 6) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">Note character emotions and points of view. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">This shows higher level thinking about the **WHYs** of the story, **not just WHAT** happened.
 * 7) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">Be creative, original, careful <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">--show pride in your work and effort. IT is ACTUALLY more fun and rewarding.

<span style="background-color: #ffffff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">Students will be tested in a week or so on study skill strategies we have coved so far this year, and on my expectations for in-class work and for homework. I will post the topics to review on my L**ooming Deadlines (click on link)** page a week before the assessment tentatively scheduled for Sept 29. I will add items we discussed the first week of classes to future notes on this site.

=== Sept. 13 === === Homework Due Friday Sept 14 ===
 * HW: ALL summer reading book projects. ** We spent the equivalent of 2 full class periods over 3 days working in class on the projects. Students who have not completed the work should finish up tonight--no more in class time. If you were out one of the day's we did in class work, you have an extra day to finish.

Students who chose to use a computer program for their project were warned to stay away from these options if they were unfamiliar with the programs. The learning curve for the program can add an hour or two to the project. If you attempted to use the computer but ran into a technical glitch or slow down, that is not an excuse to NOT finish tonight. Handwritten and hand drawn options are completely acceptable. If your project is half hand-done and half on the computer, that is fine too.

Class Notes: I circulated during classes to check students progress and offered suggestions to get students rolling if thy were "blocked". Students were told to reread the directions for their choice of project each day to be sure they were on track. We reviewed some common issues in getting started and keeping the focus on "accepting differences". A few students did not use class time wisely and will therefore have to spend a minimum of an hour tonight to finish. I will not accept late projects unless I have already spoken to the student about special circumstances.