Happy homecoming week. Green Devils!! This week is always one of the more exciting because of the extra activities that take place as well as the build-up to the big game Friday night. We'll run a fairly normal week with the exception of Friday when periods will be shortened to accommodate the parade. Students are highly encouraged to dress-up on the designated days to join in the festivities. Let's have a safe, fun week!
English 7:
Monday: Students will finish presenting their famous person video to wrap up the research paper they did last week. We will then start our NoRedInk diagnostic pretest. NoRedInk is an online tool that helps identify our strengths and weaknesses when it comes to English/Language Arts. I will use the results of the pretest to meet the instructional needs of the students and tailor assignments to specific students in areas they need extra practice. This is just another tool for us to use to help students in areas they may be struggling in.
Tuesday: Students will finish their diagnostic test and we will discuss their next major writing assignment- writing a short story.
Wednesday: Students will begin the writing process on their short story with the focus of today's lesson being on dialogue rules and proper usage.
Thursday: Students will have the period to write and seek teacher assistance as needed. Our mini lessons will focus on characters, plot, and pacing.
Friday: Students will have the period to write and ask questions as needed. Rough drafts will be due and peer editing will occur. Final drafts will be due on Monday.
English 8:
Monday: Students have started a series of speaking and listening activities. Today's activity is the object of my affection where students will draw an item out of a bag and need to come up with a story to tell about the object.
Tuesday: Students will watch a few short segments on various presidential debates/candidates and will evaluate the speaker for effectiveness and message. We will then conduct a mock debate/discussion on issues pertinent to us and evaluate our own speaking abilities.
Wednesday: Students spent two days last week taking their NoRedInk diagnostic pretests that identified their areas of strengths and weakness. Students will have individual assignments to work on today based on the results of their pretest. We will use this online resource throughout the year to work on various areas that we may be struggling in or just need some additional practice.
Thursday: Students will start their next major writing assignment today- writing a personal narrative. Our lesson focus will be on dialogue, its rules and proper usage.
Friday: Students will continue working on their personal narrative. I will conduct short lessons on character development and plot outlines to help students get on their way with this assignment. A rough draft will be due on Monday and a final due on Wednesday.
Lesson plans are subject to change based on student progression, Please contact me with any questions, comments, or concerns. Let's have another great week of learning!!
Ms. Ashley Alonzo
Sunday, September 27, 2015
Sunday, September 20, 2015
Lesson plans September 21-25
Reminder: Mid-term grade check is Wednesday, September 23rd. End of first quarter is October 23rd. Homecoming week begins next Monday.
English 7: Students will be spending the week working on their famous person short research paper. Students will be researching any person they choose and will be explaining in 500 words the interesting information they found. Specific details were given in class and supplemental materials as well as the grading rubric may be found in google classroom. We will have mini lessons on topic sentences, thesis statements, transition words and phrases, and citing sources of information. Students will have Monday, Tuesday, Wednesday and Thursday to work on this paper. A rough draft will be due Wednesday at the beginning of class so that we may peer edit each others's work. Editing will focus on capitalization, punctuation, and sentence structure. Organization of main ideas and supporting evidence will also be stressed. Final papers are due on Thursday at the end of the period. On Friday students will start writing their short stories. Writing standards focused on with these assignments include: writing an informative piece which examines a topic and conveys ideas, conducting short research projects that use several sources to answer specific questions, and writing for a range of time, tasks, purposes, and audiences.
English 8: Monday: Students will be putting the finishing touches on their short research papers and hand them in at the end of the class period.
Tuesday, Wednesday, and Thursday: students will be working on a video activity that requires them to conduct an interview and share a personal story. We'll work out the details of this assignment in class.
Friday: Students will start a series of speaking activities that will get them prepared for a class debate/discussion. We will watch a few debates and evaluate the speakers so as to learn what to do and not to do in a debate setting.
Standards focused on this week include: including multimedia projects or visual displays when they will be helpful in emphasizing information and conducting short research projects,
Lesson plans are subject to change and please contact me with any questions, comments, or concerns, Let's have another great week!
Ashley Alonzo
English 7: Students will be spending the week working on their famous person short research paper. Students will be researching any person they choose and will be explaining in 500 words the interesting information they found. Specific details were given in class and supplemental materials as well as the grading rubric may be found in google classroom. We will have mini lessons on topic sentences, thesis statements, transition words and phrases, and citing sources of information. Students will have Monday, Tuesday, Wednesday and Thursday to work on this paper. A rough draft will be due Wednesday at the beginning of class so that we may peer edit each others's work. Editing will focus on capitalization, punctuation, and sentence structure. Organization of main ideas and supporting evidence will also be stressed. Final papers are due on Thursday at the end of the period. On Friday students will start writing their short stories. Writing standards focused on with these assignments include: writing an informative piece which examines a topic and conveys ideas, conducting short research projects that use several sources to answer specific questions, and writing for a range of time, tasks, purposes, and audiences.
English 8: Monday: Students will be putting the finishing touches on their short research papers and hand them in at the end of the class period.
Tuesday, Wednesday, and Thursday: students will be working on a video activity that requires them to conduct an interview and share a personal story. We'll work out the details of this assignment in class.
Friday: Students will start a series of speaking activities that will get them prepared for a class debate/discussion. We will watch a few debates and evaluate the speakers so as to learn what to do and not to do in a debate setting.
Standards focused on this week include: including multimedia projects or visual displays when they will be helpful in emphasizing information and conducting short research projects,
Lesson plans are subject to change and please contact me with any questions, comments, or concerns, Let's have another great week!
Ashley Alonzo
Saturday, September 12, 2015
Lesson Plans for September 14th-18th
Just a reminder that mid-term grade check will be September 23rd. Please keep an eye on your grades- this date is approaching quickly!
English 7:
Monday: Students will present their graphic comics to the class. After presentations are complete, students will work on their third blog post. This post will be a personal reflection over the past three weeks of school.
Tuesday: Students will begin working on a variety of oral response activities. These activities will focus on appropriate eye contact, volume, clear pronunciation, verbal and nonverbal techniques to enhance speech, and supporting views with evidence.
Wednesday: Students will continue on with their oral response activities with the same focus as Tuesday.
Thursday: Students will attempt a class discussion (debate) on a topic chosen by them. Students will need to prepare and participate as well as follow the agreed upon rules for discussion in order to elicit a productive discussion with clear arguments and support.
Friday: Students will begin their short research report. This report will be due September 24th. We will focus on the writing process, specifically editing and revising, as well as producing an informative piece that successfully examines a topic and clearly conveys the writer's ideas.
English 8:
Monday: Students will present their poster and explanation graph to the class. After presentations are complete, students will work on their first blog post. This post will be a personal reflection over the past three weeks of school.
Tuesday: Students will again blog today as we start to get into the habit of writing routinely over various time frames and for a variety of tasks. This post will be a short expository essay exploring a topic of student choice. We will focus on organizing ideas, using credible information, and appropriate transitions.
Wednesday: Students will begin a short research report. This report will be due September 21st. Students will choose a topic that they would like to examine and will focus on the writing process, specifically editing and revising. More details of this assignment will be given in class.
Thursday: Students will continue to work on their short research paper with focused lessons on transitions, structure, and formatting.
Friday: Students will continue to work on their short research paper with the goal of having a rough draft available for peer editing.
Lesson plans are subject to change depending on class progress. Please contact me with any questions, comments, or concerns. Have a great week!
Ms. Ashley Alonzo
7th/8th English teacher
English 7:
Monday: Students will present their graphic comics to the class. After presentations are complete, students will work on their third blog post. This post will be a personal reflection over the past three weeks of school.
Tuesday: Students will begin working on a variety of oral response activities. These activities will focus on appropriate eye contact, volume, clear pronunciation, verbal and nonverbal techniques to enhance speech, and supporting views with evidence.
Wednesday: Students will continue on with their oral response activities with the same focus as Tuesday.
Thursday: Students will attempt a class discussion (debate) on a topic chosen by them. Students will need to prepare and participate as well as follow the agreed upon rules for discussion in order to elicit a productive discussion with clear arguments and support.
Friday: Students will begin their short research report. This report will be due September 24th. We will focus on the writing process, specifically editing and revising, as well as producing an informative piece that successfully examines a topic and clearly conveys the writer's ideas.
English 8:
Monday: Students will present their poster and explanation graph to the class. After presentations are complete, students will work on their first blog post. This post will be a personal reflection over the past three weeks of school.
Tuesday: Students will again blog today as we start to get into the habit of writing routinely over various time frames and for a variety of tasks. This post will be a short expository essay exploring a topic of student choice. We will focus on organizing ideas, using credible information, and appropriate transitions.
Wednesday: Students will begin a short research report. This report will be due September 21st. Students will choose a topic that they would like to examine and will focus on the writing process, specifically editing and revising. More details of this assignment will be given in class.
Thursday: Students will continue to work on their short research paper with focused lessons on transitions, structure, and formatting.
Friday: Students will continue to work on their short research paper with the goal of having a rough draft available for peer editing.
Lesson plans are subject to change depending on class progress. Please contact me with any questions, comments, or concerns. Have a great week!
Ms. Ashley Alonzo
7th/8th English teacher
Monday, September 7, 2015
Lesson Plans for September 7-11
Just a quick reminder that we will have an early out on Wednesday, September 9th, at 12:45. I hope you all enjoyed your Labor Day with family and friends and found some time for rest and relaxation.
English 7:
Monday- no school
Tuesday- I will hand back students' movie outlines that were completed last Friday. We will review the rubric and any questions students may have over the grading of the assignment. The next performance task will work with our blogs that we established last week. Students will be asked to make two blog posts this week pertaining to our unit theme. The theme of our first collection of stories is Bold Actions. Students' first post will be a short personal narrative recounting a time where they took bold actions and the outcome of those actions.
Wednesday- Students' second post will challenge the students to find a news article that depicts a person taking/showing bold actions. They will post a link to the story, summarize the text, and then post a response to the text expressing their opinion of the article. Students will need to determine if the actions taken were wise or foolish, in their opinion, and then support their claim with textual evidence. Writing standards addressed with the blog post are: W1- students can write an argument with clear reasons and relevant evidence, W4- students can produce clear, coherent writing in which development, organization, and style are appropriate for the task, and W6- students can use technology to produce and publish their work with links to resources.
Thursday- Students will read the short myth "The Flight of Icarus" and engage in discussions about Greek Mythology and the lessons they strive to teach. The performance task tied to this section will ask the students to research another Greek myth and retell it in the form of a graphic comic using both verbal and visual elements to convey characters, conflict, and theme.
Friday- Students will have the class period to continue working on their Greek myth graphic comic. Teacher will be readily available to assist and guide. Depending on student progress, this task may be due today but we'll see how it goes. Writing standards addressed with this task are: W3- students can write a real or imagined narrative with descriptive details and effective technique, W5- students can use guidance from peers and adults to plan, revise, and edit their writing, and W7- students can conduct short research projects that use several sources to answer a specific question.
English 8:
Monday- No school
Tuesday- Due to the early outs last week we have some carry-over assignments to get finished up. Students will have the class period to finish their summaries and plot diagrams over My Favorite Chaperone. Teacher will be available to assist and guide in the completion of this task.
Wednesday- Students next two performance tasks focus on conducting a short research project and then presenting their information in two ways, poster and explanation graph. For the poster, students will choose a country where mass migration has taken place. Students will need to choose a time period, identify the type of government during this time, explain policies/laws/rules and how they affected the people of this country, and identify any events and conditions that led people to leave their home country. Students will focus on answering the question, "What factors cause people to leave their home country?"
Thursday- Students will work on the explanation graph portion of the performance task. Staying with the immigration research, students will focus on immigration into the United States. Students will choose a few years to look into and identify statistics such as number of immigrants that settled in the USA as well as their birth countries and cross referencing numbers to compare immigrant totals from various countries. Students will present their findings either using a bar graph or circle graph as a visual aid.
Friday- the plan for now is for students to present their research to the class, but if we need more time we will use class time to work and present on Monday. Writing standards that will be addressed in these two performance tasks are: W7- students can conduct short research projects that use several sources to answer a specific question and generate additional focused questions as needed and W8- students can gather information from multiple sources and assess credibility and accuracy of those sources.
If you have any questions, comments, or concerns please let me know. As always, lesson plans are subject to change depending on student progress and concept retention.
Have a wonderful week!!
Ms. Ashley Alonzo
English 7:
Monday- no school
Tuesday- I will hand back students' movie outlines that were completed last Friday. We will review the rubric and any questions students may have over the grading of the assignment. The next performance task will work with our blogs that we established last week. Students will be asked to make two blog posts this week pertaining to our unit theme. The theme of our first collection of stories is Bold Actions. Students' first post will be a short personal narrative recounting a time where they took bold actions and the outcome of those actions.
Wednesday- Students' second post will challenge the students to find a news article that depicts a person taking/showing bold actions. They will post a link to the story, summarize the text, and then post a response to the text expressing their opinion of the article. Students will need to determine if the actions taken were wise or foolish, in their opinion, and then support their claim with textual evidence. Writing standards addressed with the blog post are: W1- students can write an argument with clear reasons and relevant evidence, W4- students can produce clear, coherent writing in which development, organization, and style are appropriate for the task, and W6- students can use technology to produce and publish their work with links to resources.
Thursday- Students will read the short myth "The Flight of Icarus" and engage in discussions about Greek Mythology and the lessons they strive to teach. The performance task tied to this section will ask the students to research another Greek myth and retell it in the form of a graphic comic using both verbal and visual elements to convey characters, conflict, and theme.
Friday- Students will have the class period to continue working on their Greek myth graphic comic. Teacher will be readily available to assist and guide. Depending on student progress, this task may be due today but we'll see how it goes. Writing standards addressed with this task are: W3- students can write a real or imagined narrative with descriptive details and effective technique, W5- students can use guidance from peers and adults to plan, revise, and edit their writing, and W7- students can conduct short research projects that use several sources to answer a specific question.
English 8:
Monday- No school
Tuesday- Due to the early outs last week we have some carry-over assignments to get finished up. Students will have the class period to finish their summaries and plot diagrams over My Favorite Chaperone. Teacher will be available to assist and guide in the completion of this task.
Wednesday- Students next two performance tasks focus on conducting a short research project and then presenting their information in two ways, poster and explanation graph. For the poster, students will choose a country where mass migration has taken place. Students will need to choose a time period, identify the type of government during this time, explain policies/laws/rules and how they affected the people of this country, and identify any events and conditions that led people to leave their home country. Students will focus on answering the question, "What factors cause people to leave their home country?"
Thursday- Students will work on the explanation graph portion of the performance task. Staying with the immigration research, students will focus on immigration into the United States. Students will choose a few years to look into and identify statistics such as number of immigrants that settled in the USA as well as their birth countries and cross referencing numbers to compare immigrant totals from various countries. Students will present their findings either using a bar graph or circle graph as a visual aid.
Friday- the plan for now is for students to present their research to the class, but if we need more time we will use class time to work and present on Monday. Writing standards that will be addressed in these two performance tasks are: W7- students can conduct short research projects that use several sources to answer a specific question and generate additional focused questions as needed and W8- students can gather information from multiple sources and assess credibility and accuracy of those sources.
If you have any questions, comments, or concerns please let me know. As always, lesson plans are subject to change depending on student progress and concept retention.
Have a wonderful week!!
Ms. Ashley Alonzo
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