Today students were given the new set of roots noc/nox-simil. We checked their SAT homework then students took a quiz on Schoology for their vocabulary. Next, students read an article on “Gum Chewing in the Classroom” and wrote either a pro or con claim then added a counterclaim, rebuttal with evidence and a warrant. The last bit of class was given to students to complete filming their projects which are due on Friday.

HW: Root Matrix- 3 in each box

SAT Quiz on Wednesday

Project Commercial due Friday.

Shout Outs! to Jayden Lawrence and Michael Thigpen for always being respectful and helpful in ELA! Role Models!

Today students reviewed terminology used in argumentative writing as their warm-up. Students were to hand in work that was not submitted when the substitute was here on Friday. That work will be considered late if it is submitted after today. Please be cognizant of what you are missing, copies of the assignments are on the back table. Don't loose steam! You are getting closer to the finish line everyday :)

Students completed Root Test #5

The final piece of class was given to students to work on their propaganda projects.

HW: SAT Quiz on 3/4

Vocabulary quiz on 3/6-open notebook

Propaganda Project date moved to 3/6 due to Snow Day

Today students added the word “technique” to their vocabulary notebooks. Then we reviewed the new set of roots- the test will be in the near future. Students warmed up working with a partner discussing claims and counterclaims on various topics then moved into groups of 4 to share their writings. We reviewed as a whole class. Next, students were given an argumentative writing on skateboarding and they highlighted the specific parts of each paragraph. Finally, students were given time to work on their propaganda projects to confirm their ideas and submit their “think” sheets for approval.

HW: Root WS

 Propaganda Project

Root Test Tuesday, February 26th

Today we reviewed the new set of roots. Then students discussed “claim, counterclaim, and rebuttal”.  We completed several examples together and then students chose one to do on their own. Informative essays were returned to students and we reviewed parallel structure and what that should look like in their writing. Students also received their formative check on propaganda techniques that were graded but not scored. They were given opportunity to make corrections using their organizers and an article on propaganda techniques.

Finally, students were given their propaganda project assignment (copy in the file library), we went over specifics and students watched student created commercial videos from last year.

HW: Two root worksheets

Project “Think Sheet”

Today, students were given set 5 of the roots. In their vocabulary notebook they added two new words: propaganda and inaccurate. Next, students were introduced to the Propaganda Unit today. We looked at eight different techniques that are used on the public. We discussed “how they are used” and the “intended effect “while we completed a graphic organizer on the techniques. Next, students and a partner read 10 different scenarios and identified the type(s) of propaganda being used in each one..

Finally, students read chapter 21 (if you did not get this far, please read for homework)

HW: Commercial Activity

        Roots Matrix

Today students experience learning stations to cover chapters 16-20 in our book. Students moved through 5 different stations using inferencing skills, pulling evidence, writing claims, and answering  text dependent questions. Students were exposed to propaganda posters and Tokyo Rose’s 1945 broadcast to jump start our new unit on Propaganda and Argument.

HW: none

Students are working on completing the Common Informative Writing Assessment for the marking period summative. All Essays are due on January 31st.

Students were given the last two vocabulary words for this section: maneuver and honed. Students completed Root Test 4 and then moved into starting their Common Informative Writing Essay. Students were given an outline on what to complete each day. Students read both articles today and formulated a thesis for their paper. Students were given information on how to cite text within the paper.

HW: Vocabulary Notebook and Comprehensioin Quiz on Wednesday, January 23rd.

Todays Shout Out goes to Caleb Selby for being responsible and motivated each and every day he enters the classroom. Reach for the stars my friend, it is possible for you!

Today students were given new vocabulary words: maneuver and chaos. We also added two more SAT word: pretentious and poignant. Students took a short comprehension quiz on chapter 15 so we can move on with our book after the upcoming essay. We completed our practice essays with adding one body and a conclusion. Students were given back their graded Navajo Wanted Posters.

HW: Root Test on Friday

Vocabulary quiz  on Thursday, January 24th

Students took the STAR test in the computer lab today.

In class, students turned in their roots homework and students learned two new vovabulary words that go along with our chapter: liberating and tranquil. Students peer reviewed the hook, thesis and plan each student had completed last class for the practice writing on "The Effects of Technology in the Classroom."

HW: Root WS

reread chapter 15