The Secret by Denise Levertov : The Poetry Foundation [poem] : Find Poems and Poets. Discover Poetry.

The Secret by Denise Levertov : The Poetry Foundation [poem] : Find Poems and Poets. Discover Poetry.

...But it isn't over yet...

Things are a bit busy in our student-id-to-borrow-a-pencil program. Students' collateral is returned when the pencil is returned, of course, but this exchange is taking too much time! Please be sure students come to class ready to work and learn, two things we will keep doing up through June 11!

The End is Near...

As you know, we are into End of Course Exam (EOC) week. It has been a crazy schedule! Next week we will have our in-class final according to the following schedule:

Tuesday June 1: (A Day) 1st and 7th Finals
Wednesday June 2: (B Day) 4th and 8th Finals
Thursday June 3: (A Day) 2nd and 3rd Finals
Friday June 4: (B Day) 5th and 6th Finals

There will also be a regular Language Arts lesson for each class next week, and we will be completing some Maniac Magee end of book projects (click for link to handout). These will be presented in class the following week.


For the final week of school, Monday and Tuesday we will be watching the Maniac Magee film and comparing it to the book. So many differences! It will be a great exercise in literary contrasts! During the film we will enjoy some Tastykake Butterscotch Krimpets, the lead character's favorite tasty snack. Just in case of allergies, here are the ingredients:

INGREDIENTS:
Sugar, Flour Bleached Enriched (Flour, Niacin, Iron Reduced, Thiamine Mononitrate, Riboflavin, Folic Acid), Water, Egg(s), Corn Syrup, Vegetable(s) Shortening Partially Hydrogenated (Canola, Cottonseed Oil), Corn Syrup High Fructose, Corn Starch, Butter, Milk Skim, Leavening (Sodium Acid Pyrophosphate, Baking Soda, Monocalcium Phosphate, Calcium Sulphate (Sulfate)), Tapioca Flour, Salt, Whey, Mono and Diglycerides, Food Starch Modified, Soy Protein Isolate, Soy Lecithin, Xanthan Gum, Pectin, Flavor(s) Natural & Artificial, Sorbic Acid, Propylene Glycol Monostearate, Citric Acid, Nutmeg.

Wednesday and Thursday students will present their final Maniac Magee projects and we will work to close out our unit on the book.

The last day of classes is Friday June 11th.

Final Exams are Coming!!!

Don't be caught Off-Guard! Click HERE for the Final Exam information for Language Arts.

End-of-Course (Duval County) Examinations will be given May 24 - May 27. Class Final Exams will be given June 1-4.

Borders Summer Reading Program

If you have an avid reader under the age of 12 in your home (and we know some of you do), Borders is offering a program that can help you earn a free book. Follow this link for information about the program.

The Summarizer Role

In class on Monday and Tuesday we are continuing our review of implied main idea with a quick warm-up activity. Then we are reading Maniac Magee through chapter 28. Instead of a role sheet students will meet in literature circles for discussion of the story and the completion of a summary using one of our summarization strategies:

• "Somebody Wanted But So"
• "Fortunately, Unfortunately"

For a look at the notes on the summarizer lesson click here.

Progress Reports

Progress reports are going home with your children on 5/4 (B Day) and 5/5 (A Day). Please review these and work with your child to turn in anything indicated as a missing assignment. If there is a grade below a C on a test, take advantage of a retake "safety net." Remember, Mrs. Gould is available before school at 7:45 for extra coaching or make-ups, just get a pass the day before to enter the building before school hours.

Please sign and return these progress reports on the next class day.

GREAT NEWS!!!!!!

If your child should need more time with the book to complete a role sheet or review some reading, there are several options:

1. We have 10 copies available for OVERNIGHT check out from class
2. Your public library will surely have this book
3. It retails for $5.99 at local bookstores
4. At 7:45 AM Mrs. Gould is in room 204. Come in to read!
5. You can download the audio book Maniac Magee for free from the Jacksonville Public Library. All it takes is a library card. You can download and listen on your pc or iPod.
   
   Just follow this link to the downloadable audio book. LINK

Literature Circle Role Sheets

AS YOUR CHILDREN KNOW...

we are learning a new literature circle role in class each day for the next week or so. Each day we will learn the new role, read a portion of the book, then have time to work on the role sheet in preparation for discussion in the following class. If a student does not complete the role sheet in class, it is HOMEWORK. Failure to complete a role sheet means no participation in the circle discussion (a zero) and a reduced grade for the late role sheet.

YOUR CHILDREN KNOW THIS.

Unfortunately, I think we may have arrived at the Springtime misinformation campaign.

Extra Credit Opportunity!

We've been working on identifying main idea of writing, whether stated or implied, and we anticipate that we will be assessing students' understanding later in May. Want some extra credit practice? We have placed a Main Idea Practice activity in each student's Compass Odyssey backpack. Complete this activity before the assessment and we will add a bonus 5 points to the test score. For directions on accessing Compass Odyssey, click here to review the January posting.

Maniac Mania!

We've begun reading Maniac Magee, through Chapter 7. Class discussions will begin on Wednesday and Thursday on the chapters read thus far.

Need a quick recap? Interested in more Maniac Information? Check out this wonderful website, designed by a Junior High student in Nebraska.

Literature Circles Role Sheets

The reading and completion of the role sheets are to be done in class. If a student doesn't use time well and the role sheet isn't completed then it may be completed at home turned in late.

Failure to complete the role sheet has serious consequences. A zero in group participation (the discussion) plus the late work penalty of 1/2 a letter grade per day.

We really mean for the students to work efficiently when we are through reading in class so that we can have ample time for the conversation and comprehension of the book, the FUN part of the literature circles!

For printable copies of all role sheets you may visit this site.

Literature Circles

We've begun our in-class novel, Maniac Magee, by Jerry Spinelli. We have a class set of these books and we will be reading and discussing this in groups in class. We urge students to NOT read ahead, no matter how tempting!
To facilitate in-depth conversations we are practicing the various roles of the literature circle. Each role has a "role sheet" to complete before joining the discussion.
We have read "Before the Story" and Chapter 1, and we are practicing the Connector Role. Completion of the role sheet will encourage students to read actively and have meaningful conversations.

Literature Circles

We will begin a novel unit shortly, but first we are learning our roles for literature circles. What are literature circles?

}Groups that meet regularly to discuss assigned readings.
}Open, natural conversations happen.
}Roles are assigned to each student.
}Each student must bring required materials to the discussion (or they do not participate…).

Some students may have participated in circles like these before, but we are requiring students to be prepared very specifically for the in-depth, meaningful conversations we want them to have. There are 5 roles that will be assigned, plus two roles that everybody will take on:

We have begun learning the roles of summarizer and word wizard. To summarize we are using the summarization strategies "Somebody Wanted But So," and "Fortunately, Unfortunately." We practiced these strategies using Pixar short films and some of the short stories we have read this year.

Knick Knack (Pixar Short)

Somebody (Character)
◦The snowman in the globe.
Wanted (Main Goal)
◦To party with the bikini knick-knack girl
But (Conflict)
◦All of his attempts to exit the snow globe failed
So (Result/Solution)
◦He remained stuck in the snow globe which had fallen into a fish tank during his rush to escape.

Fortunately
◦The snowman in the snow globe had a lot of tools to try to break out and join the bikini girl at the party.
Unfortunately
◦All his attempts failed, and he was trapped in his snow globe, which had fallen into a fish tank, and was still unable to get to the ladies.

This skill will be practiced on the role sheets as we begin the novel in the coming days.

Vocabulary Set #4

1. BOORISH [BOOR-ish]
   of or like a boor; unmannered; crude; insensitive.


2. CORPULENT [KAWR-pyuh-luhnt]
   large or bulky of body; portly; stout.
   Adjective


3. CURT [KURT]
   rudely brief in speech or abrupt in manner; terse; laconic; shortened.
   Adjective


4. FLIPPANT [FLIP-uhnt]
   frivolously disrespectful, shallow, or lacking in seriousness; characterized by levity
   Adjective


5. GARRULOUS [GAR-yuh-luhs]
   excessively talkative in a rambling, roundabout manner, esp. about trivial matters; wordy
   Adjective


6. INDIFFERENT [In-DIF-ruhnt]
   without interest or concern; not caring; apathetic; disinterested
   Adjective


7. INSOLENT [IN-suh-luhnt]boldly rude or disrespectful; contemptuously impertinent; insulting
   Adjective


8. PRETENTIOUS [pri-TEN-shuhs]
   characterized by assumption of dignity or importance; making an exaggerated outward show; ostentatious.
   Adjective


9. SERENE [SUH-reen]
   calm, peaceful, or tranquil; unruffled
   Adjective


10. TACITURN [TAS-i-turn]
    inclined to silence; reserved in speech; reluctant to join in conversation.
    Adjective
    

Online Flashcards for this set are available at this link:FLASHCARD MACHINE

Main Idea: State or Implied?

In class we are working some more on main idea of paragraphs, this time by writing some of our own. It is so much harder to write an implied main idea, we're finding. This critical skill will help students to determine the important information when reading for any subject!

Vocabulary Flashcards

We are now up to 30 vocabulary words. Because our tests are cumulative, flashcards are ESSENTIAL! We make the tests cumulative because we want these words to be learned forever, not just for the test!

We will be checking for 30 flashcards with words and definitions. A day flash cards are due 3/29, and B day flash cards are due 3/30. You can make these online and print them! Try this website: Flashcard Machine. It is a high-tech way to practice your vocabulary!

Show, Don't Tell - A Scary Winner....

Click on Image to Enlarge

We asked for frighteningly good writing, and that's just what we got! This was the "winner," based on student votes, from the 6th period class, though there were many more winning papers!

Vocabulary Activity - Your Choice

With the new vocabulary words (see post below) students have a choice of activities. Students may complete a vocabulary cluster map, as we have done on occasion as an in-class warm-up activity. The center diamond is for the word, phonetic pronunciation, definition and part of speech. On the left are three rectangles with words that are synonyms (what it IS), and on the right are three ovals with antonyms (what the word ISN'T). Beneath the cluster students are to name a person, thing, and animal that are representative of the word.

Or, if a student prefers, he or she may do a vocabulary cartoon following the same guidelines as those completed after vocabulary sets #1 and #2. Link here for explanation of cartoon.

Vocabulary Set #3

1. Boastful [BOHST-fuhl]AdjectiveCharacterized by speaking with excessive pride about oneself
2. Dejected [dih-JEK-tid]Adjective
   depressed in spirits; disheartened; low-spirited
3. Ecstatic [ek STAT ic]AdjectiveCharacterizred by a state of extreme delight
4. Envious [EN-vee-uhs]Adjective
   Full of a feeling of discontent or jealousness
5. Humble [HUHM-buhl]Adjective
   Not proud or arrogant; modest
   Low in rank or status
   Courteously respectful
6. Ravenous [RAV-uh-nuhs]AdjectiveExtremely hungry; famished
7. Vain [veyn]Adjective
   excessively proud of or concerned about one's own appearance, qualities, achievements, etc.; conceited
8. Valiant [VALyuhnt]AdjectiveBoldy Corageous, Brave
9. Vast [VAHST]Adjective
   Immense; huge; enormous.
10. Voracious [vaw-REY-shuhs]Adjective
    craving or consuming large quantities of food.
    exceedingly eager

Remember, vocabulary tests are cumulative. All 30 words studied so far will be subject to testing. Make flashcards!!!! Tests will be 3/30 (B Day) and 3/31 (A Day).

Show, Don't Tell!

"Show, Don't Tell" assignment #3 is due in class on Friday for A day students, and on Monday for B day. The topic for this time is "I was frightened." For a review of the "Show, Don't Tell" assignment, click this link : assignment.

We are looking forward to some scarily good writing!

Topic, Main Idea, and Theme

Over the next few weeks it is our goal that every student will be able to state with confidence:

• Topic: The subject of the story.
• Main Idea: A summary of the events of the story. It may be stated or implied.
• Theme: A central meaning or purpose to the story, usually a generalization about a life situation.

Our study will span the definitions of these three important concepts, and include application to paragraphs, familiar stories, the short stories we've already shared in class, and even popular fables and fairy tales. We will then apply this learning to the independent reading that students are choosing (and logging) for this month. One tool to bolster development of main idea is the "Three Word Main Idea Map," similar to the one located on the back of this month's log.

In class we will read a bit of historical fiction, a short story set in the time of the historic eruption of Mt. Vesuvius.

With a deeper understanding of these concepts we can increase comprehension and the complexity of the discussions of the texts we read.

March Reading Log

This month we have a reading log choice. For our voracious readers, there is a log formatted to include reading done more than once time a day.

For our once-a-day readers, we have a log that offers one spot daily, much like our previous logs.

Click on the image to enlarge.

Of course, either log must indicate a total of 2 hours (120 minutes) of reading time per week.

On the back of the log are two activities on characterization and on main idea which will be modeled and discussed in class next week.

QAR - Question/Answer Relationship

Question Answer Relationships (QAR) has successfully improved the reading comprehension of students in a variety of geographical and educational settings, including suburban, rural, general education, and bilingual education. QAR provides students and teachers with a common vocabulary to discuss the comprehension strategy of questioning. QAR helps students to better answer comprehension questions in their reading.
In QAR students learn the difference between answers that are found “In the text” and “On my own”. As evident above research demonstrates the importance of an awareness of question types, QAR teaches students to use the question answer relationship to improve reading comprehension.
In class we will be discussing, demonstrating, creating and answering all 4 kinds of questions, and then applying this strategy to FCAT-style questions and the sample FCAT materials. This Active Reading Strategy will provide our students with another tool to maximize comprehension.

SQ3R

In class we have been focusing on non-fiction texts, their text features, and strategies for reading these informational texts with active reading strategies. We have begun to work with a strategy called SQ3R.







SQ3R:
Survey – look at pictures, captions, title, first and last sentence.
Question – turn each text feature into a question and write them on your paper, leaving space for notes.
Read – The text!
Respond – Answer each question in your notes.
Review – Your notes to study!





We worked with non-fiction textbooks and current events articles. Students were shown a strategy to set up 2-column notes and SQ3R for studying content area information, where folding back the page makes for a handy self-quiz tool.

Most importantly, SQ3R reminds us to be active readers, survey and predict, ask and answer questions, and review the content when we read.

In class next week students will be completing an SQ3R using a current events article.

Non-Fiction Text Features Quiz

There will be a quiz on the non-fiction text features we have been studying (and using in our "Spotlight Projects.") A day quiz is 2/17, B day is 2/18. Study those terms!

For another look at the list, click here.

Spotlight on Me

This project will have each student use non-fiction text features to create an article about themselves. We will have workshop time in class next week to complete the writing, but feel free to bring pictures or artifacts from home to assemble your own "spotlight" article. See Mrs. Gould's example below.

Non-Fiction Text Features

Click on the image to enlarge.

We are studying the features of non-fiction texts and the best strategies for comprehension of non-fiction writing. These 20 terms were reviewed in class. There will be a quiz on these terms next week.

February Reading Log

January Reading Logs

Finish up those log entries. Remember 120 minutes per week minumum. List the pages read ("22-40," not "18"). In class we discussed the visualizer questions and picture for the back. The object is to represent your ideas, so don't worry if you're not a visual artist. As we saw in class, Mrs. Gould certainly is not! We look forward to reviewing those logs. They are due 2/1 for B day classes and 2/2 for A day classes.

Vocabulary Test

Vocabulary Test on February 4th and 5th! Words tested will come from set one and set two. (Click the links to review the words).

REMEMBER TO STUDY BOTH LISTS!!!

Make flashcards and review these words daily. It's the best way to get these into your long-term memory.

Study, study, study!

Vocabulary Cartoons and Vocabulary Set #2

Cartoons are due in class on Monday (A day) and Tuesday (B day). The directions are the same as set #1. Click the photo below to see the direction sheet (Copy in student binder).

1. Bewildered ( bi WIL derd ) Adjective Def: completely puzzled or confused; perplexed

2. Repugnant ( ri PUG nuhnt) adjective Arousing disgust ; offensive or repulsive, detestable, gross, atrocious, despicable, sickening

3. Frugal (FROO guhl)Adjective**Thrifty; prudently saving or sparing; penny-pinching; unwasteful frugal refers more directly to practicing economy in the course of shopping for goods or services;whereas, thrifty applies more to the preservation of funds

4. Loquacious (loh KWA shuhs) Adjective talking or tending to talk much or freely; talkative; chattering; babbling; garrulous: a loquacious dinner guest. 2. characterized by excessive talk; wordy: easily the most loquacious play of the season. verbose

5. Insipid (in SIP id) Adjective Lacking qualities that excite, stimulate, or interest; dull. without distinctive, interesting, or stimulating qualities; flat, uninteresting.;without sufficient taste to be pleasing, as food or drink; tasteless, bland Insipid novel, personality, soup, article , etc.

6. Indignant(in DIG nuhnt) Adjective feeling, characterized by, or expressing strong displeasure at something considered unjust, offensive, insulting, resentful

7. Docile (DAHS uhl) adjective easily managed or handled; readily trained or taught; teachable; obedient; yielding to supervision, direction, or management

8. Belligerent(buh LIJ er uhnt) Adjective Warlike; aggressively hostile; combative

9. Avaricious(av uh RISH uhs)Adjective Greedy; covetous;

Rapacious avaricious, covetous, greedy, rapacious share the sense of desiring to possess

10. Morose( muh ROHS) Adjective gloomy and sullen as a person or mood; dark ; glum

Say Something!

In class we are practicing active reading strategies. "Say something!" asks a reader to pause for comprehension and do one or more of the following:

1. Make a prediction


2. Ask a question


3. Clarify something


4. Make a comment


5. Make a connection.

When your child is reading tonight, interrupt and ask them to say something!

Cause and Effect TEST

We've been working on cause and effect for about 4 weeks now (see December 3 entry), starting with pictures, then working through a short story and several informational texts. We've done cut and paste charts, and six warm-ups on cause and effect. Throughout instruction we've been looking for the charts that contain mostly all the main cause and effect relationships from the reading, and that show the flow of action with arrows for direction. Now it's time to show what you know! There will be a test on Cause and Effect in class on Thursday and Friday (1/14 and 1/15).

Looking for extra help on Cause and Effect? Try Compass Odyssey. We have placed Cause and Effect assignments into each student's bookbag. If you've never signed on, click this link for directions.

Compass Odyssey Directions for Students to Use at Home

1. Use our hyperlink here: Compass Odyssey (or the one on the side of the page)

2. The sign in box will appear. The student needs to sign in using his/her logon name (s+the student ID #) and password.
3. Enter your password; Capital letter of FIRST NAME. Birthday DAY. Lower case letter of LAST NAME, last 4 digits of Social Security #.

4. Then click logon. (Do Not Change the third box which says Odyssey).

5. The student should then be signed in and the book bag with student assignments should be open.

January Reading Logs

December reading logs were collected in class and WAY TOO MANY students did not have them completed. Remember, recording and reflecting on reading for the month counts as a TEST grade.