Ms. Boyce’s Blog

Math- This week, students will continue on with concepts from Chapter One. A quiz is scheduled for Friday; we will review on both Wednesday and Thursday. Please make sure your child studies for the quiz since we will especially work on how to study for math quizzes and tests! The chapter one test is flexibly scheduled for Friday, September 18th. Please know that this date is absolutely subject to change depending on how our lessons go this week.

English- Students will be writing their first mini paragraph story this week. They need to bring a photograph of a favorite vacation; if an authentic picture is unavailable, they are more than welcome to print a picture of a resembling landscape or landmark. The project will be worked on in school and possibly at home for completion. Finally, students will be working with our etymology words this week. Ask your child about our innovative vocabulary unit for the year! They should review these word parts on a daily basis using the ‘handy dandy binder clip.’

Welcome to my blog. I will be your child’s sixth grade Math and English teacher for the 2009-2010 school year. I’m looking forward to a great year with him or her!

Math:

This week in math, we will be starting on our first chapter, which is place value, ordering, and comparing. Students should be very careful following note-taking directions and homework completion instructions. Daily homework will be given and should take approximately twenty to thirty minutes to complete each night.

English:

We are just beginning dissecting simple parts of language, which starts with parts of a sentence and then the sentence as a whole. In collaboration with this unit of writing, students will work with punctuation, which directly correlates to putting types of sentences together. Careful and organized notetaking is strongly encouraged. Homework will be given intermittently (about three times a week) when needed and should take between fifteen and twenty minutes per night.

General Information:

My blog will be updated once a week to keep parents informed of the topics covered that week in both subjects. Students will receive daily homework and will be made aware of upcoming tests (about 3-5 days in advance). Any time you need to speak with me, feel free to email me. (eboyce@sjfschool.net)

8th Grade: With only five weeks left, we have reached the ‘home-stretch!’ For the first week, the eighth graders will be working on a cumulative grammar unit to review and refresh the skills they have learned throughout junior high English. After that, they will be working on their final paper of the year (yay!), which combines a descriptive, expository, narrative, and research paper all in one. It’s a topic I think they will enjoy and should have fun with, so I’m excited to start that. We’ll also continue working with word roots to substitute for vocabulary.

7th Grade: After a nice, relaxing break, the seventh graders should be well rested and ready to start the toughest unit we will study this year: writing an MLA-style research paper. While it sounds challenging, it’s actually not too bad. Seventh graders will be taking diligent notes in class about the basics of MLA-style research papers. Once the basics are taken care of, the topic will be assigned (one I think they will enjoy researching), and we’ll begin the necessary steps. In addition to writing, seventh graders will continue with vocabulary. Through these two years of teaching junior high English, I have noticed that the vocabulary curriculum is not as effective (in the long run) as I have hoped it would be. I’ve decided that it’s much more effective to study the etymology (word roots) of words rather than individual words. That way, if a student comes to a word he or she has never encountered before, they are much more likely to figure out the word’s meaning through word roots rather than individual vocabulary words. For example, students typically study fifteen words per unit. The chance that one of those words will be encountered is minimal. However, when studying word roots, students have a much higher chance in using this information since words are composed of root words. Take the word “commemorate” for example. Students studying etymology would know that “co” refers to ”together, with people”, and ”memor” refers to “remember” (and ‘ate’ is a suffix refering to a verb), which means the word ’commemorate’ means ‘remembering someone or something together as a group.’ While the last six weeks of school is not an optimal time to start studying etymology, it’s better than never! I’m excited to work this into the seventh grade curriculum, and I’m confident they will put this to good use in the future! 

7th Grade: Students are finishing up their personality profile papers/projects in class. Later in the week, we’ll be working on grammar, vocabulary, spelling, and punctuation as a big review. After spring break, seventh graders will be starting a very important unit on writing an MLA style research paper (topic to be given after break).

8th Grade: Eighth graders will be working on their 8th grade résumés (template to be given and explained in class) and cover letters. We’ll also review grammar, punctuation, and parts of speech before Spring Break. After break, eighth graders will begin their final paper project of the year.

8th Grade: The MLA Test is scheduled for Wednesday, March 11th. Please refer to the material below as a very helpful study guide.

MLA Test

March 11, 2009

Directions: Using the quote and information below, write a paragraph that incorporates the citation properly and cites the quote correctly using MLA format.

“—————————–“ (Lastname #).

Directions: Answer the following questions or fill in the blanks on the lines given.

1.)    MLA stands for  Modern Language Association and specifies guidelines for writing

2.)    What is the purpose for MLA style writing? Writers build their credibility by citing sources and protect themselves from plagiarism

3.)    Taking someone else’s work as your own without citing it refers to plagiarism

4.)    Using someone else’s words by rewording them but still taking his or her idea and citing the actual author refers to paraphrasing

5.)    A short quote refers to something that is three lines or LESS.

6.)    A block quote refers to something that is LONGER than three lines.

7.)    A writer can take out or omit words by using a(n) ellipsis which looks like …

8.)    A writer can add words to a citation by using brackets which look like [ ]

9.)    A works cited page refers to a listing of all the sources a writer directly cited from.

10.) A bibliography refers to a listing of all the sources a writer used to find information about his or her topic.

Create a sample heading using a header, title, and heading using MLA style guidelines.

Fitzpatrick 1

Danny Fitzpatrick

Ms. Boyce

English

2 May 2008

The Effects of Smoking

Create a sample works cited page.

Fitzpatrick 5

Works Cited

Smith, Joe. The Effects of Smoking. Chicago: Twin Publishers, 2000.

Create a sample bilbiography.

Fitzpatrick 6

Bibliography

Jones, Mary. “Smoking is Harmful.” Wikipedia. 9 March 2009. http://www.wiki.wikipedia/smoking_is_harmful.com

Smith, Joe. The Effects of Smoking. Chicago: Twin Publishers, 2000.

There were many absent eighth graders this week, which is why I am explaining, in detail, how we progressed in English. Eighth graders have chosen a persuasive research topic and have started writing a detailed and structured outline using the notes we took about a week and a half ago. Thesis statements were handed in, graded, and given back to students (some were perfect and others were labeled ‘redo’). Students need to make sure they have three specific main points that are listed in their thesis statements. Listed below are two important documents: a list of due dates for the upcoming persuasive research paper (using MLA style) and the structure for the outline.

DUE DATES:

February 19 – Typed outline

February 25 – Written rough draft (peer edit in class)

February 27 – Typed works cited page and bibliography

March 4 – Completed paper for five points of extra credit

March 5 – Final due date for completed MLA persuasive research paper

OUTLINE

Ò  Introduction

É  1.) Creative opening line: grab readers’ attention

É  2.) Topic sentences: generally introduce the main points of your paper

É  3.) Thesis statement: one sentence stating your viewpoint without using first person

Р Wrong way: I believe students should not have uniforms because…

Р Right way: Because of __, ___, and ___, students should not be mandated to wear uniforms to school.

Ò  First body paragraph:

É  Describe the issue in detail (this will be a short paragraph)

Ò  Second body paragraph:

É  Counter argument: summarize the counterclaims with evidence; give supporting details

Р Refute the claims (argue)

Ò  Third body paragraph:

É  Your argument – assert main point #1 with evidence and explanations

Ò  Fourth body paragraph:

É  Assert main point #2 with evidence and explanations

Ò  Fifth body paragraph:

É  Assert main point #3 with evidence and explanations

Ò  Any additional main points will add to the number of body paragraphs

Ò  Conclusion:

É  Restate your thesis in different words (in third person only)

É  Summarize main points – one or two sentences

É  Creatively end the paper

With all of the absences this week, I am detailing the weekly lesson plan that was presented this week. We began by choosing an interesting topic for a two-minute speech; this topic is ‘random’ but something the student has always been curious about (i.e. how his/her favorite snack is created; how things were invented, etc.). Most importantly, the topic has to be researchable and answerable. (Example: “Why is the sky blue” is not answerable and not researchable) After the topic was chosen, a homework assignment was given where students had to bring in research to answer their original question. On Wednesday, we took very detailed notes about how to write a Roman Numeral outline. This can be very complicated; students need to copy the notes and then see me before or after school if the concept is unclear to them. We’ve started forming the outline, which will be the basis for the two-minute speech. This final typed outline will be graded out of one hundred points, so it’s extremely important that the skill is completely understood. With so many junior high students absent last week, it’s nearly impossible for me to detail the missing assignments to each and every student during class; I am more than happy to speak with students before and after school. It is a much more convenient time for me to adequately explain the material!  

Listed below are the Roman Numeral Outline notes that were given in class last week. Make sure the notes are perfectly aligned like a typical Roman Numeral outline.

Ms. Boyce

English

February 11, 2009

Outline: Title

I. Introduction

            A. Creative Opening Line:

B. Topic Sentence #1 (about main point #1):

            C. Topic Sentence #2 (about main point #2):

            D. Topic Sentence #3 (about main point #3):

            E. Thesis Statement:

II. Main Point #1

            A. Subtopic #1

                        1. Supporting Details

                        2. Supporting Details

            B. Subtopic #2

                        1. Supporting Details

                        2. Supporting Details

                        3. Supporting Details

            C. Subtopic #3

III. Main Point #2

            A. Subtopic #1

            B. Subtopic #2

                        1. Supporting Details

                        2. Supporting Details

                        3. Supporting Details

                        4. Supporting Details

            C. Subtopic #3

1. Supporting Details

                        2. Supporting Details

IV. Main Point #3

            A. Subtopic #1

                        1. Supporting Details

                        2. Supporting Details

                        3. Supporting Details

                        4. Supporting Details

            B. Subtopic #2

            C. Subtopic #3

1. Supporting Details

                        2. Supporting Details

V. Conclusion

            A. Restate Thesis

            B Summary Sentence

            C. Creative Ending

Important Note: Ever since we returned from Christmas break, I have noticed a significant drop in test scores and an increase with incomplete homework. Please remind your child of his/her academic responsibilities. The trimester ends on February 20th with report cards being issued on February 27th.

8th Grade: Eighth graders will be working on writing a persuasive research paper using the appropriate format, which is MLA style. This project requires a lot of effort and excellent listening, as most of the information is new and complex. Students will be learning about citations, works cited pages, MLA style, header/footer, bibliographies (and the difference between this and a works cited page), and analyzing resources. These skills are essential as students transition to high school! Notes will be taken and effective research is imperative. Even if all of their ‘pen and paper’ homework is finished, students are required to study their notes. In addition, vocabulary units 6, 7 will be our next unit of study.

7th Grade: This month, seventh graders will be finishing our mini-lessons on descriptive writing by using vivid verbs and spicy words, and we’ll start a unit on public speaking. During this unit, students will learn the skills of public speaking while also learning the format of a formal Roman numeral outline. Good notes and excellent listening are required in order to do well. In addition, vocabulary units 6, 7 will be our next unit of study.

8th Grade: This month, eighth graders will be reviewing subject-verb agreement, noun-pronoun agreement (which includes relative pronouns and antecedents), and later working to begin the next writing project: a persuasive research paper. Students will need to collect credible research for their assigned topic, which will ultimately create the foundation for their paper. While outlining always plays a key role in organizing the structure of a paper, the critical objective for the project is learning how to write a paper using MLA (Modern Language Association) style. Students will learn different ways to cite research including short quotes, block quotes, and paraphrasing. Continuing into February, students will decipher between and create a bibliography and a works cited page. The Vocabulary #5 Test will be on Friday, January 23rd.

7th Grade: During the month of January, seventh graders will be participating in a comprehensive grammar unit that spans a variety of skills: subject-verb agreement, common usage problems (who/whom, your/you’re, their/there/they’re, etc.), avoiding dangling modifiers, appositive placement, etc. Students are encouraged to take diligent notes, as most of this information will be compiled from different sources and presented on the laptop/smartboard projector.  The Vocabulary #5 Test will be on Friday, January 23rd.

8th Grade: During the last two and half weeks, eighth graders will be finishing up writing the rough drafts of their biography papers, peer editing a classmate’s paper, producing the final copy (due Wednesday, December 10th — for five points of extra credit, it will be due Tuesday, December 9th), and creating a written Christmas keepsake. The vocabulary test (#4) is scheduled for Tuesday, December 16th.

**There will be no assignments given over Christmas break; the only thing students should be concerned with is having fun and spending quality time with family and friends over this wonderful holiday. Half the year has gone by, and I’m enjoying how much fun these eighth graders are. We have a great group of students, and I appreciate them all!

Merry Christmas!

7th Grade: As Christmas approaches, seventh graders will be hard at work, but hopefully having fun with our new writing project. Seventh graders are now magazine writers, writing and conducting an interview followed by formulating the structure of their written article. The finalized product will be in a magazine format, and it is tentatively due on Monday, December 15th (or for five points of extra credit, it can be handed in on Friday, December 12th). During that week, students will design and illustrate the actual article while I am grading their copy. When they return from break, I will hand back their graded papers, and they will make the necessary corrections in order to glue the final, final copy to the article. Since we just completed a large unit on sentence variation and punctuation, I have high expectations that students will integrate the skills we have learned into their written work. The vocabulary test (#4) is scheduled for Tuesday, December 16th.

**There will be no assignments given over Christmas break; the only thing students should be concerned with is having fun and spending quality time with family and friends over this wonderful holiday. Please know I have really enjoyed getting to know these seventh graders; they are growing up quickly!

Merry Christmas!