What's Happening? |
A weekly update about what happened last week, what's happening this week, and what we have to look forward to in the future!
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Hi folks!! Students are currently working on an Edgar Allan Poe unit. Here's the info:
Learning targets (these are the academic learning goals for the unit and are written as "I can" statements). By the end of this unit, students should be able to say: I can explain what point of view is. I can explain what 1st person, 3rd person, 3rd person objective, 3rd person limited omniscient, and 3rd person omniscient means. I can differentiate between the different types of point of view in a narrative text. I can explain which point of views create reliable narrators or unreliable narrators and why. I can analyze a text and explain how the author used point of view to affect the reader and story. I can use textual evidence to support my claims. I can use information from a non-fiction text and apply it to analysis of a narrative (fictional) text. I can tell you a lot of information about Edgar Allan Poe and Ambrose Bierce. I can define, create, and explain annotations. Here is what we will be doing in class: After learning about Edgar Allan Poe and Ambrose Bierce, studying point of view, and analyzing a short film based on an Ambrose Bierce short story, students will begin work on a mock trial. The trial puts the narrator of Edgar Allan Poe's Tell Tale Heart on trial to determine if he is guilty of first degree murder or not guilty by reason of insanity. Students use the legal definition for insanity as well as a medical article that explains the aspects of psychopathic personality disorders that could be used to aid the defense in their argument for an insanity plea. We also take the time to discuss psychological and mental disorders in an effort to destigmatize mental health issues that affect many people in their daily lives and how these are different from 'insanity.' The class will be split up into defense team (lawyers, expert witness, character witnesses, defendant), prosecution (lawyers, expert witness, character witnesses), and a jury (usually either a lot more or a lot less than 12!!). Students will spend approximately three days preparing for their trial by creating witness questions and answers, "gathering" evidence (textual mostly, though they are encouraged to branch out and bring in "physical evidence" like written statements, crime scene "photos," medical brain scans....stuff like that). The jury asks as researchers for both sides as we prepare (finding evidence both sides should use, what their questions should be, etc.), although they don't share any of the information with either team of lawyers. We usually watch a few videos of other middle school or elementary school mock trials and then move on to our own. It's a fun learning time! NON-FICTION BOOK REPORTS WHEN HOME LAST MONTH. AS WITH THE FICTION REPORT, KIDS HAVE A LOT OF TIME, BUT NEED TO BE SURE THEY ARE PLANNING THEIR WORK! IF YOU HAVE QUESTIONS, LET ME KNOW. MS. L Learning targets (these are the academic learning goals for the unit and are written as "I can" statements). By the end of this unit, students should be able to say: I can explain what point of view is. I can explain what 1st person, 3rd person, 3rd person objective, 3rd person limited omniscient, and 3rd person omniscient means. I can differentiate between the different types of point of view in a narrative text. I can explain which point of views create reliable narrators or unreliable narrators and why. I can analyze a text and explain how the author used point of view to affect the reader and story. I can use textual evidence to support my claims. I can use information from a non-fiction text and apply it to analysis of a narrative (fictional) text. I can tell you a lot of information about Edgar Allan Poe and Ambrose Bierce. I can define, create, and explain annotations. Here is what we will be doing in class: After learning about Edgar Allan Poe and Ambrose Bierce, studying point of view, and analyzing a short film based on an Ambrose Bierce short story, students will begin work on a mock trial. The trial puts the narrator of Edgar Allan Poe's Tell Tale Heart on trial to determine if he is guilty of first degree murder or not guilty by reason of insanity. Students use the legal definition for insanity as well as a medical article that explains the aspects of psychopathic personality disorders that could be used to aid the defense in their argument for an insanity plea. We also take the time to discuss psychological and mental disorders in an effort to destigmatize mental health issues that affect many people in their daily lives and how these are different from 'insanity.' The class will be split up into defense team (lawyers, expert witness, character witnesses, defendant), prosecution (lawyers, expert witness, character witnesses), and a jury (usually either a lot more or a lot less than 12!!). Students will spend approximately three days preparing for their trial by creating witness questions and answers, "gathering" evidence (textual mostly, though they are encouraged to branch out and bring in "physical evidence" like written statements, crime scene "photos," medical brain scans....stuff like that). The jury asks as researchers for both sides as we prepare (finding evidence both sides should use, what their questions should be, etc.), although they don't share any of the information with either team of lawyers. We usually watch a few videos of other middle school or elementary school mock trials and then move on to our own. It's a fun learning time!
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Hi folks! Welcome to thee mid year Minimester! Your child has chosen to work on a digital storytelling project or a cultural research project. If they are with me, they are doing the cultural research project. The bulk of the work is done is school, however, there is a food component! Let me know if funds or space or time are an issue once your child's group has decided what they want to prepare.
We will be working on our research skills!! Check out the tab above for pictures of past year's culminating events!! Hello again! I apologize for my time away, but we have been working on theme for the last couple of weeks and it didn't need repeating!
We have moved on to our unit reading Jonathan Livingston Seagull. We are still on our theme for the year: Identity. IMPORTANT: BOOK REPORT PROJECT: THE WRITTEN WORK WAS SENT HOME TUESDAY IN THE FORM OF AN EMAILED SURVEY. THIS WORK IS DUE DECEMBER 14. THE ORIGINAL PROJECT WAS GIVEN SEPTEMBER 24TH. These are the skills we will be working on: Learning targets/standards: RL 1- I can provide textual evidence and reasoning to support a claim (CER) RL 1- I can make inferences based events and dialogue I can back up my inference claims using CER RL 2- I can explain the difference between the topic and theme of a literary work. I can predict the theme or themes of a literary work based on statements relating to the book. I can provide textual evidence of an author’s theme by identifying events and dialogue that support that theme. I can write an objective summary of a text. RL 3- I can provide textual evidence that shows how the author moves the plot forward. I can provide textual evidence that reveals aspects of a character. RI 1-I can find the central idea of a nonfiction/informational piece of text. I can make inferences based on information in nonfiction texts. RI 2- I can provide an objective summary of a nonfiction text. W2, W4, W5- I can write to explain my claims fully using CER. I can write a clearly organized paragraph explaining my claims and using CER. I will strengthen my writing with input from my peers as well as help others strengthen theirs. Please remember to be making payments for the DC trip if your child is planning to go. If you have any questions about this, please email me. I won't post again until we return from Thanksgiving break. I hope everyone has a safe and happy holiday. Ms. L Welcome to another week! You still have time to make a first payment on the Washington D.C. trip! Just have your child bring the payment to his or her homeroom teacher! In class, we are moving into a deeper study of theme. Here are the learning targets based on the Common Core standards we will be covering. Students will be using these learning targets to create goals for themselves concerning this unit. RL 1- I can provide textual evidence and reasoning to support a claim (CER) RL 1- I can make inferences based on events and dialogue I can back up my inference claims using CER RL 2- I can explain the difference between the topic and theme of a literary work. I can predict the theme or themes of a literary work based on statements relating to the book. I can provide textual evidence of an author’s theme by identifying events and dialogue that support that theme. I can write an objective summary of a text. RL 3- I can provide textual evidence that shows how the author moves the plot forward. I can provide textual evidence that reveals aspects of a character. RI 1-I can find the central idea of a nonfiction/informational piece of text. I can make inferences based on information in nonfiction texts. RI 2- I can provide an objective summary of a nonfiction text. W2, W4, W5- I can write to explain my claims fully using CER. I can write a clearly organized paragraph explaining my claims and using CER. I will strengthen my writing with input from my peers as well as help others strengthen theirs. Hello! I hope this week finds everyone well.
We are continuing on from last week and wrapping up our General Identity Unit. I hope to move on to our Unit 2 with reading "Jonathan Livingston Seagull" and working with: Theme CER (Claim, Evidence, Reasoning) Central Idea Writing well organized paragraphs Quizlet vocabulary and reading logs are due on Friday. Hi folks! Sorry for the tardy post!
Top of the list important: Progress reports went home last Thursday and are due back, signed no later than Friday. If you or your child has misplaced the progress report, but you did see it, please email me and let me know. Also, if have not received or seen one at all, let me know and I will email you a copy :) and Students should be reading a book for their fiction book report project! The written work assignment will be sent out in November, but advance planning and reading is a must! This week is a continuation of identity study. In an effort to curb drama, bullying, teasing, etc., our reading focus has been about empathy. The skills we are studying/honing are: Using CER strategy as a way to answer questions. C claim....make your claim or give your answer E Evidence....provide textual evidence, straight from the reading, that proves your claim. R Reasoning....provide your reasons for choosing this evidence (How does it specifically prove your claim is correct). This search for textual evidence and making supportable claims is ongoing and will last all year. The reading and work will get more challenging to match the skill level of each student as much as possible. We are also working on: Writing objective summaries Determining the meaning of words in context Academic discussion Understanding point of view AND perspective and how they are related (or not). Washington DC trip info has gone home. If you have any questions, whether it be logistics, finances, etc., please do not hesitate to call or email me for information. I hope everyone has a wonderful rest of the week....Hopefully, you'll hear from me again on Sunday :) Ms. L Hello again.
We are still working on the same material as last week. We have spent a great deal of time working on providing evidence and reasoning for their claims. We are spending a lot of time on this because problem solving and critical thinking skills are imperative for communication and for comprehending what is read. These are the cornerstone skills that students need to succeed as we move forward in the year. You can help at home! Whenever your child asks for something, ask them to give evidence to support the claim that they need it :) Progress Reports Progress reports go home this Tuesday. Please be sure you have the ability to sign in to PowerSchool and check your child's grades! If you do not know how to do this, please, please, call the office and they will get you what you need! Once singed up, you can check your child's grades whenever you want and see the exact assignments if something is missing! Tailgate Open House Please come out to our open house Wednesday from 3:30-5:30. It's a great opportunity to meet your child's teachers in a fun, laid back setting. Free hot dogs and a little fun for extra credit! Afterwards, stay for your Warcolts' first home football game. I look forward to seeing everyone! Requirements when students are absent: Please read and then scroll down for this week's update.9/24/2017 Students will receive a copy of this on Monday.
Things you are responsible for when you have been absent: BELLWORK FOR THE DAYS YOU MISSED. Any Assignment given in class. Any work that was due while you were absent (that you were aware of: If you know something is due, this is what you need to work on while you are out; if it is possible for you to do school work.) Book Chat for students absent on Fridays. Yup, you still have to do it 😊 **You can find all the work you need on my webpage. Go to the “in class assignment tab.” You will see the assignments that you missed on your day/days out. Assignments for each day will be posted at the end of the day. In not, Ms. Langlois will extend the due date by one day for each day it is not posted. Sometimes I fall behind too! Book chat for absent students will always be at the top. Complete the survey. ALL WORK IS DUE WITHIN 7 DAYS OR A DATE AGREED UPON BY YOU AND MS. L. Hi folks. Welcome back.
IMPORTANT ANNOUNCEMENT BOOK ANALYSIS PROJECTS WILL GO HOME ON MONDAY. You can click here to see the project instructions and rubric under the projects tab. Please speak with your child about the importance of not procrastinating, organizing time, and using their time wisely. Although there are almost 3 months to complete this project, it is imperative that students set goals and meet the goals of the assignment at each due date. Our work from last week in continuing into this week. Last week, we had to back up and look at using textual evidence to support claims. We did a lot of practice and will continue to do so as this is a skill that is imperative throughout life! Being able to back yourself up with reliable, appropriate evidence is essential! As we continue, we are still looking at what we are reading through the lens of identity. We will read an article about homelessness and its impact on identity. We will continue to work on vocabulary in context, textual evidence, central idea, and point of view. As always, please let me know if you have any questions or concerns. Welcome to another week at OMS. Let's hope this one goes 5 days! Students are continuing their studies from our Identity unit last week. This week's focus on skills will be understanding what textual evidence is, what good textual evidence is, and how to provide textual evidence when making claims about a piece of writing. Students are still following the same bellwork routine, as well as having both a reading log and vocabulary homework which are due on Fridays. Please ask your child about these assignments throughout the week :). If your child is missing work, you will be receiving an email or phone call in the coming week to let you know. Please look at power school once a week to help your child stay on the right path! Identity square presentations went well and EVERYONE presented without a hole opening up and swallowing them! Believe me, some of them were surprised at this :) Squares were put up on the bulletin board to make a "community quilt." We are working at understanding that we are a family of learners, and, even though you sometimes want to throw things at your family members, whether they be blood related or not, you want them to be happy and to do well. It's important for kids to recognize that their behaviors and attitude don't only affect them, but their family of learners as well. We can all learn so much more when we help and support each other! Student are using a number of online tools in class and for homework: if you would like to explore any of them, please follow the links below. You will be asked to make an account in order to access your "class." I have created a class just for parents. What you see in this class is exactly what your student sees in their class.
Look for the first book analysis project (book report) to come home on the 25th. As always, the instructions and any pertinent information will be posted on the website that day. Book analysis information will be found under projects. I hope everyone has a great week! Ms. L |
Ms. Krista Langlois Imagine the craziest roller coaster ride you've ever been on...Now add super hormones, social angst, mother bears (and daddy bears), a big dash of "Dumb and Dumber" humor, ego, legislative red tape, gracious humility and humanity when least expected, tears, heartbreaks, hugs, high fives, knuckle bumps, amazing moments of learning, and a huge love for what you do...multiply that by about 200...shake it all up together and label it a calling...It's the greatest job in the world (even when it isn't)! There is nothing else I could imagine doing.
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