1 - 10 || 11 - 20 || 21 - 30 || 31 - 40 || 41 - 50 || 51 - 60 || 61 - 70
Part 1: Brainstorm a list of at least ten "what if" statements about things that you imagine could happen on the first day of school. They can be funny or serious. Be creative. Number them from 1 - 10. Part 2: Select your favorite "what if" statement from NB #1; be sure it's one you can easily draw. Put a star next to it. On the bottom of NB #1, make a quick sketch to go along with your sentence.
NB #2 - Book Memory - 8/20
Most everyone can remember a book that has had an impact on
his/her life. Often this book is connected to a pleasurable
experience. It could have been the first book you learned to read. It
could have been a book that troubled you. An important book doesn't
necessarily have to be well-loved.
Think about your history as a reader. Recall a book that sticks out
in your mind. Do the following:
1. Divide your paper in half horizontally.2. On the bottom half, write the title of your book. Write five to ten sentences explaining why this book is memorable or important to you.
3. On the top half, draw a picture, symbol, or icon that is associated with the book.
NB #3 - Inside Self - 8/24
Divide your paper in half horizontally and do the following:
A) On the top half, brainstorm a list of your personality characteristics. Describe what kind of a person you are on the inside. What is your personality like? What are your likes and dislikes, etc.? What things are important to you?
B) On the bottom half, use your notes to write a well-organized paragraph about the "inside you." Be sure to indent the first line and include a topic sentence.
NB #4 - Outside Self - 8/25
Divide your paper in half horizontally and do the following:
A) On the top half, brainstorm a list of your physical characteristics. What do you look like? What kind of clothes do you you usually wear? What special features do you have- glasses, braces, freckles, a pierced nose?
B) On the bottom half, use your notes to write a well-organized paragraph about the "outside you." Describe your physical appearance. Be sure to indent the first line and include a topic sentence.
NB #5 - Social Skills - 8/26
1) Brainstorm a list of social skills that you used to do yesterday's "30 Questions" activity. 2) Write 3 - 5 sentences reflecting on which skills you used the best. 3) Write 3 goals for yourself for the next group activity. What do you want to do better next time?
NB #6 - Brainstorming - 8/27
Write a list of fifteen things for each one of these categories: flavors of ice cream, types of cereal, types of musical instruments.
NB #7 - Partner Interviews - 8/31
Write the first name and last initial of each person being introduced to the class (except you and your partner.) Write down three interesting things you learn about each of your classmates. Note: If you were absent, you will have to copy this information from a classmate.
NB #8 - Cognitive Reading Strategies - 9/1
Introduction to Cognitive
Reading Strategies.
Directions: Make a three column chart. Label column 1 - KNOW.
Write down at least five things you know that good readers do while
they're reading. Label column 2 - WANT TO KNOW. Write down at
least three things you want to learn about how to be an effective
reader. Label column 5 - LEARNED. Take notes on powerpoint
presentation on strategies good readers use before, during, and after
reading.
You can view the powerpoint presentation we watched in class below or by clicking on this link.
NB #9 - A Surprise - 9/1
Write about a time when something surprised you. It could be a time when an experience didn't turn out the way you expected. Or you could write about a time when a person didn't turn out to be the way you first thought he or she was going to be. Or maybe you learned how to do something that you didn't think you could learn how to do. Minimun 1/2 page.
NB #10 - That Book Woman- 9/2
Track your thinking for stanzas 14 - 20 of the story as demonstrated in class. Then answer the following question in a short paragraph: What surprised Cal? How did his thinking change during the course of the story?
NB #11 - Active Listening - 9/4
We drew a tower of letters. If you were absent, write a half page on a topic of your choice.
NB #12 - Types of Dialogue - 9/9
Use your independent reading book to find two examples of each of the three types of dialogue listed below. Copy them correctly into your notebook. You should have a total of six examples.
NB #13 - Amelia's Road - 9/14
Choose one topic to write about. Topic 1 - Describe something that's really special to you. OR Topic 2 - If you were to make a box like Amelia's, that held all your special things, what would your box hold? Minimum 1/2 page.
NB #14 - Making Predictions with Lio - 9/15
If you were absent, write a page about a topic of your choice to make up this entry.
NB #15 - Lio Speaks - 9/15
Use one of the comic strips you wrote about in NB #14, and write the conversation Lio might have had with either the monster, the witch, or Lio's dad. There should be at least six lines of dialogue and some narration and description. Try using each type of dialogue tag: introductory, interrupting, or concluding.
NB #16 - Making Predictions and Connections with "Seventh Grade" - 9/16
Divide your paper in half vertically. Label the left side Predictions. As you read the story, "Seventh Grade," we will stop five time to make prediction statement; for example, you might write: I predict that . . . because . . . . Be sure to explain what you're basing your prediction on. Label the right column Connections. Try to find five connections: T-T (Text to Text), T-S (Text to Self), T-W (Text to World).
NB #17 - Seventh Grade - 9/16
What are your hopes and fears for 7th grade? What are you looking forward to? What are you worried about? What goals do you have? What do you hope to accomplish this year academically and/or socially? Minimum 1/2 page.
NB #18 - Textbook Structures - 9/17
1) Make a mental image of your history textbook. Brainstorm a list of all the textbook features that the publisher uses to help you learn and understand the information in the book. 2) View the powerpoint presentation shown below or view it online by clicking this link. Circle all the textbook features that you included on your list. Add features that you didn't have on your list. You should have 12 textbook features all together.
NB #19 - Elements of Plot - 9/21
Write the terms and a short definition for each one. If you were absent, you can view the powerpoint by clicking this link.
NB #20 - Interrogation of Little Red - 9/23
Pretend you are a detective on the Fairy Tale Police Force. Red Riding Hood is a suspect in a possible triple homicide. She's brought in for questioning. Make a list of the questions that you plan on asking her during her interrogation.
NB #21 - Active Listening - 9/24
(Periods A, B, D, F only) If you were absent, write a page on a topic of your choice.
NB #22 - Questions about Beds for Dreams by Carmen Lomas Garza - 9/28
Part 1 - Divide your paper into two columns. Label the left column Questions. Label the right column Answers. View this painting by Lomas Garza. Write several questions that you have about the painting (at least five.) What are some questions you could ask, that if answered, could help you understand the painting better?
Part 2 - Read this article about the artist. As you read the article, see how many of your questions are answered and write your responses in the Answers column.
Part 3 - Using the ideas for Fat Questions on your blue sheet, write three thoughtful discussion questions about the painting or this article.
NB #23 - Synonyms for Said - 9/28
Write a list of at least 20 synonyms for
"said." Use a thesaurus or these websites to help you:
http://www.cyberspaces.net/6traits/wsaid.html
http://www.thecaveonline.com/APEH/said.html
NB #24 - Beds for Dreams Description - 9/30
Part I - Brainstorm a list of sensory images that come to mind when you view the painting Beds for Dreams. Part 2 -Use the sensory images to write a vivid description of the painting. Be sure to include details from the the article about the artist and the situation surrounding the image.
NB #25 - Bed for Dreams Dialogue - 9/30
Write the conversation that Carmen and her sister might be having on top of the roof of their house. Remember that in the article, Carmen Lomas Garza said that she and her sister would often talk about their future dreams of becoming an artist. Write at least three lines of dialogue for each sister, including descriptive dialogue tags.
NB #26 - My Bedroom - 10/1
(Please don't do this assignment in your bedroom.)
Part 1 - Close your eyes and imagine yourself walking into your bedroom. Look around from left to right, top to bottom. What do you see in your mind? Can you picture your room and what's in there? Try to remember. Now open your eyes and make a list of everything you saw in your bedroom.
Part 2 - Draw a floorplan of your bedroom. Try to include everything in your drawing. Label your things. Do as much as possible before you go back into your room. You're trying to visualize your room and draw from memory.
NB #27 - The Frog Prince, or Iron Henry Plot Outline - 10/5
Create a plot outline of the story. The outline should include:
- Basic Situation: characters, setting, and conflict
- Series of events
- Climax
- Resolution
NB #28 - A Frog Prince Predictions - 10/06
As we read the story, I will stop along the way and ask you to make predictions about what's going to happen. If you're absent, write a page about a topic of your choice.
NB #29 - Story Summary for The Frog Prince, or Iron Henry - (started 10/8)
We are writing a story summary together in class. You need to copy from a classmate or from here.
NB #30 - Fairy Tale Brainstorming Session - 10/13
Write down a list of possible fairy tale ideas you might want to try. You should have at least five. Put a star next to the one you like the best.
NB #31 - Character Traits Sort Activity - 10/19
Make a two column chart. Label the left side Positive Character Traits. Label the right side Negative Character Traits. Sort your character trait words into two piles and write them on your paper. (For absent students, make a list of twenty words that would describe someone's personality; for example: happy, sad, friendly, etc.)
NB #32 - Invent-a-Character Assignment - 10/20
Do this if you were absent: Find the picture of some anonymous person in a magazine (don't pick someone you recognize.) Use your imagination to make up information about your character. Answer the questions below. If a question has ** behind it, answer using complete sentences.
- 1. What is your character's first and last name?
- 2. Describe what you character looks like.**
- 3. Desribe where you character lives.**
- 4. Describe an action you might see him/her doing.**
- 5. Write two direct quotations of what you character might actually say.**
- 6. Write two sentences that tell us what the character is thinking or feeling.**
- 7. Write two direct quotation that other characters might say about your character. **
- 8. Write two additional sentences that tell us something about this character.**
- 9. List three character trait words that describe him/her.
NB #33 - Notes on Methods of Characterization - 10/ 21
Write definitions for character traits, direct characterization, indirect characterization, and the types of indirect characterization - words, actions, thoughts & feelings, appearance, comments or reactions by other characters.
NB #34 - Partner Dialogue - 10/21
You are going to write a dialogue between the character you
created yesterday and another character in class. Write the basic
situation at the top of your paper: setting (time and place) and
conflict (problem the characters are having) and character (character
names.)
If you were absent, you need to write a dialogue/script
between two characters. One of the characters will be the one you
created from the picture in NB #32. The other character can be anyone
you want. Decide on a basic situation for your scene. At the top of
your paper write: the characters' first and last names, a setting
where the conversation will take place, and a problem the two
characters will discuss. Then create a script of the two characters
talking back and forth. Write a minimum of five lines for each
character.
NB #35 - Responses to "Duffy's Jacket"- Lit. Book, page 6 - 10/26
Look over the story and make two predictions about the story before you start reading. As you read the story, stop at the three in-text prediction questions and write a response. After finishing the story, answer Interpretations questions 2 & 3 on page 13. All your responses must be written using complete sentences.
NB #36 - Scared! - 11/2
Write about a time when you were really scared. Try to include descriptive details and dialogue. (Minimum 1 page.)
NB #37 - "Three Skeleton Key" - 11/2
Before starting to read "Three Skeleton Key" in the Lit Book, p. 48, write two prediction sentences about the story. After reading, take notes about the characters and setting. What do we learn about the characters and the setting as the story progresses?
NB #38 - Notes on Point of View - 11/3
- Lit Book - Read "Point of View," pages 222 - 223.
- Divide a page in your notebook into four squares. Write a definition for the following terms: point of view, first person point, third person limited, and third person omniscient.
In each square draw a picture or icon to represent the four terms listed above. The drawings should help you to visualize and remember what each term means.
NB #39 - Descriptive Sentences - 11/4
Copy five descriptive sentences from the story "Three Skeleton Key" into your notebook. Circle the adjectives in the sentences and underline the nouns.
NB #40 - Story Questions about "Three Skeleton Key" - 11/5
Answer the following questions about "Three Skeleton Key" using complete sentences.
NB #41 - Three Wishes - 11/12
If you were given three wishes, what would you wish for? Make a three column chart. Label the columns with the following headings: The Wish, Possible Positive Consequences, Possible Negative Consequences. Write down your wish and the possible good and bad things that could happen as a result of making the wish. There are two wish-making rules you must follow. #1 - You can't wish for anything that would give you more wishes. #2 - You can't wish for unlimited anything.
NB #42 - Notes on Using Context Clues - 11/16
If you were absent, copy the notes from a classmate.
NB #43 - Monkey's Paw Questions - 11/17
Part 1 - Before reading, make three prediction sentences about the story based on what you read in your vocabulary worksheet. As you read the story, stop and write down any questions you have about the story. Part 2 - SScan over the text from the bottom of page five to the end of the story. Write words and phrases that the author uses to describe the setting a create a susspenseful mood at the end of the story. You can download a copy of the story here if you need to.--> [The Monkey's Paw - PDF]
NB #44 - Simpsons Monkey's Paw - 11/20
Make a four column chart. Label the first column "Character" for the person who makes the wish. Label the second column "Wish" for the wish the character makes. Label column 3 "Positive Consequence" for the good things that happen as a result of the wish. Label column 4 "Negative Consequence" for the bad things that happen because of the wish. Complete the chart while watching the video. Your can watch video version of "The Monkey's Paw." If you were absent or want write a half a page about a topic of your choice.
NB #45 - Figures of Speech - 11/30
Write a definition for metaphor and simile.
NB #46 - Charles Dickens' Life - Childhood - 12/1
Click on the link above and take notes on Charles Dickens' childhood.
NB #47 - Charles Dickens' Life - Young Adulthood - 12/2
Click on the link above and take notes on Charles Dickens' young adulthood.
NB #48 - Charles Dickens' Life - Older Adulthood - 12/3
Click on the link above and take notes on Charles Dickens' older adulthood.
NB #49 - Test Taking Strategies - 12/8
Take notes. If you're absent, view the this powerpoint presentation and write down the thirteen strategies.
NB #50 - Holiday Memory - 12/9
Write about a favorite holiday memory - good or bad. Be sure to include descriptive details and some dialogue. Minimum 1 page.
NB #51 - Book vs Movie - 12/14
Make a two column chart. Label the top "Similarities" and "Differences." As you watch the movie, take notes about the way the movie is the same as or different from the book. If you're absent, copy a classmate's chart.
NB #52 - Stave 2 Lessons - 1/6
(Note: We will do the following assignment together in class in groups. If you're absent, copy someone's chart when you return.) Turn your paper lengthwise and make a chart like the one shown below. Summarize what Scrooge sees in each scene of Stave 2, what he learns, realizes, or understands as he watches each scene, and what evidence is given that shows that these memories are having an impact on him. Then, at the top of the paper write a sentence that summarizes the stave - The Ghost of Christmas Past helps Scrooge realize that . . . .
NB #53 - Stave 3 Visualizations - 1/7
Review pages 53-64 of A Christmas Carol. Draw ten quick sketches or doodles of ten things you can picture from Dickens' description of the scene. Label each one.
NB #54 - Stave 3 - Lessons - 1/12
Make a two column chart. On the left side, make a list of the things Scrooge sees as he travels with the spirit in Stave 3. In the right column, explain what Scrooge learns or realizes as he watches these things.
NB #55 - Stave 4 Prediction - 1/13
Write a prediction of what you think Scrooge with see and learn as he travels with the Ghost of Christmas Yet to Come in Stave 4 of ACC. Be sure to explain your reasoning. Minimum 1/2 page.
NB #56 - Stave 4 Questions - 1/15
1) Which of the three spirits do you think teaches Scrooge the most valuable lessons? 2) If you could travel with one of the spirits -- past, present, or future -- which one would you choose? Write a paragraph for each question explaining the reasons for your answers.
NB #57 - Stave 4 - Lessons - 1/20
Make a two column chart. On the left side, list what Scrooge sees as he travels with the spirit in Stave 4. In the right column, explain what Scrooge learns, understands, or realizes as he travels with the phantom.
NB #58- Stave 5 - The End of It - 1/21
Make a list of the things that Scrooge does in Stave 5 that show us that he's a changed man. You can read A Christmas Carol online to help you.
NB #59 - Scrooge at the End of It - 1/26
Using your notes from NB #58, write a paragraph that describes what Scrooge is like at the end of the novel. Be sure to include a topic sentence and to use correct writing format.
NB #60 - Lessons from the Spirits - 1/27
Write one paragraph that summarizes what Scrooge sees and learns in Staves 2, 3, & 4 from the spirits of the past, present, and future. Choose two examples from each stave. (Use your notes from Notebook Entries #52, #54, and #57.) Be sure to start this paragraph with a topic sentence and include transitional words and phrases to connect ideas. Use correct writing format.
NB # 61 - Brainstorming - 1/29
At the top of your paper, write the topic "Football," or another sport of your choice. Brainstorm a list of ten nouns, ten verbs, and ten adjectives that are associated with the sport you've chosen.
NB #62 - Reading Topics the Interest You - 2/4
Make a list of ten reading topics that you would find interesting; for example: skateboarding, earthquakes, cheerleading, video games, etc.
NB #63 - Notes on Figurative Language - 2/9
Write the term, the definition, and one example for each of these terms: alliteration, allusion, metaphor, simile, hyperbole, personification, imagery, onomatopoeia, and idiom. You can either view the powerpoint about these types of figurative language here, or copy the notes from a classmate.
NB #64 - Reading for Information - 2/10
Write the definition for fact and opinion, and how to judge whether an opinion is reasonable. Copy notes from a classmate if you were absent.
NB #65 - Types of Evidence - 2/11
In your Lit Book , read pages 604 -605. Write a definition for each type of evidence mentioned: anecdote, fact, statistic, example, expert opinion, and interview quotation.
Notebook Entry #66 - Cookie Convince Me - 2/12
At the top of your paper make a column labeled "Facts" and one labeled "Opinions." Write 6 facts and six opinions about a cookie. Then write a paragraph convincing me that your cookie is the best cookie in the entire world.
Notebook Entry #67 & #68 - Key Elements of the STAR Writing Test - 2/22 - 2/26 (We wrote a little bit each day)
Copy the notes from this page.
Notebook Entry #69 - STAR Writing Test Reflection - 3/3
Do a Quick Write (about 3/4 page) in which you evaluate how you did on the STAR writing test. How did you like the prompt? Did you feel prepared? What do you think you did well? What would you do differently if you were given the chance?
Notebook Entry # 70 - Notes on Evaluating Evidence - 3/4
Updated 3/4/10