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Monday September 9th, 2019: Students shared their Guess the Natural Disaster descriptive papers today and participated in a guessing Gallery Walk, small group positive feedback protocol, and a whole class sharing.
Tuesday September 10th, 2019: Students began by learning about the six ways to start a narrative and moved into a small group novel analysis activity and a photo prompt practice. Next, they moved into work time for one of two things: finishing their Khan Academy (dashes, hyphens, ellipses) practice or researching their natural disaster for their upcoming narrative.
Wednesday September 11th, 2019: Students began by working on their research for their narratives before writing a potential beginning to their narrative for our GoGoMo feedback protocol. Next, we moved into our mini-lesson on writing the end to a narrative.
Thursday September 12th, 2019: Students were given the first 20 minutes of class to finish any research for their narratives (due tomorrow). They then moved into a whole group and partner practice writing with five additional types of narrative endings, such as circular, surprise, and unclear. Next, we went over the two POVs they could choose for their narratives (1st person or 3rd person), as well as the options of 1st person alternating and 3rd person omniscient or limited--they then identified a potential POV for the upcoming narrative. Finally, they were given work time on the two organizers for developing the main and supporting characters in their narratives (due next Friday).
Friday September 13th, 2019: Students went over the Quick Sketch/Quick Notes planning sheet for the beginning, middle, and end of their narratives (due next Wednesday) before taking their make-up quiz on the dash, the hyphen, and the ellipsis.
Monday September 2nd, 2019: Labor Day (No School)
Tuesday September 3rd, 2019: We went over our fall expedition guiding questions, case studies, overview, and final product abstract today--and students helped to brainstorm a list of MUST HAVES for our upcoming final product. Next, they were given work time to finish typing their rough draft natural disaster paragraphs and move into the revision protocol. Finally, students received their dashes, hyphens, and ellipses quiz scores from last week's quiz.
Wednesday September 4th, 2019: We began with a Grammar Data Tracker sheet to monitor how we did in each section of our grammar quiz last week. Next, we moved into revision and final draft work time for our Guess the Disaster papers.
Thursday September 5th, 2019: We began with a Now and Then prediction activity to decide which photos from Hurricane Katrina were from 2006 and which ones were from 2015 (students did not know what the event was...yet). Next, we completed a GoGoMo of Hurricane Katrina facts and returned to the Now and Then board for the revealing. After going over our September project of writing a natural disaster narrative, we listened to a read-aloud of Marvelous Cornelius. After choosing a potential genre for their own narratives, students had the choice of work time activities: finishing the descriptive piece, working on Khan Academy, or beginning research for their narratives.
Friday September 6th, 2019:Students had a work session day to finish their Guess the Disaster papers, work on Khan Academy, or begin/continue research for their natural disaster narrative.
Monday August 26th, 2019: Students completed their dashes, hyphens, and ellipsis assessment today.
Tuesday August 27th, 2019: Students were given time to work on their natural disaster sensory words and figurative language organizers, as well as work on their rough drafts.
Wednesday August 28th and Thursday August 29th, 2019: Team-Building at La Foret!
Friday August 30th, 2019: Students spent the class completing their plans and typing their rough drafts for their natural disaster pieces (due next FRIDAY!).
Monday August 19th, 2019: Students completed the dashes and hyphens practice on Khan Academy before moving into their BBK poster project. They were given the remainder of class to complete their research and work on their posters for presenting tomorrow.
Tuesday August 20th, 2019: Students began class by taking notes on the ellipsis and completing their Khan Academy practice. They were then given time to complete their posters based upon the organization that helped with the natural disaster they chose to research. **Students will have a practice quiz on the dash, the hyphen, and the ellipsis this Thursday and Friday and their assessment on MONDAY.**
Wednesday August 21st, 2019: Students presented their posters to their peers and completed a debrief before moving into our first big project: creating an informative and descriptive paragraph based upon a natural disaster. We went over the teacher model research and students chose a disaster to base their own research upon.
Thursday August 22nd, 2019: Students completed a practice quiz and moved back into their research on their natural disaster.
Friday August 23rd, 2019: Students went over the answers to the practice quiz before going over the rubric for their descriptive paper. Next, they went over how to complete the sensory and figurative language chart/organizer upon completion of their natural disaster research.
Monday August 12th, 2019: Students completed their BBK SNAP charts before moving into a MYSTERY QUOTES activity for the second portion of our BBK. Next, they read five mini articles about international organizations, such as NATO, WHO, EU, etc. They then returned to their mystery quotes to see which quotes went into the organizations categories. We then read a common text about international organizations, intergovernmental organizations, and nongovernmental organizations. Next, they received a partner and a note-catcher for such organizations as The Red Cross and the EU.
Tuesday August 13th, 2019: Students returned to their reading partner from yesterday to complete the note-catcher for their organization reading. They then mingled around the room to retrieve information about the other five organizations. After debriefing the purpose of each, we moved into our debrief questions about who/what will help in times of trouble. Finally, we moved into our grammar lesson about the DASH.
Wednesday August 14th, 2019: Students read over the 7th and 8th grade argumentative/opinion rubric for the quarterly writing assessment based upon the prompt-In your opinion, should summer break be longer? Why or why not? They then received the EBC organizer to gather evidence for their assessment. We concluded class with a grammar lesson on hyphens.
Thursday August 15th, 2019: Students completed their quarterly writing assessment today.
Friday August 16th, 2019: Students completed our grammar lessons on dashes and hyphens today before moving into our BBK partner project of researching a natural disaster within the last 15 years to create an awareness poster. On Monday, we will complete research and our posters.
Monday August 5th, 2019: Happy first day of school! Students began with a warm up of describing a photo prompt without stating what the actual picture contained. After sharing, we went over the descriptive writing resources available in the classroom (i.e. sensory words, transition lists, color words, figurative language reference sheets, etc.). Next, students participated in a teacher model describing a scene from the summer before moving into a partner practicing using the photo prompts from the warm up. We concluded class with a sharing activity of our partner descriptive pieces.
Tuesday August 6th, 2019: Students began by planning three potential scenes for their "Describe a Summer Scene" paragraph. Once they chose a scene, they completed the sensory words and figurative language organizer before moving into a small group Praise and Suggestion protocol. Finally, students used the remainder of class to write their descriptive paragraphs.
Wednesday August 7th, 2019: Students were given 15 minutes to complete their describe the scene paragraphs before moving into a small group sharing. We then began our BBK with a word splash based upon our hook photo before setting up SNAP charts for two of our guiding questions: How does conflict lead to change? AND How does a citizen make a difference? We concluded class with a Gallery Walk of natural disasters.
Thursday August 8th, 2019: Students began with a KWL chart based upon the question: What types of natural disasters occur within a country? They filled in what they already know and what they want to know before viewing a BrainPOP clip about natural disasters. We then read an article about WCK: World Central Kitchen and practiced filling in Step Six (the jigsaw note-catcher) together before moving into a sample two dollar summary. Next, students were assigned a natural disaster article and who/what is helping after such an event. After filling in their own note-catchers and writing their own two dollar summaries, students got into mixed groups to share their articles and fill in the N-New Learning section with their SNAP chart groups.
Friday August 9th, 2019: Students completed their Jigsaw sharing before moving into the completion of their SNAP charts. They filled in bullet points of New Learning, wrote $5.00 summaries to synthesize the main points of the articles, and created the Picture as a visual summary of the learning thus far in our BBK.
Mrs. Troy is returning for her ninth year at PPSEL as the 7th and 8th grade History through Writing teacher. She joined the PPSEL community in 2011 after serving as the building substitute, long term Social Studies substitute, English Intervention Specialist, and girls’ basketball coach at a Port Huron, Michigan middle school. In addition, Mrs. Troy is a native of Fort Gratiot, Michigan and graduated from Saginaw Valley State University in 2010. Throughout her time in college, she earned her Bachelor’s Degree in Elementary Education with minors in both English and Social Studies. Also, during her college years she was given the opportunity to work for the America Learns Program working in urban, inner city middle schools as well as grasping the opportunity to spend time in Mobile, Alabama volunteering for Habitat for Humanity.
In her free time, Mrs. Troy enjoys running (even on the treadmill!), reading and writing, playing basketball with her husband, and being with her “smallest student:” her son, Alexander! Some of her favorite things include: music, dancing, orange coconut water, The Chronicles of Narnia, summer weather, and spending time with her hilarious and devoted family. Furthermore, Mrs. Troy is very passionate about both writing and history and hopes to instill that knowledge and enthusiasm for learning into her students!