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Monday December 9th, 2019: Students practiced integrating and explaining evidence using the ABC/CBA method. They then evaluated former argumentative essays using the same checklist that will be used to grade their essays this coming Thursday. Next, they were given an ABC/CBA organizer for the three points in their claim. Finally, students were given work time to complete any research and work on their ABC/CBA organizers for Thursday.
Tuesday December 10th, 2019: Students created their four Gallery Night folders and organized their papers for Gallery Night. We then moved into a teacher model and work time for one of their body paragraphs for the essay assessment on Thursday. Students were then given work time to complete any research, finish 3-6 rows on their ABC/CBA organizers, and complete one body paragraph plan for the assessment.
Monday December 2nd, 2019: Students were given their argumentative essay assessment prompt today: In your opinion, what are the most important fundamental rights? This was taken from the CDE S.S. standards civics inquiry questions. We then went through and made a list of rights before all creating a three-point claim for our papers. Students were then given time to work on their EBC research organizers and argumentative essay organizers (due next Thursday, which is also the day of the in-class assessment).
Tuesday December 3rd, 2019: Students used today to complete any revisions and final touches on their proposal letters for their NGO final product.
Wednesday December 4th, 2019: Students combined with reading class today for a feedback session on their NGO presentations before moving into work time.
Thursday December 5th, 2019: Students were given work time on their letters and research for their essay assessment.
Friday December 6th, 2019: Students used today to complete their research for next Thursday's essay assessment.
Monday November 18th, 2019: Students began with a word choice warm-up in which they used a variety of word lists to create word banks of potential positive and negative word choices and academic word choices for their persuasive proposal letters. We then moved into a mini-lesson on writing the body paragraph, as each student is responsible for writing his or her own body paragraph based upon a point from the overall claim in the introduction (please see the sample body paragraph plan in the document section). Students were then given time to complete their group introduction plans and their individual body paragraph plans (if body paragraph plans were not finished during work time, they are homework due tomorrow).
Tuesday November 19th, 2019: Students began with a mini-lesson and sample paragraph for their counterarguments. They then moved into work time to ensure introductions, body paragraphs, and counterarguments were complete for revisions tomorrow.
Monday November 11th, 2019: Students use today to work on their individual plans, as well as the opening, anticipated rebuttal, and closings for their debates. Individual plans and team plans will be due by the end of class tomorrow.
Tuesday November 12th, 2019: Students were given the first half of class to complete any debate plans, as well as practice going through the debate process with their groups. Next, we went over the debate evaluation sheet and began the first round of our debate. We will continue with the remaining first round, second round, and third round of our Red Cross debate tomorrow.
Wednesday November 13th, 2019: Students completed all three rounds of their Red Cross debate today.
Thursday November 14th, 2019: Students debriefed our Red Cross debate and discussed the genre of writing and skills involved (i.e. argumentative), before reading over the final product proposal letter rubric, which contains the same writing skills needed that they demonstrated through our Red Cross debate. Next, they completed a problem/solution plan for their business and NGO before writing a potential claim for their proposal letter. We then "workshopped" our claim based upon persuasive techniques and the four tips for creating a valid claim: specific, debatable, picks a side, and states what the paper will be about. Tomorrow, we will move into planning the introduction of our proposal letters.
Friday November 15th, 2019: Students finalized their proposal letter claims today before moving into a mini lesson planning and writing a proposal introduction. They were then given time to plan and write their introduction paragraphs for revisions on Monday.
Monday November 1st, 2019: Students began with a GoGoMo of persuasive and propaganda techniques. They then viewed a Walmart/Red Cross commercial from 2017's Hurricane Harvey disaster, in which they had to identify the techniques used within the commercial. Next, they were directed to the Red Cross website and were to identify any positive persuasive/propaganda techniques and strong language used by the organization. We then switched gears and read an editorial based on the Red Cross' response to various disasters, as well as watched two interviews from a ProPublica spokesperson and the Red Cross PR in 2014 based on the organization's response to Hurricane Sandy. After viewing and filling in a Pro/Con T-chart, students chose a position and identified three pieces of evidence from the video to support said position in a valid claim. We will be continuing with this topic on Thursday in preparation for our upcoming debate based upon the question: Is the Red Cross responding to disasters in the right way?
Tuesday November 5th, 2019: Students began with a warm-up using a map from a fantasy novel wherein they had to identify what the map was trying to show. They then completed a whole class pop-corn reading about the elements of fantasy before going over the task of choosing a fantasy map as inspiration for their own fantasy flash fiction story (see the fantasy checklist and maps in the document section). They were then given class time to complete a story map with their fantasy premise.
Wednesday November 6th, 2019: Students were given all of class time today to write their fantasy flash fiction pieces (due Monday).
Thursday November 7th, 2019: Students were given 10 minutes to work on fantasy stories before sharing with a buddy. We then moved into research for the affirmative or negative side of our upcoming Red Cross debate: Is the Red Cross responding to disasters in the right way? Students were then given their teams and time to begin their first steps in planning their argument--we will continue this throughout the next week.
Friday November 8th, 2019: Students went over the debate team and individual scoring guide, as well as the individual and team planning sheets. They then worked with their team to come up with a team claim and divide those points amongst team members for the individual arguments in our debate--we will continue working on plans come Monday.
Monday October 28th, 2019: Snow Day
Tuesday October 29th, 2019: Students read an article about the Flint Water Crisis and an article about an 11-year old in Highlands Ranch, CO who created a water testing device. After completing their note-catchers, they moved into small groups to create an NGO idea for an organization that could step in and help with the crisis. Due to the early release: 3rd and 4th periods will complete this activity on Friday.
Wednesday October 30th, 2019: Snow Day
Thursday October 31st, 2019: Students read over the rubric for the argumentative/opinion quarterly writing assessment based upon the prompt: In your opinion, should summer break be longer? Why or why not? They then chose one of five student sample pieces to grade based upon the rubric. Next, they were given 15 minutes to add to their research from the first quarter. They begin their assessment today and will finish tomorrow.
Friday November 1st, 2019: Students were given time to complete their quarterly writing assessment.
Monday October 7th, 2019: Students began quarter two by moving into FINAL PRODUCT PREP! week. Today we investigated the problems facing the world through a variety activities. First, they worked in small groups to identify the problems present in various cartograms (i.e. endangered plants, extinct animals, heatwaves, etc.). Next, they moved into a Gallery Walk of infographics, charts, graphs, and data tables displaying such information as cell phone usage from 2005-2017, world hunger, poverty in the U.S., education rates around the world, graduation rates in the U.S., clean water statistics, internet usage around the world over time, etc. They then moved into a Carousel Discussion protocol before moving into a second Gallery Walk using Peter Menzel's material possession photographs from around the world. Finally, we debriefed with the question: What is one problem facing the world today that you wish you could solve?
Tuesday October 8th, 2019: Students began their collaborative final product prep work by researching an existing NGO for a hosted Gallery Walk.
List of NGOs:
Wednesday October 9th, 2019: Students completed their multimedia presentation on an existing NGO and participated in a Hosted Gallery Walk.
Thursday October 10th, 2019: Students brainstormed problems in the world and how an NGO could address such problems. Next, they moved into researching their NGO focus area (i.e. providing bikes to people without transportation). Finally, they began to dive into researching the business or organization they could write their proposal letter invitation to; we will move into proposal letter writing after break.
Friday October 11th, 2019: Parent Teacher Conferences
Monday September 30th, 2019: Students reviewed tone, mood, and theme before moving into a partner practice of turning a topic into a thematic statement with a corresponding tone and mood. Next, they added their thematic statement, intended tone, and potential mood for their narratives to their story maps (story maps, quick notes/quick sketches, and character organizers were put into the grade book today). Next, they were given time to finish typing the rough drafts of their narratives.
Tuesday October 1st, 2019: Students were given the self-analysis/reflection feedback sheet to complete after finishing their rough drafts. They spent class today completing their narrative rough drafts and analysis sheets for the revision protocol tomorrow.
Wednesday October 2nd, 2019: Students began by going over the revision protocol before receiving their revision partner. They were then given time to read through their partner's narrative and fill in the revision feedback form per their partner's request to receive feedback in either the Mastering or Proficient column. Upon completion of the protocol, students returned the feedback sheets to their partners, and we used the remainder of class to make revision to our papers for our "Teacher Hat" grading protocol tomorrow.
Thursday October 3rd, 2019: Students began by going over the natural disaster rubric grading protocol. They then received an unknown narrative from a different class period and went through the grading protocol. They were then given the remainder of class to complete the following: their narrative rough drafts, their self-analysis sheets, or their revision packets.
Friday October 4th, 2019: Students used all their feedback from their rough drafts (i.e. self-analysis sheets, revision packets, and student-graded narratives) to continue to enhance and make changes to their narratives. We will complete finals after break, as next week we will be moving into our final product prep work!
Monday September 23rd, 2019: Students began by going over the definition of an allusion and using the allusions list to come up with a potential allusion for their own narratives. They were then given work time on chapter one of their narratives.
Tuesday September 24th, 2019: Students practiced identifying and writing their own foreshadowing elements before reading over the six traits rubric for their natural disaster narratives. They were then given work time to complete chapter one of their narratives (due tomorrow).
Wednesday September 25th, 2019: Students practiced identifying foreshadow and flashback areas within narratives before moving into work time on Chapter One of their natural disaster narratives. They were also given a progress report today.
Thursday September 26th, 2019: Students were given all of class today to work on chapters two and three of their natural disaster narratives with chapter two being due today and chapter three Monday.
Friday September 27th, 2019: Students were sent home with their YouScience permission letter today: current 7th graders and new PPSEL 8th graders will need to have this signed and returned by Friday October 4th (returning 8th graders do not need to return this since they completed their inventories last year). After given 30 minutes of work time on chapters two and three of their narratives, students were given their progress reports (if a student has a C or below, she or he will need to have it signed and returned to me on Monday). Chapter three of the narratives will be due half-way through class on Monday.
Monday September 16th, 2019: Students completed a simple sentence scramble and watched a video on simple and compound sentences. Next, they worked in groups to create a top ten list of dialogue MUST HAVEs for a narrative. They were then given time to work on Khan Academy for simple and compound sentences and rearranging simple and compound sentences, as well as working on their character development organizers.
Tuesday September 17th, 2019: Students began by learning about complex sentences before moving into work time on their natural disaster quick notes/quick sketches and story maps.
Wednesday September 18th, 2019: Students began with a complex sentence scramble warm-up before moving into a natural disaster narrative Jigsaw analysis activity based upon narratives written by students in 2017.
Thursday September 19th, 2019: Students read over "Mrs. Troy's Guide to an All-Star Narrative" and were given the majority of class to work on their organizers and begin their rough drafts.
Friday September 20th, 2019: Students went over their organizers and were given time to work on their narrative rough drafts.
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!