Week 3 Question 1 Due September 28. Remember to read the directions!

Students, read the assignment carefully. Make sure you answer all the questions (10 sentences minimum) and post all the info required. Always PROOFREAD! Remember your post is a reflection of your level of thought.

1.  Research and post in your dashboard the definition for Critical Thinking.

Write and define each skill IN YOUR OWN WORDS.

 Do you think you apply these skills in your daily life? Why? 

After reading and understanding the concept of critical thinking and understanding the skills. Explain Do you think these skills are important to include them in your life?

Set examples and post pictures, be creative!

Week 1 Answers Feedback

To all students that completed the first set of questions on time:

     I wanted to take a minute to let you know how proud I feel to see the enthusiasm reflected on your dashboards.  As I read your posts. I see you have given some thought to your answers and are making a great effort to adjust to my new challenge (blogging).

Every week I expect to see your completed assignments and responses on your dashboard, and mine.

From week 2 and on you will have feedback posted on your dashboards, and final grades will be posted in my blog.

I encourage you to read and comment on your classmates blogs.

 Be polite!

 Praise, as I do any good work and make suggestions to those who need improvement.

Week #1

Activities:

Create a blog account.

Customize your blog.

Post answers to your blog and my blog.

Goals:

Learn how to create a blog.

Show effective reading and writing skills.

(follow instructions and fulfill requirements)Demonstrate blog management skills.

 (log into account independently and search for class info)

                          Challenge

 Review the activities and goals for this week. Copy and paste them to your dashboards and reflect upon a letter grade for yourself.

Answer the following questions:

What grade would you give to your own work? Why?

Did you meet all the requirements described in the instructions given for each assignment?
Did you use proper English and grammar rules?

What can you improve for your next assignment?

If you don't see your name on the list below, it means you have not posted your answer to my dashboard! DO IT ASAP! AND LET ME KNOW!

Daniella Leyva
Demi

Lorenzo

Nixon

Phillip

Jancarlos

Marcellus

Reina

Brianna

Denzel

Ana

Ryan

Alex Mora

Kevin Grant

Janet Garcia

Steven Torrez

Usa

Diogenes

Nephtali

Jael

Darisleidy

Osmel

Osniel

Angelica

Jonathan

Lidamar

djindestructible: I need your name!

Robert Reyes

Peter Aguirre

Justin Reyes

Jamal

Tonisha F.

Travon Person

Dana Hagins

Yesenia Velez

Shadaye

Terrel Lewis

Stephany Canton

Tamika

Corthoris

Ashley Martinez

Alexia Jenkins

Alexis Jenkins

Emmanuel

Gabriela S.

Daniella L.

Adrian B.

Gregory

Tyanna Lewis

Trifania

Juan Daniel

Armando Herrada

Osanna

Lazaro Oliva

Julio B.

Alex Banderas

Jaccquisha D.

Maria Morales

Eliecer Rodriguez

Pedro Manso

Concepcion
Shakira Saunders

How to Write a Biography

A biography is simply the story of a life. Biographies can be just a few sentences long, or they can fill an entire book—or two.

•Very short biographies tell the basic facts of someone's life and importance.

•Longer biographies include that basic information of course, with a lot more detail, but they also tell a good story.

Biographies analyze and interpret the events in a person's life. They try to find connections, explain the meaning of unexpected actions or mysteries, and make arguments about the significance of the person's accomplishments or life activities. Biographies are usually about famous, or infamous people, but a biograpy of an ordinary person can tell us a lot about a particular time and place. They are often about historical figures, but they can also be about people still living.

Many biographies are written in chronological order. Some group time periods around a major theme (such as "early adversity" or "ambition and achievement" ). Still others focus on specific topics or accomplishments.

Biographers use primary and secondary sources:

•Primary sources are things like letters, diaries, or newspaper accounts.

•Secondary sources include other biographies, reference books, or histories that provide information about the subject of the biography.

To write a biography you should:

1.Select a person you are interested in

2.Find out the basic facts of the person's life. Start with the encyclopedia and almanac.

3.Think about what else you would like to know about the person, and what parts of the life you want to write most about. Some questions you might want to think about include:

1.What makes this person special or interesting?

2.What kind of effect did he or she have on the world? other people?

3.What are the adjectives you would most use to describe the person?

4.What examples from their life illustrate those qualities?

5.What events shaped or changed this person's life?

6.Did he or she overcome obstacles? Take risks? Get lucky?

7.Would the world be better or worse if this person hadn't lived? How and why?

4.Do additional research at your library or on the Internet to find information that helps you answer these questions and tell an interesting story.

5.Write your biography. See the Tips on Writing Essays and How to Write a Five Paragraph Essay for suggestions.

You'll find biographies of lots of famous people in the encyclopedia. (Look them up in the Infoplease search box to find them.) You can also browse these short biographies of Selected Figures from Recent History.

For more on what makes a good biography, see the different resources websites offer. DO YOUR RESEARCH! 

(Week 2 Questions due Sept.10 ) Learning and Grades the Magical Connection

1. Why do we have grades? What purpose do they serve? Do you think grades are an accurate reflection of your learning? What does learning look like? How do you know you have learned something? Take some time to think about these questions before you respond. Make sure to reflect upon each other's responses and PROOFREAD!




2. Research the definition for Biography. Summarize and post your definition.

• Select a famous person and write a bio on him/her.
• Find a quote from that person: explain why you chose it, and describe what it means to you.
• Look for 1 or 2 important contributions this person has made to society. (post pictures)
• Reflect: Why did you chose this person? After all you have read, do you still think the same way about him/her?

STUDENTS: Read this before submitting your answers!

As I read your blogs, I am seeing a lot of grammar errors! Please review these basic rules and apply them to your blog posts. Review your blogs for any spelling or punctuation mistakes and correct them, if needed.

Thanks,

Mrs. Ivonne

Guide to Basic English Punctuation Rules

This guide provides instruction on the basic rules of using a period, comma, colon, semicolon, question mark and exclamation point. Each type of punctuation is followed by an explanation and example sentences for reference purposes.


Period

Use a period to end a complete sentence. A sentence is a group of words containing a subject and predicate. In British English a period is called a 'full stop'.

Examples:

He went to Detroit last week.

They are going to visit.

Comma

There are a number of different uses for commas in English. Commas are used to:

•Separate a list of items. This is one of the most common uses of a comma. Notice that a comma is included before the conjunction 'and' which comes before the final element of a list.

Examples:

I like reading, listening to music, taking long walks, and visiting with my friends.

They would like books, magazines, DVDs, video cassettes, and other learning materials for their library.

•Separate phrases (clauses). This is especially true after a beginning dependent clause or a long prepositional phrase.

Examples:

In order to qualify for your certificate, you will need to take the TOEFL exam.

Although he wanted to come, he wasn't able to attend the course.

•Separate two independent clauses that are connected by a conjunction such as 'but'.

Examples:

They wanted to purchase a new car, but their financial situation would not allow it.

I'd really enjoy seeing a film this evening, and I'd like to go out for a drink.

•Introduce a direct quote (as opposed to indirect speech i.e. He said he wanted to come ...).

Examples:

The boy said, "My father is often away during the week on business trips."

His doctor replied, "If you don't stop smoking, you run the risk of a heart attack."

•Separate appositives (a noun, or noun phrase) or non-defining relative clauses.

Examples:

Bill Gates, the richest man in the world, comes from Seattle.

My only sister, who is a fantastic tennis player, is in great shape.

Question Mark

The question mark is used at the end of a question.

Examples:

Where do you live?

How long have they been studying?

Exclamation Point

The exclamation point is used at the end of a sentence to indicate great surprise. It is also used for emphasis when making a point. Be careful not to use an exclamation point too often.

Examples:

That ride was fantastic!

I can't believe he is going to marry her!

Semicolon

There are two uses for a semicolon:

•To separate two independent clauses. One or both of the clauses are short and the ideas expressed are usually very similar.

Examples:

He loves studying; He can't get enough of school.

What an incredible situation; it must make you nervous.

•To separate groups of words that are themselves separated by commas.

Examples:

I took a holiday and played golf, which I love; read a lot, which I needed to do; and slept late, which I hadn't done for quite a while.

They plan to study German, for their travels; chemistry, for their work; and literature, for their own enjoyment.

Colon

A colon can be used for two purposes:

•To provide additional details and explanation.

Examples:

He had many reasons for joining the club: to get in shape, to make new friends, to lose some weight, and to get out of the house.

She gave notice for the following reasons: bad pay, horrible hours, poor relations with colleagues, and her boss.

•To introduce a direct quote (a comma can also be used in this situation).

Examples:

He announced to his friends: "I'm getting married!"

She cried out: "I never want to see you again!"

General Class Information for Parents and Students

PLEASE READ THIS HANDOUT CAREFULLY. The information presented is based upon several years of experience and is designed for preventative maintenance in the learning environment. With your help we will improve student success and decrease parent frustration concerning assignments, grades, absences, etc. Please feel free to call the school to schedule a meeting. Your student will be successful if we all work together as a team to offer unfailing, consistent support.


I am looking forward to a successful school year together!

Thank You.

Mrs. Ivonne

Now.. to the good parts...

In reading our course of study will focus on making sense of many types of reading, determining the appropriate reading rate for a text, using different reading strategies, rereading, and maintaining comprehension of text. Emphasis is placed on the following: the reading process, responding to literature (both oral and written), essential reading skills, reading strategies, vocabulary acquisition, and being an active reader.


Note: If a student loses his/her textbook or workbooks throughout the year, he/she will have to pay the current replacement cost for the lost item before being assigned a new one

GOALS

The course goals are to instill a life-long love of reading and writing, dramatically improve student reading performance as measured by standardized tests, and improve critical thinking skills.

Community of Learners


As a community of learners students will:

1. Read both informational and fictional texts in a variety of genres.

2. Acquire new vocabulary and use it correctly in writing and speaking.

3. Establish a context for information acquired by reading across subject areas.



Projects and Required or Recommended Readings

There will be a least one major project/ reading each semester which may require some work outside of class and may include a need to go to the public library, use magazines, newspapers, craft supplies, etc. If a project is late, or not turned in, parents will be contacted.

Computation of Grades

Grades make up 50% of the reading subject. Failure to submit assignments on time will have a negative impact on the overall grade average.

Homework

Homework is an effective tool in developing responsibility, study habits, and skills. It is an extension of the learning process and involves the home in the student's curriculum. It should be purposeful, related to classroom experiences, and be age and grade appropriate. The purpose and directions for the assignment need to be clearly communicated and should be preceded by instruction that adequately prepares the student to do the task independently and successfully. Homework will make up 10% of the overall grade. There is a minimum of five (5) stories completed weekly (2nd-6th grades) and a minimum of 2 blog entries and completion of 1 module (online) in the Journeys program.


Procrastination, (leaving assignments for the last minute) is not encouraged.



Supplies Needed:

1 (one) ½ inch binder

Pack of filler paper

Pencils or lead pencils

Tab paper dividers



Student expectations

In addition to all rules and regulations outlined in the student handbook and student code of conduct, I wish to add the following:

• Display common courtesy and decency toward your classmates, yourself, and me.

• Do not sleep or put your head down on your desk.

• Do not get up to turn in assignments, sharpen pencils, discard refuse, etc. if any other presenter or I am in front of the class speaking or presenting.

• Food and drink will not be allowed in the classroom.

• Students are not to make derogatory or negative comments about any other teacher or student.

• Students are expected to work cooperatively in groups.

• Clean up around your desk and return things to their correct place in the room before we dismiss.



Students will learn. Students will understand that learning is an ACTIVE process. Students will participate in class discussions. Students will attempt not to simply memorize but to learn and to understand material presented to them; they will understand that education is vital to the rest of their lives. ASK QUESTIONS! That is the only way you will learn.

If a student fails to comply with the above expectations, or breaks any school rule as outlined in the student handbook, they will be subject to disciplinary action.



Important websites:

Voyager Passport for K-6th Grades http://www.tickettoread.com/

Passport Reading Journeys for 7th-12th Grades http://solo.voyagerlearning.com/

Blog entries for 7th-12th Grades http://mrsivonneseclass.blogspot.com/



Further instructions and deadlines for other assignments will be announced.

(Week 1 Questions) This is NOT Education as Usual

Please remember to use proper language. Minimum writing requiremets are 2 quality paragraphs, enhance with visual aids, and examples. Use transitional words, and demonstrate you have given critical thought on your responses. Due September 1, 2010.

1. What are qualities of good teachers? What are qualities of good students? What expectations do you have of this class? What expectations do you have of me as your teacher?




2. What does it mean to have a professional learning environment? What does it mean to be a producer of information versus a consumer of information?