6/13/16 Chapter IV (9) for The Hobbit Link - click here Starts of page 277
6/13/16 - Ms. Leezy's Theme/History Essay model to date - 6th Grade - Click Here!
6/9/16 - 7th Grade Extra Credit ... research these allusions to games Bilbo use to play. Can we play any on the last day of school? "As a boy he used to practise throwing stones ... even a grown-up he had still spent a deal of his time at quoits, dart-throwing, shooting at the wand, bowls, ninepins ..."
5/25/16 - 6th Graders see 5/24/16
7th Graders see 5/25/16 AND work on The Hobbit questions from class on Wednesday. Turn in
what you can Thursday ... Click here for handout
5/24/16
6th Graders - Due Friday 6/3/16 - but you can turn it in early -
1. Finish reading The Lightning Thief
2. Finish your poster based on the rubric - click here. The last two - three boxes are your choice of scenes from the last chapterS. The large rectangle in the center of your poster should reflect a theme in the book.
7th Graders - Due Friday 6/3/16 - Social Issue Presentation - click here for rubric - your task is to inform the class of a social issue that you are passionate about: poster, TED Talk, speech, visual or performing arts, etc ... BE CREATIVE! Hint: just because the rubric looks like an essay, does not mean you have to write an essay. When communicating, all elements of an essay should be present. Use the rubric as a guide to keep you focused and thorough. Ms. Leezy's model to date - see Google Classroom.
5/16 - 5/20/2016 7th Graders should be working on their Social Issue presentation of information learned from research. You must create a hook, to grab your readers' attention; a gist, to tell your reader what you are talking about; and a thesis, to tell your reader what you will be specifically teaching them. In Google Classroom, I have the model of the beginning of my presentation on Artificial Intelligence. If you cannot access it, ask me for a copy.
6th Graders should be making sure The Lightning Thief Poster is up to par ... we will finish it next
week.
5/11/16 Each Period Has Different Homework Tonight!
7th Grade ... CLICK HERE FOR TED Talk Handout
Period 1 - Find a TED Talk about your social issue, watch it, and analyze it by filling out the organizer I provided OR Find a text online about your social issue, copy and paste it into a Google Doc, and begin annotating it online like we did in class today.
Period 2 - same homework as Monday night, but try the opposite; if you did the TED Talk then Try the annotating using Google Docs.
Period 4 - Vocabulary Unit 12 - Page 152 - Synonyms #1-10:
write the number: the bold word: the synonym from Unit 12
Ms. Leezy's Model: 1. roving: nomadic
Period 7 - Find a TED Talk about your social issue, watch it, and analyze it by filling out the organizer I provided OR Find a text online about your social issue, copy and paste it into a Google Doc, and begin annotating it online like we did in class today.
Period 8 - No homework ... I lost track of time. Sorry!
5/10/16 Each Period Has Different Homework Tonight!
Period 1 - On Index Card: On one side plan the gist of "The Hobbit: A Classic" (who, what, when, where, why, and how) and then use that planning to write your 1-3 sentence gist. On the other side - Did you like this form of annotating online? Why or why not? This will be collected Wednesday.
Period 2 - Find a TED talk about your social issue, watch it, and analyze it by filling out the organizer I provided OR Find a text online about your social issue, copy and paste it into a Google Doc, and begin annotating it online like we did in class today.
Period 4 - Illustrate the next box: Percy, Annabeth, and Grover's "visit" with Hades - use exact images from the text.
Period 7 - According to bluestreakersoccer, is The Hobbit a classic? Why or why not? Use evidence from the text to write a formal answer. Ms. Leezy's Model:
In "The Hobbit: A Classic?" bluestreaker writes a blog claiming that The Hobbit is a classic. Paragraph 4 states, " [A classic] breaks the mold of its genre" and then in paragraph 5, "... throughout history, there have been many typical examples of ... the hero ... super natural power, strength, or magic ... [but] in ... contrast ... Tolkien's ... hero possesses ... one weapon ... he is very clever with words [nerd hero from paragraph 1]. There are many other examples provided by bluestreaker lumping Tolkien's novel into the category of a classic, but maybe the most powerful is that there are many other forms of art fashioned after Tolkien's work: Led Zepplin's music, various video game platforms, other famous novels, and even performance productions, and visual arts. The fact that people of all ages, and from generation after generation have read Tolkien's novel, also places The Hobbit in the category of a classic. Ms. Leezy cannot think of a concluding sentence at time of posting this ... maybe you can for a candy bar???????
Period 8 - You get to choose your homework tonight! You can complete the handout I gave you (hint ... the literary device is an analogy, or do period 1 homework, or period 7 homework. Good luck!
5/4/16
7th Graders - Narrow your social issues down to TWO. Begin some research. Can you find quality resources such as TED talks, news, magazines, .org, .gov, .edu? I am narrowing my three sources to Artificial Intelligence or Gorilla's (animals) having the same rights as humans. A quick look at sources ...
1. Upfront News Magazine Student Password: 7Standley
Should Chimps Have Rights?Apr 21, 2014
An animal rights group wants chimps to be recognized as “legal persons.”
2. Upfront News Magazine Student Password: 7Standley
The New Face of A.I.Sep 15, 2014
A big picture and news brief about two human-like robots created by Japanese inventor Hiroshi Ishiguro
3. Upfront News Magazine Student Password: 7Standley
Inside Japan's Robot HotelOct 12, 2015
A big picture and a news brief about a Japanese hotel that is staffed almost entirely by robots
4. TED Talk: 14:17
Steven Wise
Chimps have feelings and thoughts. They should also have rights
Posted May 2015
5. TED Talk 16:52
Frans de Waal
Moral behavior in animals
Posted Apr 2012
6. TED Talk Nick Bostrom
What happens when our computers get smarter than we are?
Posted Apr 2015
6th Graders - Continue last night Icon Poster Project
5/3/16
7th Graders - 1. Share social issue project (worksheet) with an adult. 2. Get their signature on the assignment. 3. List two - three social issues you are interested in learning and teaching others about.
Ms. Leezy's Social Issues: 1. Artificial Intelligence
2. Gorilla's (or other animals) having the same rights as humans
3. The Danger of Stereotyping
Period 7 - 7th Graders - Vocabulary Unit 12 Synonyms Page 152 - 1-10 complete and turn in for a grade ... all the other classes accomplished this in class. Ms. Leezy's Model: 1. roving = rove = moon rover (moves): nomadic - to move
6th Graders - Illustrate next two boxes using Chapter 18 of The Lightning Thief - Due Thursday
4/25/16
7th Graders - work twenty minutes on your Conflicting Personalities Essay - Either use Google Classroom to access your document from today in class, or use your notebook rough draft. Click here for assignment - Click here for Ms. Leezy's model.
6th Graders - Read Chapter 17 of The Lightning Thief. What should we put on our poster next (from this chapter)? Or, should we not put anything from Chpt. 17 on the poster?
4/18/16
7th Grade -
Period 1 - A. Perfect your paragraph comparing and/or contrasting your and Bilbo's conflicting sides of personality.
Click here for Ms. Leezy's Model
B. Vocabulary Unit 11 Page 145 #1-5 Tell Why
Example: 1. b narrative = story a narrative "records" "words" - I also know a narrator speaks
words.
C. We will visit the book fair tomorrow. Bring Money if you want to buy a book!
Period 2 - EV and MS, complete Letter A above, everyone else, just bring money for the book fair is you want.
4/13/16
7th Grade - Read and annotate 'How the Chicken Built America." Is this a social issue? Why or Why not?
Remember: "The Most Dangerous Book in the World" has the following social issues:
* banned books - freedom of speech
* Tolerance/Intolerance of Diversity
* Social Effects of Spreading Controversial Issues
* Spreading Information Without the Needed Historical Context (Background Info)
7th Grade 2nd period: On page 21 of "The Most Dangerous Book in the World?" create a T chart for what is good about publishing Mein Kampf and what the Concerns (dangers) about publishing Mein Kampf
6th Grade - See 4/11/16 homework plus
1. ) Is Mein Kampf the most dangerous book in the world? This is your opinion (based off of the text)!
Why or why not (using evidence from the text)?
2. ) Is publishing Mein Kampf a good thing? This is your opinion (based off of the text)!
Why or why not (using evidence from the text)?
4/11/16
7th Grade - "The Most Dangerous Book in the World?" Access it by: Googling Upfront Magazine - sign on using 7Standley as the password - March 21, 2016 issue - page 18 - 21.
1. Annotate the rest of the text.
2. Is the author discussing a social issue (a topic that effects a great number of people - CURRENTLY)?
3. Why, or why not is this a social issue? Use evidence from the text.
6th Grade - Due Thursday:
1. Illustrate the next square on your The Lightning Thief poster: 1/2 of square showing Percy defeating Medusa. The other half his escaping the Chamera (Chapters 11 - 13 - YES, read chapter 13).
2. I left my planner at school, and I forget what the second assignment is ... I'll post it tomorrow! Sorry!
4/4/16
7th Grade -
Click here for Ms. Leezy's model of homework prep for class discussion Wednesday (below)- noticed I
copied a whole section of an article with its citation information, I highlighted key words and ideas I
can use in the discussion, and I added some of my own thinking. I still have prep that I will continue
on Tuesday night, but this is a great start!
Period 2 No Homework
Periods 1,7, and 8
1. Finish class post and then
2.
Prepare Research, be sure to cite your sources, wherever you got them from, to Present in a Class Discussion Wednesday for Mr. Lee
***After Wednesday's discussion, you will hand your prepared notes and research to Ms. Leezy for 20 points
What can YOU do in the fight against slavery? Be realistic! This is a discussion I would like you to have with your guardians at home. If you think you do not need to do anything, come prepared to argue your case.
1. Do some of your own research
2. Use "21st Century Slaves" by Rebecca Zissou - google Junior Scholastic Magazine - Sign in under student - password 6Standley click on archive issues - March 30, 2015 issue ... you have been here several times or use "21st Century Slavery" by Alessandra Potenza - google The New York Times Magazine - Sign in under student - password 7Standley - click on archive issues - March 2014 issue ... you have been here several times too
3. If you attended the "Chosen" workshop, in January, at the San Diego Unified School District on Normal Street, there was information given to you that you can use.
6th Grade Period 4 -
1. Illustrate Chapter 9's Percy's Quest Assignment onto poster
2. Read Chapter 10 - New Competition begins Tuesday Girls versus Boys
3/25/16 For those who have not turned in their essay - click here for Ms. Leezy's final model :)
3/24/16
7th Grade: for periods 1, 7, and 8 Essays are due Friday at the end of class. In class we will talk about academic vocabulary use, parallel structure, and inserting the bibliography - then we will edit one final time and print to turn in. Tonight, students should finish their conclusion:
1. restate the gist (from introduction), but try rewording
2. restate the thesis (from introduction), but try rewording
3. restate the strongest evidences - no need to explain as you already did that
4. Come full circle by reconnecting to your hook
DID YOU REMEMBER TO ADD YOUR NEW LEARNING USING A SOURCE YOU WENT OUT AND FOUND? THIS COULD BE INCORPORATED INTO YOUR PARAGRAPHS, ADDED AS THIRD BODY PARAGRAPH, OR WRITTEN INTO THE RECONNECTING TO THE HOOK AS I DID.
Click HERE for Ms. Leezy's Model
3/23/16
6th Grade ... would not have had homework IF they got down to work and stopped talking, but they would not! SO here it is! Sorry! Write a persuasive letter to Mr. Pearson asking him to pay for a bus to the Mission Valley Library to view the artwork on display from all the students in the district who were recognized in the Write Out Loud Read-Imagine-Create contest. You planned that a persuasive letter must include:
* specifically state what we want
* rational/logical/convincing reasons why we want what we want
* flatter (butter up) our target, but simply giving Mr. Pearson chocolate or compliments
will NOT persuade him to pay $300 for a bus! Think of:
- compliment his support for our education
Seahawk Session Link
Art/education link
- representing the reputation of Standley Middle School may attract other students
Our behavior
Wearing our SMS T-shirts
Academic Accomplishments
- boosts our self-esteem seeing our work displayed in the community
- Write Out Loud supported us through free Robert Louis Stevenson books and a contest, and
we should support their efforts in our community
- proper punctuation
- sophisticated academic language
- neatness
- Salutation - Dear Mr. Pearson
- Closing - Sincerely,
7th Grade: Each period's homework is a little different - Here is Ms. Leezy's model to date - Click Here
Periods 1,7, and 8: Did you insert NEW learning from your research? Remember my new learning about the GPS trackers surgically implanted into slaves? You can put your learning into a new paragraph, or incorporate somewher
within what you already wrote.
Period 2: Edit and catch up on your essay! Introductory paragraph should be complete. Paragraph proving theme should be complete. Paragraph proving your learning (using the expository texts Ms. Leezy provided) about modern day slavery should be complete.
3/22/16
6th Grade: 1. "A Short Walk Around the Pyramids and Through the World of Art" is due WEDNESDAY
2. Finish reading Chapter 9 of The Lightning Thief listing examples of parallel structure
AND plan your illustration for Percy's quest assignment (Due Thursday)
3. Finish Study Sync Blast "In a New Light" - did you see any examples of Parallel structure?
Did you see anything that supports history informing and/or inspiring us? (Due Thursday)
7th Grade: Each period's homework is a little different
Periods 1,7, and 8: Tonight you have to find evidences to prove your learning from the five expository texts (synthesis) - this is the second body paragraph, and it supports the other half of your thesis.
Ms. Leezy's learning is - Slavery is not an abstract occurrence happening somewhere on the other side of the
world; it is in our own backyards.
Ms. Leezy's evidence of learning -
- The New York Times Upfront Magazine - online password 7Standley - March 17, 2014 issue
* Page 8 "Millions of people around the world today - including tens of thousands in the
U.S. - are living under modern forms of slavery, human rights groups say."
* Page 9 "...men, women, and children lured ... by the promise of a better life ... "
* Page 10 "...fueled in part by an increasing demand for cheap labor..."
* Page 10 - 11 "...in the United States ... nannies, prostitution"
* Page 11 "Many products you use daily are made with slave labor: electronics,
clothes, make-up, chocolate, fish"
- University of San Diego and Point Loma Nazarene University's "Measuring the Nature of Gang
Involvement of Gang Involvement in Sex Trafficking in San Diego"
* Research gathered in San Diego from gang members, schools, law enforcement agencies,
and victim service providers
* Sex trafficking is 2nd largest underground economy in San Diego (1st is Drug trafficking)
* 8,000 - 12,000 victims per year in San Diego
* Significant recruitment is happening on High School and Middle School Campuses in
San Diego
- National Institute of Justice's "Thirty Percent of Migrant Laborers Experience Trafficking Violations"
* 30% of migrant laborers in San Diego are taken advantage of in regards to pay
* mostly because they are vulnerable without knowing the language, laws, and are
controllable because they are not in the country legally
Period 2: Find two or more evidences from the book Iqbal that support your theme in your thesis and use your planning guide Body Paragraph #1 steps to write your support into paragraph form
Ms Leezy's theme is - It takes just one person to start the domino effect in the fight against slavery.
Ms. Leezy's evidences can be found on pages:
30 - Fatima is shocked at Iqbal's hope to escape "To get away from here"
31 - she never though of escaping "I was afraid of what lay beyond ... so I kept my peace..."
34 - Iqbal rebels by cutting the prized Blue Bukhara "He took the knife ... raised it above his
head, and seemed to look each of us in the eye. Then calmly turned and cut the carpet from
top to bottom, right through the middle."
42 - Iqbal's courage inspires the slaves to risk their lives to keep him alive while he is
serving his punishment in the tomb "...we have to help him ..." " 'You're crazy,' yelled Karim."
50 - Iqbal explains his courage "...this kind of life isn't right. We should return to our families; we
shouldn't be chained to our looms and forced to work ..." "You're not afraid anymore.
Neither are Fatima and little Ali."
Ms. Leezy's essay model so far - CLICK HERE!
3/21/16
7th Grade: Each period's homework is a little different
Periods 1,7, and 8: Find two or more evidences from the book Iqbal that support your theme in your thesis.
Ms Leezy's theme is - It takes just one person to start the domino effect in the fight against slavery.
Ms. Leezy's evidences can be found on pages:
30 - Fatima is shocked at Iqbal's hope to escape "To get away from here"
31 - she never though of escaping "I was afraid of what lay beyond ... so I kept my peace..."
34 - Iqbal rebels by cutting the prized Blue Bukhara "He took the knife ... raised it above his
head, and seemed to look each of us in the eye. Then calmly turned and cut the carpet from
top to bottom, right through the middle."
42 - Iqbal's courage inspires the slaves to risk their lives to keep him alive while he is
serving his punishment in the tomb "...we have to help him ..." " 'You're crazy,' yelled Karim."
50 - Iqbal explains his courage "...this kind of life isn't right. We should return to our families; we
shouldn't be chained to our looms and forced to work ..." "You're not afraid anymore.
Neither are Fatima and little Ali."
Period 2: Edit your introduction's Hook, Gist, and Thesis
- maybe change the order to gist, thesis, hook? Or hook, thesis, gist? Or hook, gist, thesis, etc...
- maybe change words? exploited, commerce, commodity, proprietor, facilitator, master, etc..
- maybe make better connections between the hook, gist, and thesis to make your ideas flow smoothly
Ms. Leezy's model:
(HOOK) “It’s impossible to protect all girls from guys like I was because that’s what we do. We eat, drink, and sleep thinking of ways to trick young girls into doing what we want them to do.” -Ex-Pimp (San Diego)
In the novel Iqbal, by Francesco D’Adamo, the main villainous character is Hussain Khan: master, proprietor, facilitator. Khan’s character reminds me of the pimp above - his sole purpose is to exploit children as commodities with the only care being his making of money, regardless of the lives he dismantles.
(THESIS) Slavery is not an abstract occurrence happening somewhere on the other side of the world; it is in our own backyards, yet surprisingly, it takes just one person to start the domino effect in the fight against it – as is the theme explored by D’Adamo. (GIST) In Iqbal the hero is Iqbal, a young teenager; he enters a carpet making factory where Khan employs exploited children as slaves – unlike all the other young slaves, Iqbal has not given up thinking of home … thinking of freedom … and his hope and courage changes the thinking of all the other slaves, giving them the hope and courage to take a stand against the villain.
6th Grader (4th period) - your homework is written on last Thursday's box 3/17/16.
3/16/16
7th Grade has started their work for their next essay. Tonight's homework is to combine their learning from the non-fiction texts and the theme of Iqbal - see chart 1 and chart 2 for student created examples - to write the thesis of their essay.
Ms. Leezy's model: My theme for Iqbal is: One person can start a domino effect
My learning from the expository text is: slavery is not a thing of the past; it is in our backyard.
Ms. Leezy's Thesis: Slavery is not some abstract occurrence happening on the other side of the world; it is right in our communities, yet it takes just one person to start the domino effect in the fight against it!
6th Grade planned a gist (short summary) for the exposition (expose the characters, setting, and conflict) and the climax (an event that changes the direction of the plot) of The Lightning Thief by Rick Riordan. From this planning done in class, students are to write a one - three sentence that flows well. Write in pen or type!
Ms. Leezy's model: Percy, a 6th grade boy, finds himself at Camp Half-blood when he comes to the realization that his ADD and impulsiveness are actually his strengths as a Demi-god; unfortunately, being a Demi-god (the son of Poseidon and a human - Sally Jackson) has consequences: not fitting in either the human or God worlds, and having monsters from the Underworld trying to kill him!
3/15/16 -
7th Graders: Refer to them notes in notebook around 1/21/16, OR Click here for some theme notes. Create a list of three themes YOU see in Iqbal.
One theme I see is: Fighting against what is the Status Quo (or the way it has always been) is difficult, and often dangerous!
6th Graders: What is the central idea of "A Short Walk Around the Pyramids and Through the World of Art" which is on Study Sync. Remember to use:
* What do the sentences in the text tell about, explain, or describe? USE the TITLE TO HELP YOU
* Identify what ALL the details have in common
* Write a gist (quick summary) in 1-3 sentences in your own words. DO NOT USE YOUR OPINION OR YOUR JUDGMENT!
3/9/16 and 3/10/16 -
6th Graders: Read chapter 8 of The Lightning Thief - be ready for a competition again :)
Illustrate the climax in the next box to the right: Percy realizes that he is a Demigod AND his father is
Poseidon.
7th Graders: Read chapterSSSS 10 and 11 of Iqbal - be ready for a competition again :)
3/7/16 and 3/8/16 - Both 6th and 7th Grades will be thoroughly reading Monday and Tuesday night for homework; they are readying for a comprehension competition girls versus boys! We modeled this competition in class today :)
6th Grade Chapter 7 of The Lightning Thief "My Dinner Goes Up in Smoke"
7th Grade Chapter 8 of Iqbal pages 56 - 66
3/3/16
7th Grade will Read Chapter 6 of Iqbal completing a T chart where the left side shows the page numbers and metaphors found in the chapter and the right side shows the page numbers and the similes found in the chapter.
A Metaphor is a comparison in which one thing is said to be another unlike thing: The Tomb was an old cistern. A tomb is a room or cave used to place a dead body - a cistern is a large container or hole for storing water - usually underground: the tomb is said to be the cistern - though by definition they are two totally different things. By the slaves referring to the old cistern as a tomb, we the reader can imagine the gloomy, dark, conditions they were sent to as punishment. Metaphors are used to help the reader understand and imagine better.
A Simile is a comparison of one thing with another thing that is different, but exhibits the same characteristics.The tomb having no air/a person can't breathe feels like someone's grabbing your throat and squeezing. Most of us have never been in a hole with so little air that we cannot breathe, but we can relate to someone grabbing and squeezing our throat so as not being able to breathe. Similes usually, but not always use the key words of "like" or "as." Like Metaphors, similes are used to help the reader understand and imagine better.
6th Grade: prepare for the Verbal Seminar about Moses and God - See attached!
Writing Prompts #2 and #3
2/29/16
6th Grade: Students will perfect their paragraph summarizing the central, or main, idea in the non-fiction (expository) text "Medusa's Gaze and Vampire's Bite" which can be found on NPR. They must use the main ideas, details, events, people, and setting in their paragraph.
7th Grade:
Today, in their notebooks, students will write gists for:
2/22/16 -
7th Grade - Read Chpt 4 of Iqbal - be ready for a five question quiz - planning the gist will help your comprehension!
6th Grade - Illustrate box 3 of your poster - the exposition continues with the minotaur's attack - use the descriptions on page 48, 49, 50, 52, 53, and 55 to help you illustrate the exact scene as depicted by the Rick Riordan.
2/17/16
7th Grade - 1. What are the definitions, parts of speech, and examples of: commerce, commercial, and industry?
2. Read chapter two of Iqbal, then plan and write the gist of chapter 1 and 2 combined
6th Grade - 1. Read the next chapter of The Lightning Thief and look for:
A. An Allusion - reference to a well-known person, place, event, thing, idea, etc ...
(tree as large as a White House Christmas tree pine ... it is well-known that the White House
Christmas tree is very tall!)
B. A Conflict for both internal (Percy's Mom was just killed and he wanted to just sit and cry, but
Grover needed his help, so he had to choose between what he wanted and
helping Grover)
and external (Pasiphae's son is trying to kill Percy, Grover, and Sally)
C. An example where you had to infer
(On page 54, I can infer that Percy Jackson has super powers; he just did not know it!)
2/16/16
7th Grade - 1. According to the Migrant Laborer's article, what is the definition of a trafficking violation?
2. Define the word commodity - use a dictionary or the thesaurus.
3. What is the 13th Amendment of the Constitution? Use the internet.
6th Grade - 1. Finish The Lightning Thief first to boxes for exposition: Mrs. Dobbs attacks Percy and Three Old Ladies Knit the Socks of Death/cutting the yarn with shears - Grover is worried!
2. Finish Think portion of "Book of the Dead" on Study Sync
2/8/16 Vocabulary Test Thursday!
All classes: Unit 10 Page 134 #16 - 20 ... tell why you chose the word you did using evidence from the sentence
Example: #16 botched - if you are "inexperienced" as the "assistant" was, it is likely you might "mess up" a letter you are trying to compose; therefore, you'd have to "re-write it". Botched means mess up.
2/4/16 Vocabulary Test Thursday 2/11/16! Unit 10
Tonight's homework: choose any four vocabulary words and study them any creative way you wish. You must somehow prove HOW you studied! Notebook, phone picture, text messages, video, etc ... Be creative and have fun!
2/2/16 7th Grade View Film of King Henry V speech by Kenneth Branagh 1989 - click here
Make a list of what is different (unique) in this speech versus the written text you read:
*Camera Angle
*Tone of speakers
*Body language of speakers
*Color
*Lighting
*Music
6th Grade continue Robert Louis Stevenson Project
2/1/16 Welcome to the beginning of Semester 2!
6th Grade - Robert Louis Stevenson Project is due 2/11/16 - Make sure you get me a copy of your project! My email is [email protected] Write Out Loud is coming to pick up the projects on the 11th! This is your homework for the next two weeks!
7th Grade - Write a gist for King Henry V's speech or, if I saw you at the Sexual Exploitation of Children educational class Saturday evening, write your gist for that. Remember to show your planning: who, did what, when (not necessarily a date), where, why, and how THEN write that planning into an organized sentence.
Who: San Diego Unified School District together with San Diego's Deputy Chief District Attorney and the FBI
What: informed residents of San Diego about human trafficking - especially sexually exploited children between the ages of 13 - 24+
When: currently the 2nd highest illegal activity in San Diego, 1st is the sale of illegal drugs
Where: all throughout San Diego 8,000 - 12,000 victims
Why: human beings provide a commodity for gang members and other selfish people looking to make money
How: by tricking victims through acts of veiled "kindness" and perceived "sophistication" and then making them do activities that earn money for the perpetrator
Gist written in 1-2 sentences: At Saturday's seminar, the shocking fact that 8,000 - 12,000 victims throughout San Diego are ... you finish using the information above.
Who: King Henry, V
What: gave an inspirational speech to his soldiers
When: before a battle with his enemy the French
Where: on the battlefield
Why: they were tired and outnumber 12,000/60,000
How: by promising that they would become remembered heroes for the bravery and honor should they win
Gist written in 1-2 sentences: When the English are outnumbered on the battlefield 12,000/60,000, King Henry V ... you finish using the information above.
1/26/16
7th Graders - Annotate "The Life of King Henry the Fifth" located under the tab "more" and then "handouts." You can choose to print and annotate, or annotate digitally. If annotating digitally, it must be accessible at school - email it to yourself or put in your Google account.
6th Graders - Essays due tomorrow, along with your two Study Sync assignments: Informational Texts Elements and Cose Read Hatshepsut: His Majesty, Herself. If everything is done, work on your Robert Louis Stevenson Project
1/25/16 6th Graders work on Write Out Loud Stevenson Project - be prepared to share with the class your projects
Title!
2nd Period 7th Graders: see the flyer below, and here is the support I promised for Analysis of Text to Discover
Theme:
The Narrator DOES: "Automatically, without thinking about it, I mount my Mitchell
reel on my Pfleuger spinning rod and stuck it in the stern."
Significance About the Setting: The narrator is setting up his fishing rod, even though
he is about to go out on a date with Sheila, who is a
"sophisticated" maybe city girl.
Irony: Hmmm ... the narrator sets up pillow and a radio in his canoe for "romance,"
INTENTIONALLY, yet AUTOMATICALLY sets up his fishing gear. I'm not
sure that many girls on a first date, especially city girls, would find fishing
romantic.
7th Graders - Here is the flyer for the film that the San Diego Unified School District is showing. I will be
there, and if you show up, AND write a gist (who, what, when, where, why, and how), I will
excuse you from homework for two weeks beginning February 1st and ending February 12th.
NOTE: this resource fits into our next unit of exploiting children and the power of one to make
a difference. You may be able to use this film and discussion in your next essay.
English Flyer
Spanish Flyer
1/21/16 Click here for today's learning and homework!
1/20/16 6th Graders work on Reading your Stevenson Book ... you should be beginning your Write Out Loud Project!
7th Graders: Write a gist for "The Bass, the River, and Sheila Mant" by W.D. Wetherell
Who: The narrator (I can infer W.D. Wetherell since he loves fishing, this takes place in New Hampshire
and Wetherell is from New England, this is about fishing and Wetherell loves
fishing, and finally this appears to be a memoir and Wetherell is the author.)
What: takes Sheila Mant - a 17-year-old girl on a first date, and in the process loses the largest
bass fish
When: in 1962 when he is 14-years-old
Where: on a river in New Hampshire
Why: you answer ... why did Wetherell bring Mant a date?
How: you answer ... how did Wetherell lose the bass? how did Wetherell bring Mant on their date
Things to think about: was this really a date according to Mant? Does Wetherell have regret?
did Wetherell learn anything?
****Take the planning and write into a concise 1-2 sentence gist (summary) using a semi-colon. Do not use every word; be concise and make sure your sentence flows smoothly.
1/19/16 6th and 7th Graders: Unit 10 Vocabulary Page 133 "Completing the Sentence" Choose the right vocabulary word and tell why using quality!!!
Model:
1. veto - verb: prevent or turn down - evidence from sentence: a measure is a law, and if it is passed by majority, it is something the president has the power to veto. In our democratic society, even the president can be overruled.
1/12/16
7th Graders Periods 1, 2, and 7 will annotate the text for Unit 10 Vocabulary (Pages 126 - 127) "The Straight History of Orthodontics" - I modeled this in class today.
7th Graders Period 8 will write the gist for "The Bass, River, and Sheila Mant" - be sure to plan the who, what, when, where, why, and how, AND then take that information and write a sentence summarizing what we have read SO far.
6th Graders:
Comprehension Strategy 2:
Strategy 2: Ask and answer question(s) about your reading.
Example 1: Middle School The WORST Years of My Life by James Patterson
1/11/16 -
7th Graders: Vocabulary Unit 10 Choosing the Right Word Page 131 #6 - 10 - TELL why as we modeled in class today. Model: #6 - He amazed us by reaching into the pile of clutter on his desk and pulling out the exact piece of paper he wanted. Reason: I chose clutter because a pile is often disorderly or confusion, and if someone could reach into a disorderly pile and pull out the ONE paper he wanted, then that is amazing!
6th Graders: Read your Stevenson book, and complete the following Comprehension Strategy:
Comprehension Strategies
Strategy 1: Choose and analyze a quote, sentence, or question in tonight’s reading:
Example 1: Middle School The WORST Years of My Life by James Patterson
QUOTE: “That’s me, by the way, arriving at ‘prison’ – also known as Hills Village Middle School.” …”
CONTEXT: Rafe is a new 6th grader entering middle school; he may have been arrested for an incident at his middle school because he talks about sitting in the back of a police department cruiser, and there is also an illustration of he and his friends in the police car.
ANALYSIS: Backed up by illustrations of Hills Village Middle School showing a barbed wire fence around the school, a guard on duty at the gate, a sign saying “NO,” and clouds in the sky crying, I can infer that Rafe hates middle school because there are a lot of problems there.
Example 2: Kidnapped by Robert Louis Stevenson (Chapter 3)
QUOTE: “You use me like a thief; you hate to have me in this house; why do you seek to keep me then?”
CONTEXT: Davie has just experienced a very strange night getting to know his only living relative, after his father had died. Uncle Balfour of the House of Shaws is very strange indeed: everything in the house is locked up, he locks Davie in his room for the night, the house windows are broken like there has been a siege, he seemed to have ill-will which he then seems to “outgrow” when Davie mentions, “I have friends of my own that will be blithe to help me … different gentlemen of the name Campbell.”
ANALYSIS: Something is really wrong here. I remember in the introduction that there was hate towards the Campbells … a feud … and everything in this chapter seems to foreshadow that Balfour is neither trusting nor trustful. Being that the title is Kidnapped and something seems amiss in this chapter, I think Davie’s Uncle Balfour will somehow use Davie for some selfish reason.
1/7/16 - 6th Graders learned to create and insert a Works Cited at the end of their Essays, using Microsoft Word
7th Graders re-learned in-text citations and Works Cited
Essays are due Friday - Yes you can print in class
Here are the step-by-step directions for citations (read the whole paper)
1/6/16 - All students are to work on essay, IF they do not have the whole essay written. Tomorrow, we will re-learn citing sources and creating the Works Cited. We will also edit. Essays are due on Friday!
6th graders can and should be reading their Stevenson book
7th graders can improve the quality of Tuesday night's homework if they need; I did not check that today, but
will tomorrow.
Photo of full circle reconnecting to the hook - 7th graders - you DO need the acknowledge opposition paragraph!
Photo of steps for completing the essay
1/5/16 - Today, 6th and 7th Graders learned about Theme (click here for notes). To help uncover the author's theme, students will create a chart: Column One - Who are the important characters.
Column Two - What do they say, think, and do?
Column Three - What literary device(s) is the author using?
Here is a template for the chart (6th graders should change Hemingway to Capote in the literary device column)
6th Grade will use A Christmas Memory by Truman Capote
7th Grade will use "A Day's Wait" by Ernest Hemingway
***6th Graders learned semi-colons Tuesday NOT Monday ... my mistake!
Happy New Year!
1/4/16 - Today, 6th and 7th graders learned how and why to use semi-colons in their writing.
7th Graders - Re-read "A Day's Wait" by Ernest Hemingway (Website homepage, More, Handouts)
Plan the gist: Who or what is the text about?
What did the who or what DO?
When did the who or what do this?
Where did the what happen?
Why did the who or what do what they/it did?
How did this happen?
Tuesday, I will put you into groups to write the planning of the gist into a sentence or two
USING a semi-colon (this will be a competition).
6th Graders - Plan the gist for A Christmas Memory by Truman Capote (Website homepage, More,
&nbs
6/13/16 - Ms. Leezy's Theme/History Essay model to date - 6th Grade - Click Here!
6/9/16 - 7th Grade Extra Credit ... research these allusions to games Bilbo use to play. Can we play any on the last day of school? "As a boy he used to practise throwing stones ... even a grown-up he had still spent a deal of his time at quoits, dart-throwing, shooting at the wand, bowls, ninepins ..."
5/25/16 - 6th Graders see 5/24/16
7th Graders see 5/25/16 AND work on The Hobbit questions from class on Wednesday. Turn in
what you can Thursday ... Click here for handout
5/24/16
6th Graders - Due Friday 6/3/16 - but you can turn it in early -
1. Finish reading The Lightning Thief
2. Finish your poster based on the rubric - click here. The last two - three boxes are your choice of scenes from the last chapterS. The large rectangle in the center of your poster should reflect a theme in the book.
7th Graders - Due Friday 6/3/16 - Social Issue Presentation - click here for rubric - your task is to inform the class of a social issue that you are passionate about: poster, TED Talk, speech, visual or performing arts, etc ... BE CREATIVE! Hint: just because the rubric looks like an essay, does not mean you have to write an essay. When communicating, all elements of an essay should be present. Use the rubric as a guide to keep you focused and thorough. Ms. Leezy's model to date - see Google Classroom.
5/16 - 5/20/2016 7th Graders should be working on their Social Issue presentation of information learned from research. You must create a hook, to grab your readers' attention; a gist, to tell your reader what you are talking about; and a thesis, to tell your reader what you will be specifically teaching them. In Google Classroom, I have the model of the beginning of my presentation on Artificial Intelligence. If you cannot access it, ask me for a copy.
6th Graders should be making sure The Lightning Thief Poster is up to par ... we will finish it next
week.
5/11/16 Each Period Has Different Homework Tonight!
7th Grade ... CLICK HERE FOR TED Talk Handout
Period 1 - Find a TED Talk about your social issue, watch it, and analyze it by filling out the organizer I provided OR Find a text online about your social issue, copy and paste it into a Google Doc, and begin annotating it online like we did in class today.
Period 2 - same homework as Monday night, but try the opposite; if you did the TED Talk then Try the annotating using Google Docs.
Period 4 - Vocabulary Unit 12 - Page 152 - Synonyms #1-10:
write the number: the bold word: the synonym from Unit 12
Ms. Leezy's Model: 1. roving: nomadic
Period 7 - Find a TED Talk about your social issue, watch it, and analyze it by filling out the organizer I provided OR Find a text online about your social issue, copy and paste it into a Google Doc, and begin annotating it online like we did in class today.
Period 8 - No homework ... I lost track of time. Sorry!
5/10/16 Each Period Has Different Homework Tonight!
Period 1 - On Index Card: On one side plan the gist of "The Hobbit: A Classic" (who, what, when, where, why, and how) and then use that planning to write your 1-3 sentence gist. On the other side - Did you like this form of annotating online? Why or why not? This will be collected Wednesday.
Period 2 - Find a TED talk about your social issue, watch it, and analyze it by filling out the organizer I provided OR Find a text online about your social issue, copy and paste it into a Google Doc, and begin annotating it online like we did in class today.
Period 4 - Illustrate the next box: Percy, Annabeth, and Grover's "visit" with Hades - use exact images from the text.
Period 7 - According to bluestreakersoccer, is The Hobbit a classic? Why or why not? Use evidence from the text to write a formal answer. Ms. Leezy's Model:
In "The Hobbit: A Classic?" bluestreaker writes a blog claiming that The Hobbit is a classic. Paragraph 4 states, " [A classic] breaks the mold of its genre" and then in paragraph 5, "... throughout history, there have been many typical examples of ... the hero ... super natural power, strength, or magic ... [but] in ... contrast ... Tolkien's ... hero possesses ... one weapon ... he is very clever with words [nerd hero from paragraph 1]. There are many other examples provided by bluestreaker lumping Tolkien's novel into the category of a classic, but maybe the most powerful is that there are many other forms of art fashioned after Tolkien's work: Led Zepplin's music, various video game platforms, other famous novels, and even performance productions, and visual arts. The fact that people of all ages, and from generation after generation have read Tolkien's novel, also places The Hobbit in the category of a classic. Ms. Leezy cannot think of a concluding sentence at time of posting this ... maybe you can for a candy bar???????
Period 8 - You get to choose your homework tonight! You can complete the handout I gave you (hint ... the literary device is an analogy, or do period 1 homework, or period 7 homework. Good luck!
5/4/16
7th Graders - Narrow your social issues down to TWO. Begin some research. Can you find quality resources such as TED talks, news, magazines, .org, .gov, .edu? I am narrowing my three sources to Artificial Intelligence or Gorilla's (animals) having the same rights as humans. A quick look at sources ...
1. Upfront News Magazine Student Password: 7Standley
Should Chimps Have Rights?Apr 21, 2014
An animal rights group wants chimps to be recognized as “legal persons.”
2. Upfront News Magazine Student Password: 7Standley
The New Face of A.I.Sep 15, 2014
A big picture and news brief about two human-like robots created by Japanese inventor Hiroshi Ishiguro
3. Upfront News Magazine Student Password: 7Standley
Inside Japan's Robot HotelOct 12, 2015
A big picture and a news brief about a Japanese hotel that is staffed almost entirely by robots
4. TED Talk: 14:17
Steven Wise
Chimps have feelings and thoughts. They should also have rights
Posted May 2015
5. TED Talk 16:52
Frans de Waal
Moral behavior in animals
Posted Apr 2012
6. TED Talk Nick Bostrom
What happens when our computers get smarter than we are?
Posted Apr 2015
6th Graders - Continue last night Icon Poster Project
5/3/16
7th Graders - 1. Share social issue project (worksheet) with an adult. 2. Get their signature on the assignment. 3. List two - three social issues you are interested in learning and teaching others about.
Ms. Leezy's Social Issues: 1. Artificial Intelligence
2. Gorilla's (or other animals) having the same rights as humans
3. The Danger of Stereotyping
Period 7 - 7th Graders - Vocabulary Unit 12 Synonyms Page 152 - 1-10 complete and turn in for a grade ... all the other classes accomplished this in class. Ms. Leezy's Model: 1. roving = rove = moon rover (moves): nomadic - to move
6th Graders - Illustrate next two boxes using Chapter 18 of The Lightning Thief - Due Thursday
4/25/16
7th Graders - work twenty minutes on your Conflicting Personalities Essay - Either use Google Classroom to access your document from today in class, or use your notebook rough draft. Click here for assignment - Click here for Ms. Leezy's model.
6th Graders - Read Chapter 17 of The Lightning Thief. What should we put on our poster next (from this chapter)? Or, should we not put anything from Chpt. 17 on the poster?
4/18/16
7th Grade -
Period 1 - A. Perfect your paragraph comparing and/or contrasting your and Bilbo's conflicting sides of personality.
Click here for Ms. Leezy's Model
B. Vocabulary Unit 11 Page 145 #1-5 Tell Why
Example: 1. b narrative = story a narrative "records" "words" - I also know a narrator speaks
words.
C. We will visit the book fair tomorrow. Bring Money if you want to buy a book!
Period 2 - EV and MS, complete Letter A above, everyone else, just bring money for the book fair is you want.
4/13/16
7th Grade - Read and annotate 'How the Chicken Built America." Is this a social issue? Why or Why not?
Remember: "The Most Dangerous Book in the World" has the following social issues:
* banned books - freedom of speech
* Tolerance/Intolerance of Diversity
* Social Effects of Spreading Controversial Issues
* Spreading Information Without the Needed Historical Context (Background Info)
7th Grade 2nd period: On page 21 of "The Most Dangerous Book in the World?" create a T chart for what is good about publishing Mein Kampf and what the Concerns (dangers) about publishing Mein Kampf
6th Grade - See 4/11/16 homework plus
1. ) Is Mein Kampf the most dangerous book in the world? This is your opinion (based off of the text)!
Why or why not (using evidence from the text)?
2. ) Is publishing Mein Kampf a good thing? This is your opinion (based off of the text)!
Why or why not (using evidence from the text)?
4/11/16
7th Grade - "The Most Dangerous Book in the World?" Access it by: Googling Upfront Magazine - sign on using 7Standley as the password - March 21, 2016 issue - page 18 - 21.
1. Annotate the rest of the text.
2. Is the author discussing a social issue (a topic that effects a great number of people - CURRENTLY)?
3. Why, or why not is this a social issue? Use evidence from the text.
6th Grade - Due Thursday:
1. Illustrate the next square on your The Lightning Thief poster: 1/2 of square showing Percy defeating Medusa. The other half his escaping the Chamera (Chapters 11 - 13 - YES, read chapter 13).
2. I left my planner at school, and I forget what the second assignment is ... I'll post it tomorrow! Sorry!
4/4/16
7th Grade -
Click here for Ms. Leezy's model of homework prep for class discussion Wednesday (below)- noticed I
copied a whole section of an article with its citation information, I highlighted key words and ideas I
can use in the discussion, and I added some of my own thinking. I still have prep that I will continue
on Tuesday night, but this is a great start!
Period 2 No Homework
Periods 1,7, and 8
1. Finish class post and then
2.
Prepare Research, be sure to cite your sources, wherever you got them from, to Present in a Class Discussion Wednesday for Mr. Lee
***After Wednesday's discussion, you will hand your prepared notes and research to Ms. Leezy for 20 points
What can YOU do in the fight against slavery? Be realistic! This is a discussion I would like you to have with your guardians at home. If you think you do not need to do anything, come prepared to argue your case.
1. Do some of your own research
2. Use "21st Century Slaves" by Rebecca Zissou - google Junior Scholastic Magazine - Sign in under student - password 6Standley click on archive issues - March 30, 2015 issue ... you have been here several times or use "21st Century Slavery" by Alessandra Potenza - google The New York Times Magazine - Sign in under student - password 7Standley - click on archive issues - March 2014 issue ... you have been here several times too
3. If you attended the "Chosen" workshop, in January, at the San Diego Unified School District on Normal Street, there was information given to you that you can use.
6th Grade Period 4 -
1. Illustrate Chapter 9's Percy's Quest Assignment onto poster
2. Read Chapter 10 - New Competition begins Tuesday Girls versus Boys
3/25/16 For those who have not turned in their essay - click here for Ms. Leezy's final model :)
3/24/16
7th Grade: for periods 1, 7, and 8 Essays are due Friday at the end of class. In class we will talk about academic vocabulary use, parallel structure, and inserting the bibliography - then we will edit one final time and print to turn in. Tonight, students should finish their conclusion:
1. restate the gist (from introduction), but try rewording
2. restate the thesis (from introduction), but try rewording
3. restate the strongest evidences - no need to explain as you already did that
4. Come full circle by reconnecting to your hook
DID YOU REMEMBER TO ADD YOUR NEW LEARNING USING A SOURCE YOU WENT OUT AND FOUND? THIS COULD BE INCORPORATED INTO YOUR PARAGRAPHS, ADDED AS THIRD BODY PARAGRAPH, OR WRITTEN INTO THE RECONNECTING TO THE HOOK AS I DID.
Click HERE for Ms. Leezy's Model
3/23/16
6th Grade ... would not have had homework IF they got down to work and stopped talking, but they would not! SO here it is! Sorry! Write a persuasive letter to Mr. Pearson asking him to pay for a bus to the Mission Valley Library to view the artwork on display from all the students in the district who were recognized in the Write Out Loud Read-Imagine-Create contest. You planned that a persuasive letter must include:
* specifically state what we want
* rational/logical/convincing reasons why we want what we want
* flatter (butter up) our target, but simply giving Mr. Pearson chocolate or compliments
will NOT persuade him to pay $300 for a bus! Think of:
- compliment his support for our education
Seahawk Session Link
Art/education link
- representing the reputation of Standley Middle School may attract other students
Our behavior
Wearing our SMS T-shirts
Academic Accomplishments
- boosts our self-esteem seeing our work displayed in the community
- Write Out Loud supported us through free Robert Louis Stevenson books and a contest, and
we should support their efforts in our community
- proper punctuation
- sophisticated academic language
- neatness
- Salutation - Dear Mr. Pearson
- Closing - Sincerely,
7th Grade: Each period's homework is a little different - Here is Ms. Leezy's model to date - Click Here
Periods 1,7, and 8: Did you insert NEW learning from your research? Remember my new learning about the GPS trackers surgically implanted into slaves? You can put your learning into a new paragraph, or incorporate somewher
within what you already wrote.
Period 2: Edit and catch up on your essay! Introductory paragraph should be complete. Paragraph proving theme should be complete. Paragraph proving your learning (using the expository texts Ms. Leezy provided) about modern day slavery should be complete.
3/22/16
6th Grade: 1. "A Short Walk Around the Pyramids and Through the World of Art" is due WEDNESDAY
2. Finish reading Chapter 9 of The Lightning Thief listing examples of parallel structure
AND plan your illustration for Percy's quest assignment (Due Thursday)
3. Finish Study Sync Blast "In a New Light" - did you see any examples of Parallel structure?
Did you see anything that supports history informing and/or inspiring us? (Due Thursday)
7th Grade: Each period's homework is a little different
Periods 1,7, and 8: Tonight you have to find evidences to prove your learning from the five expository texts (synthesis) - this is the second body paragraph, and it supports the other half of your thesis.
Ms. Leezy's learning is - Slavery is not an abstract occurrence happening somewhere on the other side of the
world; it is in our own backyards.
Ms. Leezy's evidence of learning -
- The New York Times Upfront Magazine - online password 7Standley - March 17, 2014 issue
* Page 8 "Millions of people around the world today - including tens of thousands in the
U.S. - are living under modern forms of slavery, human rights groups say."
* Page 9 "...men, women, and children lured ... by the promise of a better life ... "
* Page 10 "...fueled in part by an increasing demand for cheap labor..."
* Page 10 - 11 "...in the United States ... nannies, prostitution"
* Page 11 "Many products you use daily are made with slave labor: electronics,
clothes, make-up, chocolate, fish"
- University of San Diego and Point Loma Nazarene University's "Measuring the Nature of Gang
Involvement of Gang Involvement in Sex Trafficking in San Diego"
* Research gathered in San Diego from gang members, schools, law enforcement agencies,
and victim service providers
* Sex trafficking is 2nd largest underground economy in San Diego (1st is Drug trafficking)
* 8,000 - 12,000 victims per year in San Diego
* Significant recruitment is happening on High School and Middle School Campuses in
San Diego
- National Institute of Justice's "Thirty Percent of Migrant Laborers Experience Trafficking Violations"
* 30% of migrant laborers in San Diego are taken advantage of in regards to pay
* mostly because they are vulnerable without knowing the language, laws, and are
controllable because they are not in the country legally
Period 2: Find two or more evidences from the book Iqbal that support your theme in your thesis and use your planning guide Body Paragraph #1 steps to write your support into paragraph form
Ms Leezy's theme is - It takes just one person to start the domino effect in the fight against slavery.
Ms. Leezy's evidences can be found on pages:
30 - Fatima is shocked at Iqbal's hope to escape "To get away from here"
31 - she never though of escaping "I was afraid of what lay beyond ... so I kept my peace..."
34 - Iqbal rebels by cutting the prized Blue Bukhara "He took the knife ... raised it above his
head, and seemed to look each of us in the eye. Then calmly turned and cut the carpet from
top to bottom, right through the middle."
42 - Iqbal's courage inspires the slaves to risk their lives to keep him alive while he is
serving his punishment in the tomb "...we have to help him ..." " 'You're crazy,' yelled Karim."
50 - Iqbal explains his courage "...this kind of life isn't right. We should return to our families; we
shouldn't be chained to our looms and forced to work ..." "You're not afraid anymore.
Neither are Fatima and little Ali."
Ms. Leezy's essay model so far - CLICK HERE!
3/21/16
7th Grade: Each period's homework is a little different
Periods 1,7, and 8: Find two or more evidences from the book Iqbal that support your theme in your thesis.
Ms Leezy's theme is - It takes just one person to start the domino effect in the fight against slavery.
Ms. Leezy's evidences can be found on pages:
30 - Fatima is shocked at Iqbal's hope to escape "To get away from here"
31 - she never though of escaping "I was afraid of what lay beyond ... so I kept my peace..."
34 - Iqbal rebels by cutting the prized Blue Bukhara "He took the knife ... raised it above his
head, and seemed to look each of us in the eye. Then calmly turned and cut the carpet from
top to bottom, right through the middle."
42 - Iqbal's courage inspires the slaves to risk their lives to keep him alive while he is
serving his punishment in the tomb "...we have to help him ..." " 'You're crazy,' yelled Karim."
50 - Iqbal explains his courage "...this kind of life isn't right. We should return to our families; we
shouldn't be chained to our looms and forced to work ..." "You're not afraid anymore.
Neither are Fatima and little Ali."
Period 2: Edit your introduction's Hook, Gist, and Thesis
- maybe change the order to gist, thesis, hook? Or hook, thesis, gist? Or hook, gist, thesis, etc...
- maybe change words? exploited, commerce, commodity, proprietor, facilitator, master, etc..
- maybe make better connections between the hook, gist, and thesis to make your ideas flow smoothly
Ms. Leezy's model:
(HOOK) “It’s impossible to protect all girls from guys like I was because that’s what we do. We eat, drink, and sleep thinking of ways to trick young girls into doing what we want them to do.” -Ex-Pimp (San Diego)
In the novel Iqbal, by Francesco D’Adamo, the main villainous character is Hussain Khan: master, proprietor, facilitator. Khan’s character reminds me of the pimp above - his sole purpose is to exploit children as commodities with the only care being his making of money, regardless of the lives he dismantles.
(THESIS) Slavery is not an abstract occurrence happening somewhere on the other side of the world; it is in our own backyards, yet surprisingly, it takes just one person to start the domino effect in the fight against it – as is the theme explored by D’Adamo. (GIST) In Iqbal the hero is Iqbal, a young teenager; he enters a carpet making factory where Khan employs exploited children as slaves – unlike all the other young slaves, Iqbal has not given up thinking of home … thinking of freedom … and his hope and courage changes the thinking of all the other slaves, giving them the hope and courage to take a stand against the villain.
6th Grader (4th period) - your homework is written on last Thursday's box 3/17/16.
3/16/16
7th Grade has started their work for their next essay. Tonight's homework is to combine their learning from the non-fiction texts and the theme of Iqbal - see chart 1 and chart 2 for student created examples - to write the thesis of their essay.
Ms. Leezy's model: My theme for Iqbal is: One person can start a domino effect
My learning from the expository text is: slavery is not a thing of the past; it is in our backyard.
Ms. Leezy's Thesis: Slavery is not some abstract occurrence happening on the other side of the world; it is right in our communities, yet it takes just one person to start the domino effect in the fight against it!
6th Grade planned a gist (short summary) for the exposition (expose the characters, setting, and conflict) and the climax (an event that changes the direction of the plot) of The Lightning Thief by Rick Riordan. From this planning done in class, students are to write a one - three sentence that flows well. Write in pen or type!
Ms. Leezy's model: Percy, a 6th grade boy, finds himself at Camp Half-blood when he comes to the realization that his ADD and impulsiveness are actually his strengths as a Demi-god; unfortunately, being a Demi-god (the son of Poseidon and a human - Sally Jackson) has consequences: not fitting in either the human or God worlds, and having monsters from the Underworld trying to kill him!
3/15/16 -
7th Graders: Refer to them notes in notebook around 1/21/16, OR Click here for some theme notes. Create a list of three themes YOU see in Iqbal.
One theme I see is: Fighting against what is the Status Quo (or the way it has always been) is difficult, and often dangerous!
6th Graders: What is the central idea of "A Short Walk Around the Pyramids and Through the World of Art" which is on Study Sync. Remember to use:
* What do the sentences in the text tell about, explain, or describe? USE the TITLE TO HELP YOU
* Identify what ALL the details have in common
* Write a gist (quick summary) in 1-3 sentences in your own words. DO NOT USE YOUR OPINION OR YOUR JUDGMENT!
3/9/16 and 3/10/16 -
6th Graders: Read chapter 8 of The Lightning Thief - be ready for a competition again :)
Illustrate the climax in the next box to the right: Percy realizes that he is a Demigod AND his father is
Poseidon.
7th Graders: Read chapterSSSS 10 and 11 of Iqbal - be ready for a competition again :)
3/7/16 and 3/8/16 - Both 6th and 7th Grades will be thoroughly reading Monday and Tuesday night for homework; they are readying for a comprehension competition girls versus boys! We modeled this competition in class today :)
6th Grade Chapter 7 of The Lightning Thief "My Dinner Goes Up in Smoke"
7th Grade Chapter 8 of Iqbal pages 56 - 66
3/3/16
7th Grade will Read Chapter 6 of Iqbal completing a T chart where the left side shows the page numbers and metaphors found in the chapter and the right side shows the page numbers and the similes found in the chapter.
A Metaphor is a comparison in which one thing is said to be another unlike thing: The Tomb was an old cistern. A tomb is a room or cave used to place a dead body - a cistern is a large container or hole for storing water - usually underground: the tomb is said to be the cistern - though by definition they are two totally different things. By the slaves referring to the old cistern as a tomb, we the reader can imagine the gloomy, dark, conditions they were sent to as punishment. Metaphors are used to help the reader understand and imagine better.
A Simile is a comparison of one thing with another thing that is different, but exhibits the same characteristics.The tomb having no air/a person can't breathe feels like someone's grabbing your throat and squeezing. Most of us have never been in a hole with so little air that we cannot breathe, but we can relate to someone grabbing and squeezing our throat so as not being able to breathe. Similes usually, but not always use the key words of "like" or "as." Like Metaphors, similes are used to help the reader understand and imagine better.
6th Grade: prepare for the Verbal Seminar about Moses and God - See attached!
Writing Prompts #2 and #3
2/29/16
6th Grade: Students will perfect their paragraph summarizing the central, or main, idea in the non-fiction (expository) text "Medusa's Gaze and Vampire's Bite" which can be found on NPR. They must use the main ideas, details, events, people, and setting in their paragraph.
7th Grade:
Today, in their notebooks, students will write gists for:
- “Measuring the Nature of Gang Involvement in Sex Trafficking in San Diego” students have text
- “Thirty Percent of Migrant Laborers in San Diego Experience Trafficking Violations” students have text
- “Photos That Bear Witness to Modern Slavery” by Lisa Kristine – Ted Talk on the internet … students can listen to talk again using the headphones at front of the classroom.
- The New York Times Upfront Magazine March 2014 Issue “21st Century Slavery” by Alessandra Potenza online at http://upfront.scholastic.com/ Sign in under Student with the password 7Standley
2/22/16 -
7th Grade - Read Chpt 4 of Iqbal - be ready for a five question quiz - planning the gist will help your comprehension!
6th Grade - Illustrate box 3 of your poster - the exposition continues with the minotaur's attack - use the descriptions on page 48, 49, 50, 52, 53, and 55 to help you illustrate the exact scene as depicted by the Rick Riordan.
2/17/16
7th Grade - 1. What are the definitions, parts of speech, and examples of: commerce, commercial, and industry?
2. Read chapter two of Iqbal, then plan and write the gist of chapter 1 and 2 combined
6th Grade - 1. Read the next chapter of The Lightning Thief and look for:
A. An Allusion - reference to a well-known person, place, event, thing, idea, etc ...
(tree as large as a White House Christmas tree pine ... it is well-known that the White House
Christmas tree is very tall!)
B. A Conflict for both internal (Percy's Mom was just killed and he wanted to just sit and cry, but
Grover needed his help, so he had to choose between what he wanted and
helping Grover)
and external (Pasiphae's son is trying to kill Percy, Grover, and Sally)
C. An example where you had to infer
(On page 54, I can infer that Percy Jackson has super powers; he just did not know it!)
2/16/16
7th Grade - 1. According to the Migrant Laborer's article, what is the definition of a trafficking violation?
2. Define the word commodity - use a dictionary or the thesaurus.
3. What is the 13th Amendment of the Constitution? Use the internet.
6th Grade - 1. Finish The Lightning Thief first to boxes for exposition: Mrs. Dobbs attacks Percy and Three Old Ladies Knit the Socks of Death/cutting the yarn with shears - Grover is worried!
2. Finish Think portion of "Book of the Dead" on Study Sync
2/8/16 Vocabulary Test Thursday!
All classes: Unit 10 Page 134 #16 - 20 ... tell why you chose the word you did using evidence from the sentence
Example: #16 botched - if you are "inexperienced" as the "assistant" was, it is likely you might "mess up" a letter you are trying to compose; therefore, you'd have to "re-write it". Botched means mess up.
2/4/16 Vocabulary Test Thursday 2/11/16! Unit 10
Tonight's homework: choose any four vocabulary words and study them any creative way you wish. You must somehow prove HOW you studied! Notebook, phone picture, text messages, video, etc ... Be creative and have fun!
2/2/16 7th Grade View Film of King Henry V speech by Kenneth Branagh 1989 - click here
Make a list of what is different (unique) in this speech versus the written text you read:
*Camera Angle
*Tone of speakers
*Body language of speakers
*Color
*Lighting
*Music
6th Grade continue Robert Louis Stevenson Project
2/1/16 Welcome to the beginning of Semester 2!
6th Grade - Robert Louis Stevenson Project is due 2/11/16 - Make sure you get me a copy of your project! My email is [email protected] Write Out Loud is coming to pick up the projects on the 11th! This is your homework for the next two weeks!
7th Grade - Write a gist for King Henry V's speech or, if I saw you at the Sexual Exploitation of Children educational class Saturday evening, write your gist for that. Remember to show your planning: who, did what, when (not necessarily a date), where, why, and how THEN write that planning into an organized sentence.
Who: San Diego Unified School District together with San Diego's Deputy Chief District Attorney and the FBI
What: informed residents of San Diego about human trafficking - especially sexually exploited children between the ages of 13 - 24+
When: currently the 2nd highest illegal activity in San Diego, 1st is the sale of illegal drugs
Where: all throughout San Diego 8,000 - 12,000 victims
Why: human beings provide a commodity for gang members and other selfish people looking to make money
How: by tricking victims through acts of veiled "kindness" and perceived "sophistication" and then making them do activities that earn money for the perpetrator
Gist written in 1-2 sentences: At Saturday's seminar, the shocking fact that 8,000 - 12,000 victims throughout San Diego are ... you finish using the information above.
Who: King Henry, V
What: gave an inspirational speech to his soldiers
When: before a battle with his enemy the French
Where: on the battlefield
Why: they were tired and outnumber 12,000/60,000
How: by promising that they would become remembered heroes for the bravery and honor should they win
Gist written in 1-2 sentences: When the English are outnumbered on the battlefield 12,000/60,000, King Henry V ... you finish using the information above.
1/26/16
7th Graders - Annotate "The Life of King Henry the Fifth" located under the tab "more" and then "handouts." You can choose to print and annotate, or annotate digitally. If annotating digitally, it must be accessible at school - email it to yourself or put in your Google account.
6th Graders - Essays due tomorrow, along with your two Study Sync assignments: Informational Texts Elements and Cose Read Hatshepsut: His Majesty, Herself. If everything is done, work on your Robert Louis Stevenson Project
1/25/16 6th Graders work on Write Out Loud Stevenson Project - be prepared to share with the class your projects
Title!
2nd Period 7th Graders: see the flyer below, and here is the support I promised for Analysis of Text to Discover
Theme:
The Narrator DOES: "Automatically, without thinking about it, I mount my Mitchell
reel on my Pfleuger spinning rod and stuck it in the stern."
Significance About the Setting: The narrator is setting up his fishing rod, even though
he is about to go out on a date with Sheila, who is a
"sophisticated" maybe city girl.
Irony: Hmmm ... the narrator sets up pillow and a radio in his canoe for "romance,"
INTENTIONALLY, yet AUTOMATICALLY sets up his fishing gear. I'm not
sure that many girls on a first date, especially city girls, would find fishing
romantic.
7th Graders - Here is the flyer for the film that the San Diego Unified School District is showing. I will be
there, and if you show up, AND write a gist (who, what, when, where, why, and how), I will
excuse you from homework for two weeks beginning February 1st and ending February 12th.
NOTE: this resource fits into our next unit of exploiting children and the power of one to make
a difference. You may be able to use this film and discussion in your next essay.
English Flyer
Spanish Flyer
1/21/16 Click here for today's learning and homework!
1/20/16 6th Graders work on Reading your Stevenson Book ... you should be beginning your Write Out Loud Project!
7th Graders: Write a gist for "The Bass, the River, and Sheila Mant" by W.D. Wetherell
Who: The narrator (I can infer W.D. Wetherell since he loves fishing, this takes place in New Hampshire
and Wetherell is from New England, this is about fishing and Wetherell loves
fishing, and finally this appears to be a memoir and Wetherell is the author.)
What: takes Sheila Mant - a 17-year-old girl on a first date, and in the process loses the largest
bass fish
When: in 1962 when he is 14-years-old
Where: on a river in New Hampshire
Why: you answer ... why did Wetherell bring Mant a date?
How: you answer ... how did Wetherell lose the bass? how did Wetherell bring Mant on their date
Things to think about: was this really a date according to Mant? Does Wetherell have regret?
did Wetherell learn anything?
****Take the planning and write into a concise 1-2 sentence gist (summary) using a semi-colon. Do not use every word; be concise and make sure your sentence flows smoothly.
1/19/16 6th and 7th Graders: Unit 10 Vocabulary Page 133 "Completing the Sentence" Choose the right vocabulary word and tell why using quality!!!
Model:
1. veto - verb: prevent or turn down - evidence from sentence: a measure is a law, and if it is passed by majority, it is something the president has the power to veto. In our democratic society, even the president can be overruled.
1/12/16
7th Graders Periods 1, 2, and 7 will annotate the text for Unit 10 Vocabulary (Pages 126 - 127) "The Straight History of Orthodontics" - I modeled this in class today.
7th Graders Period 8 will write the gist for "The Bass, River, and Sheila Mant" - be sure to plan the who, what, when, where, why, and how, AND then take that information and write a sentence summarizing what we have read SO far.
6th Graders:
Comprehension Strategy 2:
Strategy 2: Ask and answer question(s) about your reading.
Example 1: Middle School The WORST Years of My Life by James Patterson
- Level 1 Question – Understanding the conflict – Why does Rafe hate middle school? Within the first hour of school Rafe is miserable: the school is old and unwelcoming, a bully already has a target on his back, and his teacher cannot pronounce his name making the other students laugh at him!
- Level 2 Question – Author’s style – How does James Patterson use figurative language in this chapter? Patterson uses a hyperbole to show how old Hills Village Middle School is: “Okay, so imagine the day your great-great-grandmother was born. Got it? Now go back another hundred years or so. And then another hundred. That’s about when they built . . .” A hyperbole is a huge exaggeration. I like how Patterson breaks his hyperbole up into sentences. This makes the reader stop and think at EACH period.
- Level 3 Question – Why or so what (universal theme) – Why does the main character keep referring to his looks? I think Rafe, feels insecure about his looks because he mentions his looks twice in just a few pages. This makes me think that a lot of middle schoolers feel insecure, especially about their looks; they want to be pretty, handsome, well-dressed, etc. Sometimes, they do not feel good enough about themselves.
- Level 1 Question – Understanding the conflict – Why does Balfour live alone with everything in his house locked up? In Chapter 1, Mr. Campbell was sorrowful at sending Davie to his Uncle Balfour. In Chapter 3, Uncle Balfour’s house seems vandalized like people had thrown rocks at it. In Chapter 2 and 3, it is obvious that no one visits the house. People and even cast curses on Balfour. He is not trusting nor do people trust him. There must be some event that will show up later in the book to explain all this.
- Level 2 Question – Author’s style – How does Robert Louis Stevenson use figurative language in this chapter? Stevenson uses foreshadowing to show that all is not going to go smooth for Davie: “It seemed to me (too soon, I daresay) that I was getting the upper hand of my uncle” [demands the bedding be cleaned]. Uncle Balfour replies, “Is this my house or yours?” showing that Balfour is not hospitable at all. He seems to recognize this quickly adding, “Na, Na, I didn’t mean that.”
- Level 3 Question – Why or so what (universal theme) – Why does Davie stay in his uncle’s creepy presence? Why doesn’t he just leave? I think Davie wants to believe in family and the strength that “blood is thicker than water.” I also think that Davie is alone in the world, and has no choices. One more theme may be that the prospect of an education, career, and financial support is worth the risk of the foreshadowed trouble to come.
1/11/16 -
7th Graders: Vocabulary Unit 10 Choosing the Right Word Page 131 #6 - 10 - TELL why as we modeled in class today. Model: #6 - He amazed us by reaching into the pile of clutter on his desk and pulling out the exact piece of paper he wanted. Reason: I chose clutter because a pile is often disorderly or confusion, and if someone could reach into a disorderly pile and pull out the ONE paper he wanted, then that is amazing!
6th Graders: Read your Stevenson book, and complete the following Comprehension Strategy:
Comprehension Strategies
Strategy 1: Choose and analyze a quote, sentence, or question in tonight’s reading:
Example 1: Middle School The WORST Years of My Life by James Patterson
QUOTE: “That’s me, by the way, arriving at ‘prison’ – also known as Hills Village Middle School.” …”
CONTEXT: Rafe is a new 6th grader entering middle school; he may have been arrested for an incident at his middle school because he talks about sitting in the back of a police department cruiser, and there is also an illustration of he and his friends in the police car.
ANALYSIS: Backed up by illustrations of Hills Village Middle School showing a barbed wire fence around the school, a guard on duty at the gate, a sign saying “NO,” and clouds in the sky crying, I can infer that Rafe hates middle school because there are a lot of problems there.
Example 2: Kidnapped by Robert Louis Stevenson (Chapter 3)
QUOTE: “You use me like a thief; you hate to have me in this house; why do you seek to keep me then?”
CONTEXT: Davie has just experienced a very strange night getting to know his only living relative, after his father had died. Uncle Balfour of the House of Shaws is very strange indeed: everything in the house is locked up, he locks Davie in his room for the night, the house windows are broken like there has been a siege, he seemed to have ill-will which he then seems to “outgrow” when Davie mentions, “I have friends of my own that will be blithe to help me … different gentlemen of the name Campbell.”
ANALYSIS: Something is really wrong here. I remember in the introduction that there was hate towards the Campbells … a feud … and everything in this chapter seems to foreshadow that Balfour is neither trusting nor trustful. Being that the title is Kidnapped and something seems amiss in this chapter, I think Davie’s Uncle Balfour will somehow use Davie for some selfish reason.
1/7/16 - 6th Graders learned to create and insert a Works Cited at the end of their Essays, using Microsoft Word
7th Graders re-learned in-text citations and Works Cited
Essays are due Friday - Yes you can print in class
Here are the step-by-step directions for citations (read the whole paper)
1/6/16 - All students are to work on essay, IF they do not have the whole essay written. Tomorrow, we will re-learn citing sources and creating the Works Cited. We will also edit. Essays are due on Friday!
6th graders can and should be reading their Stevenson book
7th graders can improve the quality of Tuesday night's homework if they need; I did not check that today, but
will tomorrow.
Photo of full circle reconnecting to the hook - 7th graders - you DO need the acknowledge opposition paragraph!
Photo of steps for completing the essay
1/5/16 - Today, 6th and 7th Graders learned about Theme (click here for notes). To help uncover the author's theme, students will create a chart: Column One - Who are the important characters.
Column Two - What do they say, think, and do?
Column Three - What literary device(s) is the author using?
Here is a template for the chart (6th graders should change Hemingway to Capote in the literary device column)
6th Grade will use A Christmas Memory by Truman Capote
7th Grade will use "A Day's Wait" by Ernest Hemingway
***6th Graders learned semi-colons Tuesday NOT Monday ... my mistake!
Happy New Year!
1/4/16 - Today, 6th and 7th graders learned how and why to use semi-colons in their writing.
7th Graders - Re-read "A Day's Wait" by Ernest Hemingway (Website homepage, More, Handouts)
Plan the gist: Who or what is the text about?
What did the who or what DO?
When did the who or what do this?
Where did the what happen?
Why did the who or what do what they/it did?
How did this happen?
Tuesday, I will put you into groups to write the planning of the gist into a sentence or two
USING a semi-colon (this will be a competition).
6th Graders - Plan the gist for A Christmas Memory by Truman Capote (Website homepage, More,
&nbs