Part 1: Students today were given two articles to read and use marginalia on. These articles will form the basis for students to be able to write an argument essay. Students are to stake a claim as to which side they feel is right for "Women and children first" as a rule for "at-sea" evacuations. Students will first utilize and craft their responses on the argument graphic organizer. They will then create a rough draft using the well crafted sentences on the organizer. Students will then have someone edit their rough draft using the argument writing rubric attached. Students will then revise and publish their final draft. This will get paper clipped to the back of the packet and turned in on the due date of January 8, 2016.
Part 2: Students were given this assignment on Tuesday, but I wanted to clarify that they will have a Travel Brochure that they are creating about taking a cruise on the Titanic. Students are to use knowledge acquired about the ship, the crew, and the voyage to make others want to go on the trip as well. The students are taking on the role of Advertising Agent, and creating a well planned, exciting looking brochure, that also uses at least 10 of the terms from the Day 5 packet of terms to know within it. This assignment is Due January 5, 2016.
students worked on a packet with worksheets that dealt with Fact and Opinion, Key Terms, and finally a Sequencing the Disaster. These worksheets can be completed using the same Exploring the Titanic reading we worked with on Day 2. The packet is due Thursday.
Yesterday students read information about Robert Ballard, the researcher that found the Titanic wreckage. Today students worked in groups to read through and take notes on the write-up he created involving the crash.
Today students started by doing a K-W-L on the Titanic. We watched two videos to help us in gathering information. Students are to keep notes. Students were to create a paragraph to answer the question "Why do you think so many people believed the misconception that the Titanic was unsinkable?" Use the information you received in class today and your knowledge of the timeframe to help answer the question.
How Big Was the Titanic? (2 minutes and 9 seconds)
How Big Was the Titanic and How Was it Built?( 2 minutes and 27 seconds)
today students were given an assessment on the Latin and Greek word roots that they need to know for state standards. They took the test by following these simple steps.
Step 1: push the button that says "Vol 1 test" and follow the link
Step 2: enter your full name in the box.
Step 3: take the test
Step 4: once test is complete come see me to enter grade in the grade book.
Today we took a relaxing approach to Friday as students turned in their Homework (HRL and Latin/Greek Word Root books). Students did independent reading and filled in their reading log appropriately.
Homework: Study for Word Root Test Monday!
today students worked on peer edits as well as determining what exemplar answers for the first two questions would look like.
Homework: Complete the Volume 1 Word Root book using the 30 word roots/their meaning/and two-three examples of words that use them.
Today students worked in small groups to identify the meaning and come up with a log that explains each Latin or Greek Word Root. These small groups then shared one word root from their group in explanation and word choices. In sharing one word from each group students were able to cover in class 11 of the 30 terms they need to know for Monday's assessment on the word roots. The rest are to be done as homework.
Homework - Complete a small book with a separate page for each of the word roots and its meaning. You should include at least 2-3 examples of the root being used.