n FYI: ”To make preparation does not spoil the trip.” Guinea
n Instructional focus: Bias and stereotypes,
q Words related to omit. (1st & 2nd), research sources of information
q Researches choose a Presidential Candidate or a past President.
q Read the handout on “sources”
q Create ten questions you have about the President or Candidate you have chosen
For research at home use the following:
Middle School
USER NAME = cobbms
PASSWORD = flower
Requirements: Due Wednesday March 5, 2008
50 note cards – must include 5 primary sources
3 facts per card
Cite ( record, document your sources)
MLA style (format) Modern Language Association.
Include back ground information
Childhood family
Historic period (what was happening in the country at the time of this presidency)
Education degrees
Careers platform or campaign issues
Party affiliation
n Monday, Feb. 11,
n
n FYI: “ Every thing in your world is created by what you think.” Oprah Winfrey
n Turn in “What’s My Product”
n Instructional focus: Responding to a quote
n Choose a FYI from last week’s agenda, then in a well-developed composition explain what quote you have chosen in addition to, what connections the quote has to your life and education.
Tuesday, February 12, 2008
n FYI: “Hate is consuming and weakening. Hateful thinking breeds negative actions.” Marcus Garvey
n Instructional focus: What are the standards for persuasive writing?
n Highlight the nouns and verbs found in the standards?
n Then create a T chart.
n Finally, write 15 sentences that reflect what you need to know and do at the end of this unit of study.
n
Pre- Assessment
Persuasive Writing
n Hypothetical Situation: Cobb County School District
Wednesday, February 13, 2008
n FYI: ”Few are too young, and none are too old, to make the attempt to learn. Booker T. Washington
q Instructional focus: Writing what is persuasive writing?
q Complete the draft of the pre-assessment for persuasive writing.
q Turn in completed draft.
q Review what is persuasive writing
n
H.O.P.E. language arts students will begin a into the Presidential Election process, and campaign of 2008.
We will begin this year by researching those who wish to receive the Republican or Democratic Nomination. We will do an intense biographical and political description of the candidates.
Presendial Capaign of 2008
H.O.P.E. language arts students will begin a into the Presidential Election process, and campaign of 2008.
We will begin this year by researching those who wish to receive the Republican or Democratic Nomination. We will do an intense biographical and political description of the candidates.
• Instructional focus: Writing an Introduction
• Review outlines
• Take notes on introduction
• HW: Watch the NEWS – Presidential Campaigns
• Listen for The 5 W’s
• Who, What, When, Where, & Why
I. Introductions: Begins with an attention grabber
A. methods of introduction
1. Anecdote- very short story
2. Vivid description
3. Question
4. Startling Fact
5. Definition
6. Quote
B. States the main points in the essay (refer to your outline of the body.
I. Conclusion: Elaboration – Review your main points, but remember to leave the reader with something to think about…
A. Challenging statement
B. Question to ponder
C. Emotional appeal
Cooper Middle School Project H.O.P.E. 6th grade LanguageArts Gloria Lewis M.Ed. Third Nine Weeks Syllabus Course Objective: The objective of the Language Arts program is to empower students to become readers, writers, listeners, speakers, and interpreters of communication. The goals for eighth year students are to demonstrate their understanding of the writing process and apply that process to individual compositions and essays, and to identify and examine literary elements. Student grades are determined by their performance and demonstration of Georgia Performance Standards for Language Arts. * Each student is required to read one million words per year. Students are required to bring reading material to class everyday. Unit Objective: During the nine-week period students will explore research techniques and how to apply information gathered from research to writing. Essential Questions guide the focus of teaching and learning. The following questions will guide instruction for the third nine weeks. ü How does the comparing and contrasting of ideas help to clarify my thoughts and conclusions? ü How can I use information from research to develop solutions for a problem? ELA6W1. ELA6W2. ELALSV1. ELA6W3. Specific criteria related to each of the above standards listed above can be found at http://picasso.cobbk12.org
Performance Skills: Students will demonstrate mastery of the following unit performance skills: ü Identifies and uses the eight basic parts of speech in writing ü Demonstrates the writing process ü Writes a autobiographical composition ü Expository writing: Establishes a statement as the main idea ü Develops a controlling idea that conveys a perspective on the subject ü Creates an organizing structure appropriate to purpose, audience , and context ü Uses information from research to develop solutions for a problem ü Develops thesis statements and research questions ü Major Assignments: Comparison and contrast Essay An Essay examining cause and effect A Research assignment to developing solutions for a given problem Creation of a Children’s Book – demonstrating the research process Language Arts Materials: Students are required to bring the following to class every day: ü Binder with notebook paper and three dividers ü Black and White(any color) Composition book ü Blue or Black ink pens and highlighter ü Novel for reading ü A three ring hole puncher(a must for handouts)
Grading Procedures: Grades are calculated on a continuous basis for the entire nine weeks. Assignments are expected to be turned in and completed on time. Late assignments will be accepted with 25 points deducted from the grade of the assignment. Only quality work will be accepted for a grade, crumbled, soiled, written in pencil, illegible papers will not be accepted, nor will papers with less than 50% of the assigned work
Make-up Work: If a student is absent, he/she will have the same number of days of the absence to make up any assignment. It is the student’s responsibility to find out what assignments were by checking the assignment folder located in the classroom. It is a good idea for students to exchange phone numbers with some of their classmates, so that they can call each other about missed material. If a student is absent the day and assignment is due, the assignment is to be turned in immediately upon returning to school. In addition, check the ‘teacher’s blog’ page on the Cooper website for updates and assignments.
Approximate Grade Weights: Daily-work 25% Homework 15% Outlines, Drafts, Drafts with revisions 25% Portfolio (final copy) 20% Writing & Grammar, Spelling and Vocabulary Exercises 10%
Parent Visitation: Parents are invited to observe their child’s language arts class during the semester. Please contact the teacher to arrange your visitation. Parents can check the teacher (or team) website found on the Cooper website for information on homework and upcoming assignments and events.
Feel free to contact me with any concerns, please do not hesitate to write a note in your child’s agenda or contact me at gloria.lewis@cobbk12.org. Thank you in advance for your support of Project H.O.P. E. as we begin the journey to greatness.
Beginning the journey, Gloria D. Lewis, M. Ed. Cooper School Language Arts Coordinator Project H. O. P. E. Curriculum Coordinator
• Warm-up
• Instructional focus: review of expository writing standards
• What is comparison?
• View power-point
• Create a Venn diagram
• Homework Writing & Grammar workbooks pp37,38,39,40 due Wednesday
Warm-up
Which would you rather be: wealthy, smart, or creative? Explain your answer using the SEEE method (statement, expand, example or details, and elaboration) to develop your paragraph.
Project H. O. P. E.
Language arts/ Reading
Expository Writing (6)
Unpacking Standards
Language arts/ Reading
Gloria Lewis
Gerrilyn Sumlin
ELA6W1: The student produces writing that establishes and appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure.
Essential Question: How does the comparing and contrasting of ideas help to clarify my thoughts and conclusions?
As you preview the standards for Expository writing list the nouns (know) and the verbs (do). Then use each verb and noun in a sentence explaining what you will learn in this unit, and what skills you must demonstrate.
Nouns |
Verbs |
Sentences:
Example: I will establish a main idea when writing.
