Week of March 30, 2009
Since we only have three class days left until Spring Break, it is important that students continue the research process outside of class. Six pages of Lancer Notes are due this Tuesday. The outline is due this Wednesday. The WMU field trip is this Thursday.

Monday, March 30th
~Bell Work: Credible (define and draw a picture)
~Students will continue researching (2+ sources per day). They will gather and record information on Lancer Notes sheets. All information must be gathered by tomorrow.
Homework: Continue researching and taking Lancer Notes outside of class.

Tuesday, March 31st
Bell Work: Thesis Statement (define and give an example using your invasive species)
1. Students will continue researching (2+ sources per day). They will gather and record information on Lancer Notes sheets. All information must be gathered by the end of the day today.
2. Write two additional questions that have arisen since the beginning of this research.
Homework~ Draft/Revise your thesis statement based on these new questions.

Wednesday, April 1st
Bell Work: Evaluate your thesis statement.
Mini Lesson: “Boxes and Bullets”
1. Quiet Writing:
a. Draft an outline for planning and organizing your multigenre research paper.
i. Box: Thesis Statement
ii. Bullet 1: First Topic Sentence
1. First genre option
iii. Bullet 2: Second Topic Sentence
1. Second genre option
iv. Bullet 3: Third Topic Sentence 1. Third genre option
2. Share Time: Read and evaluate your partners outline
3. Whip-Around: Each student will share one important word or phrase that they learned today. Homework~ Begin to create/craft your three chosen genres for the body of your multi-genre research paper.

Thursday, April 2nd
Field Trip Today! WMU Visit: Depart MMS at 9:00am, Return at 1:15pm.

Friday, April 3rd NO SCHOOL!
SPRING BREAK is Monday, April 6 – Friday, April 10
School resumes on Monday, April 13th
Enjoy your time off! Be safe and see you soon.

Week of March 23, 2009

Monday, March 23rd
Bell Work: What are my environmental responsibilities to society? (3-4 complete sentences)
1. Mini Lesson: “Invasive Species & My Responsibility”
2. Students will watch a video clip from “Alien Ocean” and, write an entry in their writers’ notebook using the prompts “I notice…this makes me think…”
3. Quiet Reading/Writing: Students will read about additional invasive species and complete a questionnaire for each one. This information will be stapled into the notebook.
4. Reflection: Students will write one or more questions they have about invasive species &/or their responsibility to society.
Homework: Answer the question: How do invasive species affect the environment? Your answer should be 4-5 sentences in length and include at 3-4 transitional (pushing our thinking) prompts, such as, “I notice…, this makes me think…, for example…, many people think… but I think…”

Tuesday, March 24th
Bell Work: Invasive Species (define and draw a picture)
1. Mini Lesson: “Invasive Species QAR Scavenger Hunt”
2. Students will complete a scavenger hunt of questions using the “Question Answer Relationship” (QAR) reading strategy.
3. Think-Pair-Share~ Students will generate a list of questions they have about invasive species. (Who, what, when, where, why? What would happen if…? I wonder how…?) They should relate to the following categories: threats to biodiversity (land, air, or water), invasive species, places of origin, or human response.
Homework~ Write a newspaper headline using their personal area of interests. (This will assist with the writing of the thesis statement and newspaper

Wednesday, March 25th
Bell Work: How do we analyze and use mentor texts to gather information for research?
1. Mini Lesson: “Drafting a Thesis Statement”
2. Quiet Writing:
a. Students will review writers’ notebook entries, information gathered, and list of questions generated.
b. They will narrow their focus by choosing the one question or category that interests them most.
c. Then, draft a potential thesis statement about invasive species. This statement will guide the research.
3. Begin researching and writing Lancer Notes on information needed for this paper.
4. Whip-Around: Each student will share one important word or phrase that learned today.

Thursday, March 26th
Bell Work: Plagiarism (define and draw a picture)
1. Students will continue researching (2+ sources per day). They will gather and record information on Lancer Notes sheets. All information must be gathered by Tuesday of next week. So, you should continue researching outside of class.

Friday, March 27th ½ Day AM ONLY for students
Bell Work: Vocabulary “Blurt” game and create a vocabulary flipbook
1. Put the following terms: Research, brainstorm, inquiry, environment, threats to biodiversity, invasive species, investigate, paraphrasing, multi-genre
2. Write the definitions and draw a picture on the inside.
3. If time allows, we will play a vocabulary game using these terms.

Week of March 16, 2009
This is the beginning of the fifth marking period and a new writing unit. We will be conducting research and crafting a multigenre research paper. The focus will be on environmental threats to biodiversity, specifically invasive species. This will be a fun and exciting unit!

Monday, March 16th
Bell Work: What you already know about the tardy policy here at MMS?
1. Read and briefly discuss our tardy policy.
2. Mini Lesson: “Somebody Wanted But So”
3. Read “Email Dance”.
4. Complete the summarizing handout using the “Somebody Wanted But So” strategy.
5. Turn in assignment when done.

Tuesday, March 17th
Bell Work: Rate yourself for yesterday’s class, based on your behavior and task completion.
1= Not on task, did not do the assignment 3= On task some times, did some of the work 5= On task entire time, completing the assignment
1. We will go to the library.
2. Students will return, renew, and/or exchange their books.
3. Complete and turn in the library handout.

Wednesday, March 18th 5:00 Student-Led Conferences
Bell Work: Biodiversity (define and draw a picture with your table group)
1. Mini Lesson: “Threats to Biodiversity”
a. Create a word web in writer’s notebook identifying threats to biodiversity that you already know.
b. Watch a video clip on threats to biodiversity.
c. Take notes, adding to the word web while watching the video.
d. Create a class word web of threats to biodiversity.
2. Using a “Jigsaw” structure, students will complete an Invasive Species Character Traits Chart
a. Number off 1-4 at each table.
b. Move to the table with your number on it.
c. Read article with a partner.
d. Complete the chart individually (you may talk with your partner to do this).
e. Move back to your original table group.
f. Share/teach your table mates about the invasive species you read about.
g. Take notes on the back, writing things that you learn about other invasive species.
h. Staple your chart into your writer’s notebook.

Thursday, March 19th 12:00 & 5:00 Student-Led Conferences
Bell Work: Make vocabulary foldable squares
1. Put the following terms on “Side 1”: Research, brainstorm, inquiry, environment, threats to biodiversity, invasive species, investigate, paraphrasing, multi-genre
2. Write the definitions and draw a picture on Side 2
3. If time allows, we will play a vocabulary game using these terms.

Friday, March 20th
Bell Work: Vocabulary “Blurt” game
1. Mini Lesson: “Invasive Species”
2. Reading~ Invasive Species articles
3. Writing~
a. Complete Invasive Species Questionnaire
b. Write an entry using the prompt “I notice… this makes me think…”
4. Pair-Share: Discuss your writing entry with a partner

Week of March 9, 2009

This is going to be a very busy week. Monday and Tuesday presentations will take place. Wednesday and Thursday the EdPerformance test will be taken. Then, Thursday evening is Literacy Night. Please come and enjoy the activities!

Monday, March 9th
Class periods 1, 4, 6, & 7: We will have a “Pop and Publish” Authors’ Celebration. A select number of volunteers will sit in the author’s chair and read their realistic fiction stories while the audience listens and drinks pop. Each student will provide feedback to each author by writing one star and one wish for the story. The star identifies one thing that was done well and the wish identifies something that could be done to improve the story.
5th Hour: Students will present their Stem Cell projects. Then, have a short Authors’ Celebration.

Tuesday, March 10th
Bell Work: Explain everything you remember about “New Pretty Town” in the Uglies, our all school read.
1. We will review the Uglies.
2. Then, create Literacy Night decorations and put them up in our hallway.
Homework~ Get a good night’s rest to prepare for the EdPerformance test tomorrow.

Wednesday, March 11th and Thursday, March 12th
1. We will go to computer lab 717.
2. Students will be taking the reading EdPerformance test.
Students Remember: It is important to take this test seriously and do your absolute best. The results will be used to determine the classes you will take next year in high school.
Reminder~ Thursday is Literacy Night, come enjoy the fun!

Friday, March 13th ½ Day (am only) for students
· Today is records day so grades are due.
· Students will attend their Advisory class all morning to prepare for student-led conferencing which will take place next week.

Week of March 2, 2009

Monday, March 2nd
Bell Work: What strategies do you use for writing an effective/efficient paragraph?
1. Mini Lesson: “Drafting a Complete Paragraph”
2. Quiet Writing: Writers will use a “sandwich” template to organize and draft a paragraph for the English portion of their Stem Cell Research project. This 5-7 sentence paragraph should explain the impact of stem cell use on a person or family by writing a realistic fiction story based on current event issues in the biomedical field, using knowledge of core democratic values and/or the research and information related to stem cell research. This draft is due today!
Homework~ Continue working on your Stem Cell Research project. (The entire project must be complete by this Friday, March 6th.

Tuesday, March 3rd
Bell Work: What are the necessary components of an effective/efficient paragraph?
1. We will go to the library.
2. Students will return, renew, and/or exchange their books.
3. Then, they will type, revise, and peer edit the ELA portion of their Stem Cell Research project, the paragraph drafted yesterday. This consists of a seven sentence paragraph explaining the impact of stem cells on a person or family, incorporating the core democratic values and their research. This Stem Cell Research paragraph is due today!
Homework~ Continue working on your Stem Cell Research project. (The entire project must be complete by this Friday, March 6th.

Wednesday, March 4th
Bell Work: Editing (define in own words, draw a picture, & rate understanding)
Students will peer edit and make the necessary corrections to their realistic fiction stories. This final/polished and publishable typed draft is due today!
Homework~ Continue working on your Stem Cell Research project. (The entire project must be complete by this Friday, March 6th.

Thursday, March 5th
Bell Work: What questions do you have about the Stem Cell Research project?
Students will finish any work that needs to be done on their Stem Cell Research project.
Homework~ Continue working on your Stem Cell Research project. (The entire project must be complete by this Friday, March 6th.

Friday, March 6th
Today we will have a “Pop and Publish” Writers’ Celebration. A select number of volunteers will sit in the author’s chair and read their realistic fiction stories while the audience listens and drinks pop. Each student will provide feedback to each author by writing one star and one wish for their story.