Class Scribe

 AGENDA
-Research
-Think Of Ideas
-Think Of How You Could Do It


       First we worked on our research for the project. In this we researched what we wanted to learn about. Some people choose woman's rights, child labor or even poverty. For information some people went back to the videos we watched yesterday and others went to websites. With the research on our project you would then put it in your presentation. If you had trouble doing this you could ask Ms. V. Also, if you found a good cite you can put it on the document with the links, so others can use it.

Everyones name and what they are doing.

      
      While we were working on this we took a brake and everyone wrote what they were doing on the board. Once everyone finished writing their names, we went back to working. Once you thought you had enough information you had to figure out how to solve the problem you choose.

Class Scribe - Rachel Safdié

           Hello! Today we started with the Do Now. It was about the movies and books that we have already read and/or seen. We had to compare the difference about those two different things, and of course the similarities about them. Here is a video of the Do Now:








            After the Do Now, we started to talk and/or think about the theme/subject of the books and movies. Ms. V. asked a question. She wanted us to discuss in groups what are/is the theme(s) and/or subject(s)of a book or a movie. In this case we are talking about the book that we just finished to read. We are going to make a screenplay tomorow about/of the city of Ember, and that scene that we will do will have to have and object/theme, that is very or/and the most important thing or/and object of the book (The City of Ember).

         After that discussion there was a gallery walk.  The gallery walk was about finding the right them and/or subject for a book, story, movie, or even a scene, and we are going to make our best in our scenes so than we can make sure that the people know what our theme and/or subject was without telling them. Well, that's it for today!

Class Scribe - Lupe

Agenda
- Do Now
- Vocab Tableaux
- Revisit questions                                                                               Lupe acting as class scribe
- Reading Time
- Speed Dating

Lately, in class, we have been doing the same things, first Do Now, then vocab, then revisiting questions, then reading time, and last but not least, speed dating. This has been our routine lately and it has been working out pretty well.

Tableaux

We started with the Do Now. It was a reading about dams. Lately we have been concentrating in dams and trying to connect dams to the book City of Ember. We are investigating different dams, and today we studied the dam in China, its called China's Three Gorges Dam. We have started to notice that dams are controversial, and that it isn't always the best idea to make  a dam.

After that, we started doing tableaux. We each had 2 words and had to make 2 Tableaux. We started discussing what to do and then started trying different posses and trying different expresions to fit the word(s).  Everyone worked really well and tryed really hard. Before trying to guess, we all took out our vocab sheet just to have an idea of what words we had to guess from. Everyone did an amazing job, they had  alot of fun, and they all made the funniest and wierdest poses. 

Then, we read. Afterwards, we discussed our ideas by speed dating.

Class Scribe 4-28-15

       Agenda

• Do-Now
• Vocabulary Images
• Theme Talk 
• Reading Time

• 

  Here is Jae's picture for catastrophe.

       Today was like every other day, we started with the Do-Now. In the Do-Now we had to draw a picture for every vocabulary word we are learning. We had 20 minutes to work on this. Some people brought out their laptops so they could look at the words' meaning incase they forgot.



         Once we finished that we had to do the vocabulary images. This is where we had to match our 10 vocabulary words with 10 different pictures. We had 1 minute to do each picture. Since there were 10 pictures we had only 10 minutes to find out all the pictures. People did the same thing as to Do-Now they took out their laptops to look at words and definitions.



    Then we were given a passage we had to read. We each took turns reading a sentence. If you think you have found something that has to do with the theme, you would underline it in the text or write it down.

Class Scribe Post by Victoria

Agenda: 

• Do Now
• Intro to Dystopia
• Video
• RDG
• Intro to City of Ember
• Quote Chalk Talk
• Prediction
• Reading time

_________________________________________________________________________

First we did our do now's. We opened up Quizlet in the City of Ember 1 and learned some new words that we will find in the book. After that we shared with the person sitting next to us what dystopia and Utopia. We watched the beginning of Wall.E and discussed why was that scene related to dystopia. We watched another scene of Wall.E and discussed what were some other elements that were dystopians in that piece. Sophie thought that one negative effect was that they were too antisocial even though they were all together. One Dysthopean Novel that was famous was the Hunger Games because it looked pretty cool but it really wasn't that cool. We are now moving on to Quote chalk talk  that is when we write thoughts of a quote that is here in the table . People had many ideas to share. We had many different quotes and many different ideas about some quotes that are in the book. One quote I saw was: " The main thing to do is to pay attention. Pay close attention to everything, notice what no one else notices. Then you'll know what no one else knows, and that's always useful." and it got many good questions and responses to the questions asked. We stared(★) questions that we thought were good questions. 

 
We got our City of Ember books and we are going to start reading the first part. After the map and the contents there was the introduction.  We shared some questions that we had about the book and the introduction. For the last 5 minutes of class we read a little bit of the fist chapter. The class was dismissed.

The last Litture Circle of the book Boy's Without Name's

• Do Now
• Lit Circle Quiz 9
• Lit Circle 9 
• Debrief
• Drafting Time             

We started with our Do Now as usual. In our Do Now we had to skim back threw the book and answer the question's that are in the Do Now. 

Here is Leilani skimming back threw here book of Boy's Without Names to answer the question's in here Do Now.

Here is Luca's his hand so Ms.Vallilo can come and help him to solve his problem he is having in his Do Now. Also after the problem he is having is solved he can get on track on working in her Do Now. 

After the time was up on working in the Do Now our teacher told us to talk with our partner's about our Do Now's we were working when the time on working on it was not up. After the time was up on talking about our Do Now's we shared important information that we found when we were working in our Do Now's. 

After that we worked on our Lit Circle Quiz. After our teacher first told us something's before our last Lit Circle of the book Boy's Without Name's. After she told us for some of the student's to read some of the Discusion Norm's that were in the back of our homework. After that we went into our discusion group's. After our time was up we fild the question's that were in the back of our homework we did yesterday. 

Finally we spent time drafting our journalism article's about the Triangle Shirt Waste Factory and we worked drafting on the journalism article for the rest of the class.

Homework

Finish working on the Triangle Shirt Waste article.

Rachel's Class Scribe Post ♥

♥ Agenda: ♥                                                                                 ♥ Homework ♥

• Do Now                                                                       The homework due today was 

• Add to Poetry Toolbox                                                 Chp 10-14 + Double Journal

• What is it?

• Technology behind the revolution

• Debrief

              TODAY WE STARTED WORKING WITH THE DO NOW AS ALWAYS AND IT WAS ABOUT SIMILES, METAPHORS, PERSONIFICATION AND FIGURATIVE LANGUAGE. tHIS IS A VIDEO THAT SHOWS EVERYBODY WORKING HARD AND PAYING ATTENTION ON THE WORK SHEET (DO NOW) TO GET EVERYTHING CORRECTLY FOR OUR DISCUSSION IN PARTNERS AND WITH THE CLASS THAT WE DO AFTER THE DO NOW. 

AFTER SOME TIME, WE ENTERED OUR POETRY TOOLBOX ON THE GOOGLE DOCS. WE TALKED ABOUT THE THINGS WE COULD ADD THERE. HERE IS A VIDEO THAT SHOWS WHAT WE DID AND WHAT WE TALKED ABOUT.

        I LIKED THE WAY THAT EVERYBODY SHARED WITH THE POETRY TOOLBOX IN CLASS. I LIKED THE WAY A LOT OF PEOPLE PUT THEIR HANDS UP TO ANSWER SOME QUESTIONS. WE PUT THE EXAMPLES AND THE WHY WE USE THAT AND MS. V EXPLAINED A LOT AVOUT WHY WE USE FIGURATIVE LANGUAGE BECAUSE IT IS VERY IMPORTANT. EVERYBODY WAS COPYING, SHARING, GIVING COMMENTS AND ALSO ASKING QUESTIONS. I WAN'T TO SAY THAT NINA AND JAE WON DID A GREAT JOB ON SHARING AND ASKING QUESTIONS, GOOD WORK!

      

        

Poems

Lupe acting as class scribe                                Febuary 3, 2015                            Day A

Agenda

• Do Now : Poem Brainstorm
• Peer check-in
• Word play and Dr Seuss
• Poetry Writing Time
• Debrief
• Reading time: Boys without names

Big Learning target

     3.0 I can write a poem in which I make effective choices based on my audience, purpose, and message.

Homework
     Finish the peom if you haven't

            Today we started by going back to our homework  and tried to add verbs into it to make it easyer to understand our popplet. Popplet wasn't really working so we had troubles correcting and adding information. When everybody was relativly done, Ms.V made us show our partners what we hadput and how we had described the places.

Sheet Ms. V gave us.

            Later, Ms. V gave us this paper that showed us how sound devices affectt poetry. This paper showed us what sound devises there were, rhyme,alliteration, assonance, consonance, onomatopoeia, and non-sence words. Then, we took the Dr. Seuss poem and with the paper, we started to see were Dr. Suess put these sound devices. We did this for about 5 min and then Ms. V called us to share what we saw. We ended up highliting most of the page because Dr. Suess uses sound divices a lot. An example is that he uses non-sence words like "grikle" or "gruvvulous" or "whisper-ma-phone". To end this activity we discussed about how the sound devices make it fun and interesting to read and learn.

When we finished with the Dr.Suess poem, we all went back to our computers and started to do a draft with the info we had in our popplet. Interent was back  so everybody was right on track and starting there poems. This poem, has to have to be 15  lines long, no more no less, and it has to be about places, pretty and ugly. Because they were going to be about beautiful and ugly places, we had to make sure that we knew what we were talking about so some people started doing some reasearch about the places they were going to talk about. Befor most of us had a chance to finish, it was already time to go home.

Class Scribe:Rachel Safdié

Agenda:                                              Homework:

• Do Now                         Bring in "Boys With no Names"
• Gallery Walk
• Close Read
• Debrief

          Today we started with the do now. It was about what we thought, saw and wondered about a picture.  After we finished, we had a discussion about the picture and shared with the partners and with the class what we thought that picture represented. On the do now, we also asked a lot of questions about what the image meant or what was the message that it wanted to tell us.

          After the discussion(s) we started our gallery walk. The  gallery walk is when we have a paper and we walk in the class to read texts and see images that are spread out in the class. We write down everything that we learn, and after we share with the class our learning.

                   After the gallery walk, we talked about what we learned and what was the  main "theme" of the images and texts that we saw around the class. We discussed and talked about what we noticed on the images and the writings. We also had questions about what each thing meant. We also related the images from the gallery walk to the images from the do now.

            Then, we started to do the debrief. The debrief was generally asking for you to write a summary of what we saw today and asked what we think that happened, how, when and why. Some answers we had discussed with the class, and we just needed to put in our own words and give an opinion. 

Enzo's Class Scribe

Class Schedule

Do Now

Understanding the White Perspective on Apartheied

Writing Time

Peer Check- in

We started doing our Do Now and I saw lots of students working hard and doing their best like Leillani and I have a picture that I took of her when she was doing her Do Now and she worked on it really fast, worked hard and did her best.  Also I made a video of the class doing their do Do Now. 

                                                            Here is the picture
                                                                        /

                                                         Here is the video
                                                                       /

                                           

After our time was up of doing our Do Now we shared our answers of our Do Nows with other students. When Ms. Vallilo told us to come back to our desks, because our time was up of sharing our answers of our Do Nows she gave us an article for us to read that was understanding the White Perspective about Aparthied.  First read the beginning of the article together, then Ms. Vallilo told us to stop reading and told us to take note about anything that is Surprising, Questions and anything that can be important for your story. Then she told us to start reading individually for 8-10 minutes. After the time was up Ms. Vallilo told us to continue writing in our story and we started to continue writing  on our stories. 

                   Here are two photos I took of students working on their stories, but I didn't take a picture of students faces in these two photos. I took a picture on the behind them to see their work. 

                                                                                                  /

    /

/

Also I have a video of the students working on their stories.

/

When the time was up of writing Ms. Vallilo made an announcement for us to finish the planning or drafting your story and send it to her for homework.  Its due Monday. Then she told us to write a rough draft for Tuesday, but we are going to start it on Monday. 

Homework: Finish planning or drafting your story

Rachel - Acting as A Class Scribe

Agenda:

• Do Now
• Writer's Workshop Dialog



This is our Do Now activity. We put some New information
 in our Timeline.

• Writing Time

Homework:

Read: One Day Lily 

Due: Friday

We first started with our Do Now:

- We read our part (A or B)

- We discussed with the class

- We found important dates

- Filled in the Do Now sheet

         This video shows our Writer's Workshop Dialog. Ms.V gave us  a chat and we had to know things and purposes that the characters talk about. 

                  After that we discussed the character's lives and what and how they are talking about. We talked about different types of dialogs. We also talked about what are dialogs and how dialogs can make a difference in a piece of writing.

After 2 minutes, a group from their scavenger hunt came, so we had to dance with them! Here's a video!