A friend of mine sent a news story to me yesterday about an obese, eight year old child. I was shocked to see this child, and immediately asked myself, "What is his mother thinking?" "Doesn't she know she is hurting her child's health?" I immediately thought back to our survey from Monday. Several statements relate, but one stood out to me. It said, "Parents usually know what is best for their child." In this case, the parent clearly doesn't know what is in the child's best interest. Apparently, she lets her son eat whatever he wants whenever he wants. This might seem like a good idea to the kid, but it is hurting him in the long run. Some doctors estimate he won't live past 30 if he keeps on at this rate. Does he need a disciplinarian?
From there I began to consider Jody from The Red Pony, and his relationship with his father. I'm still not sure whether or not I think Jody's father is a good one, but I am sure that he's a disciplinarian. It will be interesting to hear your thoughts on this news story and if you can find any similarities or differences with the characters in the news story and the characters in The Red Pony. Start thinking, and post those comments....BUT....if you use situations in your family or someone else's to illustrate a point, please use "someone I know" or "a friend." Your thoughts are important, but keep in mind this is a public forum. Now go to it!
Tuesday, February 27, 2007
Discussion #1 on The Red Pony
First we went over who has read a sunshine state book. And then we had to take out our journal responses and jobs. And then we went over and discussed them. Caroline and Paul were the summarizers and they both shared there summaries. Then Dana and Leigh shared their connectors. Mary Kate then shared her journal response. Mary Kate expressed her feelings which were that Jody’s life was pretty boring. Anderson then shared his skinny and fat questions. Some of them were…
Q. How do you think Jody felt when he got his horse?
A. He felt excited and proud of what he got
Q. How does Jody feel about his father?
A. He can be strict and nice and he is a disciplinarian.
Mr. Watson then showed us some things on his blog, and the things that he had put on it about “The Red Pony.” He also showed us how to insert links and videos into a blog. He showed us a video of the Red Pony. Now we are going over grammar to study for a test tomorrow. He asked us questions on the grammar. The test will be on Sentences and Fragments, Interrogative, Declarative, Imperative, and Exclamatory sentences, and Simple subjects and predicates, and subjects and predicates. You can find practice for this in your grammar book, lessons 1.1-1.3. Homework due on Friday is read up to page 24 and stop at the break, then complete your job and journal response.
Q. How do you think Jody felt when he got his horse?
A. He felt excited and proud of what he got
Q. How does Jody feel about his father?
A. He can be strict and nice and he is a disciplinarian.
Mr. Watson then showed us some things on his blog, and the things that he had put on it about “The Red Pony.” He also showed us how to insert links and videos into a blog. He showed us a video of the Red Pony. Now we are going over grammar to study for a test tomorrow. He asked us questions on the grammar. The test will be on Sentences and Fragments, Interrogative, Declarative, Imperative, and Exclamatory sentences, and Simple subjects and predicates, and subjects and predicates. You can find practice for this in your grammar book, lessons 1.1-1.3. Homework due on Friday is read up to page 24 and stop at the break, then complete your job and journal response.
Monday, February 26, 2007
New Novel: The Red Pony
Today we finished up our poetry presentations, and we completed a survey on The Red Pony. The survey had a lot of interesting quotes and a lot of statements that had to do with life. We discussed the survey after everybody was done with it, which helped everyone understand it better, especially the quotes. Number 13 says that animals have no feelings when they die, but humans do. We thought that this was a really deep thought, because we have to picture ourselves as an animal to answer this question. The homework for tonight is read through page 11 in The Red Pony and write a journal response and do your job, it is due Tuesday.
A note from Mr. Watson:
Don't forget the places I told you to explore the book. You should become familiar with both the book and the author. Thanks to Josh K, Tyler, Devon, and Cody for being our scribes. See you tomorrow!
A note from Mr. Watson:
Don't forget the places I told you to explore the book. You should become familiar with both the book and the author. Thanks to Josh K, Tyler, Devon, and Cody for being our scribes. See you tomorrow!
Friday, February 23, 2007
Culmination of Poetry Unit
Today we finished presenting our poetry projects, which is the culmination of our unit on poetry. We will be starting The Red Pony by John Steinbeck on Monday, so bring it with you. As we read this book, my 3rd period class will be constructing a wikispace for the material. Feel free to check it out, it may be a valuable study guide for you!
Thursday, February 22, 2007
Simple Subjects and Predicates
I found the missing post! Thank you, scribes! Keep in mind as you read, these notes are from Wednesday. Today (Thursday) we presented our poetry projects. No homework for tonight!
Today in English, we first went over our homework. We then went over some sentences and sentence fragments.
Every sentence has two parts: a subject and a predicate.
Ex. Emily Dickinson wrote poetry.
subject predicate
The subject part of the sentence names whom or what the sentence is about.
The predicate part of the sentence tells what the subject does or has.
It can also tell what the subject is or is like.
A sentence fragment does not express a complete thought. It may also be missing a subject or predicate.
FRAGMENTS
The poems. – This fragment lacks a predicate. What did they do?
The poem lay in her dresser for years.
Wrote about her emotions. – This fragment lacks a subject. Who wrote about her emotions?
The famous poet wrote about her emotions.
Of meaning. – This fragment lacks a subject and a predicate.
Her poems contain many layers of meaning.
Subjects and Predicates
1.3 pages 69 and 70
A sentence consists of a subject and a predicate that together express a complete thought. Both a subject and a predicate may constist of more than one word.
The simple subject is the main word or word group in the complete subject.
The simple subject is the main word or word group in the complete subject.
The simple subject is usually a noun or a pronoun.
The simple predicate is ALWAYS a verb.
Sometimes the simple subject is the same as the complete subject.
Sometimes the simple predicate is the same as the complete predicate.
GRAMMAR BOOK PG. 69
Mr. Wilsn teaches life science at the middle school. – sentence
Over the river and through the woods. – sentence fragment
Showed me a book about pioneers. – sentence fragment
Am having a good time at summer camp. – sentence fragment
Jacob writes a letter to his parents once a week. – sentence
Frogs begin life as tadpoles. – sentence
GRAMMAR BOOK PG. 70
You have to tell what is the complete subject and complete predicate.
The purple mountains appeared misty in the distance. – complete subject is purple mountains. – complete predicate is appeared misty in the distance.
Emilio cheered for his sister’s teammates. – complete subject – complete subject – Emilio. – complete predicate – cheered for his sister’s teammates.
A big raccoon crawled out of he hole. – complete subject – big racoon. – complete predicate – crawled out of the hole.
GRAMMAR BOOK PG. 71
You tell what is the simple subject and simple predicate.
Thirteen pink candles decorated Lisa’s birthday cake. – simple subject – candles. – simple predicate – decorated.
3Some teachers assign homework everyday. – simple subject – teachers. – simple predicate – assign.
For homework, you have to do pg. 51 front and back odds.
Good luck on the poetry project!
Today in English, we first went over our homework. We then went over some sentences and sentence fragments.
Every sentence has two parts: a subject and a predicate.
Ex. Emily Dickinson wrote poetry.
subject predicate
The subject part of the sentence names whom or what the sentence is about.
The predicate part of the sentence tells what the subject does or has.
It can also tell what the subject is or is like.
A sentence fragment does not express a complete thought. It may also be missing a subject or predicate.
FRAGMENTS
The poems. – This fragment lacks a predicate. What did they do?
The poem lay in her dresser for years.
Wrote about her emotions. – This fragment lacks a subject. Who wrote about her emotions?
The famous poet wrote about her emotions.
Of meaning. – This fragment lacks a subject and a predicate.
Her poems contain many layers of meaning.
Subjects and Predicates
1.3 pages 69 and 70
A sentence consists of a subject and a predicate that together express a complete thought. Both a subject and a predicate may constist of more than one word.
The simple subject is the main word or word group in the complete subject.
The simple subject is the main word or word group in the complete subject.
The simple subject is usually a noun or a pronoun.
The simple predicate is ALWAYS a verb.
Sometimes the simple subject is the same as the complete subject.
Sometimes the simple predicate is the same as the complete predicate.
GRAMMAR BOOK PG. 69
Mr. Wilsn teaches life science at the middle school. – sentence
Over the river and through the woods. – sentence fragment
Showed me a book about pioneers. – sentence fragment
Am having a good time at summer camp. – sentence fragment
Jacob writes a letter to his parents once a week. – sentence
Frogs begin life as tadpoles. – sentence
GRAMMAR BOOK PG. 70
You have to tell what is the complete subject and complete predicate.
The purple mountains appeared misty in the distance. – complete subject is purple mountains. – complete predicate is appeared misty in the distance.
Emilio cheered for his sister’s teammates. – complete subject – complete subject – Emilio. – complete predicate – cheered for his sister’s teammates.
A big raccoon crawled out of he hole. – complete subject – big racoon. – complete predicate – crawled out of the hole.
GRAMMAR BOOK PG. 71
You tell what is the simple subject and simple predicate.
Thirteen pink candles decorated Lisa’s birthday cake. – simple subject – candles. – simple predicate – decorated.
3Some teachers assign homework everyday. – simple subject – teachers. – simple predicate – assign.
For homework, you have to do pg. 51 front and back odds.
Good luck on the poetry project!
Wednesday, February 21, 2007
Missing Post?
If you are looking for today's notes, ask the scribe from your class where they went....I never received them. So here are some announcements:
1) You have a front and back page due tomorrow on simple subjects and simple predicates. (Appearantly I failed to give this to my 6-3 class who will be excused on Thursday, but will still have to do it for Friday.)
2)Poetry project due tomorrow. Thanks for coming to ask questions, those of you who came to see me during study hall. I hope I was helpful!
3)Make sure you have a copy of the novel The Red Pony. We'll begin discussing and reading it over the weekend.
That's it for now...if you need notes from class today, tell your scribes to send them. See you tomorrow!
1) You have a front and back page due tomorrow on simple subjects and simple predicates. (Appearantly I failed to give this to my 6-3 class who will be excused on Thursday, but will still have to do it for Friday.)
2)Poetry project due tomorrow. Thanks for coming to ask questions, those of you who came to see me during study hall. I hope I was helpful!
3)Make sure you have a copy of the novel The Red Pony. We'll begin discussing and reading it over the weekend.
That's it for now...if you need notes from class today, tell your scribes to send them. See you tomorrow!
Tuesday, February 20, 2007
Types of Sentences
Today we looked at a new update to the blog Mr. Watson made. The update was about putting labels on our blog posts. We also talked about different kinds of sentences. We talked about declarative, interrogative, imperative, and exclamatory sentences. Mr. Watson showed us four different pictures and we had to come up with a sentence containing a different type of meaning for each picture.
Then, we opened up our grammar books and did problems 1-10 on page 67-68 finding out what kind of sentence each was. For homework tonight, we’re doing page 47-50 odds.
KINDS OF SENTENCES
1.1 Pages 66-68
A sentence is a group of words that expresses a complete thought. There are different types of sentences that have different meanings, they can make a statement, ask a question, or a give a command. They may also express a strong feeling. All sentences begin with a capital letter and end with a punctuation mark.
Types
Declarative- this type of sentence says a statement. It ends with a period.
EX. The sunflower’s petals are yellow.
The sky is blue.
There are many sunflowers.
Interrogative- This type of sentence asks a question and ends with a question mark.
EX. Are those bunnies?
How many are there?
Is that Bugs bunny?
Imperative- this type of sentence gives a command or makes a statement. It ends with a period.
EX. Move out of the way!!!
Swim for your life!!
Look at that scary shark!!!
Exclamatory- this type of sentence expresses strong feeling. It ends with an exclamation mark.Then, we opened up our grammar books and did problems 1-10 on page 67-68 finding out what kind of sentence each was. For homework tonight, we’re doing page 47-50 odds.
KINDS OF SENTENCES
1.1 Pages 66-68
A sentence is a group of words that expresses a complete thought. There are different types of sentences that have different meanings, they can make a statement, ask a question, or a give a command. They may also express a strong feeling. All sentences begin with a capital letter and end with a punctuation mark.
Types
Declarative- this type of sentence says a statement. It ends with a period.
EX. The sunflower’s petals are yellow.
The sky is blue.
There are many sunflowers.
Interrogative- This type of sentence asks a question and ends with a question mark.
EX. Are those bunnies?
How many are there?
Is that Bugs bunny?
Imperative- this type of sentence gives a command or makes a statement. It ends with a period.
EX. Move out of the way!!!
Swim for your life!!
Look at that scary shark!!!
EX. OMG that train is humongous!
AHHHHHHHHHHHHH!!!!!!
That’s a big train!!!
What an idiot!!!
-Lola, Jordyn, Josh, and Elliot
Poetry Project Rubric
Poetry Project
Oral Presentation
Poem met criteria _______
Student memorized poem _______
Student used effective speaking skills_______
Visual Presentation
Creativity _______
Effectiveness _______
Written Analysis
Recognition of poetic devices _______
Grammar/Spelling _______
Insight _______
Teacher Comments:
Each indicator will be worth 10 points. You will need to provide me with a paper copy of your poem. In you analysis, be sure to state who the author of the poem is. Email me with questions!
Oral Presentation
Poem met criteria _______
Student memorized poem _______
Student used effective speaking skills_______
Visual Presentation
Creativity _______
Effectiveness _______
Written Analysis
Recognition of poetic devices _______
Grammar/Spelling _______
Insight _______
Teacher Comments:
Each indicator will be worth 10 points. You will need to provide me with a paper copy of your poem. In you analysis, be sure to state who the author of the poem is. Email me with questions!
Book Review Format
Reading Outside the Curriculum
Book Review Requirements
(each element in bold is required)
Title of Book
Author of Book
Publisher of Book
Number of Pages
Book Summary:
· At least two paragraphs but no more than four paragraphs.
· Tell what the book is about without giving away the ending!
What you liked or didn’t like about the book (This could be about the subject matter, the author’s style, the ending or anything that got your attention)
Recommendation (Do you think your fellow students would enjoy this book?)
*Two book reviews will be due by Friday, March 2nd. If you need an extension, you may request one by email prior to Friday February 23.
Book Review Requirements
(each element in bold is required)
Title of Book
Author of Book
Publisher of Book
Number of Pages
Book Summary:
· At least two paragraphs but no more than four paragraphs.
· Tell what the book is about without giving away the ending!
What you liked or didn’t like about the book (This could be about the subject matter, the author’s style, the ending or anything that got your attention)
Recommendation (Do you think your fellow students would enjoy this book?)
*Two book reviews will be due by Friday, March 2nd. If you need an extension, you may request one by email prior to Friday February 23.
Friday, February 16, 2007
Equal or Fair?
How does the activity we did at school this afternoon relate to our world today? Do you think that it is possible for a comfortable and fulfilling lifestyle to be provided for all the world’s people? If it does not seem possible, what are some of the potential consequences of continued and increasing inequity between individuals and nations?
Cultural Stereotyping at our school?
If you visited India, you might be shocked to see cows wandering around freely. That’s because in the United States cows are owned by farmers and ranchers and kept in pens. In India, where the majority of the population is Hindu, cows are considered sacred and can roam freely. Before visiting India, you might have assumed that throughout the world cows are owned and kept contained- that would be your worldview. Here’s another example of worldview: In the United States we have a strong focus on the “individual”-your success is often based on what you have accomplished by yourself. In some cultures your identity has more to do with your family or community, and therefore talking about what you have done or want to do may be considered rude. Have you been somewhere, either in this country or a different one where people had different ways of doing things that seemed strange or even wrong? What did you learn about yourself and others from the experience?
Before you respond, take a minute to consider the Following questions;
-How does our world view affect how we perceive others?
-How does understanding someone else’s worldview help us understand him or her better?
-How do our actions reflect our own worldview?
-Does our worldview influence how we solve problems?
-How can we change our worldview if it no longer serves us well?
-What are some universal cultural characteristics that all humans have in common?
Before you respond, take a minute to consider the Following questions;
-How does our world view affect how we perceive others?
-How does understanding someone else’s worldview help us understand him or her better?
-How do our actions reflect our own worldview?
-Does our worldview influence how we solve problems?
-How can we change our worldview if it no longer serves us well?
-What are some universal cultural characteristics that all humans have in common?
Thursday, February 15, 2007
Poetry Project Paradise
Today students worked on their poetry projects in class. This was the last day they have class time to work on these projects. ALL POETRY PROJECTS MUST NOW BE COMPLETED OUTSIDE OF CLASS. They are due on Thursday. Please include the author's name and title of the poem in you written analysis. I will also need a copy of the poem to look at as you present your project so that I can follow along with you. Good luck, and be sure to email me with any questions!
Wednesday, February 14, 2007
Valetine's Day!
Here are today's notes. Yesterday we finished our poetry tests.
-Poetry test was handed out.
-Talked about our reading outside of class and expectations.
-Worked on Poetry Project
-Gave us rubric for the project
-Picked out poems
Today in class, Mr. Watson the Reading Outside of Class. He told us how to make a report using the rubric and told us how to make a perfect score. He then handed back our poetry test and went over it with us. Then we had to stand up and make an oath about then poetry books. For the rest of the period, we worked on our poetry project by picking out our poems and working on our oral presentations.
Delaney, Cara, Matt, and Brandon
-Poetry test was handed out.
-Talked about our reading outside of class and expectations.
-Worked on Poetry Project
-Gave us rubric for the project
-Picked out poems
Today in class, Mr. Watson the Reading Outside of Class. He told us how to make a report using the rubric and told us how to make a perfect score. He then handed back our poetry test and went over it with us. Then we had to stand up and make an oath about then poetry books. For the rest of the period, we worked on our poetry project by picking out our poems and working on our oral presentations.
Delaney, Cara, Matt, and Brandon
Monday, February 12, 2007
Food for thought...
I wanted to take a minute to reflect on Dr. Alber's assembly this morning. I had read just this weekend an interview with a Sudanese refugee. In the interview, he talked about being on the run and the dangers in his own country. He had to evade rebels with guns and hungry crocodiles. He had to drink his own urine and eat mud just to survive. And he was just one of 27,000 refugees. I don't know about you, but this makes me pretty glad to live in our country. It also makes my problems seem pretty insignificant. In 2001, our government invited 4,000 of the Sudanese "Lost Boys" to become citizens in our country. Imagine the culture shock they must have been through. You can see some of them here learning to use a toilet, escalator, and other things that we take for granted, for the first time. Ever.
I guess what I want you to take from this is the realization of how fortunate we are to live where we do, and have the things that we do. Not everyone has food, shelter, and clothing. And that reminds me...please bring in clothes that you have outgrown or don't wear anymore for our friends at Hibiscus House. As always, your comments here are encouraged. See you in class!
I guess what I want you to take from this is the realization of how fortunate we are to live where we do, and have the things that we do. Not everyone has food, shelter, and clothing. And that reminds me...please bring in clothes that you have outgrown or don't wear anymore for our friends at Hibiscus House. As always, your comments here are encouraged. See you in class!
Test Day!
Today we took our poetry test. If you finished before class was over, you got to comment here which is also your homework.
Take a look at this poem. What kind of poem do you think it is? Any poetic devices? Do you like this poem?
Do you carrot all for me?
Do you carrot all for me?
My heart beets for you,
With your turip nose
And your raddish face,
You are a peach.
If we cantaloupe,
Lettuce marry;
Weed make a swell pear.
-Anonymous
Take a look at this poem. What kind of poem do you think it is? Any poetic devices? Do you like this poem?
Do you carrot all for me?
Do you carrot all for me?
My heart beets for you,
With your turip nose
And your raddish face,
You are a peach.
If we cantaloupe,
Lettuce marry;
Weed make a swell pear.
-Anonymous
Wednesday, February 7, 2007
Feb. 7
Our poetry test is moved to Monday.
Here are the notes from class today. Thanks, Megan, Dana Grace, and April!
Q: “The Shark” on page 758 is an example of this type of poetry.
A: Lyric Poem- rhymes, single speaker, observations of single event
*Lyric Poetry doesn’t have to be a song…it could be.*
Q: This is the term given to writing or speech that is not to be taken literally.
A: Figurative Language
ex. Metaphor, simile, personification, etc.
*Rhyme*: repetition of sound at the end of words.
*Poetic Devices*-Rhyme, Sensory Language, Meter, Figurative Language
Here are the notes from class today. Thanks, Megan, Dana Grace, and April!
Q: “The Shark” on page 758 is an example of this type of poetry.
A: Lyric Poem- rhymes, single speaker, observations of single event
*Lyric Poetry doesn’t have to be a song…it could be.*
Q: This is the term given to writing or speech that is not to be taken literally.
A: Figurative Language
ex. Metaphor, simile, personification, etc.
*Rhyme*: repetition of sound at the end of words.
*Poetic Devices*-Rhyme, Sensory Language, Meter, Figurative Language
Tuesday, February 6, 2007
Feb. 6th
Here are today's notes thanks to both of our Taylors, Vanessa, and Kimmy. (Great job, girls!) If you think they left something important out that you heard in class today, feel free to leave it as a comment. This blog is only as rich as you make it. Thanks!
Today in class we went over our questions and Journal response for the Concrete Cat and The Side Walk Racer. Every one had an opinion on each poem. A few people in our classes thought the Concrete Cat was art and not exactly poetry. Every one had a different opinion about each poem. Sarah thought that the Concrete Cat was just a design. We all thought that The Sidewalk Racer had some sort of a flow to it. We all liked The Side Walk Racer the best because it expressed more feeling.
Study Plan
Next we reviewed our study plans. A variety of people said that they were going to review the poetry terms and ask their parents to quiz them. A unique idea was making a review power point of poetry. Josh K. had a good idea, go on our delicious account and see some of the poems people liked. Then identify what type of poem it is using our poetry terms. Mary Kate, Cristian, Delaney, and Alisa made a web page just for studying. Some people thought that going on AIM would be a great way to hook up with their friends in a chat room and study. A lot of people are going to make flash cards and look over all the questions that we had for home work. Also, reviewing the poems would be a good idea.
Our homework is to study for our test on Thursday. You can use the resources above, to help plan your study schedule.
Today in class we went over our questions and Journal response for the Concrete Cat and The Side Walk Racer. Every one had an opinion on each poem. A few people in our classes thought the Concrete Cat was art and not exactly poetry. Every one had a different opinion about each poem. Sarah thought that the Concrete Cat was just a design. We all thought that The Sidewalk Racer had some sort of a flow to it. We all liked The Side Walk Racer the best because it expressed more feeling.
Study Plan
Next we reviewed our study plans. A variety of people said that they were going to review the poetry terms and ask their parents to quiz them. A unique idea was making a review power point of poetry. Josh K. had a good idea, go on our delicious account and see some of the poems people liked. Then identify what type of poem it is using our poetry terms. Mary Kate, Cristian, Delaney, and Alisa made a web page just for studying. Some people thought that going on AIM would be a great way to hook up with their friends in a chat room and study. A lot of people are going to make flash cards and look over all the questions that we had for home work. Also, reviewing the poems would be a good idea.
Our homework is to study for our test on Thursday. You can use the resources above, to help plan your study schedule.
Friday, February 2, 2007
February 2
Here are today's notes...thanks for being our scribe today, Sasha!
Today we first checked our grammar homework on Possessive Pronouns. Next, we discussed proper blog and delicious safety. Some rules included:
1. Students using blogs are expected to treat blogspaces as classroom spaces. Speech that is inappropriate for class is not appropriate for our blog. While we encourage you to engage in debate and conversation with other bloggers, we also expect that you will conduct yourself in a manner reflective of a representative of this school.
2. Never EVER EVER give out or record personal information on our blog. Our blog exists as a public space on the Internet. Don’t share anything that you don’t want the world to know. For your safety, be careful what you say, too. Don’t give out your phone number or home address. This is particularly important to remember if you have a personal online journal or blog elsewhere.
3. Again, your blog is a public space. And if you put it on the Internet, odds are really good that it will stay on the Internet. Always. That means ten years from now when you are looking for a job, it might be possible for an employer to discover some really hateful and immature things you said when you were younger and more prone to foolish things. Be sure that anything you write you are proud of. It can come back to haunt you if you don’t.
4. Never link to something you haven’t read. While it isn’t your job to police the Internet, when you link to something, you should make sure it is something that you really want to be associated with. If a link contains material that might be creepy or make some people uncomfortable, you should probably try a different source.
After that we cleaned out any addresses that had to do with our school. Then we were informed about our poetry test, which is next Thursday. We also listed our studying resources: poetry terms, poems, homework questions and class notes, journal responses, concrete poems (delicious account), blog, friends/classmates.
Lastly we received our homework which was to create a plan to study from. Enjoy the long weekend!
This is for parents:
If you're interested in learning more about blogging and your student's delicious account, be patient. I will be having an information session you are welcome to attend with your student in the very near future. Details to follow. If you are intersted in learning more about this tool before this session, feel free to go exploring. You may find the following website informative and/or helpful.
http://adifference.blogspot.com/2006/01/safe-blogging-resources.html
Today we first checked our grammar homework on Possessive Pronouns. Next, we discussed proper blog and delicious safety. Some rules included:
1. Students using blogs are expected to treat blogspaces as classroom spaces. Speech that is inappropriate for class is not appropriate for our blog. While we encourage you to engage in debate and conversation with other bloggers, we also expect that you will conduct yourself in a manner reflective of a representative of this school.
2. Never EVER EVER give out or record personal information on our blog. Our blog exists as a public space on the Internet. Don’t share anything that you don’t want the world to know. For your safety, be careful what you say, too. Don’t give out your phone number or home address. This is particularly important to remember if you have a personal online journal or blog elsewhere.
3. Again, your blog is a public space. And if you put it on the Internet, odds are really good that it will stay on the Internet. Always. That means ten years from now when you are looking for a job, it might be possible for an employer to discover some really hateful and immature things you said when you were younger and more prone to foolish things. Be sure that anything you write you are proud of. It can come back to haunt you if you don’t.
4. Never link to something you haven’t read. While it isn’t your job to police the Internet, when you link to something, you should make sure it is something that you really want to be associated with. If a link contains material that might be creepy or make some people uncomfortable, you should probably try a different source.
After that we cleaned out any addresses that had to do with our school. Then we were informed about our poetry test, which is next Thursday. We also listed our studying resources: poetry terms, poems, homework questions and class notes, journal responses, concrete poems (delicious account), blog, friends/classmates.
Lastly we received our homework which was to create a plan to study from. Enjoy the long weekend!
This is for parents:
If you're interested in learning more about blogging and your student's delicious account, be patient. I will be having an information session you are welcome to attend with your student in the very near future. Details to follow. If you are intersted in learning more about this tool before this session, feel free to go exploring. You may find the following website informative and/or helpful.
http://adifference.blogspot.com/2006/01/safe-blogging-resources.html
Thursday, February 1, 2007
February 1
February 1st?!?! Where does the time go....Anyway...Today we reviewed the blog, and I showed everyone how to organize their delicious accounts into different tag categories. Then we examined a concrete poem. (Feel free to view the other concrete poems on my delicious account...we'll be looking at some of them tomorrow.) We then did some grammar practice with possessive pronouns. If you didn't finish this page in class, you need to complete it for homework...there is a good chance there will be a pop quiz in class tomorrow. While the class was working on their grammar, I met with individual students who are having problems with "blogging" or with delicious. If I didn't get to you today, you need to see me at your earliest convenience so that I can get you up and going. Don't forget you can also use your classmates to help you. I'll be in my room during study hall if you need me!
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