It's rainin' out there

Lots of rain today. Did some more adverb and vocab practice in class. Students self-edited and then peer-edited their second draft revolutions stories. Then, we talked about the visual aid component that will be due next week to present as part of our "Latin American Revolutions Exhibition." Students brainstormed ideas they had for the visual aid component of their project.

Homework: Stay dry today. Finish Adverb-Adjective practice sheet. Vocab/grammar quiz will be next Tuesday. Devine will collect new weekly reading logs on Wednesday.

2nd drafts

Today in Humanities we continued practice with adverbs and vocabulary. We reviewed the rubric for how students would be graded for their revolution narrative. Then, students wrote their revised second draft and gave it to Miss Devine for revision/editing.

Homework: Adverb practice sheet page two. If you did not turn in your second draft revolution story to Miss Devine in class you must complete it for homework.

"Black Dawn"

Today, we did more practice with vocabulary and began our grammar study of adverbs. We watched a film, "Black Dawn," about the Haitian Revolution in order to provide visual imagery for our narrative writing. After, we discussed what students learned from the video, how what we saw compares to what we know of modern-day Haiti and how what we saw could impact our writing. Then, we conferenced with our peer-revisers and decided on at least two things that we could modify to improve our narrative writing. Tomorrow, students will be making those changes and rewriting their 2nd draft of their story.

Homework: Vocab pictures. Page one of adverb packet. Students may begin to rewrite their second draft if they like.

Razzle-frazzle

Well, Miss Devine was out sick yesterday, so now we're in the razzle-frazzle of catching up.

Students took their vocab quiz (Magna words) and grammar quiz (adjectives). Then, they got their new vocab words for the week:

Vis, Vid= look, see
1. envision-v- to imagine
2. revise-v- to look over again
3. vista-n- a view, outlook
4. evident-adj- easy to see or understand
5. visible-adj- can be seen
6. visionary-n- a dreamer, one with a vision
7. evidence-n- something that shows proof
8. invisible-adj- unable to be seen

Then, we discussed plot, setting and characters in our writing. Students finished the peer revision process and then evaluated their own stories, describing the plot, setting and characters in their writing. If any of this was not completed in class, students are to complete it for homework.

Homework: Finish peer revision and plot-setting-characters write-up about your story. Vocab pictures.

Peer revision- revolution stories

Sipping Acai berry green tea here on this sunny Friday. I do love sunny Fridays.

Here's what we did in class today:
Miss D checked that students brought their rough draft revolution stories. We went over vocab and did more adjective practice. We shared our rough drafts with our classmates. Then, we exchanged stories and did peer revision to help each other add, subtract or modify our stories. We will continue with the revolutionary story revisions on Monday.

Homework: Complete the adjective work packet. Drafts are absolutely due on Monday. Enjoy the sunny Friday. Vocab and grammar quizzes have been moved to Tuesday. Study.

Revolution narratives

Today, students did some grammar practice with adjectives. Then, they did some prewriting by planning out the main character who would be telling their revolution story and plotted out the events in the story. Next, students began to compose the rough draft of their revolution story.

Homework: Sentences with vocab words. Complete the adjectives practice sheet. You must have at least 2 pages of your rough draft with you when you come to class tomorrow.

Dialog in the Dark

Today we visited the Dialog in the Dark exhibit at Atlantic Station. It was fantastic.

No homework.

martes en febrero

Happy February 17th. Today, students took their quizzes over their vocab words (NAT root) and grammar (helping verbs). Then, we reviewed our vocab words for this week:

Magna, Magni, Maxi= large, great

1. magnanimous-adj- showing a courageous spirit
2. magnify-v- to increase in significance
3. magnitude-n- great size or extent
4. magnificent-adj- exceptionally fine
5. maximum-n- the greatest value attained
6. maximize-v- to make the most of
7. magnum opus-n- the greatest achievement of an author or writer
8. magnate-n- person of rank, power or influence

We posted messages for Diana's granddaughter on her website and then we began the character creation process for our Latin American independence writing project.

Homework: vocab pictures for this week's words. Field trip to Dialogue in the Dark is tomorrow.

Happy 3 day weekend!

Today we shared our journals about how it would be to be Simon Bolivar, freeing the countries of South America from colonial rule. Then, we took a quiz on several Latin American independence revolutions. Later, Miss Devine distributed grade reports so that students could see their grades in the final days of the second trimester. Miss Devine conferenced with individual students about grades. Then, we discussed the creative writing project we will be starting next week from the perspective of someone or something involved in one of these Latin American independence movements studied in class. Students decided the revolution they would write about and the perspective from which they would write.

Homework: Study the vocab words and the helping verb practice sheet for the two quizzes that you will have on Tuesday. Make sure you have chosen the revolution and the perspective from which you will write your story.

Spanish South America

Today we did some more practice with helping verbs and this week's vocab. We shared our journals from the point of view of a Mexican revolutionary. Then, we read articles about the South American liberators, answered questions and created a timeline of events. We began journaling from the p.o.v. of Simon Bolivar. Then, we bounced around the room for a quiz prep activity.

Journal assignment: Simon Bolivar believed in liberty at all cost. This is what motivated him to be "the Liberator" of South America during the independence movement. Write a journal from the perspective of Bolivar, describing why you feel it is so important to free the South American people from the European control.

Homework: Students need to complete the South America journal entry and study their Haiti, Mexico and South America revolution materials for the quiz tomorrow.

Mexico's struggle for freedom

Today, I polled the students and in one class 13 out of the 25 students were sick. This is likely why I'm sick, too. Parents, make sure your students are getting good rest at home, eating healthy and taking their vitamins.

We did more practice with verb phrases, helping verbs and vocabulary. We reviewed Haiti's revolution and wrote a journal from the perspective of Toussaint-Louverture and shared these in class.

Journal topic: Imagine what it would be like to be Toussaint-Louverture before beginning the revolution. What are some of the thoughts that go through your mind? What leads you to act? What are your thoughts as you begin to act? Write a one page journal entry from the perspective of Toussaint-Louverture.

Then, we began reading in groups about Mexico's pursuit of independence, answering questions and creating a timeline of the revolution. If students did not finish the activities in class, they are to do so for homework. Student are also to write another journal for homework.

Homework journal topic: Put yourself in the position of Miguel Hidalgo or Jose Maria Morelos. Describe what it is like to begin and lead the independence revolution. What is is it like to be captured or to fight in the battles? What do you see? Feel? Worry about? Write at least one page.

Homework: Mexican revolution journal entry. Finish helping verb practice sheet. Extra credit= story using this week's vocab words.

Uprising in Haiti

Today was a half day, with shortened class periods. We went over vocabulary, practiced with helping verbs and then began to talk about the first Latin American independence movement- the uprising in Haiti. Students read about the uprising in groups, visualized and drew what they read and created a timeline to plot the events of the revolution. Tomorrow we will continue talking about the reading.

Homework: Vocab sentences. Helping verb worksheet. Finish Haiti revolution timeline.

Why oppress?

Today, students took their vocab quiz over their QUER words and their grammar quiz over linking/action verbs. Then, students acquired new vocab words for the week:

NAT= birth, origin
1. natural-adj- growing spontaneously, without being planted or tended by human hand
2. innate-adj- inborn, inherent
3. naturopathy-n- a system or method of treating disease that employs no surgery or synthetic drugs
4. native-adj- belonging to a particular place by birth
5. nation-n- large body of people, associated with a particular territory
6. nationalism-n- devotion to the interests or culture of one's nation
7. naturalize-v- to confer upon (an alien) the rights and privileges of a citizen
8. nature-n- the natural world as it exists without human beings or civilization

Then, we discussed the idea of oppression as a it related to colonial Latin America. We had a large discussion about what causes people to oppress other people and whether or not students believed that greed and selfishness were innate human characteristics. Then, we read and answered questions about ruling in the Latin American colonies and the building discontent that would lead to revolution.

Homework: Vocab pictures with new vocab words.

Sunny Friday= happy weekend!

Happy sunny Friday!

Today, students took their quiz on early civilizations and colonization in Latin America. Then, we did some around-the-room center work practicing identifying and classifying linking and action verbs for our quiz on Monday. Finally, we reflected in writing about one a large unit theme:

To oppress means to crush or burden by abuse of power or authority.
-How did the Europeans oppress the indigenous people of Latin America?
-Do you think it was right for the Europeans to treat the indigenous people as they did? Why or why not?
-Why do you think the colonists felt they had power over the natives?
-Are there other instances in history when something like this has happened? When? Where?
-Why do you think people oppress each other?
-What can you do in the face of oppression?

We will begin Monday's class by talking about this journal reflection.

Homework: Count up your reading pages for the week and be prepared to turn in the reading log to show Miss Devine. Study your QUER words for the vocab/spelling quiz on Monday. Study your action/linking verbs for your grammar quiz on Monday.

Review: early civlization, colonization and slavery

Today in Humanities we did some more practice with linking verbs and shared our diaries from the indigenous perspective from last night's homework. We discussed the implications of African slavery in Latin America and then we reviewed for our quiz on early Latin America that will take place tomorrow. We played vocab charades and then Sparkle.

Homework: Use review sheet to study for Latin America quiz tomorrow.

African slavery in the new colonies

Today we did some more practice with linking verbs. Students have to practice writing 10 sentences with identified linking verbs for homework.

We shared out diaries from yesterday. We took notes from the timeline posters that we created about the fall of the early Latin American civilizations. Then, we summarized what made each of these civilizations fall and discussed the strategies used by the conquistadors to conquer these people. Later, we read about how the European colonists began a slave trade between Europe, Africa and the new colonies and how this impacted the development of Latin America. Students took summary notes on their reading and highlighted their findings on posters throughout the classroom. We will talk more about African slavery in the colonies tomorrow.

Students then started tonight's diary entry:
Think- what would it be like to be an indigenous person and watch the European conquistadors bring slaves to work on your land? Imagine you're living during this time. What do you feel, observe, witness? Write a one page (minimum) diary entry.

Homework: Linking verb sentences (10). Diary entry.

Fall of early Latin American civilizations

Today, students shared their journals about life in early Mayan-Aztec-Incan society. Then, they did some grammar practice with helping, linking and action verbs. Students read an article about the fall of the early Latin American civilizations and in groups, created a timeline to organize the events that caused the downfall of their particular group of people. Then, they created a poster of this timeline and will teach the class about the events tomorrow.

Students started their diary homework:
Think- what would it be like to be a Mayan-Incan-Aztec as your world was being invaded by European conquistadors? How would you think, feel or react? Write a one-page (minimum) diary entry writing about your feelings about this happening around you.

Homework: Vocab sentences. Finish diary.

Early Latin American civilizations

Today in Humanities, we acquired some new vocab:

QUER, QUES, QUIR, QUIS- ask

1. acquisition-n- the act of getting something for your own
2. inquire-v- to ask about
3 inquisition-n- examination
4. quest-n- search
5. requisite-adj- essential
6. requirement-n- something needed
7. questionable-adj- inviting questions
8. inquisitive-adj- inclined to ask questions

Then, we finished up our Mayan-Incan-Aztec group posters from Friday. Groups shared out their posters and other groups took notes on what they learned. We discussed the differences between these groups and then reflected on what it would be like to live during this time.

Assignment: Think. What do you think it would be like to live in early Mayan-Incan-Aztec civilization? What would you enjoy/not enjoy? Write a 1-page (minimum) diary entry from the perspective of someone living in one of these early civilizations. Tell about your day, events that are happening in your life, thoughts and feelings.

Homework: Vocab pictures with the new vocab. Finish up diary entry and bring to class tomorrow.