ELA Class Projects and Photos
Chip Challenge
Students chose groups to create a standing ring out of curved-shaped chips. Congratulations to everyone who was able to decipher the methods of engineering on this challenge. Great effort was made by the future female engineers who collaborated and constructed the ring before any other group.
Students chose groups to create a standing ring out of curved-shaped chips. Congratulations to everyone who was able to decipher the methods of engineering on this challenge. Great effort was made by the future female engineers who collaborated and constructed the ring before any other group.
Outsiders Day
Students dressed the part of Greaser or Soc from the famed S.E. Hinton novel, Outsiders. After presenting their newspaper articles revealing the many tragic events from the story while answering one of the Essential Questions dealing with stereotyping, conforming, rivalries, and power, they challenged each other in a Kahoot competition of Outsiders trivia. Finally the entire 8th grade joined together to watch the Francis Ford Copolla movie as a "drive-in" experience in the gym.
Students dressed the part of Greaser or Soc from the famed S.E. Hinton novel, Outsiders. After presenting their newspaper articles revealing the many tragic events from the story while answering one of the Essential Questions dealing with stereotyping, conforming, rivalries, and power, they challenged each other in a Kahoot competition of Outsiders trivia. Finally the entire 8th grade joined together to watch the Francis Ford Copolla movie as a "drive-in" experience in the gym.
Poetry Expo
Poets and MCs graced the stage to bring us the 3rd Annual Poetry Expo. Guest judges made some difficult decisions since every performance was so moving. Wonderful job by all those who performed and who made the best of the best in the slideshows!
Poets and MCs graced the stage to bring us the 3rd Annual Poetry Expo. Guest judges made some difficult decisions since every performance was so moving. Wonderful job by all those who performed and who made the best of the best in the slideshows!
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Poetry Performance Practice
Students worked in groups to convey volume, pacing, gestures, and movement into each stanza of Maya Angelou's "I Know Why the Caged Bird Sings" poem. The skills perfected in this exercise were then translated to their own poems in the first round of the in-class Poetry Slam. The finalists will compete at the Poetry Expo in two weeks.
Students worked in groups to convey volume, pacing, gestures, and movement into each stanza of Maya Angelou's "I Know Why the Caged Bird Sings" poem. The skills perfected in this exercise were then translated to their own poems in the first round of the in-class Poetry Slam. The finalists will compete at the Poetry Expo in two weeks.
Outside Reading Book Storyboards & Interviews
Students created storyboards with key plot points for their second outside reading book. Along with an explanation of this backdrop, they expressed their views of the book through an interview playing the role of the author of the novel or renowned literary critic. I was impressed by the amazing attention to detail in the storyboards and the mature interview composure by all. Great job everyone!
Students created storyboards with key plot points for their second outside reading book. Along with an explanation of this backdrop, they expressed their views of the book through an interview playing the role of the author of the novel or renowned literary critic. I was impressed by the amazing attention to detail in the storyboards and the mature interview composure by all. Great job everyone!
Author Visit
Students signed up to experience a presentation of the life and work of best-selling author, Rebecca Donovan. She engaged the students by describing her journey, writing process, and her five young adult novels that have sold over one million copies in total worldwide. She thoroughly answered student inquiries and even took pictures with her adoring fans. Thank you to all who were involved!
Students signed up to experience a presentation of the life and work of best-selling author, Rebecca Donovan. She engaged the students by describing her journey, writing process, and her five young adult novels that have sold over one million copies in total worldwide. She thoroughly answered student inquiries and even took pictures with her adoring fans. Thank you to all who were involved!
The Poet in All of Us
Students worked to produce Haikus, Limericks, Free Verse, and Narrative poems each using the poetic and sound devices reviewed in class. The top poems will be displayed at the Poetry Expo later this month.
Students worked to produce Haikus, Limericks, Free Verse, and Narrative poems each using the poetic and sound devices reviewed in class. The top poems will be displayed at the Poetry Expo later this month.
Poem Feathers
Students were grouped and assigned several additional bird poems to compare or contrast the symbolism of those birds to Clara Lemlich's symbolic birds in Audacity. Students decorated the feathers with a stanza of the poem as well as their artistic talents using many mediums. Great job presenting your connections with the class.
Students were grouped and assigned several additional bird poems to compare or contrast the symbolism of those birds to Clara Lemlich's symbolic birds in Audacity. Students decorated the feathers with a stanza of the poem as well as their artistic talents using many mediums. Great job presenting your connections with the class.
Poem in Many Voices
Students investigated essential questions and how they are related to Clara Lemlich, the character in our class novel, Audacity. They also watched videos, and read articles and poems about other activists throughout the years, then returned to their home groups to share their expertise on their particular question. They furthered their knowledge of their evidence by editing it to create a poem in many voices using the poetic and sound devices reviewed in class.
Students investigated essential questions and how they are related to Clara Lemlich, the character in our class novel, Audacity. They also watched videos, and read articles and poems about other activists throughout the years, then returned to their home groups to share their expertise on their particular question. They furthered their knowledge of their evidence by editing it to create a poem in many voices using the poetic and sound devices reviewed in class.
What do you want to change people's minds about?
Students brainstormed some topics that they have an opinion about and notice that others have an opposing view. They made a list of ideas that interested them and chose one for a timed free write.
Students brainstormed some topics that they have an opinion about and notice that others have an opposing view. They made a list of ideas that interested them and chose one for a timed free write.
Audacity Chapter Summary Illustrations Contest
Students used small group discussion to summarize the chapter and create a series of illustrations using Google draw that feature prominent events from the beginning, middle, and end of Clara's journey. Winners appear on our classroom timeline poster. Graphic designers are blossoming with an increasing level of detail for each new chapter we read! Great job everyone.
Students used small group discussion to summarize the chapter and create a series of illustrations using Google draw that feature prominent events from the beginning, middle, and end of Clara's journey. Winners appear on our classroom timeline poster. Graphic designers are blossoming with an increasing level of detail for each new chapter we read! Great job everyone.
Audacity Poem Readings
We are now reading this novel-in-verse as poems should be read - aloud. Each student is reading one poem to the class using effectual pause and impactful emphasis while we takes notes about the events in Clara Lemlich's life and the author's profound use of symbolism in her beautifully written historical fiction novel-in-verse.
We are now reading this novel-in-verse as poems should be read - aloud. Each student is reading one poem to the class using effectual pause and impactful emphasis while we takes notes about the events in Clara Lemlich's life and the author's profound use of symbolism in her beautifully written historical fiction novel-in-verse.
Vocabulary Scales
Students were split into two large teams and given the same set of vocabulary words that were all associated with one topic (fire) prior to reading our next all-class novel-in-verse, Audacity, by Melanie Crowder. They were charged with the task of lining up with the words from least intense to most intense. They justified their strategic sorting with valid reasoning and were able to listen to and understand the subtle differences in the other group.
Students were split into two large teams and given the same set of vocabulary words that were all associated with one topic (fire) prior to reading our next all-class novel-in-verse, Audacity, by Melanie Crowder. They were charged with the task of lining up with the words from least intense to most intense. They justified their strategic sorting with valid reasoning and were able to listen to and understand the subtle differences in the other group.
Triangle Factory Fire Narratives
After creating their own Historical Fiction Narratives based on a researched event, students then read three different narratives from the Triangle Factory Fire in 1909. They discussed their individual summaries in their groups and then created posters combining the three narratives into one summary of events. The class then compared with other groups while observing what parts of the stories were fact and which were fiction.
After creating their own Historical Fiction Narratives based on a researched event, students then read three different narratives from the Triangle Factory Fire in 1909. They discussed their individual summaries in their groups and then created posters combining the three narratives into one summary of events. The class then compared with other groups while observing what parts of the stories were fact and which were fiction.
Outside Reading Book Presentations
Students reported on a reading book of their choosing. Along with plot elements, students also presented any connections they had to the book as well as a critique and recommendation. Audience notes showed many books that students are willing to read for their next independent reading book.
Students reported on a reading book of their choosing. Along with plot elements, students also presented any connections they had to the book as well as a critique and recommendation. Audience notes showed many books that students are willing to read for their next independent reading book.
Photography Posters
Students in each class researched a photography letter assigned to them, decorated it, and wrote a short message about something that will help them achieve their future goal. The letters are like pieces of a puzzle which come together into a motivational phrases inspired by the Hunking P.R.I.D.E. motto. Each student was an integral part in making their whole class poster come into existence.
Students in each class researched a photography letter assigned to them, decorated it, and wrote a short message about something that will help them achieve their future goal. The letters are like pieces of a puzzle which come together into a motivational phrases inspired by the Hunking P.R.I.D.E. motto. Each student was an integral part in making their whole class poster come into existence.
Anne Frank STEAM Projects
Students chose their groups through their affinity for either music, architecture, drama, or art. Using physical materials and digital tools, students created albums, buildings, parks, skits, and museum art and artifacts that expressed the plot elements of The Diary of Anne Frank play previously read in class. Groups then presented together under the Anne Frank Legacy Chains that are suspended from the ceiling. These were previously made by all three classes with Anne Frank's quotes and character traits. Excellent production by all groups!
Students chose their groups through their affinity for either music, architecture, drama, or art. Using physical materials and digital tools, students created albums, buildings, parks, skits, and museum art and artifacts that expressed the plot elements of The Diary of Anne Frank play previously read in class. Groups then presented together under the Anne Frank Legacy Chains that are suspended from the ceiling. These were previously made by all three classes with Anne Frank's quotes and character traits. Excellent production by all groups!
Anne Frank Legacy Articles
Students participating in a reading ring. Each group read a current events articles related to Anne Frank's legacy. After summarizing the article and discussing their feelings about it, they visited other posters to make connections to their article. Once the cycle was complete, they wrote their own individual reflections about why we continue to study Anne Frank, what our society has learned from her and what still needs to be learned. Wonderful discussions and connections.
Students participating in a reading ring. Each group read a current events articles related to Anne Frank's legacy. After summarizing the article and discussing their feelings about it, they visited other posters to make connections to their article. Once the cycle was complete, they wrote their own individual reflections about why we continue to study Anne Frank, what our society has learned from her and what still needs to be learned. Wonderful discussions and connections.
Figurative Language Presentations
Students chose a phrase to research and created a visually appealing interactive encyclopedia page equipped with the definition, history of the phrase, usage, images, and a video that featured the phrase. Excellent job presenting to the class.
Students chose a phrase to research and created a visually appealing interactive encyclopedia page equipped with the definition, history of the phrase, usage, images, and a video that featured the phrase. Excellent job presenting to the class.
Anne Frank Reading Roles
Students are engaged in reading the Diary of Anne Frank play with their props and costumes. All the while they are learning about the time period, character traits of the people in the play, and gathering evidence to support the essential questions which are: Who or what shapes beliefs? How can age alter perceptions? How does isolation influence relationships? How can war/tragedy affect people?
Students are engaged in reading the Diary of Anne Frank play with their props and costumes. All the while they are learning about the time period, character traits of the people in the play, and gathering evidence to support the essential questions which are: Who or what shapes beliefs? How can age alter perceptions? How does isolation influence relationships? How can war/tragedy affect people?
Book Club Presentations
Students were grouped together to read and discuss their assigned reading level book out of many titles: The Glass Castle, Farewell to Manzanar, The Breadwinner, Maniac Magee, Touching Spirit Bear, Twelve Angry Men, Bud Not Buddy, The Circuit, or A Long Way Gone. Students completed reading activities with their groups to explain the plot and chose individual activities as well to present to the class. Some even created surveys that conveyed their group's opinion about the book. They recorded audience notes and made connections between many of the books. Well done everyone.
Students were grouped together to read and discuss their assigned reading level book out of many titles: The Glass Castle, Farewell to Manzanar, The Breadwinner, Maniac Magee, Touching Spirit Bear, Twelve Angry Men, Bud Not Buddy, The Circuit, or A Long Way Gone. Students completed reading activities with their groups to explain the plot and chose individual activities as well to present to the class. Some even created surveys that conveyed their group's opinion about the book. They recorded audience notes and made connections between many of the books. Well done everyone.
Poe Peer Presentations
Students worked with a writing partner to create writing goals and construct a foundational outline for their literary essays on the works of Edgar Allan Poe. After reading their partners' papers, they gave feedback and constructive criticism. Then they prepared a presentation of their partners' work, which included their favorite excerpt. They presented in front of Poe and their creative biographical poems of his tumultuous life. Other teachers in the classroom were impressed by your "high school" higher level analysis, not only of Poe, but of your partner's writing!
Students worked with a writing partner to create writing goals and construct a foundational outline for their literary essays on the works of Edgar Allan Poe. After reading their partners' papers, they gave feedback and constructive criticism. Then they prepared a presentation of their partners' work, which included their favorite excerpt. They presented in front of Poe and their creative biographical poems of his tumultuous life. Other teachers in the classroom were impressed by your "high school" higher level analysis, not only of Poe, but of your partner's writing!
Celebrity Synonyms
Students were challenged to find synonyms for commonly used words. After moving to several stations to look up new synonyms, they chose a new word to use in an inspiring quote from their celebrity inspiration.
Students were challenged to find synonyms for commonly used words. After moving to several stations to look up new synonyms, they chose a new word to use in an inspiring quote from their celebrity inspiration.
Point of View
Students reviewed all the ways a story can be narrated. They worked with a partner to discern the point of view on several excerpts from classic book titles. Next, they will begin to investigate point of view in a set of new short stories we will read in class.
Students reviewed all the ways a story can be narrated. They worked with a partner to discern the point of view on several excerpts from classic book titles. Next, they will begin to investigate point of view in a set of new short stories we will read in class.
Who do you want to know?
Students utilized the first step in the writing process: brainstorming. They chose people in history or modern day that they wish they knew personally. They will eventually choose one person, research the life and events, create a slideshow, and present to the class.
Students utilized the first step in the writing process: brainstorming. They chose people in history or modern day that they wish they knew personally. They will eventually choose one person, research the life and events, create a slideshow, and present to the class.
Movie Blog
Students blogged about their experiences with the book, Flowers for Algernon, contrasted to the movie adaptation, Charley. Using their notes they took while watching the movie, they expressed three differences they found along with the impact it had on their view of the plot or characters and finally, they inferred why the movie director would make those changes. Then they got a chance to reply to a peer from any of the three classes in my room. Well done everyone!
Students blogged about their experiences with the book, Flowers for Algernon, contrasted to the movie adaptation, Charley. Using their notes they took while watching the movie, they expressed three differences they found along with the impact it had on their view of the plot or characters and finally, they inferred why the movie director would make those changes. Then they got a chance to reply to a peer from any of the three classes in my room. Well done everyone!
Fishbowl Discussion
Students were prepared with answers to questions referring to the text, Flowers for Algernon by Daniel Keyes along with other supplementary videos regarding artificial intelligence. They engaged in valuable dialogue regarding the respect of those with mental challenges, the value of intelligence tests, and the future of AI. Well done with your first formal group discussion.
Students were prepared with answers to questions referring to the text, Flowers for Algernon by Daniel Keyes along with other supplementary videos regarding artificial intelligence. They engaged in valuable dialogue regarding the respect of those with mental challenges, the value of intelligence tests, and the future of AI. Well done with your first formal group discussion.
Multiple Intelligences
Just like our main character, Charlie Gordon, in Flowers for Algernon, students learned there are many ways to be considered intelligent. They found their strengths through an online multiple intelligence quiz. Then they were able to reflect on what strengths Charlie had before and after his artificial intelligence surgery.
Just like our main character, Charlie Gordon, in Flowers for Algernon, students learned there are many ways to be considered intelligent. They found their strengths through an online multiple intelligence quiz. Then they were able to reflect on what strengths Charlie had before and after his artificial intelligence surgery.
Outside Reading Books
Students chose a book to read independently during and outside of class. They use the strategies learned in class to become even stronger readers on their own.
Students chose a book to read independently during and outside of class. They use the strategies learned in class to become even stronger readers on their own.
Word Challenges
Students faced their first word challenge to uncover the cryptic English language. Whether given a prefix, root, suffix, or full word, they worked tirelessly to achieve the goal in the allotted time. Wonderful determination and use of your background knowledge to define sections of words.
Students faced their first word challenge to uncover the cryptic English language. Whether given a prefix, root, suffix, or full word, they worked tirelessly to achieve the goal in the allotted time. Wonderful determination and use of your background knowledge to define sections of words.
Genre Buddies
Students found several new partners to work with during group activities while reviewing their reading and writing genres. Great job including the entire class!
Students found several new partners to work with during group activities while reviewing their reading and writing genres. Great job including the entire class!
Plot Map Puzzles
Students worked in groups to create, label, and assign main details of a familiar animation to a plot map from the list provided. Congratulations to the first groups in each class to assemble the details in chronological order in the correct sections of the plot.
Students worked in groups to create, label, and assign main details of a familiar animation to a plot map from the list provided. Congratulations to the first groups in each class to assemble the details in chronological order in the correct sections of the plot.
Lit Book Speed Dating
Students roved the room to discover books they would like to "date" and signed up accordingly. After spending 5 minutes reading the book, they recorded their opinions of their "date" and if they were in love or if it just wasn't their type. Students were able to find many books for their independent reading through this activity. Great job everyone!
Students roved the room to discover books they would like to "date" and signed up accordingly. After spending 5 minutes reading the book, they recorded their opinions of their "date" and if they were in love or if it just wasn't their type. Students were able to find many books for their independent reading through this activity. Great job everyone!
Where are we from? What are we? Where are we going?
Taken from the title of the famous Gauguin painting, students created a thoughtful presentation that shared their personal stories through an "I am from" sensory detail poem, descriptions of three valued artifacts in their lives, and ended with a future wish for their success and a goal to achieve it. Great job presenting in front of the class for the first time.
Taken from the title of the famous Gauguin painting, students created a thoughtful presentation that shared their personal stories through an "I am from" sensory detail poem, descriptions of three valued artifacts in their lives, and ended with a future wish for their success and a goal to achieve it. Great job presenting in front of the class for the first time.