Tuesday, September 7, 2010

Tuesday, September 7, 2010



  • People turned in their forty-five minutes of reading time.


  • Everyone got his/her binder back.
  • Everyone found his/her new seat.


  • Visualizing--we talked about what it is, why we should use it, and how it helps.
  • We talked about the five senses:  smell, taste, touch, hearing, and sight.
  • I read aloud the chapter "Monkey Garden" from Sandra Cisneros' The House on Mango Street, and we highlighted details that helped us visualize the text.  We stopped and shared these periodically.
  • We got with a partner, and we made a poster representing fourteen details we visualized in the chapter.


  • I introduced LAMENT and ENCROACH using vocabutoons--visuals to help us remember the words.
  • At the end of the block, we worked with a partner to use pictures I put up on the Big Screen to represent the vocabulary words.  We discussed each one as necessary.


  • We reviewed you guys said Friday about what's important in this class, and what we've learned thus far--insightful responses!
Backbone Literature Unit
  • I introduced the new unit by talking about how humans need their backbones.  :-)
  • We talked briefly about how fairy tales, Greek mythology, and the Bible all make up the stories that create Backbone Literature. (p. 1)
Greek Mythology
  • We looked at the wiki posts and talked about what a myth is.
  • We quickly perused the myth figures people posted about.
  • I talked about the three projects we're going to do in this unit:  the powerpoint, the Barbie, and the Facebook page.  
  • Everyone chose one goddess, person, creature or story from page 3 to prepare a powerpoint presentation for.
  • We looked at a family tree for the gods, and we looked at a graphic showing Zeus' consorts, and the resulting offspring.
  • We had thirty-five minutes to work on the powerpoint presentations after lunch (including research).
  • Read the Professor Foster chapter, "Now, Where Have I Seen Her Before?"
  • Highlight/underline and annotate ten important points.
  • Number them "1, 2, 3...."

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