Ouida Sebestyan

Wednesday, April 16, 2014

If you were just in Ms. Dorsey's rotation, look for Mrs. Fugal in Room 200.



If you were just in Ms. Tall's rotation, you are in the right place today.
For today, choose your own seat.
1. Individual Reading 
    At the end of individual reading time,
      Pick up your file folder.
      Fill out your reading log -- Date is required.
2.  Classroom Orientation

1. Where do you find today's agenda?
2. Where is the pencil sharpener? 
3. Where do you pick up and put away your folders?
4. Where do you hand in papers?
5. What if I'm absent? 

3. Partner Fluency Practice.

Reading Strategy #1 
4. Metacognition -- Noticing your own thinking.

IAMNOWHERE!

What distracts you?  What keeps you from focusing on the thing you are supposed to be reading? 

Do you pay attention?
https://www.youtube.com/watch?v=vJG698U2Mvo

You can choose to focus on one thing, and let others not distract you.

What do you do when you've been distracted and realize you haven't really been reading -- then what if you're just not getting it?  

Click on this link to progress through the series of posts -- one linked from the other, then came back here by clicking on the Home tab above.

1. Check your own inner voice.

Demonstration of Graphic Organizer for Inner Voices: 

http://www.npr.org/blogs/codeswitch/2014/04/13/302548746/from-foreign-garb-to-fashion-fad-pajamas-have-traveled-far

We started

Practice Noticing Inner Voices  -- If you are absent, print these and follow the directions on the Inner Voice Template, using the Facts About the Brain as the reading material.

Facts About the Brain.docx

Inner Voice Template.doc

Welcome and Needed Supplies

for those of you who were just in Ms. Tall's class --
Welcome to Ms. Dorsey's Rotation for Seventh Grade Reading class!

     Bring your own pens and pencils.  It also helps to have your own lined paper.  If you have a book you want to read or that you need to read for your English or another class, bring it to read during our individual reading time.

Here I am in Central Park -- New York City! 

Monday, April 14, 2014

Announcements and Reminders:  April 14 Looking ahead:  Today is our last class in this rotation. We are having a Read-a-Thon Bring books and treats and perhaps pillows to sit on. On April 16 you will rotate to Mrs. Fugal's classroom. If you have any work you have not turned in or completed, take care of it before Wednesday!

Today’s Agenda: 1. Individual Reading and Fill Out Your Log 2. Partner Fluency Practice (One Last Time) 3. Write your reflections (metacognition) about your experience with Lewis and Clark. Reflection:   (This is Metacognition -- thinking about your own thinking.) 1. What was this experience of learning about the Lewis and Clark Expedition like for you? Think and write about the different parts of what we did and what you did?  2.  What did you like best about it? What did you like least about it?  3.  What did you learn about your own learning? What does it take to truly understand and remember something? 4.  What reading strategies and other activities help you to learn best? What strategies have your used as you read to learn?   Asking questions Visualizing Predicting Skimming and Scanning Close Reading Note taking  and creating icons and other visual images Making connections 4.  April 14

Thursday, April 3, 2014

Announcements and Reminders:  April 14 Looking ahead:  We have 1 more class. April 14 will be our class  Read-a-Thon.   Bring books and treats and perhaps pillows to sit on. On April 16 you will rotate to Mrs. Fugal's classroom.

Today’s Agenda: 1. Individual Reading and Fill Out Your Log 2. Partner Fluency Practice (New Passage) 3. Reading to Learn:         Using Mind-Mapping to Learn and Remember  Test Today! Put facts (and sketches)on your map in appropriate places. Label so the ideas are clear. 10 facts = C 20 facts = B 30 facts = A Did you    create a Mind-Map for the Lewis and Clark Expedition, add drawings, words, icons, etc. to your map to help you understand  and retain (that means remember) the information  about the Lewis and Clark Expedition, sketch in state boundaries, rivers, events?  Did you start with the article, use the maps you have, use the timeline, use information from the poem, and  use information from the video? Take a test on the Lewis and Clark Expedition.  Test this time! Reflection:   1. What was this experience of learning about the Lewis and Clark Expedition like for you? Think and write about the different parts of what we did and what you did?  2.  What did you like best about it? What did you like least about it?  3.  What reading strategies and other activities help you to learn best? What strategies have your used as you read to learn?   Asking questions Visualizing Predicting Skimming and Scanning Close Reading Note taking  and creating icons and other visual images Making connections

If you were absent:  See above. Don't forget to complete and report (on a pink make-up sheet) your reading. Arrange a time with me to take the test. If you need to make up your mind map or your test, you can complete the map and study for the test using these resources: Lewis and Clark -- in Poetry

Mnemonic: DUDE

For how the Grand Canyon (and many other canyons) formed

DUDE   

Dude!  Be careful!
Dude, move away from the edge!

D: Depostion/ Deposit
U: Uplift
D: Down Cutting
E: Erosion

Further explanation:
D: Deposit -- Layers of materials were deposited. As they grew thick and heavy, they were pressing the lower layers into rock. 
U: Uplift -- The Pacific Plate (Tectonic Plate) slid under the North American Plate, causing uplift and forming the Rocky Mountains.
D: Down Cutting:  The river flowing down, cut down through the layers that had been deposited.
E:  Erosion:  Other eroding forces helped to form the canyon, including rain and other precipitation, smaller streams (side-streams and debris flows), water seeping into cracks then freezing and expanding to break rock into smaller pieces, wind.



To learn more: 
deposition

  (děp'ə-zĭsh'ən)    

1. The accumulation or laying down of matter by a natural process, as the laying down of sediments in a river or the accumulation of mineral deposits in a bodily organ.

Videos about the formation of the Grand Canyon: 

https://www.youtube.com/watch?v=fGfPp-oOrNI
https://www.youtube.com/watch?v=ktf73HNZZGY

Sign into Pioneer Online Library [http://pioneer.uen.org/k12/  username: pioneer, password: student] and see this article:
http://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3BART%3B0000285878

Tuesday, April 1, 2014

Michael Crichton: If you don’t know history, you don’t know anything. You are a leaf that doesn’t know it is part of a tree.

Announcements and Reminders:  April 14 Looking ahead:  We have 3 more classes. April 14 will be our class Read-a-Thon.   Bring books and treats and perhaps pillows to sit on. On April 16 you will rotate to Mrs. Fugal's classroom.

Today’s Agenda: 1. Individual Reading and Fill Out Your Log 2. Partner Fluency Practice (Your "passage" is to be labeled  "TT." 3. Reading to Learn:         Using Mind-Mapping to Learn and Remember        Continuing to create a Mind-Map for the Lewis and Clark Expedition. Add drawings, words, icons, etc. to your map to help you understand  and retain (that means remember) the information  about the Lewis and Clark Expedition. Sketch in state boundaries, rivers, events.  Start with the article. Use the maps you have. Use the timeline. Use information from the poem. Use information from the video. Finish watching the video. Video?    A3 to 26 with 15 left A4 to 30:51 with  10:52 left Take a test on the Lewis and Clark Expedition.  Test this time! Happy April Fools' Day!  The test is next time.  What strategies are you using?  Asking questions Visualizing Predicting Skimming and Scanning Close Reading Note taking  and creating icons and other visual images Making connections

If you were absent:  See above. Ask for the handouts when you get back. Complete 20 minutes of reading on your own, record it, get a parent signature, and attach it to your reading log.

On your maps (and in your minds), make sure you have

1. The  year that Jefferson became president.
2. The year that the U.S. bought the Louisiana Purchase.
3. From whom did the U.S. buy the Louisiana Purchase?
4. A sketch of where the Louisiana Purchase fits on the map of the expedition
5. What month and day did the expedition begin?
6. What month and day did the expedition end?
7. How far did they go?
8. Where did the expedition begin and end? 
9. To whom did the Oregon Region belong at the time?
10. How did the expedition travel?
11. What was the main river they traveled on while on the east side of the mountains?
12. Who were the two leaders of the expedition?
13. How old was each of them?
14. How was each chosen? 
15. What did Meriwether Lewis do to prepare for the expedition?
16. What was Clark doing at the same time to prepare for the expedition?
17. Who was York?
18. Tell about the only pet to go on the expedition.
19. How many men went with the expedition?
20. How many boats did they take?
21. For whom did they take gifts? 
22. What was the first tragedy that the expedition experienced? 
23. Who was the most powerful -- and perhaps dangerous -- tribe that they met?
24. Where did the expedition spend their first winter?  Fort -------  near what is now Bismark, ______   _________ (state)
25. The expedition was joined by two (soon to be three) people.  Who were they?
26. How old was Sacajawea at the time?
27. They sent part of the group back to Saint Louis.  What did they send with them?
1. 
   
28. Name two animals they saw that they had never seen before. (One of them is dangerous!)
1.  ____________ 
29. As they approached the mountains, they knew they needed horses. How did they get the horses?
30. What hardships did they experience crossing the Rocky Mountains?
31. Name one of the rivers they traveled on after crossing the Rocky Mountains.
32. Where did they spend their second winter?
33. Why did they divide into two groups on the way back?
34. What was "the most important" result of the Lewis and Clark Expedition?
35. In what other ways was it helpful?

Friday, March 28, 2014

Announcements and Reminders:  April 14 Looking ahead:  We have 4 more classes. April 14 will be our class Read-a-Thon.   Bring books and treats and perhaps pillows to sit on. On April 16 you will rotate to Mrs. Fugal's classroom.

Today’s Agenda: 1. Individual Reading and Fill Out Your Log 2. Partner Fluency Practice (Receive and new "passage." Label it "TT." 3. Reading to Learn:         Using Mind-Mapping to Learn and Remember        (Continuing to create a Mind-Map for the Lewis and Clark Expedition) Add drawings, words, icons, etc. to your map to help you understand  and retain (that means remember) the information  about the Lewis and Clark Expedition. Sketch in state boundaries, rivers, events.  Start with the article. Use the maps you have. Use the timeline. Read a poem about the Lewis and Clark Expedition, and information to go with it. Video?    A3 to 26 with 15 left A4 to 30:51 with  10:52 left Test next time! What strategies are you using?

If you were absent:  See above. Ask for the handouts when you get back. Complete 20 minutes of reading on your own, record it, get a parent signature, and attach it to your reading log.

Boats:  http://www.history.army.mil/LC/Explore/A_Journey_Forth/Atchison011.JPG
http://www.history.army.mil/LC/Explore/A_Journey_Forth/Atchison013.JPG

Bull Boats:  https://sites.google.com/a/worcesteracademy.org/lewis-and-clark-project---d-period/group-3---technology/matt--boats