Tri 3, Week 8, June 1-5 Standard(s)/Skills addressed this week:
8.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
8.w.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Essential Question: In what ways does AVID help students become college and career ready?
Learning goal for this week: Write an informative letter to an AVID student, using descriptive details and pertinent information to convey your experience in the AVID elective and how the class helps students prepare for beyond high school.
*** HOW TO TURN IN WORK ***
google doc that is shared with me (be sure to name it: “Per. ___, Your Name, Name of Assignment”
with pen and paper and take a picture and email it to me
Take a screenshot and send it to me
DEADLINE for all trimester 3 work is due by 5pm on Mon, June 8th ****************************************** ATTENDANCE I take attendance on Fridays as directed by the Redmond School District. ***************************** Transitions, and any change in life, can have both positive and negative effects. Just as you are going to high school sixth and seventh graders are moving up as well, and some sixth graders into their very first AVID class!
This week you are going to write a letter to incoming 7th grade AVID students. In the informative letter, use descriptive details and pertinent information to convey your experience in the AVID elective and how the class helps students prepare for beyond high school.
To assist you in writing, think about the areas we focused on in the videos you created and anything else you can think of to share with the future 7th grade AVID students:
Field trips
“Family”
Collaboration
Organization
Tutorials
Note-taking
Learning Strategies
Due Date: Sunday, June 7th by 5 pm DEADLINE for ALL trimester 3 work is due by 5 PM on Monday, June 8th
Tri 3, Week 7, May 25-29 Standard(s)/Skills addressed this week:
Recognize and overcome obstacles that could hinder future success (8.SA.SE.8b)
Plan for a successful transition to the next step in the academic journey (8.OK.ACP.4b)
Essential Question: “What do I need to know in order to be ready for high school?”
Learning goal for this week:
Develop knowledge and gain exposure to transitional phases in academic settings.
Identify tools and strategies that guide and support their transition throughout their academic journey.
*** HOW TO TURN IN WORK ***
google doc that is shared with me (be sure to name it: “Per. ___, Your Name, Name of Assignment”
with pen and paper and take a picture and email it to me
Take a screenshot and send it to me
ATTENDANCE I take attendance on Fridays as directed by the Redmond School District. ***************************** Transitions, and any change in life, can have both positive and negative effects. Going to high school is an example of a transition that will have both positives and negatives. This week you are going to research and write about what the transition to high school might look like for you. Reflect and Write (The t-chart and quick write can be in the same google document; the one-pager will be its own assignment/document). You are going to do a quick write over the prompt “What is one transition or change that you have experienced in your life? What positive and negative memories do you have of that experience?” (some examples might be transitioning to a new house, a new school, in-school to distance learning, etc.)
Draw a t-chart and brainstorm a list of challenges and opportunities that you are expecting to experience as a result of the upcoming transition to high school.
Next, research information about ninth grade. Remember basic rules for determining the validity and applicability of information from the Internet -- for this assignment, stick to the high schools in our district or Bend-La Pine.
EXTENSION: If you want to research information and requirements for all four years of high school, that’s an option. Some universities require additional coursework.
Create a one-pager designed like a “movie poster” for a movie about overcoming the challenge and experiencing the success. The movie poster should:
Present the strategies, tools, and/or mindsets needed to overcome the challenge and achieve the success
Tri 3, Week 6, May 18-22 Standard(s)/Skills addressed this week: CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Essential Question: Where do I want to go to college?
Learning goal for this week:
Students will identify and research two post secondary (after high school) colleges/universities and complete a google form with information about each of them.
Watch the virtual tour and Complete the Google Form
Reflect and Write a paragraph or two... As you prepare to begin high school in the fall and have thought about the academic and social supports that will help you to be successful as you move on in your education, write about which of the colleges you’ve toured (in person or virtually this year) that seems like a good fit for you and why? None of them? Research and explore other schools that might be your choice and share. What are the most important things you will consider when deciding on post high-school education?
Tri 3, Week 5, May 11-14 Standard(s)/Skills addressed this week:
Maintain a strong support network for academic and career success (8.SA.SE.5a)
Identify mentors who influence, support, and guide future transitions and success (8.SA.SE.5b)
Leverage support network to assist within areas of need (8.SA.SE.7b)
Essential Question: “What is the value of a high school education?” Learning goal for this week:
Identify who is in our academic and our social support networks so that navigating the challenges of transitioning to high school will be easier.
Weekly Check-In Be sure to go to our class document (link on my blog) to sign into our class document and share how you’re doing - what you’re doing - celebrations and challenges. Be sure to comment to your classmates! Weekly lessons and assignments:
This week you will be learning the difference between social support and academic support
Academic Supports: the group(s) of people and resources who support you in accomplishing your academic goals at different points in life.
Teachers & tutorials
Online resources
Peer study groups
Counselors
____________________________
____________________________ (Can you think of any others?)
____________________________
Social Supports: the group(s) of people who make you feel cared for and to whom you can reliably turn to for support at different points in life.
Extracurricular organizations (clubs)
Family
Friends
Religious organizations
Educators
Study groups
_____________________________
_____________________________ (Can you think of any others?)
_____________________________
Open and MAKE A COPY of the google doc titled: Academic and Social Supports and SHARE IT WITH ME. The document should have two sections, one for Academic Supports and one for Social Supports.
You will be completing TWO quick writes on the following prompts (one about academic supports and the other on social supports). Prompt #1: What would your ideal academic support network look like? Prompt #2: In what ways do my current social support networks support me in becoming who I aspire to be emotionally, socially, physically (health-wise), and academically?
After completing the quick writes, complete the following on the same document.
Academic Support:
Compare and contrast your current academic support networks to the ideal academic support network from your quick write.
In what ways are your current academic support networks effective and ineffective?
How does the quality of your academic support networks correlate(relate) to your academic success?
Social Support:
Set goals for how you will refine your social support networks to ensure that you are getting quality support that you can use to become who you want to be in each category (emotionally, socially, physically (health-wise), and academically.
Tri 3, Week 4, May 4-8 Standard(s)/Skills addressed this week: CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Essential Question: Where do I want to go to college? Learning goal for this week: Students will identify and research two post secondary (after high school) colleges/universities and complete a google form with information about each of them. Weekly Check-In Be sure to go to our class document (link on my blog) to sign into our class document and share how you’re doing - what you’re doing - celebrations and challenges. Be sure to comment to your classmates! Weekly lessons and assignments: This week you will be doing college research and reporting what you find out. Assignment: Research two colleges that you may be interested in attending or have heard about and want to find out more. Use the google forms to guide your research -- you will fill out TWO separate forms - one for each school.
Tri 3, Week 3, Apr 27-May 1 Standard(s)/Skills addressed this week: CCSS.ELA-Literacy.CCRA.SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Essential Question: Is taking the U.S. Census helpful or harmful? Learning goal for this week: Students will participate in an online philosophical chairs debate around the central statement: “It is necessary that ALL people complete the U.S. Census.” Weekly Check-In: LISTEN to this week’s lesson plan explained by Miss Buck. Be sure to go to our class document (link on my blog) to sign into our class document and share how you’re doing - what you’re doing - celebrations and challenges. Be sure to comment to your classmates! Weekly lessons and assignments: For two weeks you have been researching the topic of the U.S. Census and whether or not you believe all people should participate in it -- or not. This week we are going to have an online philosophical chairs debate Directions for participating in online debate:
There will be a shared class document on which you will present your position (“for” or “against”) on the central statement “It is necessary that ALL people complete the U.S. Census.”
Just like our in-class debate, you must acknowledge the person before you by paraphrasing their argument before presenting (writing) your own. This demonstrates listening.
When presenting your argument, you MUST cite your source. Where did you get information to support your position?
You must wait your turn (2 before me) before adding each of your arguments. Each person must add two comments.
ALL comments MUST BE ADDED by Thursday, April 30th.
Next,
Complete the Philosophical Chairs debate reflection
Target Due Date: Sunday, May 3rd at 5 pm All grades will go into my gradebook at some time on Monday, May 4th.
Week of Apr 20-24 Weekly Check In! Click on button above to access our shared class document Essential Question: Is taking the U.S. Census helpful or harmful? Learning goal for this week: Students will research and read a variety of sources/texts that present evidence for and against completing the U.S. Census. Weekly lessons and assignments: Two weeks ago we began this unit with reading point/counterpoint (pro/con) articles on the topic of the Census -- necessary or harmful? And then continued the reading process with pre-reading activities -- previewing the text and building vocabulary
First, this week you are going to be interacting with the text. When you interact with the text, I want you to:
number paragraphs or chunk texts
mark texts to isolate key information
write in the margins of the text - questions, comments, connections
Reread the texts. Usually, a deeper processing of a text occurs over multiple reads with varying purposes for each read.
Next, I want you to find at least three additional articles that give information in favor of completing the U.S. Census and against completing the U.S. Census. Information for both sides of the argument can come from the same article.
A good place to start might be here. This article has links to other information that might be helpful.
Also, if you type in the google search bar, “debate about completing the census” that will generate some sites to explore specific issues about the U.S. Census and the information it collects.
Next,
On the back of their notebook paper, write the Philosophical Chairs prompt: “All people living in the United States must complete the U.S. Census or be penalized for not doing so.”
Draw a T-chart on their paper and label one side of the T-chart “Agree” and the other side “Disagree.”
Brainstorm arguments on both sides of the T-chart. Refer back to the text for specific citations and write down the number of the paragraph that you are citing and in which article.
Target Due Date: Sunday, April 26th at 5 pm *********************************************************************************************************************
Week of Apr 13-17 Office Hours: M: 8-9AM T-W-Th: 9-10AM Standard(s)/Skills addressed this week:
6-8.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
6-8.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Learning goal for this week: Read a variety of historical primary documents and create your own “primary document” (journal) about this moment in time (COVID 19 Pandemic, Distance Learning, Social Distancing, Quarantine) Weekly lessons and assignments:
Students will read historical, primary resources (links below) and reflect on the author’s point of view and historical context (at least 15 minutes per day)
Students should review “Journal Writing Tips” (link below) for guidance on how they might set-up and create their journal
Students will begin writing a journal to record their thoughts, feelings, and activities while beginning their distance learning during the pandemic (at least 15 minutes/day).
Things to consider when writing:
Your actions in response to this event.
Your emotional state during this time.
Effects of your behavior on other individuals (family, friends, community members, etc.) during this time.
Your hopes or fears of what might happen
What you are learning by going through this event
Students can take photos of their journal pages (if writing by hand) and share or share their journal pages in a google doc
Hi everyone! So, we're venturing into a new style of learning for awhile, so let's try and have some fun! "Engage Redmond" will be up and running later today (Friday, April 3rd) and you will be able to check into your classrooms (online) and see assignments. I will copy everything from my teacher template in "Engage Redmond" here, so you will have access from both places. This is new for all of us, so we need to be patient, but also take our learning seriously, because like we always say in class, "Knowledge is Power". Now is the time that you can really demonstrate ADVANCEMENT VIA INDIVIDUAL DETERMINATION! Gain more knowledge so you can go forward and be a positive contributor to our local, state, federal, and global communities! I miss you all and look forward to when we can all be in our physical classroom community once again. Until then, be safe...and smart. Time for school! - Miss Buck
Mon, April 6
Check in! Reflect on the past three weeks away from school and share your favorite and most challenging events (shared google doc on my blog).
Write four goals (2 academic, 2 personal) for the rest of the school year. Do this in a google doc that you share with me.
Please share any documents you create Document name: AVID, Your Name, Assignment Name
Week 21, Feb 18-21 Monday - NO SCHOOL, President's Day Tuesday - Students are creating a pre-write for their argumentative essay. No drafting before pre-write is completed.
Week 20, Feb 10-14 Monday - Students learned about three types of persuasive writing: ethos, pathos, and logos. Students were given a topic on which to write a sentence for each type. Due: beginning of class tomorrow. Tuesday - Students shared out their sentences with their table groups and the groups selected the best of each kind and shared out with the entire class. Wednesday - Students will finish research on their topics for the argumentative essay. Tutorials are tomorrow and completing a TRF is HOMEWORK. Due: beginning of class Thursday. AVID Parent night tonight - 5:30-6:30 PM. Thursday - Tutorials; TRFs with reflections due beginning of class tomorrow. Friday - Valentine's Celebration!
Week 19, Feb 3 - 7 Monday - No school Tuesday - Students are working on research for their argumentative essay. Wednesday - Thursday - Tutorials. TRFs and reflections due beginning of class tomorrow. Friday - TRFs and reflections due. Students creating invitation for AVID Parent Night (Wednesday, February 12th from 5:30-6:30 PM)
Week 18, Jan 27-31 Monday - Tuesday - Wednesday- Thursday - Tutorials. TRFs & reflections due beginning of class tomorrow. Students are now being graded on participation in tutorials. Friday - No School - conferences 8 AM - 12 Noon
Week 17, Jan 20-24 Monday - No school, MLK Day Tuesday -
Week 16, Jan 13-17 Monday-Tuesday -Students finished note-taking on argumentative writing -- the purpose and structure of this form of writing. We discussed potential topics for writing. Wednesday - Students completed TRFs for tutorials tomorrow. We will now have tutors from the high school coming to run tutorials with students one to two times a week. Thursday - Tutorials. DUE: TRFs, notes, and reflections are due at beginning of class Friday. Friday - Students reflected on tutorials and the student tutors. We also narrowed the list of proposed topics for the argumentative essays students will be writing over the next couple of weeks (see link above for entire list -- the five - ten topics we decided on are not indicated).
Week 15, Jan 6-10 Monday & Tuesday - Students shared their favorite memory from break. Time to goal set for second trimester. Students calculated their GPA from trimester one and are writing out goals for trimester two. Binder clean-out and checks on Tuesday.
Week 14, Dec 16-20 Monday - Students participated in a philosophical chairs debate with the central statement, "Video game addiction is a real condition and steps must be taken to deal with it." Students are shown their scores throughout the debate so that they can monitor their participation and make any necessary changes -- like more participation. The debate will continue Tuesday for an additional 15 minutes.
TRIMESTER 2 Week 13, Dec 9-13 Monday - Students determined the reading purpose for the "Gaming Addiction" article (link above "main article") and began to mark the test -- according to the purpose. Tuesday - After completing the text mark-up, students began to fill out the philosophical chair debate prep form (link above). The central statement is "Video game addiction is a real condition and steps must be taken to deal with it." Students were provided additional links to other articles for further research on this topic to be done prior to the debate. Wednesday - Students continued to work on research on gaming addiction and preparing for the philosophical chairs debate -- on FRIDAY. Thursday-Friday- We had an assembly schedule both these days; students completed research and preparing for the philosophical chairs debate -- which will be Monday, December 16th and we did binder clean-outs and checks. Class discussion around "kindness" (our focus for the month) and how our words and actions can convey kindness. How standing up for someone who can't stand up for themselves is one way to demonstrate kindness. If students are absent for the debate, they will be responsible for writing a position paper (link above for paper guidelines).
Week 12, Nov 18-22 Monday - Binder check and note-taking review. Students are taking notes but not going through all the phases of focused note-taking. We discussed how students can process and interact with their notes in other ways -- creating flash cards, creating vocabulary quizzes, teaching others, hand-writing the vocabulary instead of just creating notes digitally. DUE: Students were to pick two ways they were going to better determine a question and POC for their TRF from the list presented in class that included:
Complete homework from academic classes
Review class texts/materials/focused notes
Study and prepare for quizzes/tests
Review missed items on previous quizzes/tests or homework
Identify material that needs further clarification/explanation or a problem they need help solving
Identify areas for improvement from test/quiz/assignment scores
Tuesday - Students will be completing a learning log and TRF.
Week 11, Nov 11-15 Monday - No School, Veteran's Day. Thank you Veterans! Tuesday - Learning logs. Due end of period. Wednesday - Finish learning logs and examine new ways to clarify and create an effective POC for the TRF. Discussed field trip expectations. Thursday - OSU-Corvallis field trip! Depart school promptly at 7:00 AM, returning at 6:00 PM. Friday - Field trip debrief and reflection survey.
Week 10, Nov 4 - 8 Monday - Students finished tutorial as a class and worked on completing a reflection. OSU-Corvallis field trip permission slips are due TODAY! Tuesday-Wednesday - Students worked on team-building and created and presented AVID claps. Thursday - Students completed a team-building reflection sheet -- how they think they worked in a group; what they contributed, what others contributed, how they could be a better leader and/or participant. Friday - This week we talked about reaching out and including others -- making new friends and ensuring no one is alone in school. A couple of students presented an idea to have a lunch group meet -- consisting of those students who may/may not have lunch buddies or friends.
Week 9, Oct. 28-Nov 1 Monday - Tuesday - Students received their OSU-Corvallis field trip permission slips and MUST have them in by Monday, November 4th. The trip is Thursday, November 14th. The bus will depart OMS at 7:00 AM promptly -- students need to be at school no later than 6:50 AM. The bus will return to OMS at 6:00 PM that evening and students must have a ride home. Students were assigned a Learning Log to complete for last week's work and it is being used to identify questions that might be used on the TRF. Students began to fill out their first TRFs today.
Week 8, Oct 21-25 Monday-Tuesday - Students began to learn about the steps in the tutorial process and watched a video of a tutorial. Wednesday - In teams, the students played the word game to build relational capacity! Fun! Thursday-Friday - Students learned about the Tutorial Request Form and how to fill one out prior to tutorials.
Week 7, Oct 14-18 Monday - Tuesday - Students reviewed marking the text and writing and drawing in the margins. Their marked-up "Tax on Junk Food" text is due Tuesday. Students learned about writing opening, core, and closing questions for a Socratic Seminar and are responsible for writing six total questions (two of each) to use in the seminar on Thursday. DUE: Questions for Socratic Seminar: Wednesday, 10-16 Friday - Socratic Seminar DUE: Seminar Reflection - Monday
Week 6, Oct 7-11 Monday - Students finished up Focused Note-Taking. Tuesday - Students did binder checks and discussed organizational strategies and the importance of manners. Wednesday-Thursday - Students learned how to mark-up text and about writing and drawing in the margins of text to deepen comprehension. Students are using these strategies on text about "Tax on Junk Food" Friday - No School.
Week 5, Sep 30-Oct 4 Monday - Students finished working on their Bio poems Tuesday - Students continued with the focused note-taking process notes DUE: College Fair Field Trip Permission Slips Wednesday - Last day to turn in field trip permission slips; students signed up for on-line for college fair field trip to Redmond High School -- tomorrow at 8:45 am. Students will return before first lunch. Thursday - Students attended the College Fair at Redmond High School Friday - Students shared out which colleges they might be interested in attending and why.
Week 3: Sep 16-20 Monday:Students turned in their signed "Teacher Introduction Sheets" today. Additionally, to help with student success, students received a "Study Buddy" sheet on which to write the names and contact information of students in their classes with whom to connect if they are absent or need a study partner. Students were reminded to let Miss Buck know how many people would be attending the AVID contract-signing session at 5:00 PM on Wednesday in the Library before Back to School Night so we know how much pizza to order. Tuesday-Wednesday: AVID students began work on a social contract for our class today. A social contract is agreed-upon rules by which a class operates. Students also received their first Learning Logs which are a tool used to reflect upon learning for the previous week and assist students in identifying points of confusion. Students began work on creating a page about them called, "All About Me". Thursday: Students finished working on "All About Me" pages. There was a great turnout for "Back to School Night" and AVID students and their families attending the AVID gathering and signing AVID agreements. If students were unable to attend, they need to sign, along with a parent or guardian, the agreement and return it to Miss Buck ASAP. DUE: Signed AVID Student Agreement: NOW DUE: "All About Me" page - end of class Friday: Students were given a page of "helpful hints" on how to best use their agenda to keep track of assignments and activities which leads to improved organization. Additionally, students received an "assignment sheet" to keep in their binder to quickly reference assignments, due dates, and actions necessary.
Week 2: Sep 9-13 Monday: Essential Question: How can I make a good first impression with my teachers? Table group and class discussion on the ways students can make a good first impression and how to correct an impression gone wrong. Tuesday: After reviewing first impression ideas, students wrote five facts about themselves that they shared with a partner and vise-versa. This activity helped students to become better acquainted and helped them work on their listening skills. Wednesday: Students continued with the Five Facts activity. Thursday: Letters were given to students to take home to families inviting them to the AVID contract signing and information night (with pizza) next week before Back to School Night. The gathering will be in the library at 5:00 PM.
Week 1: Sep 3-6 Monday-Tuesday: No school Wednesday: Welcome Back! Students receive their 4" binders with dividers to use for the school year and will set them up according to AVID standards. Click on link below to access AVID binder check-off sheet. Thursday - Students reviewed the OMS Handbook and will have a quiz over the content tomorrow. The Handbook can be found in the front of the school agenda.