Mr. Seley music concert on Friday - Mr. Seley will perform at 8:35 and 10am on Friday morning for our kids. He has a show scheduled at 4:30 on Wednesday March 12 at the Baldwin Library. He is extremely talented and his music is amazing. I encourage you all to attend.
Mr. Joe out Thursday afternoon and Friday - My son Zack had a toxic reaction to some medication and is at Beaumont Hospital. He is doing better and is expected to recover fully. I will be there all day on Friday. You can always reach me on my cell at 248-224-2039 or by email. I hope to see everyone at the Blast with both boys or at least Nick.
Crazy Day photos. Enjoy the photos from Thursday. We had some amazing outfits!
What we did in class on Thursday and Friday...
Reading -
Writing - We continued writing our Growing Up narratives on draft paper today. Typed drafts will be due by Monday March 10. (***Note. Even though these pieces should be typed, they are still very much drafts, and not expected to be error-free in any way. We've been working on these primarily in class up to this point. The rubric is in the documents section below.)
Word Study (Grammar, Vocabulary, Spelling) -
Social Studies
On Thursday we spent time as as team of 54 doing our Engage presentations.
On Friday we spent more time working on our Growing-Up pieces in the afternoon.
Homework…
Language Arts:
1. Read a book of your choosing for at least 20 minutes.
2. R&E #6 due March 18, 2008.
3. Return book club slip with top three choices of books. If buying the book, bring $7.00 in cash or check made payable to "BCS." Students are encouraged but not required to purchase books.
4. Typed draft of Growing Up story due Monday March 10.
Social Studies
1. CET posts for Week 2er's by Wednesday. Comments by rest of CET by Friday March 7.
Character Education
Business
Goal Setting
Documents
5/6 Growing-Up Narrative Rubric
1st Typed Draft Due March 10, 2008 Final typed draft due March 17, 2008
Type in 12 point font, double-spaced, Times New Roman font.
| Category | 4 | 3 | 2 | 1 |
| Grabber | First paragraph has a “grabber” or catchy beginning | First paragraph has a weak “grabber” | A catchy beginning was attempted but was confusing rather than catchy. | No attempt was made to catch the reader’s attention in the first paragraph |
| Organization | The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. It has a clear beginning, middle, and end. | The story is pretty well organized One idea or scene may seem out of place. Clear transitions are used. | The story is a little hard to follow. The transitions are sometimes not clear. | Ideas and scenes seem to be randomly arranged. |
| Characterization | The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately throughout the story. | The main characters are named and described. Most readers would have some idea of the characters actions and appearance throughout the story. | The main characters are named. The reader knows very little about the characters. | It is hard to tell who the main characters are and what they’re doing in the story. |
| Snapshots | There are at least three snapshots spread evenly throughout the story. The reader can easily make a “movie in their mind” from the snapshot. | There are at least two snapshots spread evenly throughout the story. The reader can easily make a “movie in their mind” from the snapshot. | There is at least one snapshot spread evenly throughout the story. The reader can easily make a “movie in their mind” from the snapshot. | There are no snapshots in the story, or the snapshots do not allow the reader to make a “movie in their mind” from the snapshot. |
| Thoughtshots | There are at least three thoughtshots spread evenly throughout the story. The reader can easily understand the character’s thinking from the thoughtshot. | There are at least two thoughtshots spread evenly throughout the story. The reader can easily understand the character’s thinking from the thoughtshot. | There is at least one thoughtshot spread evenly throughout the story. The reader can easily understand the character’s thinking from the thoughtshot. | There are no thoughtshots in the story or the reader cannot easily understand the character’s thinking from the thoughtshot. |
| Explode-A-Moment | There is at least one example of time standing still (explode-a-moment) in the story. It contains both snapshots and thoughtshots, which combine to describe an important moment in time. | There is at least one example of time standing still (explode-a-moment) in the story. It may contain both snapshots and thoughtshots, which may combine to describe an important moment in time. | There is at least one example of time standing still (explode-a-moment) in the story. It contains either snapshots or thoughtshots, but the moment may be too big, too small or irrelevant. | There is little or no evidence of the use of explode-a-moment in this piece. |
| Story Ending | The story contains an ending that employs action, dialogue, images or whole-story reminders. It concludes the story and/or resolves the problem in a creative way | The story contains an ending that employs action, dialogue, images or whole-story reminders. It concludes the story and/or resolves the problem. | The story contains an ending which is unclear employs action, dialogue, images or whole-story reminders. It does not conclude the story and/or resolve the problem in a creative way | The story lacks evidence of a clear ending or resolution. It is confusing. |
| Spelling and Punctuation (as is) | There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. The story is written in 12 point font, Times New Roman, double-spaced. | There is one spelling or punctuation error in the final draft. | There are 2-3 spelling and punctuation errors in the final draft. | The final draft has more than 3 spelling and/or punctuation errors. |
