Last week we began our study of Greek mythology in preparation for an upcoming writing assignment.  In lieu of the flu we were closed for a couple of days, which means we will be looking at reading some myths and beginning to learn about legends through this week and the beginning of next. 

By the end of next week students should be able to meet the learning targets below:

• I can explain the similarities and differences between myths and legends.
• I can make connections between myths and legends and my life.

• I can identify the:
  • structure of a myth.
  • elements of a myth.
  • style of a myth.
  • purpose of a myth.

• I can identify the:
  • structure of a legend.
  • elements of a legend.
  • style of a legend.
  • purpose of a legend.

We completed this guided note-taking exercise last week Thursday and Friday.  Today we began taking a deeper look at the Greek gods and goddesses to better understand them as characters in myths we will read.

Our eighth grade classes have been learning about business letters and formal communication. Here is a recent revision of the sample we created in class. We have drafted and peer-edited letters requesting donations to be raffled away at our bowling night during our Mackinac Island field trip.

Drafts of our letters were turned in today for Mrs. Cornwell to review. We will receive them back tomorrow to make changes. Final drafts will be typed in the lab on Wednesday and, provided they are free of errors, sent to their intended recipients by the end of the week.

Students have spent the past week reviewing the 6+1 Traits of Writing.  Today we are taking a peek at conventions through the use of a student exercises and text examples.

Eats, Shoots and Leaves

The Girl’s Like Spaghetti

Today we learned a bit about sentence fluency.  This is a little harder concept to grasp, but one that takes writing to the next level.  Students listened to an audio recording of Whirligig Beetles by Paul Fleischman. There are several other poems he has written that do a great job of emphasizing sentence fluency! 

Just a reminder though that this occurs in all forms of writing – not just poetry!

I recently saw this video on a fellow teacher’s site and it got me thinking what our students would say? I wonder if we can’t use this question and perhaps even format as a mentor text for a possible National Day of Writing publication here?

If you’re willing to share, please leave a comment and tell us why you write?

We’ve spent the past few weeks establishing our class community and getting reacquainted with one another, or learning about the hidden talents and shared experiences of familiar-faced classmates.  Today, you have the opportunity to learn a little more about yourself.  In the survey below, please read the choices below and consider each statement carefully.  If there is a word you’re unsure of, we encourage you to use the resources you have available.  One option would be to ask one of the us to help you understand what they statement is saying, or you could highlight the word and paste it into this website.

We recently discussed the difference between affect and effect, which puts us in the perfect position to really put that new-found knowledge into practice. Today, students will be writing their own cause-effect essays. This information writing experience will help refresh them of the skills essential to performing their best on the statewide assessment in October. Additionally, students typically engage in narrative writing which means an opportunity to practice expository writing for an authentic purpose is a great opportunity!

Below are copies of the some of the resources students used today in class:

Signal Words

Cause                              Effect

Because                        As a result
The reason for          Outcome
On account of           Finally
Bring about               Consequently
Give rise to                Therefore
Created by                 For this reason
Contributed by        Hence
Led to                          Effect
Due to                          Then
Since                            So

Checklist

____ Do I include an introduction that clearly states the cause and effect relationships?

____ Do I use important details and examples to explain at least one effect?

____ Do I use language effectively to help the reader understand the cause and effect relationships?

____ Do I use a logical order to move from one idea to the next?

____ Do I include a conclusion that helps the reader understand the cause and effect relationships?

____ Do I spell, punctuate, and capitalize my writing to help readers understand?

Rubric

• Content and Ideas
• Organization
• Style
• Conventions

Sample Cause and Effect Essays

The Effects of Being an Athlete

The Causes of Anorexia

Writing Invitations (Prompts)

• What are the effects of television on study habits?

• What are the physical effects of anger?

• What are the typical causes of poor behavior in the classroom?

• What are the possible causes for a student being featured in a local newspaper?

While searching for additional information to prepare our 7th grade students for the upcoming writing portion of our MEAP test in October, I found the following article that does an adequate job of making the distinction between two words that, to be honest, still confound me from time to time.

The article is posted here as a reference which we hope students to find useful!

Effect Vs. Affect

Author: David Bowman

These two words, with such different meanings, are frequently interchanged in writing. The problem is that they sound so similar, which causes many writers to use the wrong one. A little basic knowledge of English grammar will help you know which one to use–and why.

1. Common uses

“Effect” is most commonly used as a noun and refers to something that happens because of some action or event. A good synonym is “result.” For example, pretend that you are watching a fireworks display, and one rocket makes a really big boom. The person next to you, deafened by the blast, turns to you and shouts, “That was a really great effect.” That person is referring to the blast that occurred when the rocket exploded, i.e., the result of the explosion.

“Affect” is most commonly used as a verb and refers to the action of influencing something else. In fact, “influence” (the verb) is a good synonym. For example, when the person just mentioned has finished shouting about the effect, you might respond, “Yeah, it must have affected your hearing.”

Here are a few more samples:

1. What will be the effect of winking at her? Will winking affect her opinion of me?

2. When she smiles at me, my whole day is affected. It’s a strange effect.

2. Less common uses

““Effect” is sometimes used as a verb, though we don’t like this use. It is too “new-speaky” for us, like using “dialogue” as a verb, which it isn’t. When “effect” is being used as a verb, it refers to the action of causing something to occur. An example of this is: “My wink effected a change in her attitude about me.”

“Affect” can be correctly used as a noun. As a noun, this refers to emotions or an emotional response. You will find many examples of this in psychology documents. An example is: “Her affect was strange when I winked at her.”

3. Quick Summary

Effect: Noun, means result

Affect: Verb, means influence; Noun, means emotional response

Since so many writers mistake these two words, editors at Precise Edit usually do a search for them when editing. We examine each occurrence and make sure the correct word is being used. Correct word choice, after all, is a sign of being a professional writer.

About the Author:

David Bowman is the Owner and Chief Editor of Precise Edit (http://PreciseEdit.com), a comprehensive editing, proofreading, and document analysis service for authors, students, and businesses. Precise Edit also offers a variety of other services, such as translation, transcription, and website development.

Article Source: ArticlesBase.com – Effect Vs. Affect

Earlier this week, I invited students to explore the notion of creating a class creed or contract by examining ones we found online and then brainstorming ideas for what they valued and wanted to include in a collective belief about each class.  Not only was I highly impressed by the thoughtfulness and insight the students demonstrated in the discussion, but the final products for each hour were distinct and reflective of the class “identity.” 

Similarly, my belief that I too should be an active writer, a participant in our learning community, I crafted a Teacher’s Creed of my own.  In complete this exercise, I found that this is something I would like to repeat each year and wonder how interesting it will be to see how my beliefs, expectations and vision change…or remain the same over time.

My Teacher’s Creed:
I believe in the power of each person’s potential regardless of the beautiful differences that distinguish us one from another.  I aim for excellence and hold my students in high regard.  I bring my entire heart, mind, and soul into the classroom and long for my students to do the same.  The ferocity with which I detest indifference, apathy, superiority and indolence is equaled only by the intensity with which I will support courage, creativity, respect and integrity.  I believe my students are a reflection of my success.  I aim to empower each student so he may know that the choice of failure or success is within his control.The pages of my life’s story are forever being written and revised with the introduction of each new character and the changing of every scene.  I am humbled to be joining these students as we encounter the twists and turns of this yet unknown tale.  I am a teacher.

First Hour:
We believe school should be a place that values both learning and laughing.  Our time beyond the school day is just as important to our education.  We believe that the work expected of us at home should be related to how we chose to use our time in class.  We should be heard and considered.  We should have a say in how we learn and what we learn.  We should be treated fairly, which may not always be equally.  We are in control of where we go in our lives because the choice to fail or succeed in our rests in our hands.  We should do the best we can to be alert and focused within the school setting.  Our measure of success is more heavily weighed by effort, and if we try, we cannot fail.  Assessment should part of our everyday learning process and not an isolated test or quiz that we fear.  We have the power to make choices.  We are Portland Middle School students. 

Second Hour:
We believe that the decisions we make today will affect our whole lives and how far we go in our education and behavior can determine how far we go in our lives.  No matter who we are, we all should have some set standards.  Regardless of what others do, we pledge to follow our own code of conduct.  We are like individuals with our own talents and abilities.  We will treat our fellow classmates with respect and actively help those in need.  We hope to reach for the stars academically, morally, and ethically to be the best we can be.  We should live life to the fullest because today will never happen again.  We can accomplish more together than we can independently.  Working together we have the power to change the world.  We are Portland Middle School Students!

Third Hour:
We believe we can all be challenged to the max over time.  We believe that hunger inhibits our learning.  We believe that seventh graders should have first lunch.  We believe that it’s not easy being cheesy.  Everyday mistakes are part of our learning experiences.  If we don’t hold back, we can complete anything.  We believe that what we think is the bare minimum of what we can actually accomplish.  We are Portland Middle School students!

Some of my students from last year might remember my infatuation with creating word clouds using Wordle.  There are so many educational possibilities for this type of organization and classification.  Last week in class, I asked my 8th grade students to write down individual lists of things they were looking forward to this year, and things they were nervous about. 

I’m so excited to learn and share with these new students!  Be sure to check back often to share in our adventures!