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

Last week I asked my 8th grade students to do a quick write.  Their topic was their attitude about reading and writing.  I asked them to be completely honest and tell me their thoughts on the subjects as well as how they think any negative feelings could be improved throughout the year.  Upon reading their quick writes, I noticed a trend.  Many of my 8th graders seemed to feel that if they could just read a book once in a while simply for the pleasure of reading, they might enjoy it more.  It was a popular idea that “dissecting” a book seemed to take away the joy of reading and hindered their ability to really get into the story.  As an avid reader myself I was taken aback by the idea that as a language arts teacher, an instructor of a subject that I truly love, I could actually be robbing my students of the same joy I experience from a great book.  Uh-oh!

Since reading their quick writes, the wheels in my head have been turning about what  my students said.  What really is my role as their language arts teacher?  Have I really done my job if at the end of the year my students have a vocabulary that could earn them a spot on the next Jeopardy Teen Tournament, but they never pick up a book of their own choosing all summer?  Is it more important that my students be able to identify prepositional phrases or that they find a style of writing they enjoy and feel they comfortable using  form of self expression?  These are the type of questions that run through my mind day and night, and unfortunately I have yet to find the answer!

As of now, the best solution I have come up with is balance (as I find it the answer to many of my questions about teaching and life in general).  I am required to teach certain things.  There is no way around this, which means that sometimes books  must be slowed down and “dissected” and writing must graded and grammar corrected.  On the other hand, who says it is not okay to sometimes let my students just read and write with no strings attached.  Part of becoming a better reader and/or writer is practicing and making mistakes.  And so another goal for this year has been formed.  Find that balance!  Teach my students what they need to know for high school, college, and beyond.  Give them the skills they need to be good readers and writers and critical thinkers.  But perhaps most importantly, allow them to slow down and find joy in what they are doing.

Similarly to Mrs. Cornwell’s classes, my 4th and 6th hour also created class creeds.  It is my philosophy as a teacher that students should take ownership of the class rules and guidelines and take part in creating them.  It is just as much their classroom as it is mine!  With that being said, I was very impressed with the things my students expressed that they expected of their classmates and themselves.  With what they have come up with I expect this to be an excellent year with two excellent groups of students

In addition to coming up with their expectations for each other, I also asked my classes to brainstorm a list of things they expected from me as a teacher.  Using their ideas I also wrote a teacher creed.  Check all of them out posted below.

Happy reading,

~Ms. Cook

Ms. Cook’s Creed

I am a teacher

I believe in setting high expectations for my students and encouraging them until they reach their potential.

I agree to give my students choices, and I trust them to make good choices both in my class and in the world around them.

I will treat my students with respect at all times.

I believe in each of my students and know that all of them can and will succeed.

I appreciate my students’ unique personalities and will incorporate their learning styles into my teaching.

I am a role model for my students both in and outside of school.

I believe that laughing, having fun, making friends, and learning are all possible at the same time.

I challenge myself to be the best teacher I can be and to learn from my students every day.

I lead, I learn, I laugh, I read, I write, I listen, I speak, dream, I understand, I encourage, I teach, I inspire.

4th Hour Creed

As a class we are responsible for what we do and say. 

We will think before we act and speak. 

We are courteous, kind, respectful, awesome, smart, beautiful, handsome, spectacular, funny, and fantabulous!

 Together we will uphold the class and school rules. 

We are confident in our abilities.

 We are comfortable sharing our opinions because we know we will not be judged. 

Together, we will walk through the door everyday with a positive attitude. 

We will set goals and work hard to achieve them

 We are Ms. Cook’s 4^th Hour English class at Portland Middle School, and we will stand tall and strong in school and make it a better place to be.

6th Hour Creed

We are 7^th grade students at Portland Middle School.

 We agree to treat each other fairly and with respect.

 We believe in ourselves and work to our highest abilities. 

 We think clearly and try not to get distracted or distract others.

 No one is left behind.

 Our class will take responsibility for our actions, and be the best we can be.

 We will never give up

 We believe that our education is the key to our future successes.  Our education and our future are in our hands.

 We are awesome, cool, amazing, superior, mighty, smart,  good sports, courageous, crazy, funny and cooperative.

We are athletes, musicians, artists, and students 

We are UNSTOPPABLE!!