April+2+-6

http://lambenglishmontana.wikispaces.com/Romeo+Vocabulary+5-8 This is the link to the vocab that will be on the matching test Friday,

First two paragraphs of the I-search paper were due before class started Monday. This week students are writing about the search they are conducting. We will be in the lab Tuesday through Thursday to work on this paper assuming that students are using the time to work. Classes that are not using the time productively will be doing other assignments and readings in the classroom making the I-search paper a writing project they must do on their own time. (Fourth period will be in lab two days for this reason.)

We will be working on I-search papers this week. This paper allows students to form a question of personal interests or significance and research this. The paper is a narrative of the process. The following link gives directions. [] Googling “I-Search” will bring up lots of examples. We will be reading and discussing two examples in class.

The first draft of the I-search paper is due Monday April 9th at midnight on turnitin.com.

Romeo Vocab Test this week. Review all four previous vocabulary list at http://lambenglishmontana.wikispaces.com/Romeo+Vocabulary+5-8

Brenda Lamb

Extra Credit: Throughout the semester, students can earn extra credit by bringing in something they have written and discussing with me how they would like to revise it. After revising, bring in both the draft and revision for 10pts extra credit. (Poetry, Book Review, Memoir, songs, short story…)

The I-Search unit addresses the following NTCE/IRA Language Arts Standards: NCTE/IRA Standards that apply to I-Search 1) Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 4) Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

5) Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

6) Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 7) Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8) Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 11) Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12) Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).