We’re at it again. This one was more on the “fun” side since 2011 was more a parody of zombies and 2010 was your action/adventure spoof.

Students will write a paragraph which will include topic sentence, evidence and analysis sentence, and concluding sentence about why the war ended.

Students will write a paragraph with a topic sentence, evidence and analysis sentences, and a concluding paragraph about some of the reasons the colonist decided to separate from the British.

Students will continue to write about Ellen Toliver and the changes she went through as she delivered a secret message to General Washington’s Army. Their paragraphs will include a topic sentence, several evidence and analysis sentences, and a concluding sentence.

Students will write a paragraph with a topic sentence, several sentences providing evidence and analysis, and a concluding sentence on why or why shouldn’t Ellen become a spy.

Students are practicing writing paragraphs with topic sentences, with evidence and analysis, and a concluding sentence.

Students will be writing a paragraph that details how they should behave in the Computer Lab.

Click here to investigate what future job/career you may have…

…when Columbus arrived at the New World?

Single paragraphs will include a topic sentence, evidence and analysis sentences, and a concluding sentence.

… help sailors?

Students will blog their “Before” and “After” paragraphs. Their paragraphs should contain a topic sentence, evidence and analysis sentences and a concluding sentence.

We are practicing writing a paragraph with a topic sentence, supporting details, and a concluding sentence. In this paragraph, we are comparing how Gao Mai’s life is very different from our experiences.

We are continuing to practice paragraph writing with a topic sentence, detail sentences, and a concluding sentence.

We are practicing writing paragraphs with a topic sentence, supporting details, and a concluding sentence.

Find out what strengths you possess. Answer each question HONESTLY without answering “how you’d like to see yourself.”

To start the assessment, click HERE. Don’t forget to record your results on the recording sheet provided to you by Mr. Alfonso.

Students are comparing how people received their news pre-American Revolution to today. Venn diagrams will be scanned to show organization of their thoughts.

Students will describe how turn a mixed number into an improper fraction and vice versa. Afterwards, they will describe the differences between the two processes.

Students will describe the process of digestion as food enters the mouth and prepares to be “eliminated.”

Students are writing a summary paragraph about “Life in the South” from their Social Studies text. The paragraph will have a topic sentence, supporting and detail sentences, and a concluding sentence.

Students will describe how to divide 1/4 by 1/2. A topic sentence, details about the steps, and a concluding sentence will be used.

Students will trace the path of air as it passes through the nose/mouth, the lungs, and back out again.

Compare your life to that of Mary Anne’s generation, a Yupik Eskimo.

While all stars start out the same and get to their middle-ag years, as they get older several possible outcomes may happen. Describe what happens when stars get old.

Students will describe how blood flows through the heart beginning with the veins leading into the right atria.

Would tips would you give to be a spy for the Patriots? What could you do to prevent from being caught by the British?

Boys:
What would you write to Leslie if she could still read a letter you wrote? What would you tell her?

Girls:
What kind of letter would you leave Jess before going out to Terabithia on that last day?

This was a video response to this blog entry.

Accounts from Patriots, Loyalist, and a British Naval Admiral will be given. Students are pretending to give their accounts of what happened the night of December 16, 1773 as if questioned by the police.

Wow!

Students will write a script as if they are hiring someone that protects against harmful bacteria and is irregularly shaped. They will interview plasma, a platelet, a red blood cell and white blood cell. For each interview, the HR rep will ask two questions:

“Are you irregularly shaped?”
“Do you protect against harmful bacteria?”

Students will instruct how to find perimeter, area, and volume. They will conclude their entry with comparing and contrasting the three.

How people got the news during the American Revolution is very different from the way we receive news today. Students will summarize how news was received back then and now and will contrast their differences.

This isn’t about uploading movies anymore. It’s become of a combination of script writing, storyboarding, movie making with writing and integrating Bloom’s Taxonomy (Revised) into the fold. When students blogged their writing, they focused on mostly summarizing what they were reading in Open Court. Now, the focus has expanded in activating more of their critical thinking skills. Blog entries will include what level of Bloom’s the students are activating. This is exciting!

Students (male) will be writing as farmers who are away from home on the battlefield during the American Revolution. Some students (female) will be writing as the wives that have taken on the responsibility of running the farm or business that their husbands have left behind.. Letters should address the different lifestyles each are living as the war has affected their responsibilities.

Students will explain how to find perimeter and area. They will also contrast the two.

Students will read, use a graphic organizer, and write a summary of the thirteen colonies in our Open Court reading selection, “If You Lived in the Time of the American Revolution.”

This year’s message:

Your score matters.
More importantly, YOU matter.

Also available at these sites:
YouTube
Vimeo
Calaxy – K12HSN

Actors:
Main Character – Nicole
Final Zombie – Mr. Alfonso
Zombies: Various students from Mr. Alfonso’s class

Music:
“Endless Skies” from Digital Juice

Storyboards:

Objective: Students will create a graphic organizer, write a summary, and record their summary for The Story of Jumping Mouse, Unit Six: Journeys and Quests.

Elexis: “Hi I am Elexis.”
Ashley: “Hi I am Ashley.”
Both: ” We are here to talk to you about homework.”
Elexis: ” Homework is very important because it’s what gives you your grades.”
Ashley: ” And if you don,t guess what will happen to them they will drop.”
Elexis: ” So your A+ just turned into a zero if you don’t do your homework.”
Ashley: ” The worst part is that is you have to call home or owe recess.”
Elexis: “Try calling your gardian about not doing homeork infront of the whole class.”
Ashley: “Now that’s the embarrasing part!”
Elexis: “So do yourself a favor and do all of your homework. ”
Ashley: “And you won’t get introuble with your teacher or your parent.”
Both: “So do all of your homework!”

Producers: Andrew C., Joseph, Zo’aela
Director:

~~~~~~~~~~~~~

We read “She’s a Fasionista” from TimeForKids.com.

For her sixth birthday, CECILIA CASSINI, now 11, asked for a sewing machine. Since then, her passion for fashion has blossomed into a career as a designer. Her creations are sold online and in two stores in California. “I started making clothes for my sister and her friends, and word got around,” she told TFK.
Cecilia’s next big plan is to start manufacturing her designs. Her dream is to have her clothes sold in stores around the world. For now, she is busy making 25 to 30 dresses each week.
The young designer has a message for her peers: “Don’t wait until you’re an adult. You don’t have to!”

Our assignment was to read, highlight, create a graphic organizer, blog our summary and scan our graphic organizer and summary paragraphs.

Podcasts recorded 2/25.

Summarizing “Bill Pickett: Rodeo-Ridin’ Cowboy” from our Open Court text.

Our assignment is to summarize part of the the selection, “What are Plants and Animals Made of?” Specifically, students are focusing on the differences of plant cells.

Podcasts recorded 02/18.

Podcasts recorded 2/22.

Podcasts recorded 02/17 and 02/18.

Written by Nicole. The Director’s Assistant was Tayla. Miss you Tayla. Hope things are well at the school you’re attending now!

This is the first time we are using a new graphic organizer that focuses on CAUSE and EFFECT to summarize our selection. Podcast, graphic organizers will be posted soon.

This subsection described the ways in which the Native Americans used every part of the buffalo. Our assignment was to write a summary. You can listen to each student read their summary as well! We’ll be doing this from now on to increase our fluency. Reading our writing aloud also helps to enhance our writing. Enjoy!

Podcasts recorded Friday, January 28, 2011.

Their assignment was to summarize the last section of “Buffalo Hunt” from our Open Court Book.

Podcast recorded Monday, January 31, 2011.

This assignment focuses on comprehending a section from our Open Court books about the different ways to hunt buffalo.

Podcasts recorded Tuesday, February 1, 2011.

Then, we use a graphic organizer before writing our summary paragraph.

Below is the slideshow I use in my classroom with the students. You can use this in your class fullscreen. There are YouTube videos embedded before each article to better illustrate what their reading. Make sure that if your school/district blocks YouTube to “unlock” the computer you’re using to allow it to play.

SCRIPT:
“Hey Nicole can you help me study for our Open Court test tomorrow?” Jasmin asked.

“I’m kind of embarrassed to say this but I need help too.” Nicole admitted.

“Then who’s going to help us?” Jasmin questioned.

“I don’t know?” Nicole responded.

“Maybe Iggy?” Jasmin wondered.

“I guess. It’s worth a try.” Nicole agreed

“Okay. Then let’s go.” Jasmin told her.

(Walk over to Ignacio’s desk)

“Hey Iggy.” Nicole said.

“Hey.” Ignacio replied.

“Um, can you help me study the Open Court test tomorrow?” Jasmin mumbled.

“What?” Ignacio said in confusion.

“Ugh. Can you help us study for the Open Court test?” Nicole made clear.

“Oh sure.” Ignacio answered.

(Pull out papers and put on glasses)

“Sticky notes, sticky notes
That’s what you need
When you’re taking the test
With information, FYI
Main event and setting.” Ignacio sang.

“Sticky notes, sticky notes
They’ll help you
Pass that test” The girls continued.

“Sticky notes, sticky notes.” Ignacio added.

“Red, green
Orange and blue” Jasmin sang.

“Different sizes, shapes
And colors too.” Nicole sang.

“Sticky notes, sticky notes
That’s what you need
When you’re taking the test
With information, FYI
Main event and setting.” They all sang.

“Can I get an ME” Ignacio messed around.

“Haha. You wish.” The girls laughed.
(Through sticky notes at Ignacio)

“Bravo!” Jasmin shouted.
“No brava!” Nicole corrected her.

“Sticky notes!” Nicole and Jasmin yelled.
“Sticky notes!” Ignacio yelled after.

STORYBOARD

MOVIE

Original article from TFK:

Strike! You’re out! Batters who go up against pitcher CHELSEA BAKER, 13, hear these words a lot. Chelsea pitches in an all-boys’ league in Plant City, Florida. The young player hasn’t lost a single Little League game in four years. This season alone, she pitched two perfect games.

Chelsea’s talent has been noticed. In August, she became the youngest player to be honored by the National Baseball Hall of Fame, in Cooperstown, New York. One of her jerseys is now on display in the Hall. What’s her secret to success? “I just love the game,” Chelsea told TFK. Plus, she throws a mean knuckleball!

Our assignment: Create a graphic organizer and write a summary based on this article.

On the first page of Buffalo Hunt, a selection from Open Court, “A Gift from the Great Spirits” tells of several buffalo legends. Our class assignment was to write a summary of this portion.

Our district decided to block SchoolTube.com so students cannot view any of our previous movies while on campus at David Reese. I’m in the middle of transferring all of last year’s movies to the K12HSN site. For the majority of our viewer outside EGUSD, all of the movies will play. They’ll just be hosted by another site.

Bottom line: Stay tuned for awesomeness!

EOY: End of Year Project (Movies to be included in an Recap DVD)
AVEY: Movies produced for Mrs. Avey to be shown at the beginning of next year.
SEVA 2011: Entries for next year’s SEVAs. Ambitious aren’t they?

Enjoy and thank you all for visiting us!

(Updated) Kyle, aka The CST kid. We’ll miss you! Thanks for all the work you put into the movies you starred in. Hope you continue what was started in our class. Good luck!

>

Read the question and all the answers BEFORE reading the selection.
Read them again thoroughly BEFORE selecting a response.

Show all work doing math problems.

The secret for taking the CST is you! Take responsibility for your success and you will succeed!

If you cannot view this, try:

YouTube
Vimeo

Written by Mr. Alfonso

Director – Crystina

Director’s Assistant – Christina

Kyle – Main Character
Sarina – Discourager #1
Araceli – Discourager #2
Avina/Rachel – Discourager #3
Katherine – Discourager #4
Benjamin – Discourager #5
Mr. Alfonso – Himself
Mrs. Marjorie Woolfork – Herself
Mr. Keith Thompson – Himself
Mr. Eric Lapachet – Himself
Various Discouragers – Students of Mr. Alfonso

Music:
“Arise” from E.S. Posthumus

According to our ClustrMap, we’ve hit one thousand (or just a bit over it) views or locations; I’m not sure. It’s been neat to see what places in the world have visited us.

Thank you:

United States, Australia, United Kingdom, Canada, India, Germany, Morocco, Malaysia, Vietnam, Romania, Netherlands, Asia/Pacific Region, Philippines, France, Greece, Spain, China, Mexico, Colombia, Indonesia, Brazil, Portugal, Italy, Ireland, Switzerland, Norway, Austria, Belgium, Sweden, United Arab Emirates, Singapore, Ghana, Mauritius Reunion, South Africa, Thailand, Puerto Rico, Egypt, Algeria, Qatar, Oman, Hong Kong, The Republic of Korea