Monday, November 9, 2009
Round Table Writing
By Trevor and Sammy
On October 7, 2009, Mrs. Walker separated our class into groups of four. We pushed our desks together to make a square. Mrs. Walker gave each of us a starting sentence and for 8-10 minute intervals, we took turns adding on to our groups’ stories. Some were insanely hilarious, while others were just plain weird!
Brinnley says, “It was, um, well, let’s just say some people can really mess up a good story. (Trevor).” Six out of seven surveyed students liked the Round Table Writing.
An example of the writing we created is: “There is a plastic bag full of papers in front of my dresser, pink and sparkly of course. I walk towards it and then, all of a sudden, my sister jumped out in front of me. ‘Let me through!’ I demanded. My sister just stood there. I took a step forward, but immediately stopped. My sister had a lighter! She took a tank of propane and threw it at me. She snuck into her hidden stash of weapons and pulled out a flamethrower and some gasoline. As I lay on the floor trying to get the propane off, she is covering the room with gasoline. She points the flamethrower directly at me and just in time, before she fires, I jump out the 2-story window. When I look back there is a huge explosion, and my bedroom is on fire.”
Apparently, this Round Table Writing assignment was enjoyed by most of Mrs. Walker’s class.
Throughout the first quarter, the students of Mrs. Walker’s class worked on Yellow Star. Yellow Star is a series of free verse poems about a young girl, Syvia, who endured life in the Lodz Ghetto. As you may have guessed, this story takes place during the tragic Holocaust.
When asked what they thought about reading Yellow Star, Andre said, “It was shocking”. Jorge simply said, “It was real good.”
Like with all things, there was opposing opinions. Lorenzo, for example, enjoyed it, but said, “Behind the Bedroom Wall was better.”
Reading Yellow Star helped us to better understand what life was like for Jews in Ghettos during the Holocaust, how they endured, what they suffered. Hanna stated, “It was cool to be able to read both Behind the Bedroom Wall and Yellow Star so we could see both sides of WWII.
We wrote our report on “ BEHIND THE BEDROOM WALL” because we wanted to show how a book could show interest.
On the “BEHIND THE BEDROOM WALL” project. We surveyed 20 students and 99% had good comments and one comment was not so good. On the report one group had no comments for the project. But the rest of the groups had comments like “it was shocking and surprising.” By Vanessa Ruiz. Another group said “it was a well written story” by Brinnley Ashton. On group said, that the ending of the story could have been better “The ending was not good,” said an anonymous source.
Our favorite comment was by Lorenzo, he said “it was a good story, and good Nazi stuff” and he rated the book a 10 out of 10. We liked this comment because he showed a rating for the book, how it was, and a reason why.
We felt Behind the Bedroom Wall was a great book!
Jorge, Andre, and Abraham
One of the questions on our quickwrites was, “If you were any age, it would be?” In that question we answered in our reading notebooks and if we want to share we can share with the class.
We answer the question that Mrs. Walker gives us in our reading note books. In the morning Mrs. Walker gives us a question to write about. Mrs. Walker teaches us to do quickwrites because we learn how to do daily writing and gives us practice. Mrs. Walker wants us to make writing a daily thing...
By: Shayla, Breahanna, Nessa
Most classrooms have a test at the end of the quarter, but not our class. We played Jeopardy and Hollywood Squares (Housel Squares to Mrs. Walker). It was an interesting end of the Quarter grade. Every team was getting very competitive over it.
Peyton said, “I thought that it was really competitive because there were a lot of people cheating off me.”
When asked about how she came up with the ideas for the grade, Mrs. Walker said “one of my students, Lorenzo, said he learned best when he was playing games. So playing games was the best way to have fun and learn, in my opinion.”
When asked if they liked it or not, 84% said they did like it, 10% didn’t like it that much, and 6% didn’t like it at all.
By: Connor & Lane
Sunday, July 19, 2009
|Make a Smilebox slideshow|
Wednesday, April 8, 2009
Monday, April 6, 2009
Located downtown in San Diego at Navy Pier, the Midway provides a dynamic and enriching experience "from boiler to bridge." It is said that a visit to Midway instills a greater appreciation for courage, freedom, and service to country, and that was certainly the case for me. It was such an incredible, amazing thing to be able to walk through, and gain understanding of our military. The entire time I was there, I kept saying, oh I wish I could bring my students here, oh my gosh I can think of ten kids right now that would love this more than anything in the world, oh I wish we lived closer!
Unfortunately, we don't; however, check out this site: www.midway.org/ and even better, if you have the chance to go to San Diego, visit this incredible piece of history!
Thursday, March 26, 2009
Wednesday, March 25, 2009
Friday, February 6, 2009
Tyler,Trevor, Bailey, and Adrian.
Thursday, February 5, 2009
On January 30th, a normal Friday in Mrs.Walkers class, we learned about theme message in a bottle. This project took from January 30th to February 4th in the year of 2009. In this project we learned how to read a story and find its theme statement and learned how to write about the characters and their different view points. We also could take two different stories and put them together. The two stories that we used werem "The Power of the Powerless" and "Mother and Daughter." Mrs.Walker said that she chose these two stories because she " thought that these two stories had connections that we could connect with. Particularly because bothe featured elements about families." Mrs.Walker said that she liked listening to the letters and she "thought the kids did a great job being creative."
After this project was due we interviewed the whole class for their opinion on the theme message in a bottle. 22 out of 25 students that did the project said that they liked it. In the class 18 out of 25 said that if they were to do the this project again next year they would do better than this year. 6 out of 25 students said that they would do the same than this year on the project. 0 out of 25 said that they would do worse on the project.
Even though the main reason for this project was to learn how to read a story and be able to know the theme statement(s) and know the different viewpoints of the characters or learning how to connect two different stories, many kids learned a variety of different things from this project. Taylor said she "learned more about theme statements while being creative." Kenzie said that she learned "that every story has a theme statement." " I learned how to express my feelings through a characters view point," said Adrian.
Our group feels that this project has turned out a success for Mrs.Walker!
Our blog project that we decided to pick was about, "The Reluctant Dragon." What we had to do was draw a picture using a good description of the Dragon characteristics. Mrs. Walker's instructions were to analyze the characteristics of characters, then draw an accurate picture of the dragon and pick ten character traits of the dragon and creatively place them around the border.
We had to learn how to be able to look between the lines and infer characteristics about the main characters in the story. We went around the classroom to see what people thought about this project. When asked what she thought was easy and hard, Sierra said "The easy part was drawing and coloring the dragon, and the hard part was thinking of 10 descriptive words."
Kaylia said "I liked that we could do a comic picture about anything we wanted and what can I say I love creativity" When asked what the most fun thing about the dragon charcterization? Kenzie said "Drawing the dragon because it was fun and mine was cute." After interviewing a couple of students, we decided to take a poll. 81% said that they like the dragon project, 18% said they did not.
In conclusion, the dragon project seemed to be a success because a lot of people enjoyed it and we learned a lot about characterization.
When asked which song students felt spoke to them "The River" ranked-13 votes. "Video" ranked- 6. "Imagine" ranked-4.
Here's what we did:
1. We read the lyrics.
2. We listened to each song and highlighted the verses in the song that spoke to us.
3. After listening to each song Mrs.Walker gave us some time to visualize what we thought the song meant.
4. Than we came up with theme topics-one word that sums up the theme.
5. As a group we came up with theme statements-a statement that we thought portrayed the theme topc and author's message from the song.
6. Then at the end of class we reflected upon which song we identified with the most.
Here's what our favorite teacher Mrs.Walker had to say: "I liked this assignment because I heard from former students that it was their favorite activity and I like to see how passionate kids are about music."
There were also students that really thought the words spoke to them-for"India Arie's song about self esteem" Kaylee Main-"I feel that I need to do certain things to get noticed, but deep down I am happy with who I am, and listening to this song will help me let my true colors show."
Also a very deep response was by Kenzie Gould. "The song that really spoke to me was "Video" because every girl goes through a hard time when they don't like themselves for who they are, but finally they figure out that they can be someone completely different."
In closing, "Everyone can be who they want if they figure out their true self."
Produced by Kaylia, Sara, Colby and Alondra.
Brandi and Sara believe she is innocent. They think that she has a twin named Modoldilocks and she is half-dog. She can't help it she was born that way, but let's look at what other people say. Jonathan also says that she is innocent because the Muffin Man sent her sister Modoldilocks (the half-dog) to get some muffins at the Bear's house. Yet although these are some expample of extremely excellent evidence there are still those lawyers out there who argue until they get their snobby way. Like my good friend Erica. She believes Goldilocks is (without a doubt) 100% guilty. She explained to us, "I don't like Goldilocks because she is a criminal, and she can get into my house!" Another good guy is my peer Joey. He says, "She is guilty for ransacking the Bear's house. Winny the Pooh is my witness!" Another good friend of mine is Sierra and she says, "She is 100% guilty because she deliberately disobeyed her mom and went into the forest in the first place."
So now it's up to you, the people of the jury and the people who have heard the story, is she guilty or is she innocent?
Tuesday, January 6, 2009
Tonight's homework: Persuasion is Everywhere! Students must find and analyze a persuasive ad, whether it be a billboard, a commercial, or a magazine/newspaper advertisement.