Blog Post #5: 3rd 6 Weeks

We’re approaching that highly anticipated Christmas break. I don’t know about you guys, but I am ready! I feel like the semester has flown by! My online classes are finally finished until January when the spring semester resumes, my family and I made cinnamon ornaments, and I’ve been cooking away, trying to get ready for the holidays.

Since this is our last blog post of the semester--we will resume again in January--I think it is time for another self-evaluation. We have our 3^rd 6 weeks district assessment on Thursday and Friday and semester exams the following Thursday and Friday. The last two exams will take place on the last two days of this semester. We’ve been hitting our TEKS pretty hard, because let’s face it, guys, some of the things that will be on those exams are pretty hard! I feel like I have worked hard this semester, and I am sure you feel the same about yourself.

The initial question is: Where do you stand in regards to knowing what you are supposed to know at this point? To answer this question, you must consider the following sub-questions: 1) Have you learned the material we’ve been covering in class? 2) What are your strengths in regard to the material we’ve been covering in class? 3) What are your weaknesses in regard to the material we’ve been covering in class? 4) How can you get help with your weaknesses before the tests? 5) What can you do to make sure you do well on the exams?

Answer the initial and sub-questions in four complete, insightful sentences. Really take the time to think about these questions because they are important. You must know where you stand in order to improve. 

Blog Post #4: 3rd 6 Weeks

It's another week already December! Only a little while left until the coveted Christmas break. Almost there, guys!

We've been talking about the holidays and service, two topics that I think are important for us to reflect upon from time to time. Have you been watching Christmas movies, drinking hot cocoa, or shopping lately? Around my house, we've been doing a little of all three. We even made cinnamon Christmas ornaments that I painted. It's a crazy fun time of year.

We're going to stay in line with our recent discussions, but I'd like to tie this week's post back into literature. Beginning Monday, we're going to hear tell of a classic Christmas story. We'll be listening to A Christmas Carol by Charles Dickens until we either run out of time, meaning Christmas break approaches, or we run out of story, meaning the CD is over. Either way, you're going to meet Ebeneezer Scrooge and the three ghosts that teach him a valuable lesson. This story has been done and redone in so many different formats by so many different networks and producers; yet every time I hear it, I love it even more. Hollywood constantly remakes movies. The same story could be told in print, retold in a modernized print, made into a film, remade into a film, and even remade again. Consider this truth when you answer the questions.

This week's initial question: Why do you think there are so many different versions of the same story? If you can't relate your answer to A Christmas Carol particularly, it's okay. Think of a story you know that has been told and retold in a variety of ways. There are hundreds out there. I mean, I am pretty sure Cinderella has been redone a thousand times. To answer the initial question, consider the following sub-questions: 1) What types of stories are often retold? Why? 2) How are the versions different? Why do you think they are different? 3) How does the author or movie producer relate their version to the original story? For instance, if you are thinking about the fairy tale Cinderella, the different versions typically all have in common a mistreated girl who finds the man of her dreams.

Answer the initial and sub-questions in a 4 sentence, insightful paragraph. Be sure to tell me what story you thought about in your answers. Happy writing!

Blog Post #2: 3rd 6 Weeks

Welcome back from Thanksgiving break! I hope everyone enjoyed the time off and is ready to get back into the full swing of things. We have just a few more weeks until Christmas break. We can make it! I know we can!

Two weeks ago, we talked about service. This week we’re also going to do something different. I would like you to do a little research. Ask your parents, grandparents, older friends, or older family members how they celebrated the holidays when they were kids. Take a few notes when you talk to them.

The initial question: What similarities and differences did you find regarding how the holidays used to be celebrated and how they are celebrated now? To answer this question, consider the following sub-questions: 1) How do you and your family celebrate the holidays? 2) How did the older generation celebrate the holidays? 3) Do you notice any differences in the way you celebrate and the way they celebrated? What are they? 4) Do you notice any similarities in the way you celebrate and the way they celebrated? What are they?

Please remember you are writing your responses in paragraph form. Your responses are to be at least 4 complete, thoughtful sentences. Do the research, guys! It’s really neat to see how things change over time. Happy writing!

Blog Post #1: 3rd 6 Weeks

We’re beginning another six weeks, folks! Can you believe the Thanksgiving and Christmas holidays are just around the corner?! Wow, this year is flying by fast. We have a lot of exciting things to learn third six weeks. We’ll be talking about appeals, touch a little on persuasive techniques, analyze some very relevant articles, and even do a small service project just before the Thanksgiving holidays. It’s going to be chock full of good information and some fun on the side.

So here is our topic for this week: service. No, I am not talking about cell phone service or getting your car serviced. I am talking about good, wholesome community service. In light of the upcoming holidays and in the spirit of the season, we’re taking a small break from our usual topics to discuss something every one of you should think about. The dictionary defines service as “an act of helpful activity.” For the purpose of this post, I want you to use that same definition.

The initial question: What type of service do you offer to your school, community, or even your family? To answer the initial question, I want you to consider the following sub-questions: 1) Are you involved in your neighborhood, school, or community? If so, how? 2) Have you ever volunteered for something outside of your home? If so, what was it and what was your experience? 3) Do you think people as young as you or younger can really make a difference in this world? Why or why not? 4) What types of volunteer work would you be willing to do? Why would you choose those instead of other opportunities? 5) Why do you think some people do not volunteer?

Answer the initial question and sub-questions in a 4-sentence minimum paragraph. Remember to indent! It is a paragraph!

Blog Post #4: 2nd 6 Weeks

After doing a little research on the topic of last week's post, I found out that books are banned or challenged for certain age groups. For instance, a book like the one I read a couple of weeks ago, Olive's Ocean, is banned specifically from elementary schools. The age of the protagonist in that book is 12. When I read it, I thought it was the perfect book for middle school kids. From a personal standpoint, I can see why this book might be too advanced for elementary school children. The author of this book, Kevin Henkes, traditionally writes elementary books.

The age of the protagonist should automatically clue readers in to the fact that the book might be geared more toward children around that same age. I think looking at the ages of the characters is an effective way of determining the targeted population for several reasons. First, young kids have a lot less experience than older people. If a book is about a 20 year old person, a 12 year old might not be able to identify with the character. Second, in the same scenario, a 20 year old has likely gone through a lot more than a 12 year old. The character would be more experienced than the reader. Third, the issues 20 year old people deal with on a daily basis are very different than the issues a 12 year old deals with. In other words, the content might be inappropriate for 12 year olds.

Looking at the age of the characters does not always work, as many books have older characters but are actually targeted toward younger audiences and vice versa. So, gauging the ages pf the characters to determine the audience is not foolproof. It is a starting point, though.

So here is your initial question: What other ways are there for identifying the target audience of a book, short story, or even poem? In other words, how do you know what age group the author intended the reader to be? To answer this question, consider the following sub-questions: 1) What might make a book too advanced for you? 2) How do you know if the intended audience is younger than you? 3) What books have you read and enjoyed that are age-appropriate for middle school kids?

Answer the initial question and sub-questions in 4 complete, thoughtful sentences. Go back and look at your response and the other responses from last week. Remember, I want 4 sentences that show me you actually gave this topic some thought.

Blog Post #3: 2nd 6 weeks

Can you believe it is already almost time for progress reports? This year is flying fast, isn't it! We had a busy week last week, and we are in for another busy week this week. This week we are starting something new--menu! No, I am not going to serve you gourmet meals in my classroom. I am going to serve you some great learning opportunities, though!

So here's our topic for this week, and it coincides perfectly with some of the things we will be discussing in class on Monday. I want you to consider the word censorship. What does that word mean? Censor comes from the Latin word cens or censor, meaning to give one's opinion, recommend, or assess. A censor can also refer to a person who examines books, TV programs, news reports, etc. or to someone who supervises the manners of others. When you add the suffix -ship, which denotes condition, character, office, or skill, you have a definition that basically means the condition of giving one's opinion.

I recently finished a wonderful book called Olive's Ocean by Kevin Henkes. I thought it was a perfect book for students around your same age. I'm not going to tell you about the book, but I am going to tell you that it is a challenged book, meaning some people do not believe it is appropriate to have in a school library. When I read the book, I could not see any reason why someone would consider it inappropriate. I honestly thought it was excellent! Olive's Ocean is one of many, many books that are challenged. Some libraries will not carry challenged books because they contain or mention controversial topics. Controversial means debatable, indicating that the topics mentioned may not be for young audiences.

So here is our initial question: Do you think it is fair for school libraries to keep books that contain controversial topics off the shelves? To answer this question, consider the following sub-questions: 1) What sorts of topics might be considered controversial and why? 2) What appeal would challenged books have to readers such as yourselves? 3) How does censorship affect our individual rights, or does it affect them? 4) What real-world application do such books have in relation to you?

Answer the initial question and sub-questions in four complete, thoughtful, and insightful sentences. Remember, we are reflecting on our personal views because successful learners need to understand why they think the way they do. Put some thought into this post!

Blog Post #2: 2nd 6 Weeks

In our ELAR class, we've been talking about tone and mood. We've discussed that TONE is the writer's attitude toward the characters, subject, or events. We've also talked about how MOOD is how the reader feels when reading or listening to a story. We've continued talking about these two very important concepts this week. We've also introduced the concept of THEME, which is one of the most important literary terms you will learn this year. Remember--tone and mood help readers to identify theme.

I'm going to tell you about one of my favorite books and point out the tone, mood, and theme of that story before I ask you to answer the initial and sub-questions. I love the short story Horton Hears a Who by Dr. Seuss.  Many of you may know this story because you saw the movie that came out a while back. If you are not familiar with it, though, let me fill you in. First off, Horton is an elephant. He finds a speck of dust one day that contains a whole civilization of Who people. No one will believe Horton when he tells them that he hears the Who people. He endures lots of ridicule and teasing because he decides to help the Whos. Even still, Horton proves to be a hero when he perseveres and saves the day (and the Who folk)! The tone of this short story is very light-hearted and whimsical. It is told in rhymes, and it is quite silly, like most Dr. Seuss stories. The mood is playful, although there is one part that is a little heart-breaking (not too much, though). If you watch the movie or read the book, the tone and mood are evidenced by the bright colors and funny characters. Because I know what the tone and mood are, I am better able to interpret the theme. You must also note that you HAVE to be familiar with the plot of the story in order to determine theme, too. Think of your plot chant! So, the theme of Dr. Seuss's classic elephant tale has to do with making a difference. But that's not enough, is it? No! Theme is ALWAYS in the form of a complete sentence, telling how the author feels about the subject of the story. It answers the question What is the author trying to tell us? So, I ask the question: What is Dr. Seuss saying about making a difference? The answer gets me the theme: Anyone can make a difference by standing up for what they believe in. I believe this is one of the messages Dr. Seuss was trying to convey to us. Please also note that many books, stories, movies, or even songs can have more than one theme.

So here is the initial question: What is the theme of something you have recently read, heard, or watched? To answer the initial question, follow my thinking process with Horton Hears a Who and consider the following sub-questions: 1) What is going on in the story, song, or movie? 2) What is the tone? How do you know? 3) What is the mood? How do you know? 4) What is the subject? (Note: I asked what, not who. This distinction is important.) And don't forget to go back and explain the answer to the initial question!

Answer the initial question and sub-questions in 4 complete, thoughtful, and insightful sentences. Meet the requirements in order to get an optimal grade. We want 4s, not anything less!

Blog Post #1 2nd 6 Weeks

We're back in full swing after the break we took last week due to district assessments. Your rubrics for blog posts are going to be passed back on Tuesday when you report to school. Please pay careful attention to how I grade these responses. Take note that each response is 1/5 of your blog post grade, which counts one grade each 6 weeks. Some of you performed wonderfully, while others need a little push in the right direction. Here's your topic for this week.

Picture books are typically associated with younger students and even little kids, but these books have a lot of value even for older readers. Did you know that some libraries call picture books "everybody books" because they are, well, for everybody? While you are answering the questions below, think about a time when you read a picture book or had one read to you.

The initial question: What value do picture books have for older students like yourself? To answer the initial question, consider the answers to the following sub-questions: 1) Think of a time when a teacher used a picture book to introduce a skill, such as tone and mood, sequencing, summary, or even specific literary elements. Was it effective in sparking your interest in the topic? 2) Have you read any picture books that you particularly enjoyed or remember? 3) Why would these books be called "everybody books?" 4) Can you think of a specific picture book that might help teach a certain skill to you and your peers?

Answer the initial question and sub-questions in 4 complete, thoughtful sentences. To get full credit, you must answer each part, show that you put thought into your answers, and write the full 4 sentences. Remember, Mackenzie Raiders strive for 4s, meaning anything less should not be acceptable.

Blog Post #5

Welcome back to our blog and another exciting week at Mackenzie Middle. Hopefully you all got a little break on Monday due to our GOALS day. Hopefully your advisors also got to meet with your parents and guardians, too. It seems there is always something happening these days!

Just to recap, we've been talking about reading and how we feel about it. Some of your responses have been nothing shy of insightful and meaningful. I can tell you are really reflecting on the topics mentioned. That's a good thing! As learners, it is important that we take time to reflect on how/why read at a certain level and work toward improving in that area. Last week, I asked you to talk about some strategies you use when you read. This week, I am going to follow a similar path and ask some more reflective questions.

The initial question: Why do you like or dislike reading in general? To answer this question, consider the following sub-questions: 1) What types of books, stories, or poems do you prefer to read and what types do you dislike reading? Why? 2) When you read, is it easy or hard for you? Why? Possible reasons might be vocabulary, comprehending what is going on in the story, or even not being able to relate personally to the events or characters. 3) When and how often do you read for pleasure? For school? And, how does your purpose for reading influence whether or not you like a story, book, or poem?

Answer the initial question and the sub-questions in four complete, insightful, reflective sentences. Remember, I am trying to get you to take charge of and evaluate your own learning. By doing this, you will be more likely to have a successful academic career. Own your answers. Be honest and reflect.

Blog Post #4

Last week we discussed what makes a reader engaged or unengaged. I asked you to explain some things you can do that will help you be a better reader. This week, we are going to continue on the path of discussion about reading by answering another self-reflection question.

The initial question: What are some strategies good readers use to help them better understand a text? To answer this question, you must consider a few other sub-questions. Reflect on these: 1) When you read, are you asking questions, such as What's going to happen next? or How does that character feel at the moment? 2) When you read, do you make inferences, or predictions, about the text? 3) When you read, do you empathize or sympathize with the characters in the story? In other words, can you see things from their point of view? 4) When you read, do you choose something that is of personal interest to you? In other words, do you select books that you can relate to or that are about things you enjoy?

By answering the questions above, you are reflecting on how you read and why you understand certain texts better than others. These questions also help you understand why you may or may not like reading in general. I mentioned last week that I believe there is a book out there for everyone, so find that special book that you can relate to and enjoy.

Answer the initial question and sub-questions in 4 complete, thoughtful sentences. Once again, remember I am asking you to think deeply on this topic. I expect your responses to be true to you, insightful, and meaningful. Anything less than 4 sentences that fit those three requirements is not going to earn you a 4 when it comes to grades.

Blog Post #3

In my online classes at UNT, I was reading my textbook and started thinking about reading. When I was a student, I literally never left my house without a book. Books were my passion, and I read as many of them as I could. When it came to English class, though, I did not enjoy reading nearly as much. I always complained that the teachers dictated what we read, leaving me with little option to read the books I actually would have chosen on my own. My textbook states that there are 2 types of reading: engaged and not engaged. Engaged reading is what we do for pleasure. Engaged readers read because they want to, and they are so focused on what they read that they get to a point when they don't even really read words but are able to see the story in their minds instead. Readers who are not engaged are reading because they have to or were told to. They have more trouble picturing what's happening in their minds, and they tend not to enjoy the books as much. My personal philosophy is that everyone can enjoy reading if they are led to the right book. With that right book, magic can happen.

So here's my question. Would you consider yourself an engaged or not engaged reader? What do you think you can do to become a more engaged, better reader? Think about these two questions, and be honest. Write your response in a 4 sentence comment, or respond on notebook paper. Remember, be honest!

Blog Post #2

Welcome back from your long weekend! I hope you all got to enjoy yourselves and get a much deserved break. I spent some of my weekend sewing and reading. I also spent a lot of time with my two kids and husband. It was a very relaxing weekend overall.

This week's prompt is very simple. I want to know what you are reading! If it is a magazine, news article, comic book, novel, chapter book, even a picture book, tell me about it! For my online classes, I am going to have to read at least 78 books between now and the beginning of December. To kick our prompt off, I am going to tell you about one of the books I am currently reading.

You may have heard of the Cirque du Freak series. My husband and I made an agreement at the beginning of last year to read the whole series together. Unfortunately, we only read together when we're on roadtrips. This summer, we finished book 10 of the series and started on book 11. We're about halfway through, and we're at a lull right now until we go to visit my older sister in Weatherford, TX, in October.

So about the series . . .

We follow the character Darren Shan, who becomes a half-vampire in book 1, as he follows his "mentor" vampire, Larten Crepsley, on a series of dangerous adventures. From facing their cousins/enemies, a group called the Vampaneze, to a trek up Vampire Mountain to meeting the girl of his dreams to facing the Trials of Initiation to becoming a Vampire Prince, Darren does something that will appeal to pretty much any lover of the dark, dangerous, and macabre. Highly recommend this series to kids of your age because it is full of adventure.

Now, what are you reading? Tell me about it in a minimum of 4 sentences, but be sure you don't give away too much about the plot. Others may want to read what you are reading. Remember, you must write 4 sentences that are insightful, inspiring, and about your book. Don't short us!

Blog: Week 1

Welcome, students, to 6th grade English Language Arts for the 2012-13 school year! I am so happy you are here! We have a busy and exciting year ahead of us. I have been planning and planning! So, let's get started!


First off, I want to tell you a little bit about myself. This is my 8th year teaching 6th grade ELA. It is my 3rd year as a Mackenzie Raider (Go Raiders!!!). Prior to coming to Mackenzie, I completed 5 years of teaching at Dunbar Middle School. I am a Lubbock native, born and raised here. My husband and I will celebrate our 10th anniversary on November 23. We have two children, Keely and Cannon. Keely is 3, and Cannon is 18 months. I attended Lubbock Christian University, where I received my Bachelor of Arts in Humanities. After that, I stayed at LCU to attend graduate school. I received my Master of Education in Secondary Education in 2005. I've taken a few graduate courses in English at Texas Tech, and I am currently attending the University of North Texas online to obtain my Master of Science in Library Science degree, as I would eventually like to be a school librarian.


Now that you know a little about me, I would like you to know a little about our class. First off, be sure you read our class syllabus thoroughly. It contains vital information for your success in this class, school, and ultimately in life. Our class rules are basic: 1) Arrive on time with all needed materials, ready to start the day; 2) Keep hands, feet, and objects to yourself; 3) Respect yourself and all others in the room; 4) Follow directions immediately; 5) Stay on task during work times; and 6) Complete all assignments and daily tasks. These rules are absolutes, meaning you are expected to follow them at all times. You should be familiar with the consequences for breaking the rules. Even still, a reminder is probably in order. Mackenzie classes all follow the same discipline procedures. The first time a rule is broken, you will be handed a WARNING card (gold card), which serves as a reminder for you to look at the posted rules and communicate to the teacher which rule you are breaking by showing me the rule number on your fingers. The second offense constitutes a red card, which is a second reminder. Again, you must look at the posted rules and communicate which one you are breaking by showing me the rule number on your fingers. The third infraction warrants a Wormelli form. You will be moved to an isolated area in the class, where you will complete a reflective form on your behavior. This form will then be signed by the teacher, and you will be required to take a copy home to be signed by your parent or guardian. It is expected that you will bring the signed copy back; failure to do so will result in a phone call being made. If behavior is not corrected after the third infraction, an office referral will be made. Office referrals are last results, and I know no one in here will get one!

Long term goals for our class are as follows: 1) Students will learn and implement basic grammar when writing essays; 2) Students will write at length on a given topic, utilizing good grammar and the 6 + 1 traits throughout; 3) Students will read and understand texts at length and be able to respond appropriately to various texts, showing in depth comprehension; 4) Students will work together in cooperative learning groups; 5) Students will participate in class discussions; and 6) Students will utilize technology for various assignments, as appropriate, and show knowledge of what is appropriate and inappropriate in terms of technology usage. These goals will drive our instruction in this classroom. They dictate what I want us to achieve by the end of the school year. I just know we will be successful!

One of the things we will be doing in this class are responses to blog posts. I will post a blog topic every week on Monday. You will have until the following Friday to post a response to the topic. To do so, click on the pencil icon at the bottom of the post. Type only your first initial and full last name followed by a colon ( : ). Then, respond to the question(s) or topic. Your posts MUST be 4 sentences long, reflective, and show an understanding of the topic. Your posts must be approved by the instructor BEFORE they are posted. You will be allowed to respond to blog posts at the computer station, if you finish your work early, during tutorials, or on your own time at home. Blog posts will comprise a daily grade each six weeks.

So, here is your first blog post assignment:
I've told you a lot about me and this class. We've gone over expectations and consequences for breaking the rules. We've set long term goals, and I've explained the expectations for our class blog. Here are the questions: What will you do this year to ensure you are successful? How can you make this year better than last year? What will you do differently and the same here at Mackenzie?