Hyde Park Middle School
The Academy of Science and Mathematics

Learning for Mastery

Ms. Sinee Bernal » Home

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Sinee Bernal
702-799-4260
 
Welcome to another wonderful school year! My name is Sinee Bernal and I am excited to be teaching English 7/8

Required 

  • Black or Blue Pens/Pencils
  • Lined Paper
  • Binder 
  • Highlighters or colored pencils 
  • Headphones/earbuds
  • A book to read during independent reading 
  • Required novel T.B.A (a month in advance) 
  • Disinfecting Wipes 

Wish list for classroom


  • Kleenex
  • Anything extra from the required list to donate to students 
 

Posts

September 4-7

This week, students will engage in discussions and develop norms for different types of communication. They will develop "Dos and Don't for Communication" and practice these rules with an icebreaker activity. Next, students will revise and edit for correct use of grammar. 
Picture day is Wednesday. 
Students will also work on Edmentum on Thursday. 

August 27-August 31

Monday-Edmentum and Random Autobiographies 
Tuesday-Exploring Google 
Wednesday- Do's and Don't of communication
Thursday- Do's and Don't of communication
Friday-Practice with Schoology

August 20 -24

August 20-August 24

This week students will learn

  • How to take Cornell notes
  • How to demonstrate  the proper way to take care of the Chromebook while working in groups
  • The correct use of vocabulary words. The test is on Wednesday.
  • How to use Google Classroom and Google Drive
  • How to use Edmentum to assess skills  

August 13 -17

August 13-10

Welcome Back! This week students will understand rules and procedures, draft a “Random Autobiography”, and engage effectively in a range of collaborative discussions with peers. 

*Please make sure to turn in the course expectation sheet by Friday for a grade.

Grading Scale for Essay

Final copies of the body paragraphs of the  argumentative essay is due March 8, 2018.


Students are  graded using the 4 Point Scale to assess mastering a skill.  Below are what each point means and and the Percentage Score.



  • 4 = advanced
  • 3 = proficient
  • 2 = basic
  • 1 = below basic

4 Point Scale Score

Percentage Score

0

50%

1

65%

2

75%

2.5

80%

3

90%

4

100%

February 26 - March 2

This week students will be working on visually displaying the research in preparation for the research presentation and debate. Students will peer edit and they will revise the body paragraphs of the essay for a final copy. New vocabulary words are introduced. There is a test on evidence on Friday. Students will work through stations to complete tasks. 
 
Below are the directions for the stations. 

Conventions: Work on your story board. Once you have an outline completed, then work on designing an infographic to visually display your research.


NoRedInk:  Writing. Do the practice and pick one BODY paragraph to run through the writing portion of NoRedInk.


Language and Vocabulary: SAT Vocabulary List 3 (1-5)

  • Take cornell notes
  • Write a narrative, song, or poem. (PLEASE write on a DOC first).
  • Paste the narrative, song, or poem on schoology.
  • Reply in a substantive manner to two peers.

Writing and Research: Copy and paste the rubric below the rough draft template.  Once you are done, share with TWO people at your table. You must give your peers scores for  evidence, counterclaim, and rebuttal (three scores total with explanations)  and give your peers a substantial response as to why they received that grade.

Once you have finished peer editing with two peers, please REVISE and EDIT your essay for a final copy.  

 

4

3

2

1

Evidence
  • Evidence is cited in MLA format (author’s last name).
  • Uses strong reporting verb to smoothly integrate evidence/explanation.
  • Strong source information is used to signal that the source is  credible for the topic.   
  • Extraordinary factual evidence  is specific and relevant.
  • Most Evidence is cited
  • Uses general reporting verb such as “said” to explain evidence.
  • Author’s/source’s background information is general.
  • Author uses adequate facts.
  • Evidence is not correctly cited using MLA format.
  • Vague reporting verb is weakly integrated with quote/paraphrase
  • Vague  sources information
  • Author uses general facts

The response provides minimal support/evidence from the writer's claim that includes little or no use of sources, facts, and details. Use of evidence from sources is minimal, absent, in error, or irrelevant.

Counterclaim

  • Uses transitions or signal phrases
  • Author provides a reason/ evidence for the opposing side.
  • Counterclaim is relevant to the topic
  • Is before the rebuttal
  • Evidence to support opposing idea
  • MLA citing for evidence
  • Moderate Uses transitions or signal phrases
  • Author provides weak reason/evidence for  opposing side.
  • Location is before rebuttal.
  • Uses incorrect transition or signal phrase
  • Author doesn’t give a relevant counterclaim
  • Misplaced in counterclaim
  • Evidence is not relevant to the opposing idea
  • Claim is unclear

The response provides minimal support/evidence from the writer's claim that includes little or no use of sources, facts, and details. Use of evidence from sources is minimal, absent, in error, or irrelevant.

Rebuttal

  • Uses strong transitions or signal phrases
  • SEE EVIDENCE Rubric
  • Explains Evidence effectively with substantial depths that is specific and relevant. Sources are cited.
  • Uses transition or signal phrases
  • SEE EVIDENCE RUBRIC
  • Explains Evidence effectively with adequate depths that is general and relevant. Sources are cited.
  • Uses incorrect transition or signal phrases
  • SEE EVIDENCE RUBRIC
  • Explains Evidence vaguely . Sources somewhat cited

The response provides minimal support/evidence from the writer's claim that includes little or no use of sources, facts, and details. Use of evidence from sources is minimal, absent, in error, or irrelevant.


Feb. 12- 14

This week, students will rotate through stations to complete the assignments for the week.


NoRedInk: Students will practice finding strong evidence to support the claim. Remember that evidence needs to be a fact, it needs to be relevant, and it needs to come from a reliable source.

Do the practice titled, “Strong Evidence”.

If you did not already, you may go back and do the following to gain some points:

  • Context for Nonfiction
  • Claim and Evidence

We will have a common assessment on evidence on NoRedInk, so make sure you take your time to understand the material instead of guessing to move on to the next question.



Writing and Research Station:  Students will collect and organize evidence to support the claim. Make sure to fill in the pro/con chart that both support and goes against your claim. Make sure you do not use 1st or 2nd person in your writing.  You need to have at least three reliable sources. Make sure you complete the form for “Got Credibility” that is attached to the link with the Pro/Con chart for all sources you collect.  Your articles must be annotated by color. One color will be for pro and the other will be for the con. Each piece of textual evidence must have a sticky note attached to it with an explanation on how this backs up the claim. You must use Diigo and you must add your annotation notes to the pro/con sheet. You can find details by clicking on this link: Direction for Pro/con and annotations.


Once you are collecting evidence please work on Framework for Argument and Counter Arguments. This Doc is on View only, so go to file and “Make a copy”. Then titled this “Framework for Argument and Counter Arguments” on the left-hand corner above “File, Edit, and View”. This will make it easier to find this file later.



Language and Vocabulary: Students will write a narrative, song, or poem using all five vocabulary words and post it in schoology. You will not be able to see others’ narrative until you post your assignment on schoology. Once you have posted your assignment, please reply in a substantive way to two peers. Vote on the best narrative by clicking “Like” next to the person’s name.


Conventions: Catch up on the previous assignments from above.

Test on Wednesday on Vocabulary.