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For Now

Current Discussions are still going on. Check out what you can find under RIGHT NOW.

!!!!ALERT!!!! All comments are moderated. Be advised that I will deny offensive material you attempt to post. Happy posting :) !

When Summer is upon us, you need to take care of some summer responsibilities and prepare for NEXT year!!

The 2014 Summer Reading List can be found here —–> Summer ReadingCharlotte Mecklenburg Library.

Rising 6th Graders – Follow the directions on the mailer you received.

Rising 7th Graders – Follow the directions on the mailer you received with your report card.

Rising 8th Graders MUST . . .

  1. Read 3 Books from the list for 8th graders. Pick books based on your interests.
  2. Write 1 Approach Paper for each book you decide to read; that means you have to write 3 Approach Papers.
  3. Deliver the 3 Approach Papers to your Language Arts teacher the DAY you return to school.

My Hope

My hope is for you to be or become a successful learner and ally to other learners. I think and believe that through true companionship born of compassion and an active courageous intent to grow, each individual can change the world one person, one day, one community at a time. If you are a current or prospective student of mine, take a moment to get acquainted with this website and the resources and tools available through it.

Visitors are WELCOME, but please mind the students. This is a live classroom. All comments are moderated for safety and security.

This page will greet you on a daily basis during the SUMMER MONTHS. During the academic school year, you will need to check out current and semi-current posts concerning what is going on in the classroom and what should be going on at your house in the right hand column section entitled RIGHT NOW.

Mr. Moshé's Critically Thinking . . . Are You?

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For Your Future

Make sure you know something about these things when you come to class!

From here on down (on this page), anything a student enrolled in one of my classes must know about will be italicized and in blue.

Copyright Permissions - Copyright FAQ Answers - You should assume everything you read or see on this website is copyrighted unless otherwise noted. That means that permission to use information from this website for noncommercial, education, or personal use is granted, provided that author credit appears in all copies. Any rights not expressly granted herein are reserved.

MY Website

Home Page Essentials

From here on down (on this page), anything a student enrolled in one of my classes must know about will be italicized and in blue.

The RIGHT Side Bar

Right Now: Practically every assigned task will be posted as new posts in the section entitled ‘Right Now’. Classes will occasionally have similar assignments.

 Spoken Recently: When a contributor posts a comment to a discussion, a note about that fact will be listed in this section.

Posts By The Day: In the upper right hand corner, the month’s calendar will be available for you to see what has been assigned on any given day. Depending on the theme, dates on which assignments have been assigned will appear off-color, bolded, or italicized.

That was Then: The section called ‘That was Then’ is where you can find an extensive archive of the things I’ve done with this site, and what students have worked out with it. If you’d like an idea of how things work, check out the archives. This is also where you can find out what work you’ve been missing, and need to make up.

 Resources: This section, called ‘Pages to Turn’ , is where you will find an extensive tree of pages I’ve created over the years to help me help you better. Be sure to make Essential Resources a favorite of yours. You will need some of these pages in order to get through the year. Go through them in your spare (as frequently as possible, that is) time so you know where to find what you need when the time comes. Main page categories can be found at the top of the home page.

Other Possible Side Bar Items

The Known Audience: This is a small map of the world that illustrates where visitors have come from.

Translations Anyone

  • This feature will translate the page you are on into the language you require.
  • Esta característicasetraducirá la páginaseencuentra en en elidiomaquenecesite.
  • 此功能將翻譯的頁面.
  • 你就到您需要的語言.
  • תכונה זו לתרגם את הדף שאתה נמצא לשפה שאתה צריך.
  • Αυτό το χαρακτηριστικό θα μεταφράσει τη σελίδα που βρίσκονται στη γλώσσα που επιθυμείτε

Avatar: An image will appear occasionally in the upper right corner of the page called the ‘avatar’. It is likely to change periodically. Many bloggers offer an image visitors can associate with the blog owner.

RULES & GRADING

Classroom Rules

In order to see how I determine the Classroom Rules, you’ll have to take a good look at my Classroom Rules Project. I may or may not use this project to determine rules we will live by in the classroom.

Grading Procedures

Grading is aligned with the school/district adopted grading procedures. More on this will be revealed in the coming weeks or months (or so).

The Grading Scale

  • A -  94 – 100

  • B -  85 – 93

  • C - 77 – 84

  • D – 70 – 76

  • F – 0 – 69

Assigned Task Weights and Percentages: details on assigned tasks you will be responsible to complete are below.

  • Formal – 65% of your grade

  • Informal – 35% of your grade

Students have five days from the actual due date to submit assignments for possible full credit. After the fifth day, assignments loose 10 points a day until it reaches a 50%. Anything submitted after the tenth day can earn no more than a 50%. Students who do not submit anything for an assignment will receive a “0″ for that assignment.

ASSIGNED TASKS

Whether you have to complete classwork or homework, any given assignment will fit into one of the categories below. While classroom rules govern how students behave in general, assigned task procedures govern or guide how students deal with individual assignments. Procedures vary for each assignment relative to what the assignment requires. Tasks could be completed as individuals, pairs, small groups, large groups, and whole class activities depending on my (and sometimes the class’) determination.

  • Writing Tasks: Writing activities take students through the entire writing process and include both fiction and nonfiction forms. Students write - narratives, essays, and some forms of poetry - a minimum of one unique piece each week. Their writing will serve many functions: exposition, persuasion, self-expression, self-reflection, and to prove synthesis and evaluative ability with new material and concepts.
  • Reading Tasks: Reading Activities will require students to employ precise reading comprehension strategies. We read both fiction and non-fiction. In all of the reading we do, students work rigorously toward mastery of all literary, persuasive, and poetic techniques.
  • Grammar Tasks: Students may work on grammar through the use of a proven and thorough grammar improvement tool called NY Edits, Giggles in the Middle: Cught Ya’! Grammar with a Giggle for Middle School. They may go through a series of grammar editing exercises as well.
  • Word Skill Tasks: Mastery of advanced language skills will be developed using the Student-Driven Vocabulary model that I developed over the years. No matter what method is chosen, students are required to know each term’s part of speech, denotative definition, common connotations, proper pronunciation; as well as be able to use it in a sentence on demand. Word skill activities will require mastery of new terminology. Many methods and tools are used to work on new word skills such as: Flash Cards (another link), Concept Maps, Vocabulary Improvement Strategy, and more. Students must work to master state and district adopted terminology, but mustn’t stop there. Each student must also keep a personal Vocabulary Improvement Log where they progressively learn and master terminology of their own choosing (guided by me, of course).
  • Online Tasks: This is the most comprehensive of the task categories as it will incorporate all of the above responsibilities. Just remember that when you post to any discussion, you should only post your first name and last initial. Never put your full name out there on the net without full precautions.
  • Standardized Test Preparation Tasks: I’m not sure how to put this . . . These tasks will be standardized across the curriculum and will be reading, writing, speaking and listening related. There you go then.
  • Performance Tasks: Performance Tasks could combine any of the tasks above.
  • Presentation Tasks: Presentations will combine two or more of the tasks above.
  • Project Tasks: Projects can combine two or more of the tasks above.

Planning Teaching & Learning

Bloom’s Hierarchy of Cognitive Domains

Blooms Hierarchy will be referred to frequently. Look into how Bloom’s Taxonomy  works. We will primarily be concerned with levels 4, 5, and 6 of the hierarchy.

Bloom’s Revised Taxonomy

Benjamin Bloom created a learning taxonomy in 1956. During the 1990′s, a former student of Bloom’s, Lorin Anderson, updated the taxonomy, hoping to add relevance for 21st century students and teachers. I believe that this new expanded taxonomy can help instructional designers and teachers to write and revise learning outcomes. Bloom’s six major categories were changed from noun to verb forms. The new terms are defined as:

1. Remembering

Retrieving, recognizing, and recalling relevant knowledge from long-term memory.

2. Understanding

Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

3. Applying

Carrying out or using a procedure through executing, or implementing.

4. Analyzing

Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

5. Evaluating

Making judgments based on criteria and standards through checking and critiquing.

6. Creating

Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Because the purpose of writing learning outcomes is to define what the instructor wants the student to do with the content, using learning outcomes will help students to better understand the purpose of each activity by clarifying the student’s activity. Verbs such as “know”, “appreciate”, “internalizing”, and “valuing” do not define an explicit performance to be carried out by the learner (Mager, 1997).

References

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of educational outcomes: Complete edition, New York : Longman.

Cruz, E. (2003). Bloom’s revised taxonomy. In  B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved August 22, 2007, from http://coe.sdsu.edu/eet/articles/bloomrev/start.htm

Forehand, M. (2005). Bloom’s taxonomy: Original and revised.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved August 22, 2007, from http://projects.coe.uga.edu/epltt/

Something More

In addition to local school district standards of education, units and lessons found here meet global education standards as well. Check out how Mr Moshé’s projects measure up. This is under construction. In fact, I haven’t had a minute to work on this, but it’s a great idea. I definitely align with many NETS/ISTE standards. Since the last update of this page, I have been working on aligning with the Common Core State Standards currently adopted in North Carolina.

Thank You !

This website is ever evolving to serve students in any way necessary. Please leave comments and criticisms in the Study Hall (students & young adults), or submit something to me on the Contact Page (Parents, Guardians  & other adults). Just be kind and gentle – as only you can be. Thank you.