2. \u00a0It makes the editor a better writer (they get practice finding mistakes and they can get good ideas from the things they read)<\/p>\n
3. \u00a0We are bad at editing our own work (we often see what we wanted to write instead of what we actually wrote. \u00a0We also know exactly what should happen in our story and sometimes we miss that we didn’t actually tell our reader what happened).<\/p>\n
<\/p>\n
Students did a very good job with this, and pairs had good discussions about what they did and did not understand from each other’s papers.<\/p>\n
Tonight students should write a FINAL draft. \u00a0They should include changes and fixes from their peer edit. \u00a0We came up with these stipulations for what they are turning in tomorrow:<\/p>\n
NO misspellings
\nNO missed indentions
\nNO run-on sentences
\nNO lack of explanations
\nSKIP LINES<\/p>\n
<\/p>\n
Next we looked at food webs and food chains, and how changes in the environment can affect animal populations. \u00a0Animal population changes affect OTHER animal populations, and so on and so forth. \u00a0For instance if we had a food web like this:<\/p>\n
![\"\"](\"http:\/\/mdk12.msde.maryland.gov\/assessments\/high_school\/look_like\/2007\/biology\/images\/19n21_q.gif\")
<\/p>\n
If the deer\u00a0population suddenly died off due to disease, we would expect a drop in the cougar population as they would lose a significant food source. \u00a0We then might see a rise in rabbits as they lose a number of predators.<\/p>\n
<\/p>\n
Today I\u00a0took our radish harvest and cooked them in the oven. \u00a0So far we have eaten raw radish, fried radish, and this was our next thing to try. \u00a0Unfortunately Mr. Potter may have *slightly* overcooked the radishes. \u00a0Some students said they were ok, but the massive majority so far have preferred the fried radishes, with some liking the raw radishes the best. \u00a0I am going to take our next harvest and pickle them over track out. \u00a0Should be fun!<\/p>\n
Next we read a good bit of The Mysterious Benedict Society, and learned of Mr. Curtain’s evil plans!<\/p>\n
<\/p>\n
Finally we looked at equivalent fractions some more. \u00a0We talked about how there are an infinite number of equivalent fractions for any given fraction. \u00a0When I am finding an equivalent fraction I am not changing the value of a fraction. \u00a0I am not adding anything, nor am I taking anything away. \u00a0I am simply changing the number of pieces that my fraction is cut into. \u00a0If I take a tray of brownies and cut them into two pieces, I have halves. \u00a0If I cut each of those in half, I have fourths. \u00a0I can continue doing this forever theoretically. \u00a0I have not changed how much I had in the way of brownies, I have simply changed what size pieces they are cut into.<\/p>\n
<\/p>\n
<\/p>\n
so, tl;dr<\/p>\n
Tonight students simply have writing homework again. \u00a0They should take their peer-edited rough draft, and fix any problems that were found. \u00a0They should also make sure their paper is divided into paragraphs, with proper indents. \u00a0I expect these things:<\/p>\n
NO misspellings
\nNO missed indentions
\nNO run-on sentences
\nNO lack of explanations
\nSKIP LINES<\/p>\n
<\/p>\n
and as always, read!<\/p>\n
<\/p>\n
Have a good one,<\/p>\n
-Mr. Potter<\/p>\n","protected":false},"excerpt":{"rendered":"
Today was another good day of writing. I was VERY impressed with what I saw today. \u00a0We only had 4 students come in without their rough drafts. \u00a0This meant we were able to do a lot of peer editing this morning during writing time. \u00a0We focused on ensuring we have a solid paper, with … Continue reading Homework Sep 22 (Tues)<\/span>