Independent Book project and Anne Frank

I haven't spoken to Mr. Rohrs yet, but all signs seem to indicate last week went smoothly.

Students should be well into their independent novels at this time. There are two requirements: 1) a brief but well written summary for each chapter (think who, what, when, where, why, how) and 2) a book project chosen from the list and descriptions distributed today. Some students may wish to do the diary project, which can accomplishment both requirements in one assignment. All requirements are due April 22, although I recommend completing the assignment before spring break if at all possible.

We are continuing the Anne Frank reading in the anthology today.

Spelling Vocabulary #24


1. research – (n) careful study and investigation, in order to find new facts or information

2. encyclopedia – (n) a book or set of books giving information about all branches of knowledge, or about one subject intensively

3. periodical – (n) magazine etc. published at regular intervals

4. reliable – (adj) able to be trusted due to consistent quality of performance

5. library – (n) a collection, room, or place where books are read or borrowed

6. language – (n) words and their use

7. mathematics – (n) the science of number, quantity, and space

8. immigrant – (n) a person who has come into a foreign country as a permanent resident

9. occurred – (v) came into being as an event or process

10. believe – (v) to accept as true

March 24 to 28

All students in periods three and seven are to obtain and begin independently reading a novel of appropriate length and reading level. Although there may be graphic novels that are appropriate for this assignment, I will not be available to okay them. So no graphic novels at this time.

Requirements:
* Well written paragraph/summary for each chapter
* Book project, to be explained when I get back.
* Due date for all completed work is April 22, although I strongly recommend getting everything done by April 10, before spring break.

I will be at a conference for the week. Mr. Rohrs will be my substitute. Academic classes will finish the movie To Kill a Mockingbird, probably Monday and Tuesday. If the movie finishes early enough, directions for an essay will be distributed, discussed and the essay will get started and finished for homework. If not enough time, the essay will be written in class on Wednesday and completed for homework as needed.

Spelling/Vocab for this week (3/24-3/28):

Vocabulary 21

1. illiterate - (adj.) unable to read or write

2. afford - (v) to have the financial means for

3. difficult - (adj.) hard to do or achieve

4. responsible - (adj.) accountable for the care or welfare of another

5. suffered - (v) felt pain or distress

6. official - (adj.) of or pertaining to an office or post of authority

7. summary - (n) condensed form; concise

8. collapse - (v) to fall down or inward suddenly

9. volunteer - (v) to offer one’s services; give of one’s own free will

10. illegible - (adj.) not readable or decipherable

Spelling/Vocab for NEXT WEEK (3/31-4/4):

Spelling Vocabulary #24


1. research – (n) careful study and investigation, in order to find new facts or information

2. encyclopedia – (n) a book or set of books giving information about all branches of knowledge, or about one subject intensively
3. periodical – (n) magazine etc. published at regular intervals

4. reliable – (adj) able to be trusted due to consistent quality of performance

5. library – (n) a collection, room, or place where books are read or borrowed

6. language – (n) words and their use

7. mathematics – (n) the science of number, quantity, and space

8. immigrant – (n) a person who has come into a foreign country as a permanent resident

9. occurred – (v) came into being as an event or process

10. believe – (v) to accept as true

Instructions for the To Kill a Mockingbird essay:

Theme: the central or unifying message or lesson in a work of art or literature

In a well written essay, identify and define a theme of this story, discuss details from the story which prove this is a theme, then explain if you think the theme was presented in a convincing manner.

In your essay, be sure to:
• Identify and define the theme
• Fully discuss whether or not the theme was convincing
• Include an introduction and conclusion
• Provide enough details from the story to support your theme (thesis-proof)
• Edit your work for spelling, punctuation and sentence structure.

By Wednesday or Thursday, classes will begin reading a dramatic rendering of The Diary of Anne Frank in the literature anthology.

The Giver: The Last Word

Yesterday the exam was given, the essay was finished for homework. Today we took the vocab quiz then discussed the controversy surrounding The Giver, and the issue of banning books.

Looking ahead: next week students will be assigned an independent book project. Details will be given on Monday, but they should start looking for a book. Should be a chapter book at an appropriate reading level.

Also, next week we'll view the movie To Kill a Mockingbird.


Vocabulary 21



1. illiterate - (adj.) unable to read or write

2. afford - (v) to have the financial means for

3. difficult - (adj.) hard to do or achieve

4. responsible - (adj.) accountable for the care or welfare of another

5. suffered - (v) felt pain or distress

6. official - (adj.) of or pertaining to an office or post of authority

7. summary - (n) condensed form; concise

8. collapse - (v) to fall down or inward suddenly

9. volunteer - (v) to offer one’s services; give of one’s own free will

10. illegible - (adj.) not readable or decipherable

The Giver X

Took quiz for last weeks vocab list. Also took a quiz on chapters 20-23 in the book. Went over the answers and discussed the books ending briefly.

An exam on the book will be given on Thursday. Book packets will also be collected at that time. I highly recommend that the intervening time be used to make sure the answers in the packet are done to the best of each student's ability. This will not only result in a higher grade on the packet, but will also help in preparation for the exam.

The Giver IX

Students continued the essay begun yesterday. Those not done were sent home to be finished for homework.

Books should also be finished over the weekend. We'll go over the remaining chapters in class as time allows, given that the math assessment is next week.

The Giver exam will be next Thursday. All books and book packets will be collected at that time.

This weeks spelling/vocab quiz is postponed to Monday. In the meantime, here's next week's list:

Spelling #19
Vocabulary



applicant (n) – a person who applies, especially for a job

district (n) - a part of a country, city, or county having a particular feature or regarded as a unit for a special purpose

assist (v) - to help; give aid to

extract (v) – to take out by force or effort

contract (n) - a formal agreement between people or groups of countries

compass (n) - a device with a needle that points to magnetic north

concentric (adj) - having the same center

ellipse (n) - a regular oval that can be divided into four identical pieces

protractor (n) - an instrument for measuring angles

excerpt (n) - an extract from a book or film or piece of music

The Giver VIII

Yesterday I read chapter 19 of the book to the class. This is a critical turning point of the story in which the real meaning of being 'released' is finally revealed. Today we wrote about Jonas' feelings regarding what he saw and read part of chapter 20.

Tomorrow they will write an essay from Jonas' point of view.

The directions for the essay are as follows:

12. Be Somebody Else for Awhile (End of Chapter 19 in The Giver)

The Assignment:

You've been yourself for a long time. Now, be somebody else. Write an essay as if you were one of the characters in the story you are reading. To write from the character's point of view, you must think like the character and limit yourself to what the character can know. Try to make your written "voice" sound like the character's, also.

Here is the essay task your character must respond to:

By the end of chapter 19 in The Giver, Jonas knows what being a Receiver really is and what Release means. This session with The Giver (Page 151) ends with Jonas having just seen a video of the release of the infant twin.
¥ explain the situation and the events that led up to it
¥ explain how you feel
¥ tell what you would like to do, imagine a couple or a few different decisions you could make
¥ tell what the consequences of those actions would be
¥ Decide what decision you would make, why and what might happen.

Remember to write as the character and to use specific accurate details from the story to write the essay.


Assessment: Use the ELA rubric for tasks based on texts, as a good response will show an understanding of the text as well as the task.