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.

The Giver VII

Students took the spelling test after a warm-up where we discussed the decision of the Council of Elders to have an "Unscheduled Holiday" in the community.

Everyone was told that there will be a quiz on chapters 15-17 on Monday.

Attention was directed to the book packets. Students were reminded to make sure all sections are completed as they read, including the character map at the back.

Spelling list for next week:

Spelling #18

1. requirement – (n) necessity

2. alphabetical – (adj) arranged in the order of the letters of a language

3. extremely – (adv) to a high degree or extent

4. surprisingly – (adv) in an amazing, sudden, or unexpected manner

5. disappointment – (n) feeling of dissatisfaction when expectations are not met

6. improvement – (n) advancement or growth

7. agreeable – (adj) to one’s liking; pleasing

8. regardless – (adv) in spite of everything

9. emotional – (adj) excitable; easily moved

10. unexpected– (adj) coming without warning; unforeseen

The Giver VI

Classes took a mutlitple choice test on chapters 10-14.

HW: read through chapter 16, complete associated packet activities, come in with a significant thought or question about the story.

The Giver V

Copied the spelling list from the board. Since I'd neglected to post the list previously, students have the opportunity to gather those extra credit points tomorrow for filling in the definitions.

Discussed the letter assignment completed before the break. Students were told that more emphasis is going to be placed on written expression and compliance with accepted writing conventions such as punctuation, capitalization, grammar and usage. Written work, especially work done at home with plenty of time, should be edited and completed to the absolute best of each student's ability.

Students need to be done through chapter 14 by tomorrow, with accompanying work in the packet, as well as review chapters 10, 11, and 12. There will be an exam tomorrow on all these chapters.


Vocabulary #17

1. barricade - (n) something that serves as an obstacle; barrier
2. cooperative - (adj) willingness; compliant
3. exaggerate - (v) to overstate
4. lavatory - (n) bathroom
5. nuisance - (n) annoying; a bother
6. concentrate - (v) focus
7. forecast - (v) to estimate or calculate in advance; predict
8. penalty - (n) punishment
9. performance - (n) presentation in front of an audience
10. vocation - (n) -job

The Giver IV

OM: "I thought there was only us. I thought there was only now."

Students took quiz number three on the book. We discussed the OM and the quiz briefly, and explained the homework (see below).


7. A Letter to a Character--and Back

The Assignment:

You've read enough of this work now to meet some characters and see them in
action. Select the character Jonas, from the novel The Giver and write a letter to that character. Write the letter as yourself, the reader. In your letter, you can ask the character questions, make comments on what the character has done, give advice about what the character should do, or anything else you like.

How to set up your letter:

Paragraph 1 Ask your character questions:
Why did they do the things they did? What were they thinking during different events?

Paragraph 2 Make comments to the character.
Make statements to your character regarding decisions they’ve made. Comment on the decisions they made and whether you agree or disagree.


Paragraph 3 Offer advice to your character.
What would you do in their situation? What would you suggest they do next time?


Finished product is to demonstrate proper grammar, spelling, punctuation and paragraphing.

The letter to Jonas is due tomorrow. The reply to the letter, as Jonas, is due Thursday. If tomorrow is a snow day, both letters are due Thursday. They are to be in standard letter form!

Students have been told that definitions are no longer a requirement, although they are still responsible for knowing them for Friday's quizzes. However, 20 bonus points are still going to awarded on Mondays for having them and 10 points if they are done by Tuesday.

The Giver III

OM:

What is the morning ritual? What is its purpose?

Students had a substitute the past two days while my colleagues and I scored the ELA Assessments. Students should have read through chapter 8 by today. Took book quiz number 2 (they took the first yesterday), discussed some issues raised in the story and then continued reading.

Spelling test will be on Monday. Next list follows:

Spelling #16
Vocabulary



appetite (n) – desire, especially for food

drizzle (v) - rain in fine, mistlike drops

emerald (n) - green jewel

fumble (v) – grasp or grope clumsily

interview (n) - meeting of people, as to confer or ask questions

jewelry (n) - gems, or ornaments with gems

optimistic (adj) - having the tendency to be cheerful about life

plural (adj) - more than one

quaint (adj) - pleasingly odd or old fashioned

sacred (adj) - devoted to a god or God

The Giver II

OM:

Why are 'Ceremonies' so important? Give examples from the story.

After a brief discussion about the opening move, spelling list was copied down. Students were reminded about writing meaningful text responses in their book packets. I would like to have up through chapter 4 finished for today, so books and packets will be sent home.

Spelling definitions due on Thursday.

The Giver, by Lois Lowry

Yesterday, book packets were distributed for the new novel we begin today: The Giver, by Lois Lowry. The introductory assignment, which was finished last night for homework, was to read the first page and answer some questions. Most of the work for this book will be done in class. Anything missed will be made up for homework.

Tomorrow, barring the dreadful weather forecast, I will be grading books two and three of the New York State Assessment along with my colleagues. Students will be reading in class and working in the book packets after taking the spelling test.

Below is next weeks vocab list:

Spelling #15
Vocabulary


independent (adj.) – not subject to control by others

meant (v) - to have in mind as a purpose

participate (v) - to take part

nervous (adj.) – jumpy, timid, apprehensive

similar (adj.) - having characteristics in common

familiar (adj.) - closely acquainted

cemetery (n) - a burial ground

delicious (adj.) - affording great pleasure

conference (n) - a meeting of two or more persons for discussing matters of common concern
college (n) - an independent institution of higher learning

Pay It Forward

Last week classes viewed the movie Pay It Forward. Today notes were checked (for a minor grade) and directions for a writing assignment were given. The word 'eulogy' was explained and an example read to the class. Students are to chose a character from the movie and write a eulogy for Trevor, the main character killed at the end.

Make sure it is written from the point of view of a character, and in the format of a eulogy.

Spelling list was (finally!) copied into notebooks. Definitions due on Wednesday.

We start the novel The Giver tomorrow.

Gradebooks are empty! Second semester has begun! All grades from here on in go to building the 3rd marking period averages.

Just in Case....

...there is a snow day tomorrow, I'm posting next weeks spelling/vocab today:

Spelling #14
Vocabulary



resolution (n) - determination, ambition, decision

experimentation (n) - research, testing, investigation

attendant (n) - one who assists, aides, or helps

proposition (n) - a scheme, proposal, plan

appointment (n) - a designated time and place for a certain function; engagement

accidental (adj.) - unexpected, unforeseen

apparatus (n) - machine, device, instrument

accuracy (n) - precision, exactness

theory (n) - an ideal or hypothetical set of facts

requirement (n) - necessity, an essential requisite

ELA State Assessment... Done

The eighth grade completed the state assessment over the past two days. High effort was demonstrated by all students and preliminary (very unofficial) results of the comprehension portion are encouraging. The rest of the test will be scored in school in February. Official State results probably won't be in until Fall.

Classes today tried to watch a Sherlock Holmes instead of seat work. Period three seemed interested, but period seven was... otherwise. Tomorrow, period seven will work in the literature book. Whether or not they get to see the end of the video will depend on the substitute's report as I will be out of the building tomorrow.

Look ahead:

There will be spelling/vocab next week. List will be posted on Friday.

Next week eighth grade classes will be viewing the movie "Pay it Forward" as part of the ELA curriculum. As this is a PG-13 film permission slips will be sent home by the end of the week.

Benchmark III Continued Again

Went over the constructed responses today, and wrote best answers in booklet. Also a planning page for the essay which will be written tonight for homework.
The comprehension part of the test was sent home last week and done over without students knowing which answers were incorrect. The result was encouraging. many students improved their score, some significantly. However, they will need to do their very best on the one shot they have this coming Monday. many students proved they didn't do their best initially on this benchmark.

Of course, giving them the test on the first day back after the holidays may be a factor.

Benchmark III Continued

Academic classes started the listening portion of the benchmark. The passage was read and notes were taken. Students underlined key words in the directions to the constructed responses. They are to write the answers to these questions (27,28,29) in their notebooks for homework. We'll go over them tomorrow and write corrected answers into booklets. We'll also get the planning page for the essay completed.

No spelling/vocab this week or, probably next, while we focus all attention on the benchmarks and next weeks state assessments.

Benchmark III

Took the comprehension portion of the thrid benchmark test during third period. Seventh period started the "A Christmas Carol" essay, to be finished for homework. (Directions can be found in the previous post.) Third period will start their essay tomorrow.

Note: Anyone who missed the movie or parts of it, may have extra time to rent the movie. Deadline, however, is Monday.

Reminder: ELA State Assessment is coming up fast (January 14th and 15th). Also, this marking period is shorter than the others, ending on the 25th.

Stay focused!

A Christmas Carol

Apologies for the silence the past few days!

Briefly, since the last entry we worked more in the poetry packet with the goal of become better readers of poetry and developing greater understanding of the figurative language and literary devices used in poetry (see vocabulary in the last entry).

Putting poetry to the side until after the holidays, we began watching A Christmas Carol, based on the well known story by Charles Dickens. The classroom emphasis is on the theme of the story and especially the transformation of Ebenezer Scroge. Students are taking notes which will be used to write an essay after the break. The essay directions are as follows:

A Christmas Carol is the story of the transformation of Ebenezer Scrooge. Certain events in the story are important in this character’s change. In a well written essay, describe the transformation. In your essay, be sure to:

• Contrast Scrooge’s character with that of the other characters in the story.
• Discuss the importance of each spirit: past, present and future.
• How is Scrooge changed? What is the theme of the story? Explain.
• Include specific details from the story in your essay.

(Extra credit will be given to anyone who comes back from vacation with a first draft already written. The final copy will be written in class. This is not mandatory.)

There is no spelling/vocab this week, nor will there be the week we get back from break. At this time, the third benchmark is scheduled for the Wednesday we return, Januray 2nd.

If a reason comes up to post tomorrow I will. If not, a safe and pleasant holiday to one and all.

All the best for the coming New Year,
Mr. Lambert