We started reading this delightfully amusing, but ultimately tragic, civil rights story last week. Requirements are the same as with Devil's Arithmetic: well considered chapter summaries for each chapter.
Special attention is going to be paid in the remaining weeks on the quality of student writing. Chapter summaries will occasionally be edited and rewritten for a grade (Minor grades to start and then major grades once expectations are firmly in mind).
One strategy I am encouraging to write effective summaries is to divide each chapter into 'scenes.' A scene ends whenever the setting shifts. Each scene should be described in two or three sentences, concentrating on the main points and not getting caught up in smaller details.
Sentences are to be complete, grammatically correct and composed according to the conventions of written English; that is, correctly punctuated and capitalized.
Students should have read through chapter five by Monday.
Saturday, May 31, 2008
Wednesday, May 21, 2008
The Devil's Arithmetic IV
Students took a quiz yesterday on chapters 11-16 and today rewrote the chapter 18 summary for a major grade.
The book must be finished tonight and all summaries ready to be checked for another major grade. Also, the book exam is tomorrow. There are 30 short answers and two essays to be completed in one period. I told each class that anyone who needs more time must plan on finishing after school.
Spelling test will be on Tuesday.
The book must be finished tonight and all summaries ready to be checked for another major grade. Also, the book exam is tomorrow. There are 30 short answers and two essays to be completed in one period. I told each class that anyone who needs more time must plan on finishing after school.
Spelling test will be on Tuesday.
Monday, May 19, 2008
The Devil's Arithmetic III
Students should be finished through chapter 16 for tonight. There will be a quiz tomorrow on chapters 11 through 16 tomorrow. Keep up with chapter summaries!
Friday's spelling/vocab quiz was today. This weeks list is as follows:
Vocabulary #28
1. similarities – (adj.) likenesses; having same features, but not exactly alike
2. beautiful – (adj.) giving pleasure to the senses or mind
3. requirement – (n) a need
4. encyclopedia – (n) a book or set of books giving information about all branches of knowledge, or about one subject intensively
5. essential – (adj.) indispensable
6. familiar – (adj.) well known; often seen or experienced
7. diversity – (n) variety
8. remember – (v) to keep in one’s mind
9. important – (adj.) having or able to have a great effect
10. strength – (n) the quality of being strong
Friday's spelling/vocab quiz was today. This weeks list is as follows:
Vocabulary #28
1. similarities – (adj.) likenesses; having same features, but not exactly alike
2. beautiful – (adj.) giving pleasure to the senses or mind
3. requirement – (n) a need
4. encyclopedia – (n) a book or set of books giving information about all branches of knowledge, or about one subject intensively
5. essential – (adj.) indispensable
6. familiar – (adj.) well known; often seen or experienced
7. diversity – (n) variety
8. remember – (v) to keep in one’s mind
9. important – (adj.) having or able to have a great effect
10. strength – (n) the quality of being strong
Tuesday, May 13, 2008
The Devil's Arithmetic II
Students should be done through chapter 6 for today and chapter 8 for tomorrow. Chapter summaries are checked on a daily basis. There was a quiz today and summaries 1 through 6 were checked for a minor grade.
Vocabulary #27
1. jealous – (adj.) feeling or showing resentment toward someone considered a rival
2. parallel – (adj.) of lines or planes traveling at the same distance from each other
3. cemetery – (n) a burial ground other than a church yard
4. nuisance – (n) a source of annoyance
5. probably – (adv.) likely to happen or be true
6. poetry – (n) a poet’s art or work
7. calendar – (n) a chart showing the days, weeks, and months of a particular year
8. bulletin – (n) a short, official statement of news
9. closet – (n) a small storage room or cabinet
10. emergency – (n) a serious happening or situation needing prompt action
Vocabulary #27
1. jealous – (adj.) feeling or showing resentment toward someone considered a rival
2. parallel – (adj.) of lines or planes traveling at the same distance from each other
3. cemetery – (n) a burial ground other than a church yard
4. nuisance – (n) a source of annoyance
5. probably – (adv.) likely to happen or be true
6. poetry – (n) a poet’s art or work
7. calendar – (n) a chart showing the days, weeks, and months of a particular year
8. bulletin – (n) a short, official statement of news
9. closet – (n) a small storage room or cabinet
10. emergency – (n) a serious happening or situation needing prompt action
Thursday, May 08, 2008
The Devil's Arithmetic I
Today we started The Devil's Arithmetic by Jane Yolen, a Holocaust story. We read the first chapter together and I modelled how to write a chapter summary. Chapter summaries will be written in notebooks in the following format:
1) Date and chapter number
2) Write a title for the chapter, should reflect the main idea
3) While reading, seperate the chapter into scenes. Write a few sentences explaining the action or improtant ideas in each scene.
Model for chapter 1:
Chapter 1: Annoyance
Hannah doesn’t want to go to Passover dinner. Hannah is being picked up by her mom at Rosemary’s house. They argue about going to Grandma’s for Passover. On the way Hannah argued a bit with her brother Aaron. He’s scared about asking the Four Questions. Hannah comforts and encourages him. At Grandma’s Aunt Eva greets Hannah with a kiss. Eva is her favorite and Hannah is named after Eva’s dead friend.
We'll try to finish about two chapters each day, one in school, one at home. Students need to read chapter 2 and write the chapter summary.
Spelling test tomorrow.
1) Date and chapter number
2) Write a title for the chapter, should reflect the main idea
3) While reading, seperate the chapter into scenes. Write a few sentences explaining the action or improtant ideas in each scene.
Model for chapter 1:
Chapter 1: Annoyance
Hannah doesn’t want to go to Passover dinner. Hannah is being picked up by her mom at Rosemary’s house. They argue about going to Grandma’s for Passover. On the way Hannah argued a bit with her brother Aaron. He’s scared about asking the Four Questions. Hannah comforts and encourages him. At Grandma’s Aunt Eva greets Hannah with a kiss. Eva is her favorite and Hannah is named after Eva’s dead friend.
We'll try to finish about two chapters each day, one in school, one at home. Students need to read chapter 2 and write the chapter summary.
Spelling test tomorrow.
Monday, May 05, 2008
Presentations
Research Presentations started today. Anyone called on who did not have there's ready lose 10 points and must present tomorrow.
We will be starting our final novel of the year, The Devil's Arithmetic, later in the week.
Come in tomorrow with definitions for 20 extra credit points!
Vocabulary #26
1. article – (n) a particular or separate thing
2. characteristic – (adj.) showing a distinctive feature
3. independence – (n) being free from control by another person or thing
4. obstacle – (n) a thing that obstructs progress
5. weight – (n) an object’s mass numerically expressed according to a recognized scale of units
6. author – (n) the writer of a book or article
7. auditorium – (n) the part of a building where the audience sits
8. guest – (n) a person visiting by invitation
9. comfortable – (adj.) giving ease and contentment
10. respect – (n) admiration felt toward a person or thing, and the politeness arising from this
We will be starting our final novel of the year, The Devil's Arithmetic, later in the week.
Come in tomorrow with definitions for 20 extra credit points!
Vocabulary #26
1. article – (n) a particular or separate thing
2. characteristic – (adj.) showing a distinctive feature
3. independence – (n) being free from control by another person or thing
4. obstacle – (n) a thing that obstructs progress
5. weight – (n) an object’s mass numerically expressed according to a recognized scale of units
6. author – (n) the writer of a book or article
7. auditorium – (n) the part of a building where the audience sits
8. guest – (n) a person visiting by invitation
9. comfortable – (adj.) giving ease and contentment
10. respect – (n) admiration felt toward a person or thing, and the politeness arising from this
Friday, April 25, 2008
Reminders
Poetry project is due Wednesday! Read the directions carefully! (Directions can be found HERE.)
We will spend one more day (Monday) in the library doing research for the research project. if note cards aren't finished by then, you are on your own to do so. We will spend the next three days in the computer lab writing text and gathering images. Remember that care and creativity in completing your poster counts!
Completed projects are dur May 4th!
No spelling next week.
We will spend one more day (Monday) in the library doing research for the research project. if note cards aren't finished by then, you are on your own to do so. We will spend the next three days in the computer lab writing text and gathering images. Remember that care and creativity in completing your poster counts!
Completed projects are dur May 4th!
No spelling next week.
Tuesday, April 22, 2008
Research Project
Book Projects were due today! I have given a one day extension, after that, grades wil be reduced.
Reminder! Poetry Project is due April 30th! (see 4/9 post for details)
No spelling this week.
Yesterday we started on a Social Studies based research project. Monday and Tuesday, Mrs. Delilli presented instructions on how to write notes and cite sources. The rest of the week, students will work on gather information from their sources by filling out source cards and note cards. Rubric is below:
Research Project
Over the next two weeks we will be working together on research skills. The topics are important events or people in American history. We will have time in the library with Mrs. DeLilli working on necessary research skills along with time to investigate your own topic.
This information will be presented in a poster format to your class. The poster must include:
1. Your topic, in bold, easy to read writing
2. Pictures, graphics- either hand drawn or prints with captions
3. Information from your 3 sources in a well organized, logical, sequenced order. Typed information can be presented in a report format, or it can be separated into sections to coordinate graphics.
4. Reference page of 3 sources used- typed and attached to the back of the poster.
Dates to Remember
April 21, 22- research techniques/ skills
April 23, 24, 25 (maybe 28)research (note taking) in library
April 28, 29, 30 (maybe 31)- computer lab
May 4- projects due, presentations begin
General Rubric
Note cards: 20 pts.
Source cards: 15 pts.
Written Info: 30 pts.
Graphics: 15 pts.
Reference page: 10 pts.
General appearance: 10 pts
This project counts for two grades.
Reminder! Poetry Project is due April 30th! (see 4/9 post for details)
No spelling this week.
Yesterday we started on a Social Studies based research project. Monday and Tuesday, Mrs. Delilli presented instructions on how to write notes and cite sources. The rest of the week, students will work on gather information from their sources by filling out source cards and note cards. Rubric is below:
Research Project
Over the next two weeks we will be working together on research skills. The topics are important events or people in American history. We will have time in the library with Mrs. DeLilli working on necessary research skills along with time to investigate your own topic.
This information will be presented in a poster format to your class. The poster must include:
1. Your topic, in bold, easy to read writing
2. Pictures, graphics- either hand drawn or prints with captions
3. Information from your 3 sources in a well organized, logical, sequenced order. Typed information can be presented in a report format, or it can be separated into sections to coordinate graphics.
4. Reference page of 3 sources used- typed and attached to the back of the poster.
Dates to Remember
April 21, 22- research techniques/ skills
April 23, 24, 25 (maybe 28)research (note taking) in library
April 28, 29, 30 (maybe 31)- computer lab
May 4- projects due, presentations begin
General Rubric
Note cards: 20 pts.
Source cards: 15 pts.
Written Info: 30 pts.
Graphics: 15 pts.
Reference page: 10 pts.
General appearance: 10 pts
This project counts for two grades.
Wednesday, April 09, 2008
Poetry
Note: Tomorrow is a spelling test and a quiz on petry terms.
Yesterday we began a poetry unit with a review of terms and the analysis of of two poems from the literature book. The first three stanzas of Jean Little's "Growing Pains" was distributed and read. Students were to write the fourth stanza and a paragraph explaining why they chose to end the poem in the manner they did. The poem, with it's final stanza (which was discussed today) is below:
Today another poem was read and responses were written in journals.
Responses to yesterday's assignment, "Growing Pains", were read and the final stanza was examined.
Directions for the poetry project were distributed:
1) 5 original pieces of poetry, typed and illustrated.
2)A favorite poem, written either by you or someone else. Typed, with an explanation as to why this is your favorite poem and identifying the poetic devices used.
3) Due date: April 30. This leaves enough room so as to avoid conflict with the book project (due April 22). BUT START CONSIDERING YOUR PEOMS NOW!
Students my use poetry forms introduced in class:
Sense Poem:
EMOTION seems COLOR
LIKE – describe an image or feeling
I SEE…………
I HEAR……….
I SMELL……….
I TOUCH……..
I TASTE……..
Example:
Bio Poem:
A bio poem allows the writer to focus on the characteristics of a person or animal, anything or anyone. It requires the writer to put themselves in the subject’s shoes.
Line 1: First Name
Line 2: Four Descriptive Traits
Line 3: Sibling Of…….
Line 4: Lover Of……
Line 5: Who Fears….
Line 6: Who Needs…..
Line 7: Who Gives…..
Line 8: Who Would Like To See
Line 9: Resident Of….
Line 10: Last Name
Ex:
*Students may use other forms, but ONLY ONE OF EACH, or write free verse. other forms may be hiaku:
1) Haiku contain three lines. The first line contains five syllables, the second has seven, and the last has five.
2) Choose a general topic. Haiku usually focus around imagery, namely nature. Haiku do not tell stories and almost never involve people's actions. Haiku simply convey an abstract concept -- usually an emotion or reflective thought.
3) Choose a season. Since virtually all haiku focus on nature, the season is important for coming up with the imagery. With so few words in the poem, simple phrases like "cherry blossoms" or "falling leaves" can create lush scenes, while reflecting the tone of the verse.
Examples;
Extra credit: A song with appropriate lyrics can be brought in and played in class. You will need the lyrics typed, the cd, an explanation of the poetic devices used and why you liked the song. (I must preview the song before presenting it to class.)
Yesterday we began a poetry unit with a review of terms and the analysis of of two poems from the literature book. The first three stanzas of Jean Little's "Growing Pains" was distributed and read. Students were to write the fourth stanza and a paragraph explaining why they chose to end the poem in the manner they did. The poem, with it's final stanza (which was discussed today) is below:
Growing Pains by Jean Little
Mother got mad at me tonight and bawled me out.
She said I was lazy and self-centered.
She said my room was a pigsty.
She said she was sick and tired of forever nagging
but I gave her no choice.
She went on and on until I began to cry.
I hate crying in front of people. It was horrible.
I got away, though, and went to bed and it was over.
I knew things would be okay in the morning;
Stiff with being sorry, too polite, but okay.
I was glad to be by myself.
Then she came to my room and apologized.
She explained, too.
Things had gone wrong all day at the store.
She hadn't had a letter from my sister and she was worried.
Dad had also done something to hurt her.
She even told me about that.
Then she cried.
I kept saying, "It's all right. Don't worry."
And wishing she'd stop.
I'm just a kid.
I can forgive her getting mad at me. That's easy.
But her sadness . . .
I don't know what to do with her sadness.
I yell at her often, "You don't understand me!"
But I don't want to have to understand her.
That's expecting too much.
Today another poem was read and responses were written in journals.
A Hole in the House by Mr. Lambert
There is a little hole in the house;
Here on the bed,
There on the chair.
There is a little hole in the house;
On the floor’s windowlight;
Before the winter fire.
There is a little hole in the house;
On the stair,
Soft foot thumping.
There is a little hole in the house;
Warm and rumbling,
Near my ear.
There is a little hole in the house;
Where the dogs worry,
And the children sigh.
Responses to yesterday's assignment, "Growing Pains", were read and the final stanza was examined.
Directions for the poetry project were distributed:
1) 5 original pieces of poetry, typed and illustrated.
2)A favorite poem, written either by you or someone else. Typed, with an explanation as to why this is your favorite poem and identifying the poetic devices used.
3) Due date: April 30. This leaves enough room so as to avoid conflict with the book project (due April 22). BUT START CONSIDERING YOUR PEOMS NOW!
Students my use poetry forms introduced in class:
Sense Poem:
EMOTION seems COLOR
LIKE – describe an image or feeling
I SEE…………
I HEAR……….
I SMELL……….
I TOUCH……..
I TASTE……..
Example:
Loneliness seems golden yellow
Like the hazy colors fall days bring
I see the leaves of red
I hear the birds announce themselves
I smell burning leaves that signal the end
I touch no one, for I stand alone
I taste the salt of my tears
Bio Poem:
A bio poem allows the writer to focus on the characteristics of a person or animal, anything or anyone. It requires the writer to put themselves in the subject’s shoes.
Line 1: First Name
Line 2: Four Descriptive Traits
Line 3: Sibling Of…….
Line 4: Lover Of……
Line 5: Who Fears….
Line 6: Who Needs…..
Line 7: Who Gives…..
Line 8: Who Would Like To See
Line 9: Resident Of….
Line 10: Last Name
Ex:
Tom
Tall, tasty, feathery, vicious
Sibling of Clucky Chicken and Big Bird
Lover of vegetarians and ham eaters
Fears Mr.Butterball and Pilgrims
Needs to run around
Gives nourishment and leftovers
Would like to see birds unite and revolt
Resident of Old McDonald’s farm
Turkey
*Students may use other forms, but ONLY ONE OF EACH, or write free verse. other forms may be hiaku:
1) Haiku contain three lines. The first line contains five syllables, the second has seven, and the last has five.
2) Choose a general topic. Haiku usually focus around imagery, namely nature. Haiku do not tell stories and almost never involve people's actions. Haiku simply convey an abstract concept -- usually an emotion or reflective thought.
3) Choose a season. Since virtually all haiku focus on nature, the season is important for coming up with the imagery. With so few words in the poem, simple phrases like "cherry blossoms" or "falling leaves" can create lush scenes, while reflecting the tone of the verse.
Examples;
As the wind does blow
Across the trees, I see the
Buds blooming in May
Falling to the ground,
I watch a leaf settle down
In a bed of brown
Branches stretching out
To grab the sunsets colours
Night is approaching.
-Lisa H., age 11
Extra credit: A song with appropriate lyrics can be brought in and played in class. You will need the lyrics typed, the cd, an explanation of the poetic devices used and why you liked the song. (I must preview the song before presenting it to class.)
Saturday, April 05, 2008
Reminders!
Fridays spelling/vocab test is postponed until Monday. Also, all students should be reading a novel and writing chapter summaries. These summaries need to be well written!
Due date for book projects is April 22.
Due date for book projects is April 22.
Friday, April 04, 2008
Anne Frank and Coming Attractions
Finished the play today. Students read their parts extremely well.
Next week I hope to begin a poetry unit, handout a pile of back work and send writing portfolios home. When we get back from spring break we'll start the research unit.
Next week's spelling list:
Spelling Vocabulary #25
1. against – (prep) in opposition to
2. commitment – (n) an obligation or pledge
3. privilege – (n) a special right or advantage granted to one person or group
4. excuse – (v) to overlook or pardon because of circumstances or some other reason
(n) a reason put forth for overlooking a fault
5. individual – (adj.) single, separate; of or for one person
6. thought – (n) the process or power of thinking
7. review – (n) a general survey of past events or of a subject
(v) to survey
8. apostrophe – (n) the sign used to show that letters or numbers have been omitted, to show the possessive case, or to show plurals of letters
9. comma – (n) the punctuation mark indicating a slight pause or break in a sentence
10. adjective – (n) a word added to a noun to describe a quality or modify a meaning
Next week I hope to begin a poetry unit, handout a pile of back work and send writing portfolios home. When we get back from spring break we'll start the research unit.
Next week's spelling list:
Spelling Vocabulary #25
1. against – (prep) in opposition to
2. commitment – (n) an obligation or pledge
3. privilege – (n) a special right or advantage granted to one person or group
4. excuse – (v) to overlook or pardon because of circumstances or some other reason
(n) a reason put forth for overlooking a fault
5. individual – (adj.) single, separate; of or for one person
6. thought – (n) the process or power of thinking
7. review – (n) a general survey of past events or of a subject
(v) to survey
8. apostrophe – (n) the sign used to show that letters or numbers have been omitted, to show the possessive case, or to show plurals of letters
9. comma – (n) the punctuation mark indicating a slight pause or break in a sentence
10. adjective – (n) a word added to a noun to describe a quality or modify a meaning
Monday, March 31, 2008
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
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
Friday, March 21, 2008
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.
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.
Friday, March 14, 2008
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
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
Monday, March 10, 2008
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.
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.
Friday, March 07, 2008
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
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
Wednesday, March 05, 2008
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.
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.
Friday, February 29, 2008
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
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
Tuesday, February 26, 2008
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.
HW: read through chapter 16, complete associated packet activities, come in with a significant thought or question about the story.
Monday, February 25, 2008
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
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
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