Finish Charly and Characters' Motivations Chart

Finish Charly

Turn in Characters' Motivation Chart (20 pts.)

Hand out book pick form II

Update assignment list:

30. Characters' Motivation Chart 20 pts. 10/25
31. Book Pick Form II (front) 10 pts. 10/26

Homework: Book Pick Form II and Book

Continue viewing Charly

Continue viewing Charly and fill out a chart forcharacters' motivations and reactions for two different characters.

Homework: Pick another book to read

Finish assessment

Grades:

P2

P3

P5

P6

Back to School Night and the Grades are Posted

Tonight is Back to School Night. Current grades are posted below. I will post them every weekend in the future.

Period 2

Period 3

Period 5

Period 6

District assessment

Take district assessment

Homework: Extra credit for attendance at Back to School Night
Book reports due by Friday

Continue Flowers for Algernon

Update assignment list

Update computer

Continue Flowers for Algernon



Homework: Book Reports due Friday (Back of the Book Pick Form)

Flowers for Algernon and subordinating conjucntions for you

Write a response to the following prompt.

People are different. Think about all the ways people are different from one another. How should you and how do you treat people who are different from you?

Do exercise 4 on page 445 about subordinating conjunctions.

Read Flowers for Algernon on page 220.




Homework:

Author's Background Final Exam

Write a five paragraph essay in which you discuss the importance of an author's background to his or her writing. Use the stories that we have read to support your thesis. Use the checklist to make sure that you include all required elements.

Here is a sample thesis.

Author's background is important in the writing of Laurence Yep, Jewell Parker Rhodes, and William Saroyan.

Finish final drafts, backgroud charts, and read!

Homework:

Finally Final Drafts!

Work in teacher's comments and corrections into a final draft of the Akeelah and the Bee and "Root of Freedom" essay. Most common comments were as follows.

1. Movies such as Akeelah and the Bee should be italicized when typed and underlined when written.

2. Short excerpts from autobiographies with a different title than the autobiography such as "The Root of Freedom" should be enclosed in quotes. The title of the autobiography such as The Narrative of the Life of a Slave should be italicized when typed and underlined when written.

3. The theme paragraph must include the theme from both works--hopefully you found a recurring theme. Specific details from the movie and narrative must be included to support the theme.





Homework:

Finish Authors' Backgrounds Chart

Complete word chart for the following words: descendant, vagrant, and lumbering.

Complete charts for the influence of authors' backrounds on their writing.


Complete a chart for each of the following stories:

"The Summer of the Beautiful White Horse" page 841

"Block Party" page 831

"The Great Rat Hunt" page 106

In Writing and Skills we'll start looking at sentence structure. An important skill in writing is using complete sentences. You will learn this by studying the definition, by looking at the kinds of sentences, and by examining their structures.

Read pages 470-473 and do exercise 1.

Homework: Complete charts for the influence of authors' backrounds on their writing.

Magnificence in Education

Complete word chart for the following words: magnificence, longing, and pious.

Complete charts for the influence of authors' backrounds on their writing.

Complete a chart for each of the following stories:

"The Summer of the Beautiful White Horse"

"Block Party"

"The Great Rat Hunt"

In Writing and Skills we'll start looking at sentence structure. An important skill in writing is using complete sentences. You will learn this by studying the definition, by looking at the kinds of sentences, and by examining their structures.

Read pages 470-473 and do exercise 1.

Homework:

Continuing Cultural Heritage

Today we continue to look at cultural heritage, author's background, and tradition in Literature.

Poem of the day: "Song of the Banana Man"

Read "The Summer of the Beautiful White Horse" on page 841 and "Block Party" and consider how the authors' background might have influenced their writing.




Homework:

The Summer of the Beautiful White Horse

Poem of the Day: "Running a Race"

Hand out Book Pick Form


Finish "The Great Rat Hunt" and quiz

Start "Summer of the Beautiful White Horse"



Homework:Fill out Book Pick Form

The Great Rat Hunt

Poem of the Day: "Look at Me"

Put portfolios in order and staple assignments 1-16 together.

Read "The Great Rat Hunt" on page 106 of Language of Literature.

Take the Quiz.

1. What is Laurence's cultural heritage?

2. What are indications of Yep's his cultural background in the story?

3. Describe one situation or incident that you found funny. Why is it humorous? Explain.

4. Describe the plot.

5. What is the setting?

6. What is the theme? Explain your answer.

7. Do the vocabulary exercise on page 116.


Discuss how humor and cultural heritage impacts writing.

Period 3 will take Make-up Vocabulary Test.


Homework: Find 3 facts about Laurence Yep and write them down in complete sentences.
Pick a book to read. Fill out book form.



Homework:

Procedure review

Today we will review the procedure for entering and checking grades. First person in the Manilla and Orange group will start. One the P.E. side of the room students will take turns: orange first, yellow second, and blue third. One the Bonita side of the room students will take turns: Manilla first, red second, and green third. Each student will take his or her folder to the computer and check his or her grade. We must do this everyday. Make sure your grades are entered properly every day.

Third period will do a sentence completion practice worksheet and play vocabulary bingo to prepare for retaking the Vocabulary Mastery Test. Students will be given astudy sheet from which to study at home.

Periods 2, 5, and 6 will write a compare/contrast essay in which Akkeelah and the Bee and "The Root of Freedom" are compared and contrasted.

Essay writing basics

1. Copy List of Transitions

2. Discuss Attention-Grabbing Introductions

3. Complete Compare/Contrast Prewriting Chart for Akeelah and the Bee and "The Root of Freedom."

Frederick Douglass Video

Period 2 Write a wonderful thank you note to Ms. Aho or Bank of America:

Before you write, brainstorm some thoughts on the following. Ms. Aho and Bank of America donated money to our class so that we could have new books to read. They could have done a lot of other things with their money, but they chose to give to us for books. How does that make you feel? Write down some thoughts. Why would strangers care about your education? Write down some thoughts. You were able to choose any book you wanted to read. Did you like being able to choose your own book rather than a teacher assigning one? Why? Write down some thoughts.

Now write a nice thank you letter expressing your gratitude for either Ms. Aho's or Bank of America's generosity. Be sure to include some of the thoughts that you wrote down in the above brainstorm. Also include the title and the author of the book you chose. The title of the book should be italicized if you type it or underlined if you write your letter. Sign it with a complementary closing such as "sincerely" and sign only your first name. No last names please! Strive for at least two thoughtful paragraphs.

All classes do the following:

Write two paragraphs that in which you consider the themes of "Root of Freedom" and Akeelah and the Bee. Answer the following questions in your paragraphs.

What are the possible themes for each?

What are your reasons from the text or film for the themes you identified?

How are the themes similar?

How are they different?

View Frederick Douglass video and answer the questions from the worksheet.

Homework: Last day to turn in work is Friday!

Vocabulary Mastery Test

I will return the graded viewing guides and the ungraded spelling quizzes.

We will grade the quizzes.

You will update your assignment lists and computer record.

1. Class Rules, 9/5, 6
2. Narrative/contemporary Word Chart, 9/6, 18
3. Curriculum Letter, 9/6, 10
4. The Day in the Life of My Shoe, 9/8, 30
5. First Test, 9/8, 11
6. Benjamin Franklin Video Worksheet, 9/8, 10
7. Franklin Quiz, 9/12, 10
8. Virtue Homework, 9/13, 5
9. Character/Conflict Word Chart, 9/18, 18
10. "If" Worksheet, 9/18, 10
11. "Root of Freedom" questions, 9/18, 6
12. Folder Check, 9/29, 5 (Teacher will do)
13. Akeelah and the Bee Viewing Guide, 9/22, 12
14. spelling quiz, 9/25, 18


You will take the vocabulary mastery test.







Homework:

Spelling quiz

Review viewing guide for Akeelah and the Bee.

Finish "Root of Freedom."

Take spelling quiz.

Play vocabulary bingo.


Homework: Finish all work on assignment list. All late work is due by 9/29. No late work will be accepted after that day.

Vocabulary test on Tuesday

Akeelah and the Bee

View Akeelah and the Bee today and Friday in Powers Hall.

Compare/reaction word chart

1. Poem of the Day: "Frederick Douglass" by Langston Hughes

2. compare, reaction word chart

3. "Root of Freedom" by Frederick Douglass

4. Pass out Akeelah and the Bee viewing guides. Note: Report directly to Powers Hall for film viewing.

Homework: Finish all work on assignment list. All late work is due by 9/29. No late work will be accepted after that day.

Spelling test on Monday

Vocabulary test on Tuesday

Continue to work in groups

Continue to work in groups.

Updated assignment list (includes group work):

1. Class Rules, 9/5, 6
2. Narrative/contemporary Word Chart, 9/6, 18
3. Curriculum Letter, 9/6, 10
4. The Day in the Life of My Shoe, 9/8, 30
5. First Test, 9/8, 11
6. Benjamin Franklin Video Worksheet, 9/8, 10
7. Franklin Quiz, 9/12, 10
8. Virtue Homework, 9/13, 5
9. Character/Conflict Word Chart, 9/18, 18
10. "If" Worksheet, 9/18, 10
11. "Root of Freedom" questions, 9/18, 6

Homework: Make up any missed assignments

Work in Groups

Group One (Manila Group Starts Here)
Each member of the group completes a two-sided word chart for the following words:character, era, analyze, conflict, recurring, and virtue

Each side is to have three rows with three columns.

The first box must have word, part of speech, and definition.

The second box must have two synonyms and a sentence that uses the word and demonstrates understanding of the word.

The third box must contain an image that will remind one of the meaning of the word. You may cut out an image from a magazine if you wish.

Group Two (Red Group Starts Here)

Read "If" to one another; each person reads a stanza aloud to the group.

Discuss the meaning of the poem.

Each couplet (two lines) can be associated with a virtue. Write the virtue that comes to your mind when you read each couplet in the space provided.

Group Three (Orange Group Starts Here)
Make a Virtue Poster.

Each person contributes a virtue that is important to them (no duplicates).

The virtue should be written with large letters (traced and cut-out).

The short definition can be in smaller print.

Poster should have 8-10 virtues.

Group Four (Yellow Group Starts Here)

Read "The Root of Freedom" starting on page 11 of the packet.

Answer the following questions.

1. Who are the characters in the story? Name and describe them.

2. What is the setting (Where does the story take place)?

3. What important event in the story was an important turning point in Frederick Douglass's life?

4. What is a possible theme of the story?

5. Who is the narrator of the story?

6. Is the story true or fictional?

Group 5 (Green Group starts here)

This group will work on computers one through four to correctly format the final drafts their "Day in the Shoe" narratives.

1. Click "format-paragraph" from the toolbar to indent the first line of each paragraph 1/2 inch and double-space.

2. Click "file-page setup" from the tool bar to make the margins one inch all the way around (right, left, top, bottom,).

3. Click "font" on the toolbar to designate one of the approved fonts.

4. Click "size" to select the correct size--12 pt.

5. Click "view-header" to type your heading in the upper right hand corner.

Group Six (blue group starts here)

Go to BN.Com and browse for books. Look in teen fiction. Refine your search by looking for books for under $10. When you find a book that you might like to read, write down the author's name and the book title.

Find five books and rank them in the order, first being the one you would like to read the most.

Turn in the list of 5 books to your period's in-box.

Virtue in Franklin's Autobiography

Topical Joke of the DaY:

Teacher: "Now, children, if I saw a man beating a donkey and stopped him, what virtue would I be showing?"

Smart Student: "Brotherly love."

Finish reading excerpt from The Autobiography of Benjamin Franklin.

Copy these questions and answer them.

1. Why did Franklin make the list of virtues?
2. Was he successful in his task in attaining moral perfection? Why or why not? Cite the text in your answer.
3. What virtues gave Franklin the most trouble? Refer to the text in your answer.
4. What would be the first five virtues on your list? Why?
5. What are the similarities and differences among your virtues and Franklin's?

"If" by Rudyard Kipling

Homework: Make a list of 5 virtues that are important to you and give reasons for each virtue you list. Use complete sentences.

Got Books?

1. Retrieve textbooks from room 48

2. Complete the blue and white textbook cards

3. Correct test and worksheet/Update assignment list

4. SSR Autobiography and enter grades

Homework: define Virtue in your own words.

First Test

1. Grade Word Chart

2. Update Assignment List:

Assignment List

1. Class Rules, 9/5, 6
2. Narrative/contemporary Word Chart, 9/6, 18
3. Curriculum Letter, 9/6, 10
4. The Day in the Life of My Shoe, 9/8, 30
5. First Test, 9/8, 11
6. Benjamin Franklin Video Worksheet, 9/8, 10

3. Take first test.

4. View video about Benjamin Franklin.

Homework: Borrow or buy a book to bring to school everyday and read!

The Writing Process

Finish back-side of word chart (contemporary, autobiography, coherent) and turn it in.


Review the writing process

Respond, revise, and edit narratives about the day in the life of a shoe.

Final draft due at the end of class.

A Day in the Life of My Left Shoe (A Narrative from a shoe's perspective)

Return rules: keep in portfolio, record grade on assignment list and computer spreadsheet.

Collect signed curriculum letter.

Copy assignment list and keep as first page of portfolio.

Assignment List

1. Class Rules 9/5 6
2. Narrative/Contemporary Word Chart 9/6 18

Copy Carnegie Standards for Written Work

Finish back-side of word chart (contemporary, autobiography, coherent) and turn it in.

Do The Day in the Life of My Shoe exercise.

Homework: Final draft of The Day in the Life of My Shoe

Welcome to the First Day of Eighth Grade!

Assign seats

Pass out color-coded folders

Narrative Poem (a poem that tells a story: "Casey at the Bat" by Ernest Lawrence Thayer

Copy rules and hand them in

Be in your seat ready to work when the bell rings or receive a tardy.

Bring a blue or black pen, paper, a # 2 pencil with eraser, your agenda book, your English notebook and any other required texts every day.

Behave in a polite and appropriate manner.

Eat, drink, and chew elsewhere.

Use restroom before and after class.

Absolutely no updog in class.

Discuss and collect summer reading (extra credit) assignment. Students must submit the essay by Friday, September 8.

Do first vocabulary word chart for the words narrative, theme, and tradition.


Distribute and discuss curriculum letter (due Friday).