Final Discussion Forum tasks

Warm-up: On sticky notes, write down significant events in your book that are needed in order to keep the story going . What are essential events that move the plot along?



Link to discussion forum questions

Essay contest opportunity. YOU MUST SUBMIT AT LEAST TWO WRITTEN WORKS THIS YEAR FOR COMPETITION OR PUBLISHING!

This is not mandatory, but I strongly encourage you to enter this competition. It will help to keep your mind sharp over Winter Break, and there is a monetary reward of $300.00. If you choose to enter the contest, you must write a refined, thoughtful essay.  I will help you at lunch time or via email if you need some coaching with this. Submissions are due electronically by January 4, 2015 per the contest rules below.

Rules: KSCPP Korean Spirit and Culture Promotion Project
Book: Link to the book: Chung Ho Ye, Tales of filial deviation, loyalty, respect and benevolence from the history and folklore of Korea

I will give two extra credit points to one of your major class grades if you submit a work to the national competition. In order to earn the points, your work must be error-free, show evidence of deep analysis and excellent crafting, and demonstrate your skill of properly citing and elaborating evidence from the text.

December 8th-December 12th

Investigator role sheet
Read the instructions for the Investigator role. Figure out what you would like to research and present to your group on Friday.

Online discussion post will be open on Tuesday. Responses to the questions as well as two replies to peers will be due by Thursday at 8 pm.

Double Entry journal will be due on Friday. Make sure you pick rich, meaningful text and analyze it thoroughly. Your DE journals allow your conversations during group discussion to be rich and deep.

Lit Circles!

It's Lit Circle time! The books we are reading have underlying themes of justice and human rights. They include topics of war, civil rights, poor working conditions, government censorship, and agriculture to name a few.

Overall Plan
Mondays through Thursday class time:

-Mini-lessons for 15 minutes

-30 minutes of uninterrupted independent reading

-Students respond to interesting or challenging material on their Double Entry Journal as they read. As long as students record key phrases on the journal during class, they can work on this during the week for homework.

-Students will collect material for assigned roles from Tuesdays through Thursday. They will gather the information on a document and have it ready to present on Friday for group discussion. Students will be able to do this for homework each night.

-Ms. Grinnell will post the discussion prompts online by Tuesday morning. Students will review the prompts, respond, and reply to each peers' comments at least once. Discussion posts are due at the end of the day on Thursday. I am looking for fruitful discussion with references to evidence from the text.

-Discussions posts are due by 8 pm on Thursdays

Friday class time:
-Students will present the material they found during the week that relates to their lit circle role. (Students will receive a handout that has the instructions for their goals.)

Monday, 12/1
Students will develop a calendar for reading with their lit circle partners. Every Monday through Thursday, students will have 30 minutes to read in class. They can also come in to read at lunch, before school, or after school. These are Book Room books, so I cannot lend them out.

Students will prepare rules for their lit circle groups.

Week One Discussion Post

Please look at the following list and choose your top three choices for our lit circle. AIG students, you must choose a Challenge level book from the list. Lit Circle options

When you have picked your top three, please fill out the following Google form with your choices: Lit circle choices

Editorials

Mini-lessons on writing techniques throughout editorial unit

Part 2 - (debatable claim and assigning evidence to supporting arguments) due end of class Wednesday, 11/5

Part 3 (lede, background, thesis) due end of class Thursday, 11/6

Part 4 (body paragraph SA#1) due end of class Friday, 11/7

Part 4 (body paragraph SA #2 and counterargument) due end of class Monday, 11/10

Part 5 (conclusion and Works Cited) due end of class Wednesday, 11/12

Finalizing (Peer edit with revisions, review rubric) classwork and homework, Thursday 11/13

Finalizing Peer edit with revisions, 11/14 (homework = revisions), Grammar post-test
Final Draft due at beginning of class Monday, 11/17
1 point extra credit on editorial: Research which publication you would like to send your article to and send it off. Use email as proof.

Wednesday, 11/5 homework: read 30 minutes
Thursday, 11/6 homework: start reviewing grammar study guide - study guide
Friday, 11/7: work on grammar study guide

Editorial Templates

Welcome! Grab a grammar answer sheet (orange) and data tracker sheet (white) from the front table. Check your homework answers and record your data on your tracking sheet. Please do not change your answers. If you did not do the homework, do not grab an answer sheet. Do not copy someone else's answers. This will not help you get true data for self-assessment. If you copied someone's answers, let me know and I will get you a new sheet.

When you are finished, get a computer and finish up Part 1 of the Editorial task. After that, go to my blog. I've added Part Two and the outline for the introduction to the document. Go ahead and copy Part Two and the introduction outline in your Editorial document. Get to work!

Op Ed Template Parts 1-5
200 Ideas for Editorial Writing Prompts
How to write a debatable claim

This week

We have started studying the art of editorial writing. Through the process of reviewing sample pieces and breaking down different parts of an editorial, we can become more comfortable with the writing style.

Let's start with a list of words that you need to know for this unit: Vocabulary. We will cover all of these terms in class, but make sure to fill out the "What I Think It Means" category.

Here is the copy of the grammar assignment I gave for homework yesterday: Grammar #1. If you haven't turned it in yet, go ahead and get it done. We'll go over the answers in class on Thursday.

Here are some common parts of successful editorials:

Lede: hooks the reader; shows immediate relevance of the issue/problem

Thesis: debatable claim about the issue/problem

Argument Paragraphs: multiple points to support the thesis; evidence based; include analysis

Counterargument: addresses flaws in the argument or possible reader objections; can come at any point in the body of the op-ed

Conclusion: a call to action for the reader: what can s/he do about this problem?

Activity: Read the following article and try to identify the lede, thesis statement, argument, counterargument, and conclusion. "Why I Lived With My Garbage For a Year"

Are the lede, thesis, and conclusion statements effective? Why or why not?

Is the counterargument valid, and does the author give a rebuttal to it?

What evidence does the author provide? Does the type of evidence vary?

Look at the author's paragraph structure. Does he use this format: topic sentence, evidence, elaboration, summative statement?

Does a thesis statement always have to be in the introduction? Why or why not?

Due Monday:

It is time for some independent work. If you haven’t already heard, the 8th grade ELA teachers must give a common ACES assignment. Today you will read and annotate an article about the Outer Banks, the location of our upcoming field trip. You will complete an ACES response to a prompt about the article. Here are the details:

Step 1: Take a copy of the  "Rising Seas: Will the Outer Banks survive?" article Also, take a copy of the rubric ACES rubric and the ACES template. ACES response template

Step 2: Thoroughly read and annotate the article. Your prompt for the ACES response is “How do the text features of the article help the reader understand the central idea of the text?” In order to answer this question, you need to know what a text feature is and what the central idea of the text is.

Text features: graphs, diagrams, pictures with captions, subheadings, bold print, etc.

Do not count underlined words as a text feature for this assignment. That was just a glitch with the document.

*AIG students, I expect you to use the shoreline diagram from page 2 as one of your pieces of evidence!

Central idea: Ha! You must figure this one out on your own! You can do it! Writing sentence summaries for each paragraph might help you determine the main idea.

Step 3: Before you start writing your ACES response, read over your rubric carefully to see what is required of you.

Step 4: Look over your ACES template and start writing! Notice on this template that you must supply two pieces of evidence with elaboration. Be specific, thorough, and descriptive in your response.

Tuesday warm-up

October 6th-10th

Monday
Classwork: My Name writing tasks
Homework: Complete My Name Part 1, Part 2, and Part 3. Work on vocabulary activities: Vocab #1. Vocabulary activities are due Wednesday, and the vocabulary test is on Thursday.
Additional resource: http://www.first-names-meanings.com
Tuesday
Classwork: Continue My Name writing tasks #4-6. Begin rough draft of essay. Ideas for formatting your essay: My Name paragraph structure ideas
Homework: Complete rough draft of My Name essay and have hard copy ready for peer editing on Wednesday.

Wednesday
Classwork: We will peer edit one another's My Name essay for the first half of class. During the second half of class, we will choose our roles for the ELA/SS collaborative Christopher Columbus trial. You will prepare indictments in Social Studies class. You will study to be witnesses and jury members in my class. Readings to be posted by Tuesday.
Homework: Work on revisions of My Name essay. Study for vocabulary test.

Thursday
Classwork: Continue researching roles for Columbus indictments. Begin graphic organizer.
Homework: Prepare final draft of My Name essay.

Friday
Classwork: Continue researching roles for Columbus indictments. Begin graphic organizer.

October 2nd and 3rd

Hello all!

Make sure to read this The Newyorker article The Power of Names and summarize each paragraph in the margins. There are eight paragraphs, so you need one sentence per paragraph that sums up the main idea. This will help in a writing assignment we do next week. If you want an additional challenge, here are some questions to give you a deeper analysis of the text: https://docs.google.com/a/chccs.k12.nc.us/document/d/1R-lxss7ZS4MCFChv6PxAp59jI7qTqTygOeCQLN7Vylc/edit

Thursday:
Start working on your vocabulary activities - Vocab #1 list, definitions, and activities. Make sure you understand each of the 10 words. The activities are due next Wednesday, 10/8, and there will be a brief test on Thursday, 10/9.

Read through Vignettes #1-4 of The House on Mango Street (House on Mange Street, Hair, Boys and Girls, My Name). If you would like to read along with the audio, go here: House on Mango Street.

Answer the following questions for each vignette:

Vignette #1: “The House on Mango Street” 1. Find the sentence that describes the windows of the house and copy it below: 2. What type of figurative language is the author using? 3. Why is it effective? What does it make you picture or think about? 4. Describe a feature of your own home, using the same type of figurative language:

Vignette #2: “Hairs” 1. Find a sentence that describes a family member’s hair and copy it below: 2. What type of figurative language is the author using? 3. Why is it effective? What does it make you picture or think about? 4. Describe any of your own family member’s hair, using the same type of figurative language.

Vignette #3: “Boys and Girls” 1. Write out the last sentence of this vignette: 2. What type of figurative language is the author using? 3. Why is it effective? What does it make you picture or think about? 4. Describe yourself in a sentence, using the same type of figurative language.

Friday: Grammar Refresher - subjects and predicates
Schoolhouse Rock: Tale of Mr. Morton

Work for the week and essay prompts

Global Conflict Extra Credit Prompts:

Use your annotated article to answer a prompt in the ACEs format. This optional assignment for those who scored below a 28 will be due on Monday, 9/29.

Global Conflict Essay Extra Credit Prompts


Monday
Classwork: Discuss ACES writing format for ELA/SS prompts. Practice as a whole class, small group, and individually.
ACES method

Homework: ACES poetry prompt -Monday's homework

Tuesday
Classwork:
1. Share ACES homework in partners/small groups. Complete the self-evaluation on the back of the ACES template.
2. Complete grammar pre-assessment

Homework: Annotate "Black Men in Public Spaces" by Brent Staples. As you read, analyze the text for connections to some of our current class themes and topics: identity, voice, tone, and mood. Consider the author's own understanding of his identity versus what other people automatically think of him and his identity.  As a reminder of how to annotate, look at the annotation Thinkmark that should be in your binder. Remember to add notes in the margins! Notes can include questions to the author and other readers. Questions to other readers allow us to get our peers' perspectives. The annotated copy is due on Friday. Be prepared because we will have a Socratic Seminar regarding the content of the article!
4. Continue working on your Identity Prompt final draft. It is due Monday. Identity Prompt Rubric
Here is a link for tips on writing a terrific personal statement: Personal statement tips

Wednesday
Classwork: We will have a review course on Accountable Talk in order to prepare for a school year filled with seminars and class discussions. Come prepared with Accountable Talk stems you've find useful in classroom conversations as well as other real world situations.

Homework for Wednesday and Thursday:
Continue working on annotating Brent Staples' article "Black Men in Public Spaces."  Answer the following questions regarding the article to prepare for our discussion:

1. Describe the voice, tone, and mood in this essay.
2. What is Brent Staples' thesis? Where did you find it in the essay?
3. Why do you think he wrote this essay?
4. Who do you think his intended audience was? Who do you think he hopes will read his essay?
5. List and define any unfamiliar vocabulary words.
6. What is the function of each paragraph? (Write the function in the margin of the essay)
7. Are the social issues in the article still present today?

More homework: Continue working on your Identity Prompt final draft. It is due on Monday. Make sure to have an adult read it/review it. DISCLAIMER: Do not submit a final draft that has spelling errors. Arrrgh!

Friday
Classwork: Socratic Seminar regarding the article "Black Men in Public Spaces."
Homework: Work on final draft of identity prompt.

American Revolution Expert Group tasks

Monday, 9/15

Alternatives for independence:

Read the following sentences and tell how the reader/writer could enhance his or her independence by being proactive in actions or speech:

1) I don't know what to do.

2) I can't do this.

3) What do I need to do to get an A?

4) I can't think of anything.

5) What do I do? Well, __________ told me to do it another way.

6) What should I write here?

7) This doesn't make sense.


Identity
Class prompt free write: Tell about the world you came from.

Share out: Pick the best line from your free write.

Independent:
Here is a sample college admissions essay prompt. In 300 words or less, you must: Describe the world you come from--for example (but not limited to), your family, community, or school--and tell how that world has shaped your dreams and aspirations. Remember to consider your audience, the admissions committee for your dream college.

Fill in this chart to help you brainstorm ideas:  Identity Prompt Brainstorm

Here is the actual prompt from UC Berkeley: Personal statement

Sample works cited page
Obama's speech
Works Cited MLA format

Warm-up: Read and respond.

Every gun that is made, every warship launched, every rocket fired signifies in the final sense, a theft from those who hunger and are not fed, those who are cold and are not clothed. This world in arms is not spending money alone. It is spending the sweat of its laborers, the genius of its scientists, the hopes of its children. This is not a way of life at all in any true sense. Under the clouds of war, it is humanity hanging on a cross of iron. ~Dwight D. Eisenhower, speech, American Society of Newspaper Editors, 16 April 1953

1. Summarize Eisenhower's main point.
2. Respond with your opinion of the content of his quote.

Global Prompt #1: Informational/Challenge

Global Prompt #2 Argumentative/Challenge

Global prompt #3 Informative/Emerging

9/2-9/5

Hi all! I am so excited about your enthusiasm and effort so far this year. You are very hard-working and, from what I've observed, very supportive of one another. Please keep up the good work! Here is what we will be doing for the rest of the week:

Tuesday
Class: Complete literary skills pre-assessment. Begin short grammar pre-assessment. I will use this data to give you individualized attention regarding your skill level.

Homework: Read for 30 minutes. Bring Independent reading book for DEAR at PA.

Wednesday
Class: Mrs. Motta, Culbreth's gifted specialist, is co-teaching with me today! We will discuss annotating text and creating objective summaries to clarify and comprehend complex texts. We will model these skills with the following scholastic news article: Putin's Power Play.

Third period students will attend an author's talk in the media center. Here is more information about the NY Times bestselling author Ellen Hopkins: http://flyleafbooks.com/author-ellen-hopkins. Autographed copies can be ordered through Flyleaf Books or through the Culbreth Library.

Homework: Finish reading and annotating "Putin's Power Play." Create an objective summary for the article. Use the following strategy to help you create an objective summary. This will be due Friday for all classes.

Objective Summary Strategy:
1. Name It: the title and author

2. Verb It: explains, describes, demonstrates, displays, etc.

3. Central Idea: Synthesize the important details into one statement.
Example: The article "Zombie Apocalypse" by Jessie Grinnell explains how zombies have descended upon Carrboro and examines steps citizens can take to defend themselves from extermination.

4. Using transition statements ("In addition," "This is demonstrated by," "Because of ….,") introduce three to four more key details from the texts. Remember to state these details in your own words. This will show that you understand the material that you have read.

5. Create a concluding sentence. Consider transitions words and phrases such as "Consequently" or "As a result of" in order to complete your summary.

Thursday
Class: We will discuss the Four-Square graphic organizer for the Global Conflict essay. Students will work together to define and identify different parts of a successful essay. We will review how to incorporate quotes gracefully, and will discuss effective transition phrases and summaries.
We will also collaborate with our peers to create objective summaries of complex texts. Students will be assigned one of two articles to read, annotate, and summarize objectively.

Sixth period students will attend an author's talk in the media center. Margaret Stohl is the New York Times bestselling author of the Beautiful Creatures series Here is some more information about the visit: http://flyleafbooks.com/author-ellen-hopkins. Autographed copies of the book will be able through Flyleaf Books or through the Culbreth Library.

Homework: Finish reading assigned article and summarize.

Assignments and rubrics

Here is the link to the news report template:News report. Either make a copy and save to your Google Drive or print a copy and handwrite your responses. You may choose any news article that interests you. Although not required, I would suggest you consider finding an article about conflict or war so that you can incorporate some of the material during our Global Conflict unit class discussions. The completed news report is due by Tuesday, 9/2/14. You can submit through email or just turn it in on Tuesday. Please remember that spelling and grammar errors count against your final score. Turn in your best work.

Click this link for the News report Rubric: Rubric

Model of excellent news report
Model of poor news report

Here are the slides we viewed today about writing objective summaries: objective summary ppt.

Bio Poem:
Follow the template below to create a bio poem. This will help me get to know you a little better. This is due Tuesday as well. Either submit on paper or through email.

Click this link for the Bio Poem rubric: Bio Poem Rubric

(First name)-

(Four adjectives that describe the person)

Son or Daughter of (your parents names)

Lover of (three different things that the person loves)

Who feels (three different feelings and when or where they are felt)

Who gives (three different things the person gives)

Who fears (three different fears the person has)

Who would like to see (three different things the person would like to see)

Who lives (a brief description of where the person lives)

-(last name)

     Hello eighth graders! It is great to be back! I have high expectations for you this year and I know you will bring your best self to class every day. After reading several current educational resources this summer, I came to the realization that student choice is a motivating factor in reading and writing instruction. Therefore, this year you will have many opportunities to pick your own reading material and choose writing tasks that interest you while also aligning with our curriculum. Get ready to write!

Monday
In class: We will review, model, and practice classroom procedures.

Homework: Review course syllabus with your parent(s) or guardian and complete the questionnaire. This is due on Friday. Please be open, honest, and descriptive with your responses.

Tuesday
In class: We will take a pre-assessment for Unit One's mastery skills.

Homework: Read your independent reading book for 30 minutes.

Wednesday
In class: We will find current examples of conflict in the nation and go over the News Report assignment. We will critique examples of quality work and subpar work. We will take Cornell Notes about objective summary and practice writing our own objective summaries.

Homework: Read your independent reading book for 30 minutes. Work on your News Report.

Thursday
In class: We will review conflict in literature and make real life connections to types of global conflict. We will preview our concept map for the Global Conflict Unit In small groups, we will read "Stop the Sun," a short story by Gary Paulsen. Students will analyze elements of fiction within the story.

Homework: Parent/guardian and student to sign syllabus and complete the questionnaire. Complete the News Report, making sure to have at least one person proofread it before submission. Work on the bio poem (due Tuesday).

Friday
In class: At the beginning of class, we will briefly discuss a few upcoming writing contest opportunities. Students will then meet in small groups to present and discuss their News Reports. Students will also work in small groups to brainstorm the costs of war. Groups will use spider map graphic organizers to categorize their ideas. Students will email Mr. Giblin a picture of their graphic organizers so the data can be analyzed, discussed, and refined in his class during this cross-curricular unit.


Homework: Read for 30 minutes. Develop a SMART goal for language arts.

Water Usage Calculator:
https://www.swfwmd.state.fl.us/conservation/thepowerof10/



Race Car Drivers
Skaters
Bicyclists
Football players
Hockey players

How are each protected from strong impacts?

Which materials are used, and which seem to be the most protective? 

What factors need to be taken into consideration in designing and implement safety features?

How are each protected from strong impacts? 

Which materials are used, and which seem to be the most protective? 

What factors need to be taken into consideration in designing and implementing safety features?


In small groups, use the following links to help answer the questions above.
Bicyclists: http://www.helmets.org/howmade.htm
Car drivers: http://www.caranddriver.com/features/breakdown-of-a-racing-helmet
http://www.nascar.com/en_us/sprint-cup-series/nascar-nation/nascar-edu/nascar-basic/safer-barrier.html
Football players: http://www.usatoday.com/story/sports/ncaaf/2013/07/30/concussions-college-football-nfl-guardian-caps/2601063/
http://www.fieldturf.com/en/artificial-turf/how-fieldturf-works
Hockey: http://stars.nhl.com/ext/pdf/NHL_UniformBooklet.pdf
Performance athletics: http://plasticsmakeitpossible.com/2014/07/plastics-take-the-lead-in-sports-safety-and-performance/
http://news.discovery.com/tech/gear-and-gadgets/ten-techs-transforming-sports.htm

Federalist vs Anti-Federalist
Fed/Anti-Fed info

EOG season is upon us!

Hi all! Here is a great resource that my super-awesome, talented colleague Mrs. Gwaltney shared with me. It is a terrific EOG study guide that is chock full of reading strategies and literary terms. Please take a look at this over the next couple of days to refresh your memory of Language Arts "stuff."

EOG Review

Don't worry! It's not a grade, but I do ask that you look over it.

Here is the link to the released sample EOG test. The answers are on the last two pages. If you didn't finish this in class, go ahead and work on it at home. Note: It will only print if you open it up with Firefox. EOG practice test with answers

Good luck!

Tuesday, May 27th

Finish poetry quiz.
Complete EOG practice: EOG
Check answers with answer sheet. Complete assessment questions.
Work on punctuation project.
Annotate "The Cloud" lines 21-44.
Study for spelling quiz with crossword puzzle/flashcards.
Complete Abandoned Farmhouse prompt.

Released EOG sample test: EOG practice. See how you do and let me know!

Study guide for poetry quiz on Monday: study guide

The updated progress reports will be going home with you on Friday. Please show them to your parents and have them sign and/or add comments. Return the signed progress report to me next Monday.

We have a quiz on Monday. Please review the study guide (see link above) in order to make sure that you are well-prepared for the test.

Please also review the list of spelling words for the spelling assessment next Wednesday. I chose these words because they are frequently used in daily life and they are also frequently misspelled. (I even misspell them!) You need to know the correct spelling and the meaning of each word.

Here's what's happening on Friday:

Affirmation writing assignment - Affirmation:
This is a busy time of year for eighth graders. Students are feeling a lot of emotions with upcoming testing, the 8th grade formal, summer break, and the impending transition to high school. You might feel excited, uncertain, nervous, happy--or maybe all of the above! Now is the time for doing some self-reflection and self-affirmation. This short affirmation exercise might be just what you need finish this school year out strong. We will do this first thing on Friday.

For the rest of class you will work on collecting research online for your small group project. Remember, you are to become a subject matter expert regarding the rules of use for one of the following: dashes, hyphens, parenthesis, commas. You will teach your group members the proper use of your assigned form of punctuation on Tuesday of next week. You have creative freedom for the format of your teaching, but you must explain your topic clearly. You can create a Prezi, write a song, make a wanted ad, write a short story, create a shared Google Doc--anything reasonable is fine with me.

Criteria for each group member:

• Clearly identify the topic you are teaching.
• Find a video link that clearly explains your topic. Make sure to share it with your group!
• Identify at least five common rules and uses for your form of punctuation.
• Give at least five examples of the proper use of the punctuation.
• Discuss the most frequent errors in usage; for example, forgetting the closing parenthesis mark, overuse of parenthesis)
• Create a five-question assessment for your group members. Don't forget to make yourself an answer key!

Remember, you have access to any of my wonderful grammar/writing instructional materials. Please make sure you utilize these valuable resources!

Homework for the weekend: Review your poetry study guide and spelling list. Make flash cards to help you remember the the definitions and correct spelling of your spelling words.

Extra credit opportunities (+3 points on project grade):
Influential Male Role Model Speech Contest:
Write an essay about a positive male role model in your life. Describe the man and his honorable characteristics and experiences. Explain the effect he has had on your life, your decisions, and your actions. Present your essay as a speech to a panel of Culbreth teachers on Wednesday, June 4th during 4th period. If you win the contest, you will present the speech to your peers at the 8th grade practice graduation ceremony.

You will earn points for the quality/content of your speech. You will earn additional points for the following criteria. The student with the highest point count will present at the practice ceremony.

Dress: 

Were clothes clean?

Was contestant neatly dressed?

Was hair groomed?

Introduction:

Did contestant state name clearly?

Did contestant give age?

Did contestant give name of school?

Did contestant give male role model's name?

Presentation: 

Did contestant stand up straight?

Did contestant speak clearly?

Did contestant read his/her essay with conviction?

Was volume appropriate?

8th grade Commencement Speech: (+3 points on project grade)
Prepare a commencement speech in order to share your experience, values, and advice with your graduating class. What life lessons have you learned during your journey at Culbreth? What important, fun, or special memories stand out to you? What will you miss the most? The least?

If you are interested in entering the contest, come to Ms. Grinnell's room at lunch on Tuesday to start working on your speech. You will present your speech in front of a panel of Culbreth teachers. The winning speech will be presented at the practice graduation ceremony.

Here is a cool NPR story about successful commencement speeches: Anatomy of a Great Commencement Speech.

Important!! I noticed that my homework grades were very heavily weighted. I realized that my percentage weights for assignment categories were not weighted the way they have been throughout the year (45% for tests/projects/final drafts, 40% for quizzes and classwork, 5% for participation, and 10% for homework). I've adjusted the categories. This has brought some grades up while bringing some grades drastically down. If your grade went down, come see me to get some extra credit work or get some options to up your grade. I'm sorry about this oversight. We have a few big grades coming up, so don't worry. Just study and do your best!

Important Dates: On Monday, May 26th we will have a quiz on the following:

Literary Elements and Poetic Devices

onomatopoeia

alliteration

puns

metaphor

simile

theme

personification

hyperbole

assonance

imagery

symbolism

rhyme 

rhythm

repetition

tone

mood

diction

syntax

Verbals (participles, infinitives, and gerunds) - We will discuss in class starting this Tuesday.

Comma rules - We will discuss in class starting this Wednesday. 

Appropriate use of hyphen, dash, and parenthesis - We will discuss in class starting this Thursday.

On Wednesday, May 28th, you will have a brief spelling assessment for the following 25 words. Know the correct spelling and meaning of each word. (These are words from the Spelling Power worksheets.) Create flash cards to study and submit on the day of the test for two bonus points. 

accommodate

descend

questionnaire

acknowledgment

mutually

acquaintance

eccentric

adjourn

recommend

appalling

exaggerate

literal

optimism

accomplice

criminal

enhance

mustache

gyrate

disagreeable

sustain

feasible

vaccinate

apparently

embarrass

boycott

Monday, 5/19: In class writing prompt to assess reading and understanding of "Abandoned Farmhouse": Writing prompts

(students have the poems "Abandoned Farmhouse" and "Nothing Gold Can Stay" in their binders.)

Homework: Spelling Power Lesson 3: Double Consonants worksheet, Create flash cards for spelling words and poetry/literary devices.

Tuesday, 5/20: Check spelling power homework for completion and accuracy. Watch video about verbals and take notes: video. If you want to watch it again for review at home, you can use this template to take notes. Complete the online verbals assessment: verbals. Complete writing prompt from Monday. Begin making flashcards/foldables for spelling words and poetic/literary elements.

Historical Fiction Writing Project
Historical Fiction Rubric

Ideas for writing goal focus:

Confidence and Independence: Confer with yourself. Read your writing as an other and decide for yourself what works and what needs more work. Pull through difficulty with more independence, push for closure, finish a draft, then seek others' responses.

Descriptive writing: Tell more in your writing. Provide the details that will help readers see, hear, and feel your vision.

Quantity: Experiment with alternatives--several different leads, passages, conclusions, titles--then choose and work with the best.

Completion: Finish your story by the given deadline. Adhere to all checkpoints.

Embedding context: Weave in the who-what-when-where-and-why amid the dialogue and action

Conciseness: Work on succinctness, or at least deletion after the fact. What don't you need? What doesn't add to the character, plot, tone, theme, idea?

Proofreading: Proofread for sense: for missing words and missing word endings (e.g., s and ed)

Conventions: Punctuate, capitalize, and paragraph correctly, right from the start.

Spelling: Self-edit for spelling by circling, then looking up, every word you're not absolutely sure of. Keep a record of hard-to-spell words.

Homonyms: Get homonyms (your/you're, their/they're/there, and its/it's) under control.

New marks: Try new marks to give your writing greater voice, eg., : ; and --.

Commas: Learn the basic conventions governing commas; delete unnecessary commas. Watch for comma splices.

Verb tense: Recognize and keep a consistent verb tense.

Elimination of qualifiers: Eliminate the qualifiers and diminishes that can clutter writing: so, really, very, sort of, kind of

Tuesday

You will receive a Social Studies/Language Arts project called Be the Historian.

Through independent research, you will complete the hard copy of the work packet. You must express all thoughts and responses in a professional and academic manner. The point of the packet is to conduct independent research in order to gain a higher knowledge of language arts and social studies skills. You have all week to work in my class as well as Giblin's . The packet is due next Monday, April 28th.

A few reminders:
*Annotate all articles using the following format:
  -Record your comments and questions in the margins.
  -Circle unfamiliar words and find the meaning through context clues or dictionary definition.
  -Underline key points.
*Do not rush through this work. Your responses should be thoughtful and show a deep analysis. You
  must pay attention to conventions of writing (spelling and grammar).
*Ask questions if you do not understand something.


POETRY CONTEST UPDATE:
Earth Week Haiku Contest
Write your own Haiku about nature and submit it by Thursday, April 24th. The winner gets $15!

Requirements:
1. Poem should be about nature.
2. Poem should follow 5-7-5 as closely as possible - one syllable either way does no break the poem.
3. First two lines should be a complete thought.
4. Third line should surprise or delight.
5. Haikus should be sent to Ms. M. Collins electronically (mcollins@chccs.k12.nc.us) and include the statement I acknowledge that this is my own work, as well as your name and homeroom. Write Haiku in the subject line. Submit by Thursday, April 24th, at 3:10.

Monday

Small Group Discussion Questions: questions

Friday, April 18th

Friday!!

Journal #4: 

Day 4 - Directions: Comment, Observe, Ask Questions, Make Predictions, Make Self Connections, and Analyze:

• Discuss the ending of the book
• What may be some themes or the “lesson” behind the historical event and/or story?

Remember - Journals 1 through 3 are due Monday. Journal #4 will be due on Tuesday. We will drop your lowest journal grade. Remember to cite specific evidence from the text and it explain its significance. Remember to introduce your quotes with phrases, rather than just plopping the quote. Please ask me if you have any questions!

Thursday, April 17th

Thursday

Journal Prompt #3:
Comment, Observe, Ask Questions, Make Prediction, Make Self Connections, Analyze:

• Symbolism
• Figures of Speech (simile, metaphor, personification, onomatopoeia, idiom, oxymoron, pun, hyperbole). Hint: Figurative language is to be taken figuratively rather than literally.
• What has surprised or shocked you about the novel and/or the history behind it?
• Describe any "facts" you feel may have been exaggerated for the story's sake.

*Cite from the text to support your response!

Figurative Language Song: Figurative Language
Common Symbols in Literature: http://www.muhsd.k12.ca.us/cms/lib5/CA01001051/Centricity/Domain/520/English%203/Unit%201%20--%20Early%20American%20Lit/ArchetypesandSymbols.pdf

Wednesday, April 16th

Wednesday

Journal #2 - Directions: Comment, Observe, Ask Questions, Make Predictions, Make Self Connections, and Analyze:

• Main Character (How are your similar? How are you different?
• Word Choice and Tone (Does the author write in a serious way? Does the author write in a humorous way?)
  
  *Cite from the text to support your response.Write in complete sentences and pay attention to your spelling and grammar!

Tone

Tone, in written composition, is an attitude of a writer toward a subject or an audience. Tone is generally conveyed through the choice of words or the view point of a writer on a particular subject.

Every written piece comprises a central theme or subject matter. The manner in which a writer approaches this theme and subject is called tone. The tone can be formal, informal, serious, sarcastic, sad, and cheerful. It may also be any other existing attitude.

Tone in a piece of literature decides how it should be read by the readers.

Hint: Here are some frequently used words to describe tone and mood: Tone and mood words

Historical Fiction Journal #1

Directions: Comment, Observe, Ask Questions, Make Predictions, Make Self Connections, and/or Analyze the following:

• Setting 
• Mood (the overall feeling in the story)
• What do you already know about the history?

*Cite from the text to support your response.

Setting

Definition: 

In literature, the word ‘setting’ is used to identify and establish the time, place and mood of the events of the story. It basically helps in establishing where and when and under what circumstances the story is taking place. A story can have multiple settings, which helps to provide contrast.

Example: 

In the first installment of the Harry Potter series, a large part of the book takes place at the protagonist, Harry’s, aunt’s and uncle’s place, living in the “muggle” (non-magical) world with the “muggle” folks, and Harry is unaware of his magical capabilities and blood. This setting establishes the background that Harry has a non-magical childhood with other “muggle” people and has no clue about his special powers or his parents and is raised much like, actually worse than, regular people, till his 11th birthday.

Mood

Definition: 

In literature, mood is a literary element that evokes certain feelings in readers throughout words and descriptions. Usually, mood is referred to as the atmosphere of a literary piece, as it creates an emotional situation that surrounds the readers. Mood is developed in a literary piece through various methods. It can be developed through setting, theme, tone, and diction*.

*Diction can be defined as style of speaking or writing determined by the choice of words by a speaker or a  writer.

Example: 

Charles Dickens creates a calm and peaceful mood in his novel "Pickwick Papers":

"The river, reflecting the clear blue of the sky, glistened and sparkled as it flowed noiselessly on."

The depiction of idyllic scenery imparts a serene and non-violent mood to the readers.

http://literarydevices.net/mood/

Week of April 7th - April 11th

Hello all!

We are wrapping up our biography/autobiography timeline project this week. You will have time to read in class and take notes of significant personal events and world events that shaped the character and influenced the actions of the person in your book.

Make sure to look carefully at your project sheet. Here is the link: https://docs.google.com/document/d/1m1ZW4MXtCIjuP_QcM7BjMqgd7DGphU_57sK3ahAJU-o/edit?usp=sharing

You must follow the instructions to create the timeline. Also, remember to answer the questions on the back of the page in short response. Answer one essential question from the front of the page on a separate sheet of paper, 7-10 sentences using evidence from your book.

Staple everything in this order: Project sheet, essential question response, timeline
Submit by the end of the class on Friday, 4/11.  My goal is to have the graded assignment back to you no later than Friday, 4/25.

Connotation/Denotation
We discussed connotation and denotation on Monday. Remember, connotation is the emotional or imaginative association. Here are the notes: https://docs.google.com/document/d/1cX1BDZQ9jOb2uO-OqUvdhQbqAA_S8tlcoRUrVqflTsk/edit?usp=sharing.

Using your notes and your prior knowledge of connotation, read the following poem and answer the questions on a separate piece of paper: https://docs.google.com/document/d/1R4NGOBtfzEEy-4ubSgJ5pIKbGLF695mHe46YwOs5Vco/edit?usp=sharing

This is due by Friday. Do your best.

Monday-Friday, 3/24 - 3/28

Due Tuesday:
Vocabulary Cornell Notes for hyper, hypo, inter, macro, micro, and multi.
If you don't have the list of prefixes or the instructions for the Cornell Notes, click this link and open the attachment: Prefix Cornell Notes info

This week we will continue reading our assigned biographies and autobiographies. Through small group work and independent text analysis, we will identify conflict in our books and track what effects conflict produces in our lives. We will also discuss character traits necessary to deal with and overcome conflict. Be ready for a lot of reading and writing.

Wednesday:
Step 1:
Review Temple Grandin resume: http://www.grandin.com/professional.resume.html
After reading the resume, answer the following questions:
After reviewing the whole resume, infer what sort of job Grandin might be applying for if she were presenting you this resume.
What inferences can you make about Temple Grandin based on this resume? 
What are Grandin's mental and physical characteristics?
If you were a hiring organization would you hire Grandin or not? Why?

Homework due Monday, April 7th
Step 2:
Review biography of Temple Grandin: http://www.biography.com/people/temple-grandin-38062
After reading the resume, answer the following questions:
Did any information surprise you about Dr. Grandin? If so, what?
What obstacles has Grandin overcome, and how did she overcome them?

Step 3: 
Watch Grandin's TED talk: http://www.ted.com/talks/temple_grandin_the_world_needs_all_kinds_of_minds
After watching the TED Talk, answer the following questions:
Explain how Grandin's mind is different or similar to your own.
How might Grandin's way of thinking and perceiving be more advanced or productive than the average mind? How might it be limited?
Why does Grandin relate so well to animals?
What is a concern than Grandin might have for children who also have her condition?
What is some advice Grandin has for those children and parents of those children?
In what way has Grandin revolutionized the cattle slaughter industry?

3/3/14 - 3/7/14

Monday:
Classwork: We will take a brief benchmark assessment. We will grade it ourselves and track what skills we need to focus on improving.
Homework: Read independent reading book for 30 minutes. Parents, please make sure your child is actually doing this. Silent sustained reading will help our students with vocabulary and comprehension. Your child should always be able to tell you the title of the his/her book and details from the book.

Tuesday:
Classwork: Another short day due to inclement weather…
We will purge our binders and clear out all dated items in the Language Arts section. We will begin our rotations.
Rotation #1 - Grammar: Read information about active and passive voice and complete the activity links: active vs. passive. Log in on Noredink.com and complete the assigned grammar activities.

Rotation #2 - (Optional b/c of snow day) Reading Literature and Reading Informational texts: Reader the CDC's Preparedness 101: Zombie Pandemic graphic novel. When finished explore the CDC website and answer the following questions:
1) Describe the responsibilities of the CDC.
2) Why would such a serious government organization create a zombie graphic novel? What relevance does it have to society?
3) Did Todd have a good emergency plan set up? Use details from the text to support your answer.
4) Describe the interdependence of the characters in the graphic novel. Was teamwork at play? Describe the connectedness and its benefits or detriments.

Homework: Read 30 minutes.

Wednesday:
Part of our curriculum is learning about using transitional phrases, domain-specific language, and verb moods in our writing. In order to make these topics a bit more engaging, I've tied them in with a 3-day zombie unit. See the Zombie project below. I've also given an example of an appropriate response to Task #1. For this task, make sure to highlight your domain-specific vocabulary and underline your transitional phrases.

Need more background knowledge about zombies? Watch these video clips:  What is a Modern Zombie? and How do zombies attack

Don't remember what a transitional phrase is? Click on the following link for a list: transitional phrases/words

Domain specific vocabulary contains words that are relevant to a specific skill set or topic. For example, a layup is a domain specific word that is relevant to the sport of basketball.

Here are the project guidelines: Zombie project
Look at this model for help with Task #1, Wednesday's homework: Model response for zombie task #1

Homework: Complete Task #1 of the zombie project. See guidelines sheet and follow the 3 step process for completing the task.

This week

To Build a Fire video link: TBAF
Your peer edited final draft is due Thursday, 2/27.
Paper template: Comparative essay template

Friday, List #3 group will present their vocabulary to the class. We will have a short grammar rotation.

Homework for the weekend: Read 30 minutes a night (including Friday).

February 17th - February 21st

You were each assigned a short list of vocabulary words from "To Build a Fire" as well as a list of associated tasks to perform for each word. On Friday, you will teach your peers your list of words. Do a good job so that they have good study material!

If you need templates, click here: vocab template.
Here are the vocabulary words used in sentences from the story: "To Build a Fire" vocabulary in context

Did you lose your list? Here are the lists: vocab lists

Monday
Classwork: Take comprehension quiz for "To Build a Fire." Begin draft essay for "To Build a Fire" constructed response question regarding knowledge vs. instinct.

Homework: Read IR book for 30 minutes and work on vocabulary.

Tuesday:
Classwork: Complete essay for constructed response question.
Homework: Read for 30 minutes and work on vocabulary.

Wednesday;
Classwork: Partner read Scholastic Scope article "Buried Alive." List character traits of survivors. Compare to the man in "TBAF."
Homework: Read for 30 minutes and work on vocabulary.

Thursday:
Classwork: Small group read excerpt from "Hatchet". Complete comparison chart of character traits and survival techniques.
Homework: Read for 30 minutes and finish vocabulary.

Friday:
Classwork: Group share vocabulary definitions and meanings. Synonym/Antonym practice.
Homework: Read for 30 minutes.

1/3-1/7

Survival activity: supply list


Monday, Tuesday, and Wednesday we will be finishing up our technology research paper. Remember to set up the paper in MLA format. Your only homework this week is to read your independent reading novel for 30 minutes each night.

If you want a chance at going to Wrestlemania, check out this reading challenge: http://wwereadingsuperstar.com.

Here is how to format the Frontline videos we watched in class: 

"Title of episode or segment (if applicable)." Title of program or series. Director or writer. Name of network or station. Broadcast date. Web. Date of access (day month year).

"Digital Nation: Life on the Virtual Frontier." Frontline. Dir. Rachel Dretzin. PBS. 2 Feb. 2010.  

      Web. 5 Jan. 2014.

How to Cite a Newspaper/Magazine Online in MLA

Format:
Last, First M. "Article Title." Newspaper Title Date Month Year Published: Page(s). Website Title.Web. Date Month Year Accessed. 

How to Cite a Website in MLA

Structure: Last name, First name. "Article Title." Website Title. Publisher of Website, Day Month Year article was published. Web. Day Month Year article was accessed. <URL>.

*only include the URL if the source cannot be easily found.

*If you need additional help creating your citations, check out Easy Bib or Son of Citation.

*Remember to set up your paper in MLA format: Double spaced, 12 point font, Times New Roman. Look at example below for other formatting guidelines:

MLA Format example