Powell Lesson Language Arts Lesson Plans for 2007-2008 Week of April 14, 2008
Magnet
Topic -
1. Review verbals
2. Exs. 6-10 and C pages 106-112 -Holt Handbook
3. GUM 103-107
Tradidional
1. CRCT Reading Terms Review
The following items are ones that you may need to understand for the Reading CRCT Test. Match them to either an example below.
Folktale
Myth
Fable
Tall tale
Drama
Essay
Biography
Autobiography
Fiction
Nonfiction
Conflict
Climax
Resolution
Point of view
Tone
Character
Subplot
Parallel episodes
Theme
Simile
Metaphor
Personification
Alliteration
Hyperbole
Onomatopoeia
Symbols
Meter
Imagery
1. Sheep are even-toed, hoofed animals. They are cud-chewing animals with the upper incisor teeth missing and with a four-compartmented stomach. They have paired, hollow, unbranched horns that are not shed. The horns of the adult male, or ram, are massive and spirally curved. The horns of the adult female, or ewe, are short and only slightly curved.
2. Green Eggs and Ham, Where the Red Fern Grows, The Simpsons
3. Elements of Literature, Grammar Usage and Mechanics, Holt Handbook
4. Arnold vs. Double Churches
5. My brother had, in 1720 or 1721, begun to print a newspaper. It was the second that appeared in America, and was called the New England Courant. The only one before it was the Boston News-Letter. I remember his being dissuaded by some of his friends from the undertaking, as not likely to succeed, one newspaper being, in their judgment, enough for America. At this time (1771) there are not less than five-and-twenty. He went on, however, with the undertaking, and after having worked in composing the types and printing off the sheets, I was employed to carry the papers thro' the streets to the customers.
6. Athena was the Olympian goddess of crafts and the domestic arts and also those of war; patron goddess of Athens. Athena was born from Zeus's head and was originally the Great Goddess in the form of a bird. She aided the heroes Perseus, Jason, Cadmus and Heracles in their quests.
7. When Mrs. Ledford told her side of the story to Dr. Massa, it was evident that she thought George needed to be suspended.
8. Plop, plop/fizz, fizz/ Oh what a relief it is
9. You are a monster
10. The hare was once boasting of his speed before the other animals. "I have never yet been beaten," said he, "when I put forth my full speed. I challenge anyone here to race with me."
The tortoise said quietly, "I accept your challenge."
"That is a good joke," said the hare. "I could dance around you all the way."
"Keep your boasting until you've beaten," answered the tortoise. "Shall we race?"
So a course was fixed and a start was made. The hare darted almost out of sight at once, but soon stopped and, to show his contempt for the tortoise, lay down to have a nap. The tortoise plodded on and plodded on, and when the hare awoke from his nap, he saw the tortoise nearing the finish line, and he could not catch up in time to save the race.
Plodding wins the race.
11. Charles’s mother finds out that there is not a boy named Charles in the class.
12. Many years ago, there was an Emperor, who was so excessively fond of new clothes, that he spent all his money in dress. He did not trouble himself in the least about his soldiers; nor did he care to go either to the theatre or the chase, except for the opportunities then afforded him for displaying his new clothes. He had a different suit for each hour of the day; and as of any other king or emperor, one is accustomed to say, "he is sitting in council," it was always said of him, "The Emperor is sitting in his wardrobe."
13. In Snow White and the Seven Dwarves the apple represents evil.
14. My mom is better than your mom.
The oatmeal she makes is so good for me I could bench press 100 pounds when I was five.
15. Betty Botter bought a beaver.
But the beastly beaver bit her.
So she bought a biting badger.
And the badger bit the beaver.
Since the badger bit the beaver,
now the beaver will not bite her.
So 'twas better Betty Botter
bought a beaver-biting badger.
16. And they lived happily ever after.
17. I’ll try to tell you my story, but you probably won’t understand my words. No one understands because no one is as smart as I. You all have such little brains that have so little in them. How you manage to get through a day, I don’t know. You are all so stupid.
18. Cinderella, Big Bird, Alice, the Big Bad Wolf, Pinocchio
19. Cinderella’s stepsisters plot with their evil mother to make Cinderella's life miserable
20. The scene shows a policeman investigating the scene of a murder looking at his watch that says 12:00 a.m and the shifts to a new scene where the murderer is in his basement plotting his next murder.
21. Now Davy Crockett was headed home after a successful night hunting when the dawn froze up so solid. Being a smart man, he knew he had to do something quick or the earth was a goner. He had a freshly killed bear on his back, so he whipped it off, climbed right up on those rays of sunlight and began beating the hot bear carcass against the ice blocks which were squashing the sun. Soon a gush of hot oil burst out of the bear and it melted the ice. Davy gave the sun a good hard kick to get it started, and the sun's heat unfroze the earth and started it spinning again. So Davy lit his pipe on the sun, shouldered the bear, slid himself down the sun rays before they melted and took a bit of sunrise home in his pocket.
22. JULIET
O Romeo, Romeo! wherefore art thou Romeo?
Deny thy father and refuse thy name;
Or, if thou wilt not, be but sworn my love,
And I'll no longer be a Capulet.
ROMEO
[Aside] Shall I hear more, or shall I speak at this?
23. Playing chess with Ashley is like trying to outsmart a computer.
24. it’s the beat
25. She heard her heart beating in her ears as the hot, dry wind ruffled her faded blue dress.
26. The tires screamed as the driver skid across the raceway.
27. Little Red Riding hood discovers that her grandmother is really a wolf in her grandmother’s clothes.
28. Basketball player, born in New York City, USA. He played with the Chicago Bulls from 1984, and was named as the National Basketball Association's Most Valuable Player in 1988, 1991, 1992, 1996, and 1997. A member of the USA Olympic gold medal-winning team in 1984 and 1992, he holds the record for most points in an NBA play-off game (63), against Boston in 1986, and scored over 50 points in a game on 34 occasions
Week of March 31, 2008
Monday, March 31, 2008
Magnet
1. WOD
2. MUGSHOT
3. Chapter 3 Passing the Georgia CRCT Language Arts
Traditional
1. WOD
2. MUGSHOT
3. Chapter 9 Passing the Georgia CRCT Language Arts
Tuesday, April 1, 2008
Magnet
1. Check Complements handout
2. Participles Exs. 4, 5., and B Holt Handbook
2. GUM 94-97
4. WOD Vocabulary, WOD Spelling Test, Organization Test Wednesday
Traditional
1. Continue Chapter 9 Passing the Georgia CRCT Language Arts
2. WOD Vocabulary Test, WOD Spelling Test, and Organization Test Wednesday
Wednesday, April 2, 2008
1. WOD Spelling
2. WOD Vocabulary Test
3. Organization Test
Thursday, April 3, 2008
Magnet
1. Check GUM 94-97
2. Exs. 6,7,9, and 10 Holt Handbook
3. GUM 103-106
Friday, April 4, 2008
1. CRCT Lab - All students must complete the following tests
These tests may be worked on at home but must be completed by Monday, April 14 for the Wednesday, April 16 Progress Report
Magnet
2007 GA Benchmark 7th Reading/Language Arts 2007-08-1
2007 GA Benchmark 7th Reading/English Lange. Arts 2007-08-2
8Powell language Arts Research & Writing
PowellInformationalMediaLiteracy
8Powell Language Arts Conventions
Powell Reading Grade 7
Powell 7th Grade Language Arts
Powell Reading for Literacy Comprehension
Traditional
2007 GA Benchmark 7th Reading/Language Arts 2007-08-1
2007 GA Benchmark 7th Reading/English Lange. Arts 2007-08-2
8Powell language Arts Research & Writing
PowellInformationalMediaLiteracy
8Powell Language Arts Conventions
Powell Reading Grade 7
Powell Reading for Literacy Comprehension
Powell 7th Grade Language Arts BONUS
1. WOD
2. MUGSHOT
3. Discovering answers in
the GA Driver's Manual
Students will use a manual
downloaded from the internet
to answer 20 questions. This
will be done in student groups
of three.
1. WOD
2. MUGSHOT
3. Discovering answers in
the GA Driver's Manual
Students will use a manual
downloaded from the internet
to answer 20 questions. This
will be done in student groups
of three.
Week of March 10, 2008
Monday, March 10 is a Teacher Planning Day.
Students will not attend school.
Tuesday, March 11, 2008
Magnet
ELA8C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
1. WOD
2. MUGSHOT
4. Review parts of speech
5. Identify sentence complements in
Exercises 1, 2, 3, and Review A pages 78-84 in Holt Grammar Handbook
6. Identify sentence complements in Grammar Usage Handbook pages 71-76
Traditional
1. WOD
2. MUGSHOT
3. Discovering answers in
the GA Driver's Manual
Students will use a manual
downloaded from the internet
to answer 20 questions. This
will be done in student groups
of three.
Wednesday, March 12, 2008
Magnet
ELA8C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
1. WOD
2. MUGSHOT
3. Turn in a go over Exercises 1, 2, 3, and Review A pages 78-84 in Holt Grammar Handbook
4. Do GUM 71-75
5. Review Subject Complements and complete
exercises 4, 5 B, and C on pages 85-89
Traditional
1. MUGSHOT
2. WOD
3. Discovering answers in
the GA Driver's Manual
Students will use a manual
downloaded from the internet
to answer 20 questions. This
will be done in student groups
of three.
Thursday, March 13, 2008
Magnet
ELA8C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
1. WOD
2. MUGSHOT
3. Turn in and go over Review Subject Complements and complete
exercises 4, 5 B, and C on pages 85-89
4. Complete GUM - 76-80 - subject complements
5. Do Chapter Review - pages 91-
Traditional
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational texts.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
1. WOD
2. MUGSHOT
3. Present characters who show mood, tone, and author's
purpose
4. Analyze the difference between fiction and nonfiction
by studying examples
Friday, March 14, 2008
Magnet
ELA8C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
1. WOD
2. MUGSHOT
3. Turn in and go over GUM 76-80
4. Go over Chapter Review
5. Create - Complements Poem
5. Complete Chapter Review - pages 81-83
Traditional
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational texts.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
1. WOD
2. MUGSHOT
3. Determine the literay genre
of a piece of writing -by analyzing
examples
Week of March 3, 2008
Monday, March 3, 2008
Magnet
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational texts.
ELA8C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
1. WOD
2. MUGSHOT
3. Turn in "The Dentist" questions and discuss
4. Watch I Know Why the Caged Bird Sings and complete I Know Why the Caged Bird Sings Poetic Analysis ( handout below)
Poetic Device Analysis of I Know Why the Caged Bird Sings video
Maya Angelou is known for her use of poetic devices in her writing.
While watching the video "I Know How the Caged Bird Sings" give examples of the following and original examples of your own.
. Give an example of Onomatopoeia from the video
. Give an example of a simile from the video
. Give an example of a hyperbole from the video
. Give an example of allusion from the video
. Give an example of rhyme from the video
. Give an example of imagery from the video
. Give an example of a symbol from the video
. Give an example of personification from the video
5. Study for WOD Spelling Test, WOD Vocabulary Test, Organization Test on Tuesday
Traditional
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational texts.
ELA8C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
1. WOD
2. MUGSHOT
3. Go over pages 27-32 in 8th Grade CRCT in Reading
4. Go over Author's purpose pages 39-45 8th Grade CRCT in Reading
5. Study for WOD Spelling Test, WOD Vocabulary Test, Organization Test on Tuesday
Tuesday, March 4, 2008
Magnet and Traditional
ELA8C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
1. WOD
2. MUGSHOT
3. WOD Spelling Test
4. WOD Vocabulary Test
5. Organization Test
6. Read AR
Wednesday, March 5, 2008
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational texts.
ELA8C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
Magnet
1. WOD
2. MUGSHOT
3. Turn in “The Power of Nonviolence” questions and discuss
4. Compare and Contrast - "I Know Why the Caged Bird Sings"
by Paul Dunbar, Maya Angelou and "Caged Bird" by Alicia Keyes
using contrast/comparison chart
Traditional
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational texts.
1. WOD
2. MUGSHOT
3. Examine author's mood, setting, and tone pages 45-53
in Eighth Grade CRCT in Reading
Thursday, March 6, 2008
Magnet
ELA8C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats
1. WOD
2. MUGSHOT
3. Turn in “The Moustache”
4. Go over CRCT MAP Tests analyzing questions missed
Traditional
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational texts.
1. WOD
2. MUGSHOT
3. Go over CRCT MAP Tests analyzing questions missed
Friday, March 7, 2008
Magnet and Traditional
All Standards
1. WOD
2. MUGSHOT
3. CRCT Review - Computer Lab
Week of February 25, 2008
These plans have been revised as I was out sick from Tuesday, February 26 – February 28
Monday, February 25, 2008 – Tuesday, February 26, 2008
Magnet and Traditional
All Language Arts and Reading Standards are addressed by MAP Tests on Monday and Tuesday -
1. WOD
2. MUGSHOT
3. MAP Test Reading./MAP Testing Language Arts
Wednesday, February 27, 2008
Magnet
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
ELA8C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats.
1. Read “The Power of Nonviolence” pages 677-682 Elements of Literature
And answer questions at the end of the selection – hold paper
2. Read AR
3. Study for WOD Spelling Test, WOD Vocabulary Test, and Organization Test on Friday
Traditional
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
1. Read and do exercises in 8th Grade CRCT Reading Practice –
Examine author’s purpose – pages 39-45 – hold your papers
2. Read AR
3. Study for WOD Spelling Test, WOD Vocabulary Test, and Organization
Test on Friday
Thursday, February 26, 2008
Magnet and Traditional
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
ELA8C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
1. Finish Wednesday’s assignment
2. Read “The Moustache, page 139-146 in the Elements of Literature textbook
And answer all questions at the end of the selection. Hold your papers.
3. Read AR
Friday, February 29, 2008
Magnet and Traditional
All standards will be addressed.Tests Scheduled for Today Are Postponed unit Tuesday, March 4
1. Go to Computer Lab and work on 6th Grade Language Arts and Reading Benchmarks tests.
Week of February 18, 2008
Monday is President's Day and a school holiday.
Tuesday, February 19, 2008
Magnet
1. WOD
2. MUGSHOT
3. Finish figurative language sheet
4. Read "The Dentist" from classroom
copies and answer questions
Traditional
1. WOD
2. MUGSHOT
3. Finish and check
figurative language worksheet/
Wednesday, February 20 - Friday, February 22, 2008
Magnet
1. WOD
2. MUGSHOT
3. check Figurative language sheet
4. Finish "The Dentist" and answer
questions
Traditional
1. WOD
2. MUGSHOT
3. Pages 27-32
Week of February 11, 2008
Monday, February 11, 2008
Magnet
1. WOD
2. MUGSHOT
3. turn in "Flowers for Algernon"
4. work on red sheet on Figurative language
found below
Figurative Language – Write the figure of speech(s)
1. You’ve got diamonds and I’ve got spades/You’ve got pills and I’ve got razor blades
2. In his “I have a Dream Speech” King refers to the Bible
3. Falling in love was easy for her/ All she had to do was look into his big beautiful baby blues
4. The wallpaper was brown with the nicotine of thousands of cigarettes.
5. It’s just my imagination running away with me.
6. Now, I’m a napalm bomb baby, just guaranteed to blow your mind
7. His eyes pulled her into his soul.
8. I can still taste the wedding cake/ I can still feel the sugar melt on my tongue after all these years.
9. Ain’t no sun since you been gone.
10. Betty Botter bought some butter.
11. Baby, Baby, Baby, I love you.
12. Like a duct tape/ yo’re there fer your man
13. You are the wind beneath my wings
14. clear as crystal/sharp as a knife
15. nine nice nuns eating gnats nuts and cigarette butts
16. Well, so here I am at the end of the road/ Where do I go from here?
17. Yo’re as satisfactory as okry/jist a-frying in the pan
18. Yore complexion, it’s perfection/like the best vinyl siding
19. The microwave timer told me it was time to get my popcorn
20. The rain kissed my cheeks as it fell
21. His feet were as big as boats.
22. The dying plant bends/ And drips its dew to the ground
23. My English teacher wants me to use imagination/ So I go to math class and let my mind go on vacation!
24. A flea and a fly in a flue/Were caught so what could they do?
25. The trees stood still
26. What do oceans do at night? /Do they tease and tickle the bottom of boats?
27. The soft sighing of the sea
28. The snow crunched beneath our feet
29. The tropical storm slept for two days
30. Her is a curtain of black silk
31. The crack of the bat could be hear in the next field
32. I’m her machine and she can push all the buttons,/she can push any button I was programmed through
33. All the waiters in your grand café leave their tables when you blink
34. I’ll either come back a bum or a king, baby, I don’t know
35. Sunday came out and trashed me again
36. Sweet Virginia Cigarette burning in my hand, well, you used to me a friend of mine, but now I understand
37. Be Better baby, but believe me, it’s the next best thing.
38. Once upon a time in the land of misty satin dreams
39. I’ve seen those big machines come rolling through the quiet pines
40. The willow is like an etching fine-lined against the sky.
41. On special occasions, when you shave under yore arms,/well, I'm in hawg heaven, and awed by yore charms.
42. Yo're as cute as a junebug a-buzzin' overhead. /You ain't mean like those far ants I found in my bed
43. Me 'n' you's like a Moon Pie with a RC cold drank,
we go together like a skunk goes with stank.
44. Some men, they buy chocolate for Valentine's Day; /They git it at Wal-Mart, it's romantic that way.
45. Some men git roses on that special day from the cooler at Kroger./"That's impressive," I say.
46. You have all yore teeth,/For which I am proud,
47. Me 'n' you's like a Moon Pie,/With a RC cold drunk,/We go together,
Like a skunk goes with stunk.
48. I’m glad God made Adam he made Eve/Cause wit out ya sweetheart I couldn’t breathe
49. I love you the way you cracked yore knuckles and suck yo’re dentures/life fer us is jes always an adventure
50. The the purdiest gal in the whole wide world/ And of course I’m the handsomest guy/life for us is better than rhubarb pie
Traditional - Monday, February 11, 2008
1. WOD
2. MUGSHOT
3. Check Holt Reader questions
through page 324
4. Go over Green personification sheet
Tuesday, February 12, 2008
Magnet
1. Wod
2. MUGSHOT
3. Finish Red Sheet
Traditional
1. WOD
2. MUGSHOT
3. Work on Red Figurative Language
worksheet
Wednesday, February 13, 2008
Magnet
1. WOD
2. MUGSHOT
3. Read "Mrs. Flowers"
in the Elements of Literature
and answer questions 3-5, 7 and
find five examples of imagery in the
story and write them down
Traditional
1. WOD
2. MUGSHOT
3. Work on Red Figurative Language
worksheet
Thursday, February 14, 2008
Magnet and Traditional
1. WOD
2. MUGSHOT
3. Turn in "Mrs. Flowers"
questions and imagery examples
4. Work on Figurative Language Worksheet
See worksheet below
FIGURATIVE LANGUAGE WORKSHEET
1. The wind whistled through the trees.
2. I am so hungry I could eat a horse.
3. She was as quiet as a mouse.
4. I have told you a million times.
5. His face was an open book.
6. He is as strong as an ox.
7. The stars looked down from the sky.
8. Her smile is a ray of bright sunshine.
9. His bedroom is a pig’s sty.
10. She was pretty as a picture in her new dress.
11. She was the goddess of his dreams
12. The little lavender lace dress with the wide white bow.
13. “This will be the day when all God’s children will be able to sing with new meaning ‘My country ‘tis of thee, sweet land of liberty, of thee I sing.’ “
14. Swish, cupids arrow pierced my heart
15. He is the devil in Prada suit
16. At first the hot burning coal felt like a piece of ice in her hand – It was a burning cold.
17. Little Larry loves language
18. My students are better than any other students in the world!
19. The girls danced in the bright yellow sunlight
20. He gurgled, gasped, and took his last breath
21. The birds were singing their morning song, but I didn’t want to hear it.
22. I must admit they have a rockin' band
Man they was blowing like a hurricane
23. Five long years I thought you were my man
But I found out I'm just a link in your chain
24. Oh but how can I how can I how can I
Give you all the things I have
If you're tying both of my hands
25. You ain't nothin' but a hound dog
Cryin' all the time
26. Jeremiah was a bullfrog
Was a good friend of mine
I never understood a single word he said
27. Where do broken hearts go
Can they find their way home
Back to the open arms
28. The summer had inhaled
And held its breath too long
29. Why does the sun go on shining
Why does the sea rush to shore
Don't they know it's the end of the world
'Cause you don't love me any more
30. You ain't nothin' but a hound dog
Cryin' all the time.
31. I feel my temperature rising
Higher higher
It's burning through to my soul
32. But I feel fine
Cause your kisses lift me higher
33. Like a sweet song of a choir
34. And you light my morning sky
With burning love
35.
Blank
36. feel my temperature rising
Help me, I'm flaming
I must be a hundred and nine
Burning, burning, burning
And nothing can cool me
I just might turn into smoke
37. I'm just a hunk, a hunk of burning love
Just a hunk, a hunk of burning love
Just a hunk, a hunk of burning love
38. On a cold and gray Chicago mornin'
A poor little baby child is born
In the ghetto
39. I've been a puppet, a pauper, a pirate, a poet, a pawn and a king
40. The animal’s eyes were embers in the dark night. From the mountaintop view people below appeared to be ants. _
41. He was a rock throughout the terrible ordeal.
42. The tree branches grabbed at him as he ran through the forest
43. The sun chased the clouds away.
Friday, February 15, 2008
Magnet and Traditional
1. WOD
2. MUGSHOT
3. Go to computer lab
Do both of the 6th grade
Benchmark language arts and
reading tests
Week of February 4, 2008
Monday, February 4, 2008
Magnet
1. WOD
2. MUGSHOT
3. Finish and turn in similes, metaphors, and personification
handout
4. Work on 50 Poetice Devices handout
Traditional
1. WOD
2. MUGSHOT
3. Personifications handout
Tuesday, February 5 - Friday, February 8. 2008
Magnet
What are the advantages and disadvantages
of popularity? of intelligence?
1. WOD
2. MUGSHOT
3. Read "Flowers for Algernon" in
Elements of Literature textbook
page 45
4. Answer questions 2-9 and a-d on page 61
5. Continue reading and answer questions 1-8 and a-e
on pg. 74
Traditional
Essential Question - What must we do
to understand the meaning of all types
of literature and reading materials.
1. WOD
2. MUGSHOT
3. Do pages 306-337
Holt Interactive Reader
classroom textbook - Do work
on your own paper.
Week of January 28, 2008
Monday, January 28,
Essential Question: What is figurative language and do we need
it in our everyday lives?
1. WOD
2. MUGSHOT
3. Poetic Devices Handout and
Valentine Poem due Wednesday(Magnet- traditional later in week) - handout below and an example with one literary device illustrated
4. Read AR
Poetic Devices and Valentines – Due Wednesday, January 30 for Magnet only - Traditional will be due later in week
Simile – A simile is a comparison using “as” or “like.”
Love is like an ocean rolling over me.
Metaphor - A metaphor is a comparison that does not use “as” or “like.”
Love is a tree with many branches.
Personification – Personification is giving to inanimate objects the characteristics of life.
Love whispers in your ear
The sweetest sounds that one can hear
Alliteration – Alliteration is the repetition of initial consonant sounds.
Love lightly leaps.
Hyperbole – Hyperbole is exaggeration for dramatic effect.
Love makes you ten feet tall.
Onomatopoeia – Onomatopoeia is the use of words to imitate sounds.
Love is an explosions of joy – pop, pow, bam, wham
Symbols- Symbols are words that have meaning in themselves but suggest other meanings as well.
The cold wind of her stare blew out his fire
Meter- The rhythm of a poem is the meter or the pattern of the beat or stresses.
It's all I have to bring to-day
by Emily Dickinson
It's all I have to bring to-day,
This, and my heart beside,
This, and my heart, and all the fields,
And all the meadows wide.
Be sure you count, should I forget, --
Someone the sum could tell, --
This, and my heart, and all the bees
Which in the clover dwell
Imagery - To make an imaginary world seem real, an author often makes use of words and phrases that appeal to the senses. These words and phrases, called images help a reader mentally experience what the author wants the reader to experience.
Love smells like a newly opened flower on the first day of spring
Rhyme – Rhyme is the repetition of sound.
Love sure can stink
When the one you love is a fink!
Rhyme Scheme - Rhyme is the repetition of vowel sounds. End rhymes are rhymes are at the end of lines. The pattern of end rhymes is called a rhyme scheme.
I never dreamed of
A man who can’t dance
I never dreamed of
A man without romance
I never dreamed of
The man I love
Internal Rhyme – Internal rhyme are rhymes within lines.
He’s my love sent from above
You must use the poetic devices to create some Valentine poetry.
1. Create a line or more that has a metaphor.
2. Create a line or more that has a simile.
3. Create a line or more that has personification.
4. Create a line or more that has alliteration.
5. Create a line or more that has hyperbole.
6. Create a line or more that has onomatopoeia
7. Create a line or more that has imagery.
8. Create a line or more that has a symbol.
9. Now create a valentine poem that uses three poetic devices. Create a card or valentine, decorate it and place your poem on it. Underline and label your three poetic devices. On the back, explain your poem, identify the poetic devices and explain them also.
An example
The Right Equation
You and Me
What a strange equation
A positive and a negative
Looking to solve the problem
you + me = what?
Are you greater?
Am I prime?
Add us together and find the answer
You + Me = yesterday + today + tomorrow
Searching for the answers and solutions
And finding an important friendship in the process
This poem is a metaphor that compares a friendship to a math equation. There are several metaphors throughout the poem that deal with math and the relationship between the two people.
• One person is compared to a positive number while the other is compared to a negative number – This could mean that one person has a positive outlook on life and the other as negative outlook on life.
• The question is asked whether one is greater or one is prime. This is comparing the two to numbers and asking if one could be a greater number or a greater person than the other. It also asks if one could be like a prime number which is a play on the math term prime which in this case could also refer to another definition of the word prime which means the best.
• The friendship is compared to the solution of a math problem. The solution is friendship
• The math problem itself could also represent life and our relationship to others.
There are many more interpretations of the lines of this poem that offer more metaphors.
Tuesday, January 29, 2006
Essential Question: What is figurative language and do we
need it in our every day lives?
1. WOD
2. MUGSHOT
3. Work on poetic device
sentence strips - magnet
3. Continue work on poetic
device worksheet - traditional
Wednesday, January 30, 2008
Essential Question: What is figurative language and do we
need it in our every day lives?
Magnet
1. WOD
2. MUGSHOT
3. Turn in Valentines
4. Identify poetic devices in poems
5. personification, simile, metaphor
handout
Traditional
1. WOD
2. MUGSHOT
3. work on similes
4. work on original valentine poems
that have three poetic devices
Thursday, January 31, 2008
Essential Question: What is figurative language and do we need
it in our everyday lives?
Magnet
1. WOD
2. MUGSHOT
3. Go over poetic devices in poems
4. personification, simile, metaphor handout
Traditional
1. WOD
2. MUGSHOT
3. Work on original valentine poems
that have three poetic devices
Friday, February 1, 2008
What is figurative language and do we need
it in our everyday lives?
1. WOD
2. MUGSHOT
3. Complete Valentine poems and turn in
Week of January 21, 2008
Monday, is a school holiday.
Tuesday, January 22, 2008
Essential Question - What skills are required for me to pass the Georgia CRCT?
1. WOD
2. MUGSHOT
3. Take Pretest - Passing the Georgia
CRCT
4. Word of the Day Vocabulary Test, Word of the Day
Spelling Test, Organization Test - Wednesday
Tuesday, January 22, 2008
1. WOD Spelling Test
2. WOD Vocabulary Test
3. Organization Test
4. Finish CRCT Practice Test
Wednesday, Januray 23, 2008
1. CRCT Spelling Test
2. CRCT Word of the Day Test
3. Organization Test
Thursday, January 24, 2008
1. Finish CRCT Practice Test
2. Read AR
Friday, January 25, 2008
1. Literary Terms Puzzles
Week of January 14, 2008
Monday, January 14 - Tuesday, January 15, 2008
Essential Question: What are the differences between expository writing and persuasive writing?
Essential Question: How do you write an expository paper?
Essential Question: How do you write a persuasive paper?
Essential Question: What are the requirements of the Georgia Middle Grades Writing Test
1. WOD
2. MUGSHOT
3. Review for Georgia Middle Grades Writing Test
Wednesday, January 16, 2008
The Writing Test was today and took up over three periods. The two classes that did meet read their AR books.
Thursday, January 17, 2008
Essential Question- Why do we read?
1. WOD
2. MUGSHOT
3. Read AR
Friday, January 18, 2008
Essential Question - What is expected on the Georgia CRCT Reading Test?
Essential Question - What is expected on the Georgia CRCT Language Arts Test?
1. WOD
2. MUGSHOT
3. Go to lab to work on CRCT and to learn the
new school network process.
Wednesday, January
Week of January 7, 2008
Monday, January 7, 2008
Teacher Planning Day - Students Do Not Attend
Tuesday, January 8, 2008
Essential Question: What are the differences between expository writing and persuasive writing?
Essential Question: How do you write an expository paper?
Essential Question: How do you write a persuasive paper?
Essential Question: What are the requirements of the Georgia Middle Grades Writing Test
1. WOD
2. MUGSHOT
3. Go over the differences between expository writing and persuasive writing using the class set of Writing Assessment Workbooks
4. Go over the requirements and directions for the Georgia Middle Grades Writing Assessment
The Georgia Middle Grades Writing Assessment will be Wednesday, January 16. This week we will do a practice writing test and continue to work on expository and persuasive writing.
Wednesday, January 9 - Thursday, January 10, 2008
Essential Question: What are the differences between expository writing and persuasive writing?
Essential Question: How do you write an expository paper?
Essential Question: How do you write a persuasive paper?
Essential Question: What are the requirements of the Georgia Middle Grades Writing Test
1. WOD
2. MUGSHOT
3. Using the materials provided in class (copies of the actual writing test format - follow the directions and procedures for the Georgia Middle Grades Writing Test to write paper on a given topic and type (persuasive or expository)
The following rubric based on the Georgia Middle Grades Writing Assessment will be used to evaluate these papers. This will be a major grade.
Evaluation Sheet
Name______________________________ Total x 4= ____________________
Ideas
• Controlling ideas/focus
• Supporting ideas
• Relevance of ideas
• Depth of development
• Sense of completeness
• Awareness of genre
1 2 3 4 5 x 2=_________
--------------------------------------------------------
Organization
• Overall Plan
• Introduction/Body/Conclusion
• Sequence of Ideas
• Grouping of Ideas within Paragraphs
• Genre-Specific Strategies
• Transitions
1 2 3 4 5 x 1=_________
----------------------------------------------------------
Style
• Word Choice
• Audience Awareness
• Voice
• Sentence Variety
• Strategies Appropriate to Genre
• Correct sentences
• Clear sentences
• Complex sentences
• Subject/verb agreement
• Standard word forms
• Possessives
• Contractions
• Punctuation
• Spelling
• Paragraphs
• Capitalization
1 2 3 4 5 x 1=_________
--------------------------------------------------------
Friday, January 11, 2008
Essential Question: What are the differences between expository writing and persuasive writing?
Essential Question: How do you write an expository paper?
Essential Question: How do you write a persuasive paper?
Essential Question: What are the requirements of the Georgia Middle Grades Writing Test
1. WOD
2. MUGSHOT
3. Examine/evaluate persuasive writing papers using the Georgia Middle Grade Assessment Guidelines
Week of December 17, 2007
Monday-Wednesday, December 17, 2007
1. WOD
2. MUGSHOT
3. Read “The Greatest Gift” and “Comment: Short Story into Film” pages 318-328 in Explorations in Literature - This is a class textbook - students who are absent will be excused from this assignment
4. Answer questions Discussion 1-4; Application 1-2 Vocabulary 1-
5. Watch movie It’s a Wonderful Life and compose a list of the
Differences between the movie and the story
Week of December 10, 2007
Monday, December 10, 2007
Essential Question - How do I evaluate and revise my paper?
1. WOD
2. MUGSHOT
3. Revise paper using class writing notebook
4. Get evaluation sheet
5. Expository Paper due Tuesday/ Ten bonus points can be received
for getting the evaluation sheet signed by a parent.
Grade 8 Writing Assessment Rubric - A sample paper and the evaluation sheet can be found below. Further information can be found on the assignment section for November 26.
Sample Paper
Beeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeep! Came the piercing sound of the smoke detector, followed quickly by Matt screaming, “Saraaaaaaaaaaaaaaaaaaaaaaaaaaaaaa! Your brownies are burning again!” Sara the youngest in our family was lying on the couch watching Saved by the Bell while her brownies burned. As she scrambled to save her really browned brownies, Matt muttered, “Don’t worry, Sara, they probably wouldn’t have been any good anyway.” And unfortunately, Matt was right. Sara could not cook. She couldn’t or wouldn’t use a measuring spoon or cup, and she never read or followed directions. She liked the idea of “cooking” and the fun, but not the reality of following directions and measuring. The new television show Kids Cook would have been the answer for Sara. Kids Cook would have not only taught Sara how to cook and the importance of good nutrition, but it would have entertained her also. In our fast-paced fast-food society Kids Cook is a place for kids to learn to enjoy slowing down and cooking nutritious food. Parents don’t have the time to teach their children how to cook and most children don’t have the ability or desire to learn to cook on their own. Not only do parents not have the time to teach their children how to cook most of them do not have the time or will take the time to cook nutritious food. Kids Cook is the place where kids can learn how to cook nutritious food in a fun way! This fun packed program parent approved program has kids across America turning into master chefs cooking nutritious food!
Parents in America are faced with long days of trying to get everything packed into each day. Their day starts off early and ends late and often requires them to be at two places at the same time. Between work, soccer practice, community commitments, dance classes, and homework, parents have little time for cooking much less time to teach their children to cook. Kids Cooks is the answer to this problem. It teaches children to cook. Parents can have their children tune into Kids Cook and watch it with them or use that half hour to address other things that they need to do.
Although cooking may appear to be the focus of the program, educating children about good nutrition is a key component of the show. Along with learning how to measure and mix ingredients information about nutrition is sifted into the program. It is so subtle that most children will not be aware of the lessons they are learning. But parents can rest assured that each show is packed with nutrition education.
Children are not concerned with nutrition education or learning. Their main concern in life is having FUN! And Kids Cook is all about fun. The show has a colorful cast of characters whose wild antics entertain and delight children of all ages. There are wacky competitions like Pyramid Blastoff where contestants are challenged to get to Planet Power first by fueling their rocket with food and physical activity. “Fuel” tanks for each food group help the contestants and the viewers see how the “fuel” choices fit into the pyramid of foods needed for good nutrition. Celebrity guests also enter the fun competing in competitions, cooking, and performing. Kids Cook is one outrageously fun-filled half hour for children and their parents.
Kids Cook has rapidly become one of the most popular shows on the Food Network. Children all over America are making sure that they can be in front of their televisions at 6:30 p.m. to watch the show. Requests for more kid friendly recipes and nutrition advice are flooding the Food Network website. Parents looking for proper food choices for their children are finding the Kids Cooks characters and logo on foods approved by the U.S. Department of Public Health. And U.S. Board of Restaurants said it all when it gave Kids Cook its highest five star rating and the review “MMM, MMM Good. MMM, MMM Good. That’s what Kids Cooks is.”
Evaluation Sheet
Name______________________________ Total x 4= ____________________
Ideas
• Controlling ideas/focus
• Supporting ideas
• Relevance of ideas
• Depth of development
• Sense of completeness
• Awareness of genre
1 2 3 4 5 x 2=_________
--------------------------------------------------------
Organization
• Overall Plan
• Introduction/Body/Conclusion
• Sequence of Ideas
• Grouping of Ideas within Paragraphs
• Genre-Specific Strategies
• Transitions
1 2 3 4 5 x 1=_________
----------------------------------------------------------
Style
• Word Choice
• Audience Awareness
• Voice
• Sentence Variety
• Strategies Appropriate to Genre
• Correct sentences
• Clear sentences
• Complex sentences
• Subject/verb agreement
• Standard word forms
• Possessives
• Contractions
• Punctuation
• Spelling
• Paragraphs
• Capitalization
1 2 3 4 5 x 1=_________
--------------------------------------------------------
Tuesday, December 11, 2007
Essential Question - What is required on the CRCT Reading and Language Arts Test?
1. WOD
2. MUGSHOT
3. Turn in paper
4. Take MAP Test
Wednesday, December 12- Thursday, December 13, 2007
1. WOD
2. MUGSHOT
3. Return Papers
4. Read Let Me Hear You Whisper Friday, December 14, 2007
1. WOD
2. MUGSHOT
3. Work on a persuasive paragraph stating an opinion on
experimentation of animals
Week of December 3, 2007
Monday, December 3, 2007
Essential Question - How do you write an expository
paper
1. Work on body paragraphs 1-3 and concluding paragraph
2. Study for WOD Vocabulary Test, WOD Spelling Test, and Organization Test for Tuesday
3, Read AR - no book checkouts or tests
4, Go to Book Fair @ 9:05, 10:05, 11:50, 2:15
Tuesday, December 4, 2007
1. WOD Spelling Test
2. WOD Vocabulary Test
3. Organization Test
4. Read AR
Wednesday, December 5, 2007
Essential Question - How do you write an expository paper?
1. Return test papers/average grades
2. Work on and check papers
Thursday- Friday, December 6-7, 2007
Essential Question - How do you write an expository paper?
1, Work on papers
2. Complete rough drafts. These will be checked on Friday for smart start grades to make sure all five paragraphs are included.
3. Final Draft due Tuesday @ the beginning of the period Tuesday
Week of November 26, 2007
Essential Question - How do you write an expository paper?
1. WOD
2. MUGSHOT
3. Complete Hook and Thesis statement
from handout below. We will use this
handout to go step by step through
the process of writing an expository
essay. This is in preparation for the
writing test.
Expository Writing Topic
Writing Situation
Your class has been given the opportunity to design a brand new television show for children. It could be a news show, a talk show, a game show, a cartoon, or any kind of show you want for children
Directions for Writing
Write a report to be read to your class in which you explain your idea for the new children’s television show. Be sure to include specific details so that your classmates will understand what the new show will be like.
You must go through the following steps to write this paper. Each step will be a grade.
Step 1:
1. Read the writing prompt
2. Write your name on your paper properly
3. Title a separate sheet of paper New Television Show Graphic Organizer
4. Write on the fronts of the paper only
5. Write the following on your paper and fill in the information needed. Be sure to use the headings in bold face and the format below. On your paper underline all the things that you write down from this paper so that it will stand out and be easy to see and read the various parts.
Introduction
Hook:
This is what you will use to engage your reader. It could be an anecdote (interesting short story that illustrates your point – a real-life connection), facts, statistics, quotes, dialogue, description, or vivid verbs/word choice.
Example; Most children sit in class every day with their heads buried in their books. They are not motivated to learn. In order to get them interested in subjects and willing to learn, education has to be fun.
Thesis:
This is what you are trying to prove or talk about
Example:
Background information:
This is why you are writing the paper or any other information needed to help the reader understand your topic.
Three pieces of supporting evidence:
Supporting Evidence 1 ________________________________________________
This will be the basis for your Body Paragraph 1
Supporting Evidence 2 _________________________________________________________________
This will be the basis for your Body Paragraph 2
Supporting Evidence 3___________________________________________________
This will be the basis for your Body Paragraph 3
Concluding sentence for introductory paragraph
Body Paragraph 1
Supporting Evidence 1 ____________________________________
Details:
1.
2.
3.
Concluding Sentence for Body Paragraph 1
]
Body Paragraph 2
Supporting Evidence 2 ____________________________________
Details:
1.
2.
3.
Conclusing Sentence for Body Paragraph 2
]
Body Paragraph 3
Supporting Evidence 3 ____________________________________
Details:
1.
2.
3.
Concluding Sentence for Body Paragraph 3
Conclusion
Restate your thesis:
Do not use the exact words that you used in your first paragraph
Summarize your evidence:
Do not use the exact words that you used in your body paragraphs
1.
2.
3.
Extend, go beyond, larger meaning:
This is one or more the last sentences where you try to pull it all together.
4. For Magnet Students read "The Open Window"
in the literature book in preparation for
Friday's field trip to Atlanta
Sample Paper
Hook
Beeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeep! Came the piercing sound of the smoke detector, followed quickly by Matt screaming, “Saraaaaaaaaaaaaaaaaaaaaaaaaaaaaaa! Your brownies are burning again!” Sara the youngest in our family was lying on the couch watching Saved by the Bell while her brownies burned. As she scrambled to save her really browned brownies, Matt muttered, “Don’t worry, Sara, they probably wouldn’t have been any good anyway.” And unfortunately, Matt was right. Sara could not cook. She couldn’t or wouldn’t use a measuring spoon or cup and she never read or followed directions. She liked the idea of “cooking” and the fun, but not the reality of following directions and measuring.
Thesis
The new television show Kids Cook would have been the answer for Sara. Kids Cook would have not only taught Sara how to cook and the importance of good nutrition but it would have entertained her also.
Background
In our fast paced fast food society Kids Cook is a place for kids to learn to enjoy slowing down and cooking nutritious food.
Supporting Evidence 1
Parents don’t have the time to teach their children how to cook and most children don’t have the ability or desire to learn to cook on their own.
Supporting Evidence 2
Not only do parents not have the time to teach their children how to cook most of them do not have the time or will take the time to cook nutritious food.
Supporting Evidence 3
Kids Cook is the place to learn how to cook nutritious food in a fun way because we all know that kids do not want do anything unless it is FUN!
Concluding Sentence
This fun packed program parent approved program has kids across America turning into master chefs cooking nutritious food!
Body Paragraph 1
Parents in America are faced with long days of trying to get so much packed into each day. Their day starts off early and ends late and often requiring them to be at two places at the same time. Between work, soccer practice, community commitments, dance classes, and homework, parents have little time for cooking much less time to teach their children to cook. Kids Cooks is the answer to this problem. It teaches children to cook. Parents can have their children tune into Kids Cook and watch it with them or use that half hour to address other things that they need to do.
Body Paragraph 2
Although cooking may appear to be the focus of the program, educating children about good nutrition is a key component of the show. Along with learning how to measure and mix ingredients information about nutrition is sifted into the program. It is so subtle that most children will not be aware of the lessons they are learning. But parents can rest assured that each show is packed with nutrition education.
Body Paragraph 3
Children are not concerned with learning. Their main concern in life is having FUN! And Kids Cook is all about fun. The show has a colorful cast of characters whose wild antics entertain and delight children of all ages. There are wacky competitions like Pyramid Blastoff where contestants are challenged to get to Planet Power first by fueling their rocket with food and physical activity. “Fuel” tanks for each food group help the contestants and the viewers see how the “fuel” choices fit into the pyramid of foods needed for good nutrition. Celebrity guests also enter the fun competing in competitions, cooking, and performing. Kids Cook is one outrageously fun-filled half hour for children and their parents.
Concluding Paragraph
Kids Cook has rapidly become one of the most popular shows on the Food Network. Children all over America are making sure that they can be in front of their televisions at 6:30 p.m. to watch the show. Requests for more kid friendly recipes and nutrition advice are flooding the Food Network website. Parents looking for proper food choices for their children can find the Kids Cooks characters and logo on foods approved by the U.S. Department of Public Health. And U.S. Board of Restaurants said it all when it gave Kids Cook its highest five star rating and the review “MMM, MMM Good. MMM, MMM Good. That’s what Kids Cooks is.”
Tuesday, November 27, 2007
Essential Question - How do you write an expository paper?
1. WOD
2. MUGSHOT
3. Check thesis statements and hook's for a smart
start grade and discuss
4. Develop Background information and the
three pieces of supporting evidence for
your paper using Expository Writing Topic
handout
5. WOD Vocabulary Test, WOD Spelling Test,
and Organization Test - Tuesday, December 4
Wednesday, November 28, 2007
Essential Question - How do you write an expository paper?
1. WOD
2. MUGSHOT
3. Check background information and
the three pieces of supporting evidence
for your paper for a smart start grade
and discuss
4. Develop information for Body Paragraph 1
on Expository Writing Topic handout
Thursday, November 29, 2007
Essential Question - How do you write an expository paper?
1. WOD
2. MUGSHOT
3. Check information for Body Paragraph 1
on Expository Writing Topic handout
for a smart start grade and discuss
4. Develop information for Body Paragraph 2
on Expository Writing Topic handout
Friday, November 30, 2007
Magnet students will go to Atlanta to
see plays
Traditional Students will work
on their expository papers with Ms. Pittman
Week of November 12, 2007
We have a school holiday, Monday, November 12 for Veterans' Day
Tuesday, November 13, 2007
What tools do we use to analyze literature?
What are the literary elements of "Murders in the Rue Morgue?"
1. WOD
2. MUGSHOT
3. Complete "Murders in the Rue Morgue"
Elements of a Short Story Chart
Wednesday, November 14, 2007
Essential Questions
How do we analyze literature?
What are the literary elements of "Murder in the Rue Morgue?"
What is expected on the Writing Test?
1. WOD
2. MUGSHOT
3. Go over "Murders in the Rue Morgue"
4. Go over Writing Test
5. Issue Progress Reports
Thursday, November 15, 2007
Essential Questions
What is expected on the Georgia Middle Grades Writing Test?
1. WOD
2. MUGSHOT
3. Continue to go over the Writing Test
Friday, November 16, 2007
Essential Question
What is expected on the CRCT Reading Test?
1. WOD
2. MUGSHOT
3. Go to computer lab to
take a CRCT Reading Test
Week of November 5, 2007
We have DAT Tests Monday and Tuesday this week. These tests will take up the first two periods of both days. Therefore we will only have two academic classes on Monday and Tuesday.
Monday, November 5- Tuesday, November 6
Essential Questions
What tools do we use to analyze literature?
What are the literary elements of "The Tell Tale Heart?"
1. WOD 6-7
2. MUGSHOT 6-7
3. Reread "The Tell Tale Heart" using audio cassette
4. Complete a plot diagram chart of "The Tell Tale Heart"
using a PowerPoint presentation. Students should fill in
the chart with these answers.
1. The exposition in “The Tell-Tale Heart” is that a servant is obsessed with his master’s evil eye and decides to kill him in order to get rid of the eye.
2. An external conflict in the story is the servant vs. the old man’s eye. An internal conflict is the servant vs. himself when he debates the killing of the old man.
3. Two complications in the “Tell Tale Heart’ is that the old man’s eye is closed preventing the man from killing him and the neighbors hearing the cry and calling the police.
4. The climax of the “Tell-Tale Heart” is when the servant falls apart and admits that he killed the old man!
5. The resolution of the “Tell-Tale Heart” is we realize at the end that the narrator is talking to us from his jail cell and that the narrator has been charged with murder.
6. The setting of the “Tale-Tell Heart” is an old man’s house in the 1800’s.
7. The point of view of “The Tell-Tale Heart” is first person.
8. The theme of “The Tell-Tale Heart” is that obsession and fear can lead to destruction of oneself and/or others.
9. The characters in the “Tell-Tale Heart” are the servant, the old man, the neighbors, and the police.
10. The tone of the “Tell-Tale Heart” is fear and derision.
These definitions can be found on the back side of the handout.
Elements of a Short Story
Basic Situation or Exposition: The part of a story. Usually at the beginning, that gives the background information.
Conflict: The problem or the struggle between opposing forces.
Complications: The obstacles a character faces while struggling to resolve the conflict.
Climax: The highest point of interest in the action of the story, usually immediately before the resolution.
Resolution: The wrap-up. IT occurs when the conflict ends and the outcome of the story is clear.
Point of View: The vantage point from which a story is told.
Tone: The word choices and descriptive details that reveal the author’s feelings about and attitude toward the topic or situation.
Character: A person, or an animal in a story.
Theme: A main idea in a work of literature. A theme is not the same as a subject. A subject can usually be expressed in a word or two: love, childhood, death,. A theme is an idea or mesage the writer wishes to convey about that subject. A work’s themes ( there may be more than one) are usually not stated directly. Most often the reader has to think about all the elements of the work and use them to make an inference., or educated guess about what the themes are. One of the themes of “Little Red Riding Hood” might be that things are not always what they may appear to be on the surface.
Wednesday, November 8, 2007
Essential Questions
What tools do we use to analyze literature?
What are the literary elements of "The Fall of the House of Usher?"
1. WOD
2. MUGSHOT
3. WOD Spelling Test for 1st and 4th
4. Read a summary of Poe's "Fall of the
House of Usher" and analyze using elements
of a short story discussed above.
5. WOD Vocabulary -Thursday
2nd and 6th WOD Spelling - Thursday
also. This is over the last set of words. We
have been unable to take the test because of
we have had nine days of testing that have
interrupted our normal schedule.
6. Organzation Test - Friday
Thursday, November 8, 2007
Essential Questions
What tools do we use to analyze literature?
What are the literary elements of "Murders in the Rue Morgue?"
1. WOD
2. MUGSHOT
3. WOD Spelling Test for 2nd and 6th
4. WOD Vocabulary for everyone else
5. Read "Murders in the Rue Morgue" and
complete plot diagram handout
6. Organization Test Friday
Friday, November 9, 2007
Essential Questions
What tools do we use to analyze literature?
What are the literary elements of "Murders in the Rue Morgue?"
1. WOD
2. MUGSHOT
3. Organization Test
4. Finish and go over "Murders in the Rue Morgue"
Week of October 29
We have the last ITBS tests on Monday. I will be out on Tuesday, and we will go to the
computer lab for a state survey on Wednesday.
Monday, October 29, 2007 - Tuesday, October 30, 2007
Academic Classes 4th and 6th will meet on Monday. We will not have 1st and 2nd today due
to testing.
We will not have the Word of the Day Spelling Test, Word of the Day
Vocabulary Test, and Organization Test until next week.
Essential Question - What are the important details of Poe's
life and death?
1. WOD 1-2
2. MUGSHOT 1-2
3. Work on Poe paper using black notebooks
The paper is due Friday, November 2
Students have
1. watch an A & E Biography of Poe
2. worked through an interactive website about the life
and death of Poe
3. read a play about Poe's life
4. been given articles about Poe's life
and deat in a class notebook about
5. been given a handout outlining the requirements
for the paper. Scroll down to find the requirements.
Wednesday, October 31, 2007
Essential Question - What are the important details of Poe's
life and death?
1. MUGSHOT
2. WOD
3. Computer lab for Healthy Georgia Survey and
Poe research
Thursday, November 1, 2007
Essential Question - What are the important details of Poe's
life and death?
1. WOD
2. MUGSHOT
3. work on Poe paper in classroom
using notes and class notebook
4. paper due Friday
Friday, November 2, 2007
Essential Question- What are the important elements
in Poe's "Tell Tale" Heart?
1. WOD
2. MUGSHOT
3. watch a video of the "Tell Tale Heart"
while following along in textbook
Week of October 21, 2007
We have ITBS Tests Monday-Thursday this week and
will change the schedule so that we will see each
class two times this week. Friday is a Teacher Planning Day.
Students will not attend school on Friday. The last ITBS
Tests will be Monday, October 29.
These are the plans for the week.
We are at the end of the 20 day cycle for Word of the Day's and MUGSHOT's.
We will have an Organization Test, Word of the Day Spelling Test.
and Word of the Day Vocabulary Test, Tuesday, October 30. I have changed this
to the week of November 5. The new test date will be posted at the beginning of
that week.
Essential Question - What are the important details
of Poe's life?
1. Use handouts in class notebook to write
a 1-2 page paper about the life and death of
Poe - This will be due at the beginning of the period
on Friday, November 2. It will be a major grade and should
be in ink or typed. The first paragraph should
introduce Poe and give the basic facts of his
life. The last sentence of the first paragraph
should provide a transition to the body of the
paper which should focus on his death. The students
may choose any of the possibilities for Poe's death.
These are featured in the Poe site http://knowingpoe.thinkport.org/person/death.asp
and in the handouts in the notebook that each child has in the classroom. The
final paragraph should be about Poe's burial.
Further research can be done at home, but the students are being
given more than enough information and sources in class. If time is
used wisely, the information can all be gotten in class and the
rough draft can also be done in class. The final product should
be in final draft form. It is to be neat, in ink or typed. It
will be grading according to the following guidelines:
Life and Death of E. A. Poe
Neat and in Ink or Typed - 10
Introductory Paragraph with basic biographical information 5 10 15 20
Body with death theory stated and defended 5 10 15 20
Concluding paragraph with Poe burial details 5 10 15 20
Correct Spelling 5 10 15
Correct Usage and Mechanics 5 10 15
Week of October 15, 2007
We have the COGAT Tests Tuesday - Thursday this week and will change
the schedule on those days in order to see as much of each class
as possible this week. The plan below is a list of the activities
for the week.
Monday, October, 15 - Friday, October 19
Essential Questions - What are the important details in life?
1. WOD
2. MUGSHOT
3. Turn in questions -
"The Landlady" for traditional and "The Monkey's Paw"
4. Watch The Life of Poe Video and answer these questions
Answer the following questions as you watch the video A&E Biography: Edgar Allan Poe. Be sure to answer in complete sentences.
1. Why did Edgar Allan Poe think women were special?
2. What are two poems that Poe wrote in reaction to the death of Virginia Clemm’s illness and death?
3. What unusual thing did Poe do in a cemetery?
4. How much money did Poe make for his most famous poem, “The Raven?”
5. Name one theory of the cause of Poe’s death.
6. Read "Beloved," a play about Poe aloud in class.
7. Read skills books
Week of Week of October 8, 2007
Monday, October 8 - Tuesday, October 9, 2007
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
Essential Questions- What are the tools used to analyze literature?
1. WOD
2. MUGSHOT
3. Finish and Check Literary Terms Illustrations
4. finish and Check Literary Terms Application Handout
5. Discuss
6. Read AR
First Period finished all of this on Monday and will read AR books on Tuesday.
Wednesday, October 11, 2007
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
Essential Questions- What are the tools used to analyze literature?
Traditional
1. WOD
2. MUGSHOT
3. Complete Handout 1
4. Make your own similes, metaphors, alliterations,
personifications, hyperboles, and onomatopoeias
Create Five examples of each.
Week of Ocober 1, 2007
Monday, October 1
ELA8RC2. The student participates in discussions related to curricular learning in all subject areas
ELA8W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
ELA8W2. The student demonstrates competence in a variety of genres.
ELA8W4. The student consistently uses the writing process to develop, revise, and evaluate writing
Essential Question - What are the important details in a story and in life?
1. WOD
2. MUGSHOT
3. Write a group paragraph Summary of "The Ransom of Red Chief"
4. Read AR
Tuesday, October 2
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
Essential Questions- What are the tools used to analyze literature?
1. WOD
2. MUGSHOT
3. Copy the CRCT Reading Terms from a handout. They are listed below also.
CRCT Reading Terms
1. Folktale – A story that has no known author and was originally passed on from one generation to another by word of mouth. Unlike mythology which is about gods and heroes, folk tales are usually about ordinary people or animals. Brer Rabbit
2. Myth – A story that explains something about the world and typically involves gods or other supernatural forces. Myths reflect the traditions and beliefs of the culture that create them. Stories about Zeus, Athena, and other gods and goddesses from all cultures.
3. Fable- A brief story told in prose or poetry that contains a moral or a practical lesson about how to get along in life. The characters of most fables are animals that speak and behave like people. The Goose Who Laid the Golden Eggs
4. Tall Tale - An exaggerated, far-fetched story that is obviously untrue but is told as though it should be believed. Paul Bunyan
5. Drama – A work of literature that is meant to be performed for an audience by actors.
6. Essay - A short piece of nonfiction prose that examines a single subject.
7. Biography – An account of a person’s life or a part of it written or told by another person
8. Autobiography – A person’s account of his or her own life.
9. Fiction – A prose story that is made up. Fiction usually refers to novels and short stories. A story that is not true.
10. Nonfiction – Prose writing that deals with real people, things, events, and places. A true story.
11. Conflict - The problem or the struggle between opposing forces.
12. Climax - The highest point of interest in the action of the story, usually immediately before the resolution.
13. Resolution - The wrap-up. It occurs when the conflict ends and the outcome of the story is clear.
14. Point of View - The vantage point from which a story is told.
15. Tone - The word choices and descriptive details that reveal the author’s feelings about and attitude toward the topic or situation.
16. Character - a person or an animal in a story.
17. Subplot – A second less important story within a story. In Cinderella there is the subplot of the evil stepmother and stepsisters and their efforts to win the prince’s favor.
18. Parallel episodes – Plots happening at the same time. In the famous Greek story The Odyssey of Odysseus goes on adventures around the world while his wife remains at home with her own storyline. These would be parallel episodes.
19. Theme - A main idea in a work of literature. A theme is not the same as a subject. A subject can usually be expressed in a word or two: love, childhood, death,. A theme is an idea or message the writer wishes to convey about that subject. A work’s themes (there may be more than one) are usually not stated directly. Most often the reader has to think about all the elements of the work and use them to make an inference, or educated guess about what the themes are. One of the themes of “Little Red Riding Hood” might be that things are not always what they may appear to be on the surface.
20. Simile – A simile is a comparison using “as” or “like.”
Love is like an ocean rolling over me.
21. Metaphor - A metaphor is a comparison that does not use “as” or “like.”
Love is a tree with many branches.
22. Personification – Personification is giving to inanimate objects the characteristics of life.
Love whispers in your ear
The sweetest sounds that one can hear
23. Alliteration – Alliteration is the repetition of initial consonant sounds.
Love lightly leaps.
24. Hyperbole – Hyperbole is exaggeration for dramatic effect.
Love makes you ten feet tall.
25. Onomatopoeia – Onomatopoeia is the use of words to imitate sounds.
Love is an explosions of joy – pop, pow, bam, wham
26. Symbols- Symbols are words that have meaning in themselves but suggest other meanings as well.
The cold wind of her stare blew out his fire
27. Meter- The rhythm of a poem is the meter or the pattern of the beat or stresses.
It's all I have to bring to-day
by Emily Dickinson
It's all I have to bring to-day,
This, and my heart beside,
This, and my heart, and all the fields,
And all the meadows wide.
Be sure you count, should I forget, --
Someone the sum could tell, --
This, and my heart, and all the bees
Which in the clover dwell
28. Imagery - To make an imaginary world seem real, an author often makes use of words and phrases that appeal to the senses. These words and phrases, called images help a reader mentally experience what the author wants the reader to experience.
Love smells like a newly opened flower on the first day of spring
Wednesday, October 3, 2007
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
Essential Questions- What are the tools used to analyze literature?
1. WOD
2. MUGSHOT
3. Create an illustration for each of the CRCT Reading terms
These illustration is to help students learn the terms. It is
also to help students realize techniques that they may use
to learn information. They are to create an image for each
term on notebook paper numbering 1-28. This is not an art
project. The illustrations should be simple for them to produce.
For example, the first term is folk tale. A folk tale is a story
that has not author and was originally passed down from generation
to generation by word of mouth. Unlike mythology which is about
gods and heroes, folk tales are usually about ordinary people or
events.
Thursday, October 4 - Friday, October 5
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
Essential Questions- What are the tools used to analyze literature?
CRCT Reading Terms 1-28 Exercise 1
The following items are ones that you may need to understand for the Reading CRCT Test. Number your paper 1-64 and write the word that matches the example or definition for each number.
Folktale
Myth
Fable
Tall tale
Drama
Essay
Biography
Autobiography
Fiction
Nonfiction
Conflict
Climax
Resolution
Point of view
Tone
Character
Subplot
Parallel episodes
Theme
Simile
Metaphor
Personification
Alliteration
Hyperbole
Onomatopoeia
Symbols
Meter
Imagery
1. Every year students who are reading below grade level enter the eighth grade. It is very important that they work hard to bring their reading level up to the eighth grade level for a number of reasons. First, they must be able to read at the eighth grade level to be able to comprehend the textbooks. Second, in order to find in success in high school and the more challenging material presented in high school, they must be able to read at least on an eighth grade level. Third, in order to pass the Exit Exams and graduate from high school they must be able to handle eighth grade reading materials. Finally, as an adult in American society, they will need an eighth grade reading level to be able to read and comprehend the basic materials that adults are faced with daily.
2. John Henry was a railroad man who could lay down two hundred miles of railroad track a day with one hand tied behind his back.
3. At one time the earth was composed of one great land mass and one great sea. The people and animals lived freely together. There was plenty of food for all and the climate was always pleasant. Then one day some of the people of earth got into an argument over who owned the forests and the sea and the fruits and animals of the land. They began to fight. This made supreme god Zeus mad. He decided to put a stop to it and punish the people. He caused a great earthquake that split the land into many pieces. The great sea surrounded the pieces. The people were thus divided and each group began to develop differently from the others making do with whatever resources they could find on their land.
4. The Civil War, How to Draw Animals, Earthquakes
5. The Outsiders, That Was Then, This Is Now, The Lion King,
6. “Life is like a box of chocolates. You never know what you are going to get.”
7. Charles: (as he walks into the house) Honey. I’m home.
Jezebel: (walking into the room wiping her hands on a towel) Hello dear, how was your day.
Charles: (as he takes off his coat) It was terrible. Mr. Brewton chewed me out today. He said that he might fire me.
Jezebel: What? Fire you? Why?
Charles: He says that I talk too much and don’t get enough work done. He just doesn’t like me. He’s the one to be talking. He’s spends half the day flirting with the girls in the office. How productive is that? I think he wants of give one of them my job so that he can get a date with her or something.
Jezebel: That’s awful dear. You are so smart and so wonderful. I can’t understand why anyone would not want you on his or her staff. You ought to just go in there and quit. I know you can get a better job somewhere else
8. I hold your heart in my hands means that you know that you realize that you have the power over someone’s heart or emotions.
9. Some ancient people believed that when it thundered and lightened the gods were either fighting amongst themselves or showing their displeasure with the people on earth.
10. How to Repair Your Car, A Teenagers Guide to Parents, How Not To Annoy Your Teacher
11. Little Red Riding Hood, Willy Wonka and the Chocolate Factory, Green Eggs and Ham
12. Sue: (as she crosses the room to stand in front of Fred): Why don’t you love me?
Fred: (as he looks directly into her eyes) Because I am in love with Gertrude.
Sue: Gertrude? How could you fall in love with my sister!
Fred: Your sister? I didn’t know that she was your sister!
13. Paul Bunyan and his blue ox Babe rode through the West clearing the trail for the pioneers. In the 1600’s there was no sewage system. King Henry VIII established the first system of sewage disposal. It was the cesspool, a hole in the ground where the liquids would sink into the soil.
The Fox and the Grapes
14. One hot summer's day a Fox was strolling through an orchard till he came to a bunch of Grapes just ripening on a vine which had been trained over a lofty branch. "Just the thing to quench my thirst," quoth he. Drawing back a few paces, he took a run and a jump, and just missed the bunch. Turning round again with a One, Two, Three, he jumped up, but with no greater success. Again and again he tried after the tempting morsel, but at last had to give it up, and walked away with his nose in the air, saying: "I am sure they are sour."
Moral : It is easy to despise what you cannot get.
15. I was born a slave on a plantation in Franklin County, Virginia. I am not quite sure of the exact place or exact date of my birth, but at any rate I suspect I must have been born somewhere and at some time. As nearly as I have been able to learn, I was born near a cross-roads post-office called Hale's Ford, and the year was 1858 or 1859. I do not know the month or the day. The earliest impressions I can now recall are of the plantation and the slave quarters -- the latter being the part of the plantation where the slaves had their cabins.
16. Cyclist. Born September 18, 1971, in Plano, Texas. Raised by his mother Linda in the the suburbs of Dallas, Armstrong was athletic from an early age. He began running and swimming at 10 years old and took up competitive cycling and triathlons (which combine a 1,000 meter swim, 15-mile bike ride, and three-mile run) at 13. At 16, Armstrong became a professional triathlete—he was the national sprint-course triathlon champion in 1989 and 1990.
17. Love is like an ocean rolling over me.
18. Love is a tree with many branches
19. Love whispers in your ear / The sweetest sounds that one can hear
20. Love lightly leaps.
21. Love makes you ten feet tall.
22. Love is an explosions of joy – pop, pow, bam, wham
23. The cold wind of her stare blew out his fire
24. The Star of David, the bald eagle, the cross, the flag
25. Rip, zip, kaboom, tinkle, bzzz, pop, boom
26. She sells sea shells down by the sea shore
27. The moon and the stars were smiling down on us as we walked hand in hand
28. When she was pregnant she waddled like a duck.
29. His father could be a monster when his temper got out of control.
30. Terror grabbed Ted by the throat.
31. The bar of soap was as slippery as an eel during the dog’s bath.
32. The classroom was our prison; the teacher our jailer.
33. Her face was a sea of emotions as she turned to face her long lost love.
34. The desk rested on a scarred linoleum floor.
35. The stripes on the American flag represent the thirteen colonies.
36. I feel like a limp dishrag.
37. The wind slapped her face.
38. The giant’s steps were thunder as he ran toward Jack.
39. As the teacher entered the room, she muttered under her breath,” This class is like a three-ring circus!”
40. The giant’s steps were thunder as he ran toward Jack.
41. The baby was an octopus grabbing at all the cans on the grocery store shelves.
42. The stars on the American flag represent the fifty states.
43. Those two girls are like two peas in a pod.
44. The limbs of the tree stroked the windowpane.
45. No one invites Harold to parties because he is a wet blanket.
46. Ted was as nervous as a cat with a long tail in a room full of rocking chairs.
47. The fluorescent light was the sun during our test.
48. The clouds danced across the sky.
49. The pillow was a cloud beneath my head.
50. The car’s engine sputtered and choked out black clouds of angry fumes.
51. Elmo, Barney, Clifford, the three little pigs, the big bad wolf
52. The point in the story where you feel
53. Simba’s and Scar’s final battle in the Lion King
54. Woody saves Buzz from the evil child who mutilates toys
55. Prince Charming arrives and wakes up Cinderella
56. Cinderella awoke and they lived happily ever after.
57. The big bad wolf goes up against three innocent little pigs.
58. As she stood in the pitch black room, Anne heard a wolf howling in the distance and felt a cold, bony hand grab her throat.
59. The main idea of The Lion King is that we all have an important part to play in how the world works. The song “The Circle of Life” explains this.
60. Songs that you are good for dancing are just poems that have a ______________ that is good off dancing. Some people say that it’s all about the beat!
61. In Snow White and the Seven Dwarves the story of the dwarves interaction with each other is a story within a story.
62. In some stories we get to see what is happening at the same time in different places or with different characters. If the story was about you and your family, it might tell what you are doing in one day and then it might also tell what your parent was doing at the same time that day.
63. It’s not what you say, but how you say it!
64. If Joe tells the story it will be different from the story that Fred tells because these two see things differently.
For this term if I were illustrating it, I would draw a circle
with a slash through it with the word author in it. This would
refer to no author. Then I would draw a series of mouths for
passing by mouth from generation to generation. Then I would
draw a stick figure for Cinderalla and Brer Rabbit to remind
that they are about ordinary people or events.
Week of September 24, 2007
Monday, September 24 - Tuesday, September 25, 2007
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
ELA8W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
ELA8W4. The student consistently uses the writing process to develop, revise, and evaluate writing
ELA8C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats..
Essential Question - What are the important details in life and in literature?
1. WOD
2. MUGSHOT
3. Read "The Ransom of Red Chief"
4. Answer questions 1, 2, 5, 6, 8
Wednesday, Septbmer 26
ELA8LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions.
ELA8LSV2. The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.
Essential Question - What are the important details in a story and in life?
1. WOD
2. MUGSHOT
3. Watch video "The Ransom of Red chief" and discuss
Thursday, September 27- Friday, September 28
ELA8RC2. The student participates in discussions related to curricular learning in all subject areas
ELA8W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
ELA8W2. The student demonstrates competence in a variety of genres.
ELA8W4. The student consistently uses the writing process to develop, revise, and evaluate writing
Essential Question - What are the important details in a story and in life?
1. WOD
2. MUGSHOT
3. Write a group paragraph Summary of "The Ransom of Red Chief"
4. Read AR
Week of Monday, September 17, 2007
Monday, September 17 - Tuesday, September 18 2007
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
ELA8W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
ELA8W4. The student consistently uses the writing process to develop, revise, and evaluate writing
ELA8C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats..
Essential Question - What are the important details in life and in literature?
mind?
Essential Question _ What does it take to change someone's mind?
1. WOD
2. MUGSHOT
3. Finish MAP Reading
3. Turn in questions on "The Treasure of Lemon Brown."
4. Discuss story
4. Read "Meet the Writer" page 102
5. Start a I think list - This is a list of things that you believe in strongly.
Walter Dean Myers believes strongly in the idea that he has to counter the value
system that TV tries to sell in advertising and its shows. List five things that
you believe in strongly and that you might be able to write about in a persuasive
paper.
6. Return "Broken Chain" paragraphs and discuss
"Wednesday, September 19
Essential Question - What are the important details in literature?
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
ELA8W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
ELA8W4. The student consistently uses the writing process to develop, revise, and evaluate writing
ELA8C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats..
1. WOD
2. MUGSHOT
3. Write paragraph summary of "The Treasure of Lemon Brown"
4. Read AR
Thursday, September 20, 2007
EQ:
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
ELA8W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
ELA8W2. The student demonstrates competence in a variety of genres.
ELA8W4. The student consistently uses the writing process to develop, revise, and evaluate writing>/b>
1. Turn in paragraph summary of "The Treasure of Lemon Brown"
2. Turn in WOD Study Sheet
3. Word of the Day Vocabulary Test, Word of the Day Spelling Test, and Organization Test
4. Read AR
Week of September 10
Monday, September 10, 2007
Essential Question - What does the state require us to know in the 8th grade in language arts?
1. WOD
2. MUGSHOT
3. Language Arts MAP Test ( This is a Muscogee County Test that covers the material
tested on the State of Georgia Language Arts CRCT Test which will be given in April.)
4. Read AR book
Tuesday, September 11, 2007
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
ELA8W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
ELA8W4. The student consistently uses the writing process to develop, revise, and evaluate writing
ELA8C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats..
Essential Question - What are the most important points in a story?
1. WOD
2. MUGSHOT
3. Finish paragraph summary of " Broken Chain"
4. Read AR
Wednesday, September 12 - Thursday, September 13, 2007
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
ELA8W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
ELA8W4. The student consistently uses the writing process to develop, revise, and evaluate writing
ELA8C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats..
Essential Question - What does it take to persuade someone to change their mind?
1. WOD
2. MUGSHOT
3. Read "The Treasure of Lemon Brown" pages 93-101
4. Answer questions 2, 3, 4, 5, 6 page 103 Remember to answer the question so
that the reader knows the what the question is by reading the answer.
Example:
Question: In your opinion, why does Greg decide not to tell his father
about Lemon Brown?
Answer: I believe that Greg decides not to tell his father about Lemon
Brown because....... ( You complete the rest for question number 2)
Friday, September 11, 2007
Essential Question - What does the state require us to know in the 8th grade in language arts?
1. WOD
2. MUGSHOT
3. Reading MAP Test ( This is a Muscogee County Test that covers the material
tested on the State of Georgia Reading CRCT Test which will be given in April. Students must
pass this test in order to be promoted to the 9th grade.)
4. Finish "Lemon Brown" questions to turn in Monday
4. Read AR book
Week of September 4, 2007
Monday, September 3, 2007 - Labor Day -School Holiday
Tuesday, September 4, 2007
Essential Question - What are the most important points in a story and in our lives?
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8RC2. The student participates in discussions related to curricular learning
in all subject areas.
ELA8RC3. The student acquires new vocabulary in each content area and uses
it correctly.
ELA8C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats..
1. WOD
2. MUGSHOT
3. Review the figures of speech simile and metaphor
4. Review the essentials of summarizing
5. Read "Broken Chain" page 29 Elements of Literature and find at least two figures of speech
Wednesday, September 5, 2007
Essential Question - What are the most important points in a story and in our lives?
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8RC2. The student participates in discussions related to curricular learning
in all subject areas.
ELA8RC3. The student acquires new vocabulary in each content area and uses
it correctly.
ELA8C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats..
1. WOD
2. MUGSHOT
3. Read "Meet the Writer" and "Oranges" pages 36-37 Elements of Literature out loud
4. Answer questions 1, 2, 3, 5, and 6 and the Reading Check on page 38
Thursday, September 7 - Friday, September 8, 2007
Essential Question - What are the most important points in a story, in our lives?
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8RC2. The student participates in discussions related to curricular learning
in all subject areas.
ELA8RC3. The student acquires new vocabulary in each content area and uses
it correctly.
ELA8C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats..
1. WOD
2. MUGSHOT
3. Turn in and discuss "Broken Chain" and "Oranges" questions
4. Discuss summarizing stories and examine the following summary of "Little Red Riding Hood"
"Little Red Riding Hood" by Mother Goose is about a little girl who went to visit her grandmother and instead found a wolf. (1) One crisp fall afternoon the leaves rustled under Little Red Riding Hood's black leather shoes as she skipped through the forest on the way to her grandmother’s house.(2) A brown basket filled with fresh goodies for her grandmother swung from her arm.(3) Along the way, a wolf spied Red and decided he’d make a meal of her.4) The wolf bolted ahead of Red to her grandmother's where he stashed Red's grandmother in a closet, pulled on her grandmother's clothes and climbed into her grandmother's bed.(5) When Red arrived, she thought the wolf was her grandmother until she examined her “grandmother” closely.(6) Realizing her “grandmother” was a wolf in her grandmother’s clothes, Red screamed.(7) Two woodsmen heard her and came to her rescue killing the wolf and freeing her grandmother.(8)
5. Compose your own paragraph summary of "Broken Chain" following the format given.
PARAGRAPH SUMMARY EVALUATION
5-8 sentences numbered sentences 5 10
topic sentence that includes author and underlined title
5 10
Organization - summarized entire novel using chronological order
5 10 20 25
ink or typed 5
Readable (Can the reader read straight through the paragraph and understand it?)
Week of August 27, 2007
The mission statement for the Muscogee County School District is used by all schools. The students have
been instructed to become familiar with its contents and be able to discuss the main points. The statement
is on page six of the Arnold Student Handbook. Students who have learned the key points of the
mission statement may earn bonus points in language arts by following the procedure below.
At the beginning of each student's Get Loud and Proud oral presentation if he/she can
repeat the key points without assistance, he/she will receive ten bonus points. If he/she
says it in class in front of Ms. Reid, our principal, he/she receives 20 bonus points.
If the opportunity does not arise for the student to present the MCSD Mission Statement key
points to Ms. Reid in class, he/she may receive 20 bonus points if he/she introduces himself/herself to
Ms. Reid and gives the mission statement points to her.
Students should introduce themselves to the class and/or Ms. Reid in the following manner:
My name is _________________ and I want to become a lifelong learner, enter the workforce
with necessary skills and achieve my academic and personal potential.
Monday, August 27, 2007
Essential Question – What differences do talents make in our lives?
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8W2. The student demonstrates competence in a variety of genres.
ELA8C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
1. WOD
2. MUGSHOT
3. Return papers and create grade sheets (Parents, the students should
now have a Grade Sheet in the notebook with their grades so far. They were
also taught how to average their grades. All students will have recieved by
tomorrow a progress report with their current average. This is for their and
your information only. I do not need to have it signed and returned. The
students from this point forward are expected to keep up with their grades
and averages.)
4. Revise three questions from "Raymond's Run" to turn in. (The students
after having seen their grades on previous papers should have a complete
understanding of what is required of them in my classroom. They are to
pick any three of the questions that they have completed on the "Raymond's Run"
assignment and rewrite them to insure that they have done the work completely
and correctly. I will grade these papers for a Smart Start grade. Smart Starts
are class work or homework checks and count 1/3 of the average in language arts.
The other type of grades are T-C-P's which are tests, compositions, and projects.
T-C-P's count for 2/3 of the language arts average.
How to average grades in langauge arts:
Your T-C-P's (tests, compositions, and projects) count 2/3 of your grade. The Smart Starts (class work and homework checks) count 1/3. To average your grades
1. Add up your T-C-P's and divide by the number of grades you have for T-C-P's and divide by that number to get the average.
2. Add up your Smart Starts and divide by the number of grades that you have for Smart Starts and divide by that number to get the average.
3. To get your final average add the Smart Start average to the T-C-P average doubled. Divide the sum by three and you have your overall average in language arts.
Smart Start Average 90
T-C-P Average 80
T-C-P Average 80
Sum = 250
Final Average 250/3 = 83
Tuesday, August 28- Thursday, August 30, 2007
Essential Question – What differences do talents make in our lives?
ELA8LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions.
ELA8C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
1. WOD
2. MUGSHOT
3. Get Loud and Proud presentations (see previous instructions about this)
4. Turn in "Raymond Run's" revised answers for three questions
Friday, August 31, 2007
Essential Question - What can we learn from reading?
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8RC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts
in a variety of genres and modes of discourse, including technical texts related to various subject areas.
1. WOD
2. MUGSHOT
3. Bookfair
4. Read AR book -
-
Week of August 20, 2007
I am sorry that this has not been posted until Wednesday, August 22. The server for the computers
in my room was not working.
Monday, August 20, 2007
Essential Question – What must be done in order to gain respect?
Standards
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8W2. The student demonstrates competence in a variety of genres.
ELA8C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
1. WOD - word of the day to be copied, discussed, and learned for Organization Test in 25 days
2. MUGSHOT –Mechanics, Usage, Grammar sentences to be corrected and discussed and kept for Organization Test
3. Turn in “Charles” questions and discuss
4. Make a list of the top 10 ways someone can gain respect
Tuesday, August 21 – Friday, August 24
Essential Question – What must be done in order to gain respect?
Essential Question – What differences do talents make in our lives?
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8W2. The student demonstrates competence in a variety of genres.
ELA8C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
1. WOD
2. MUGSHOT
3. Turn in Top 10 Way Someone Can Gain Respect - turned in on various days by different classes but
all classes have turned in as of Thursday, August 23
4. Read “Raymond’s Run” in the Holt Interactive Reader and answer interactive questions and discuss
(These should be completed by the end of the period Friday, August 24.)
5. Go to Media Center (Wed.) and get textbooks and books for AR
6. Return papers and set up grade sheets (Hopefully, this will happen Friday, August 24. We have been
running short on time which is something that happens at the beginning of each year. It takes a while for
the class routines to get established.)
7. Assign Get Loud and Proud presentation due next week. Each student will have a different due date. Directions and rubric for grading can be found below. Students will give these speeches on Tuesday and Wednesday, August 28-29
I will present one of my own talents as an example for the students on Friday, August 24.
Get Loud and Proud name__________________________________________________________
Pick one of your best qualities or talents to share with the class. Prepare a two-minute speech about your talent. Bring a visual aid or prop to use in your presentation. For example, you could bring in cookies to share if you are a good baker; equipment that you might use if you are an athlete; your art or craft projects; pictures of you that relate to your talent; or anything else that you think might help you share your talent with the class.
The information presented is clearly 10 20 30
and logically organized
The presentation is two minutes 5 10 15
One minute One minute 30 seconds Two minutes
Monday, August 13, 2007 - Tuesday, August 14, 2007
Standards
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8W2. The student demonstrates competence in a variety of genres.
ELA8LSV2. The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.
ELA8C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats..
Essential Question – Who are we and where are we headed?
1. Complete information sheet/questionnaire
2. Read Powell Press
3. Answer questions about Powell Press
Powell Press Questions
Read the entire Powell Press and answer the following questions. When you answer the questions restate the question and give your answer. You may use the Powell Press to answer your question.
Example: Question -Will work be accepted late in language arts?
Answer – No, work will not be accepted late in language arts.
Or
Work will be accepted late in language arts.
1. Will work be accepted late in language arts?
2. What is the name of Mrs. Powell’s substitute teacher?
3. What happens if you talk during Smart Start Time?
4. What do you do if you have a question at the beginning of class?
5. What must you do if you are absent?
6. What materials are you required to have each day in class?
7. What percentage of your grade is based on Smart Starts?
8. What is an Organization Test and when are Organization Tests given?
9. Of the things listed throughout the Powell Press as possible activities, which three you think you would like most. Rank them as one, two, and three. Identify the activities and tell me why you would like to do them.
10. Of the things listed throughout the Powell Press as possible activities which one would you least like? Identify the activity and tell me why.
11. You be the teacher. If you could teach language arts what would you do? Give me a one to two page paper on what you would do if you were me.
• Think out what you will say.
• Do not let your paper become a list. It should not be – I would do this…… I would do this………….I would do this…………….
• Narrow your focus. You can’t write about everything. Pick one or two things that you would do.
• Your paper should have a beginning, middle, and end.
• Your beginning paragraph should be an introduction to what you propose to do and why.
• Your middle paragraphs should be the details of how you are going to do it.
• Your last paragraph should be a conclusion. In this paragraph you should restate what you plan to do and why it will work or be beneficial.
• Write in your best handwriting.
• Do not write in ink unless you are sure that you will not make any mistakes
Give me some good ideas and you may see me doing them this year!
4. Write “I Am” poems for homework
Wednesday, August 14, 2007 - Friday, August 17, 2007
Standards
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA8W2. The student demonstrates competence in a variety of genres.
ELA8C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats..
Essential Question - Who are we and where are we going?
Essential Question – What must be done in order to gain respect?
1. Turn in "I AM" poem
2. Complete Powell Press questions and turn in
3. Listen to Mrs. Powell read Ms. Nelson is Missing and discuss the issues of teacher/student respect
4. Read “Charles” in Holt Interactive Reader and answer interactive questions and discuss
5. Make a list of the top ten ways someone can gain respect
`
LESSON PLANS FOR 2006-2007
These Lesson Plans are subject to change. Week of April 23
Week of May 7
Objective - Anne Frank
1. Read the play The Diary of Anne Frank
2. Check test after every scene
3. Anne Frank Video - make a list of at least
25 things they you learn from the video that
you do not already know
4. Turn in books or bring in money to pay for them
Holt Handbook $28
Elements of Literature $40
All Testing for the 8th Grade is finally over.
We lool forward to a wonderful end to our
year. We will be studying Anne Frank, WWII,
and the Holocaust. The The Diary of
Anne Frank will be read aloud
in class in play form. If you are absent you
need to read ahead so that you will be
with the class when you return.
Week of April 30
Monday, April 30
Objective - Anne Frank
1. WOD 21-23
2. MUGSHOT 23-23
3. Check Test Scene 3
4. Read Act I Scenes 4-5
Tuesday, May 1
Objective- Anne Frank
1. WOD 24-25
2. MUGSHOT 24-25
3. Read Act I Scenes 4-5
4. WOD Vocabulary Test,
WOD Spelling Test, Organization Test
Monday, April 23
Objective - Anne Frank
1. WOD 5-7
2. MUGSHOT 5-7
3. Turn in and Go over Questions 1-25
4. Make a pictorgraph timeline
of Anne's life. Using your knowledge
and textbook.
Tuesday, April 24
Objective - Anne Frank
1. WOD 8-10
2. MUGSHOT 8-10
3. Turn in Pictgraphs
4. Read Act I Scenes 1-2
Wednesday, April 25
Objective - Anne Frank
1. WOD 11-14
2. MUGSHOT 11-14
3. Read Act I Scenes 1-2
4. Check Test
Thursday, April 26
Objective - Anne Frank
1. WOD 15-17
2. MUGSHOT 15-17
3. Read Act I Scene 3
Friday, April 27
Objective - Anne Frank
1. WOD 18-20
2. MUGSHOT 18-20
3. Read Act I Scene 3
4. check test
Week of April 16
We will be having CRCT Tests all week.
We will miss two academic periods each
day and will rotate the schedule in
order to see each class as many times
as possible. The lesson plan will be
the same for the entire week.
1. WOD
2. MUGSHOT
3. Finish Anne Frank Biography video
read and research Anne's life and
times.
4. Answer the questions on the
Before You Read Handout. All answers
for this can be found in the students'
literature textbook.
Before You Read: Anne Frank Research
Over the next days you will have an opportunity to do research on Anne Frank. You will go to the computer lab, watch videos, and read background information. You will need your literature textbook, Elements of Literature: Second Course, to read two of the articles. They are “Before You Read: The Diary of Anne Frank” and “A Tragedy Revealed: A Heroine’s Last Days.” Your job during this time is to answer the following questions. Remember to answer the question so that the reader knows the question by reading the answer.
Example: 1. What was the Holocaust?
The Holocaust was…………………………..
DO NOT COPY THE QUESTIONS!
1. What was the Holocaust?
2. What is a Nazi and what did they believe?
3. Who was Adolf Hitler?
4. What country was responsible for World War II?
5. For what purpose were concentration camps built?
6. What was Kristelnacht?
7. Where was Anne born and why did she leave that place?
8. What were her parents and sister’s names?
9. Name five things that Jews were not allowed to do?
10. How did other people know if a person was a Jew?
11. Where did Anne move to?
12. What did her father do for a living?
13. Where was the secret annex located
14. Why did they go into hiding?
15. Who else joined them in hiding?
16. Who were the people that helped them hide and what were their relationships with the Franks?
17. When did Anne receive her diary?
18. What did they use to hide the entrance to their hiding place?
19. Identify and describe the work camp and two concentration camps that Anne went to?
20. What was Anne’s first reaction to coming out of hiding?
21. List all the people who were in hiding and what happened to them.
22. How did the Nazi’s use the women’s hair that they shaved?
23. What happened to Anne’s diary after she was captured?
24. If you had to go into hiding and could only pack a suitcase, what would you take. Identify those items that you would pack.
25. If you had to go into hiding, what do you think would be the most difficult part of hiding?
Week of April 9
Monday, April 9
Magnet
Objective - Verbals
1. Participles,
gerunds, and infinitives review
2. Word of the Day Spelling Test,
Word of the Day Vocabulary Test,
and Organization Test Tuesday
Traditional
Objective - CRCT Reading
1. CRCT Reading Review - literay terms crossword puzzle
2. Word of the Day Spelling Test,
Word of the Day Vocabulary Test,
and Organization Test Tuesday
Tuesday, April 10
Magnet and Traditional
Objective - Vocabulary and Organization
1. WOD Spelling Test
2. WOD Vocabulary Test
3. Organization Test
4. Read Vocabulary
Wednesday, April 11
Magnet-
Objective - Verbals
1. Go over verbal handouts from Monday
2. More verbal review
Traditional
Objective - CRCT Terms
1. CRCT Terms Review Handout
Thursday, April 12
Magnet and Traditional
Objective - CRCT Review, Anne Frank background
1. Computer Lab
Friday, April 13
Objective - Anne Frank
1. Learn about the background
of Anne Frank
2. Research Anne Franks life through
use of the computer, videos, and articles in
your textbook.
3. Answer questions on Before You Read: Anne
Frank Research handout.
Before You Read: Anne Frank Research
Over the next days you will have an opportunity to do research on Anne Frank. You will go to the computer lab, watch videos, and read background information. You will need your literature textbook, Elements of Literature: Second Course, to read two of the articles. They are “Before You Read: The Diary of Anne Frank” and “A Tragedy Revealed: A Heroine’s Last Days.” Your job during this time is to answer the following questions. Remember to answer the question so that the reader knows the question by reading the answer.
Example: 1. What was the Holocaust?
The Holocaust was…………………………..
DO NOT COPY THE QUESTIONS!
1. What was the Holocaust?
2. What is a Nazi and what did they believe?
3. Who was Adolf Hitler?
4. What country was responsible for World War II?
5. For what purpose were concentration camps built?
6. What was Kristelnacht?
7. Where was Anne born and why did she leave that place?
8. What were her parents and sister’s names?
9. Name five things that Jews were not allowed to do?
10. How did other people know if a person was a Jew?
11. Where did Anne move to?
12. What did her father do for a living?
13. Where was the secret annex located
14. Why did they go into hiding?
15. Who else joined them in hiding?
16. Who were the people that helped them hide and what were their relationships with the Franks?
17. When did Anne receive her diary?
18. What did they use to hide the entrance to their hiding place?
19. Identify and describe the work camp and two concentration camps that Anne went to?
20. What was Anne’s first reaction to coming out of hiding?
21. List all the people who were in hiding and what happened to them.
22. How did the Nazi’s use the women’s hair that they shaved?
23. What happened to Anne’s diary after she was captured?
24. If you had to go into hiding and could only pack a suitcase, what would you take. Identify those items that you would pack.
25. If you had to go into hiding, what do you think would be the most difficult part of hiding?
Week of March 26
Magnet
Objective - Phrases
1. WOD
2. MUGSHOT
3. Ex. 2, Ex. 3, Review A pgs. 97-101
Holt Handbook ; pgs. 88-93
GUM Traditional
1. WOD
2. MUGSHOT
3. Go over pgs. 24-25; 50-51
4. Review complements and prepositional phrases
Traditional
Objective - Literary Terms
1. WOD
2. MUGSHOT
3. literary terms review
Wednesday, February 28 – Thursday, March 1
Traditional
Objective – CRCT Reading Skills
1. MUGSHOT
2. WOD
3. CRCT Coach: Unit 1 pages 58-89
(Give the students the answer sheet for them to use to complete the work. They can leave it in the folder they have in the room. The students will help you give out the folders and take them up.
4. Complete Literary Term Seek and Find
5. Read Skills book
Magnet
Objective –Complements
1. WOD
2. MUGSHOT
3. Holt Handbook – all exercises 78-90
4. Complete Literary Term Seek and Find
5. Read Skills book
Friday, March 2
School Was Canceled Due to Weather
Week of February 19
No school Monday due to President's Day
Tuesday, February 20
Objective - reading
1. Read Skills Books
2. Magnet turn in Maya Angelou project
Wednesday, February 21
Objective - CRCT
1. CRCT Reading and Language Arts MAP Test
Thursday, February 22
Objective- CRCT
1. Computer Lab
Friday, February 22
Objective - Poetic Devices
1. Poetic Device Puzzles
Thursday, February 22
Objective - CRCT
1. Computer Lab
Week of February 12
Monday - Tuesday, February 12-13
Objective - Poetic Devices
1. WOD
2. MUGSHOT
3. work on poetic device worksheet
Valentine poem and worksheet due Wed.
Scroll down to see the handout below
on Friday's assignments
4. WOD Spelling Test, Vocabulary Test,
and Organization Test - Thursday
5. Magnet - Maya Angelou project due
Friday
Make sure you do a good job on the Valentine
poem. It is a major grade and should wow me!
Wednesday, February 14
Objective - poetic devices
1. WOD
2. MUGSHOT
3. Turn in poem/worksheet
4. Poetic device worksheet
4, WOD Spelling Test, WOD
Vocabulary Test, and Organization
Test - Friday ( This is a change from
what I had told the students on Monday
and Tuesday)
Thursday, February 15
Objective - CRCT Reading/Language Arts
1. Lab
2.WOD Spelling Test, WOD
Vocabulary Test, and Organization
Test - Friday
Friday, February 16
Objective - Tests
1. WOD Spelling Test
2. WOD Vocabulary Test
3. Organization Test
4. Read skills book
Week of February 5
Week of February 5 - Friday, February 9
Traditional
Objective - CRCT
1. WOD
2. MUGSHOT
3. Work out of CRCT workbook
4. On Thursday go to computer
lab to work on CRCT skills
Monday-Wednesday, February 5-7
Magnet
objective -May Angelou
1. WOD
2. MUGSHOT
3. watch biography of
Maya Angelou and work on
project
Maya Angelou Project
Due – Friday, February 16
Your project will consist of three parts.
1. First, you will write a biographical sketch of Maya Angelou. You are not TO COPY your work. You are to read and gather information about Maya Angelou and compose your own biographical sketch of her. The biography should be one to two typed pages. Use a twelve point font and double space. You will be given a handout to help you write the biographical sketch.
2. Second, you will write a biography of a family member. On January 31, 2003, Maya Angelou appeared on Oprah. The show was entitled Our Big American Family with Billy Crystal and Dr. Maya Angelou. You can find out about the show by going to http://www.oprah.com/tows/pastshows/200301/tows_past_20030130.jhtml During the show Maya Angelou said, “If you know something about your past, you can stand a little more erect, you can face the 'slings and arrows of outrageous fortune.’ ” Maya Angelou has joined forces with Billy Crystal in a museum exhibit at the Museum of Tolerance of Los Angeles. The exhibit is called “Finding Our Families, Finding Ourselves.” It illustrates some of the family milestones of some important people. Below is a quote from Maya Angelou’s part of the exhibit.
http://www.findingourfamilies.com/foffo/index.cfm#
Find out where you come from. Interview a family member and find out about his/her life. Get all the facts. Ask the questions that you have never asked. Gather this information and tell his/her story from start to finish. Your paper should be two pages double spaced with a 12 point font. If possible supply a picture to go along with your story. Please use one that does not have to be returned. You can make a copy of the original to use.
3. Third, you are to find a poem by Maya Angelou that you like, copy it, and analyze it. When you analyze the poem, you are to tell what you think it means, and identify any poetic devices that are used in the poem. The poetic devices that you are to look for are simile, metaphor, alliteration, personification, symbol, and personification. Again type your work using a 12 point font and double spacing.
Please place your work in a folder. You will be given a scoring sheet that explains how your project will be graded. It will be placed in your folder as the first page. Do not turn in a folder or picture that you want returned. I will probably keep all of the projects. Make a copy of your work and pictures for me and keep the originals for yourself. This will count as two major grades.
Maya Angelou Biographical Sketch Directions
1-2 double-spaced 12 point font.
The biographical sketch should tell the basic facts of Maya Angelou’s life and focus on a story that illustrates her life.
Use the I Know Why the Caged Bird and Maya Angelou videos as well as your own research for the following questions that will help you write your sketch.
Questions to answer
1. When and where was Angelou born?
2. Who were her parents and the other significant people in her life?
3. Where did Maya grow up? What is the significance of where she grew up? How did it make her who she is today?
4. What does she do and what has she done for a living?
5. Why has she become famous?
6. How has Angelou’s life made an impact on others? What effect has she had on the world?
7. What makes Angelou special?
8. What are adjectives that you would use to describe Angelou?
9. What examples from her life illustrate the qualities that you describe in the adjectives above?
10. What obstacles has Angelou overcome?
11. Would the world be a better place if Angelou were not in it? Why or why not?
Introductory paragraph - Take the first four questions that you have about the basic facts of Angelou’s life and one of the questions from 5-11. Tell the story of her life and use the answer to one of the questions 5-11 as a springboard or transition to the body of your paper. In other words tell the facts in chronological order in the first of the paragraph and then wrap up the paragraph with your information from one of the 5-11 answers. You have to think and come up with your own ideas for these questions. Choose one that will illustrate the story you are going to tell. This is one paragraph.
Body of the paper – Choose one of Angelou’s life stories to tell illustrating that answer from 5-11. This is a number of paragraphs. How Many? That’s for you to choose.
Concluding paragraph – Refer back to the question from 5-11 and bring your paper to a close. This is one paragraph.
Name____________________
Period____________________
Grade_____________________
Maya Angelou Project Evaluation
Maya Angelou Biography
Content and Organization 3 6 9 12 15 20 25
One to two pages
accurate and complete
Usage, Mechanics, 2 4 6 8 10
and Sentence Formation
Family Biography
• Content and Organization 3 6 9 12 15 20 25
Two pages
accurate and complete
Usage, Mechanics 2 4 6 8 10
And Sentence Formation
Maya Angelou Poem and analysis
Content and Organization 3 6 9 12 15 20
Meaning of poem
as well as identification and
explanation of poetic devices
Usage, Mechanics
and Sentence Formation 2 4 6 8 10
Format
12 point font, double spaced, 10
secured in folder
evaluation sheet first page
Excellence 5 10 15
Character Sketch Example - use this to help you write your biographies
First Draft
Frederick Douglass was born a slave in Maryland in February 1817. His slave master's wife, Mrs. Sophia Auld, taught him how to read. Once he could read, Frederick was determined to be free. His master hired him out to work on ships in Baltimore's large shipping industry. Frederick worked all week, but his pay went to his master. Frederick used a sailor's protection papers to escape to New York. Once free, Frederick became an abolitionist who spoke out against slavery. He wrote his autobiography and edited The North Star, an abolitionist newspaper. He died in 1895.
Then we got smart! Instead of trying to cram in all the facts, we chose one very important story from Douglass's life ("Frederick used a sailor's protection papers to escape to New York"). Using the colorful details and data we found through our research, we developed a much more interesting biographical sketch. The story served as a hook for our facts. Take a look at our final draft below.
Final Draft
In 1838, the primary political issue in Baltimore, Maryland, was slavery. Frederick Douglass was a slave in Baltimore, but he was determined not to stay one. It was just a matter of time before he would escape.
Frederick's master, Hugh Auld, hired him out as a ship caulker. One day at lunch, Frederick met Benny — a black sailor whose ship had sailed without him. Benny decided to stay in Baltimore. Frederick helped him get a job in the shipyard, and the two young men became friends. Benny introduced Frederick to fellow members of the East Baltimore Mental Improvement Society. Most of these young men and women were free blacks who could read and write. Although his master's wife, Mrs. Sophia Auld, had taught Frederick to read and write when he was very young, he felt self-conscious because he was a slave. But his new friends didn't seem to mind that he was a slave — especially Anna Murray.
Frederick and Anna fell in love. But he wouldn't marry her until he was free. On September 2, 1838, Frederick put his escape plan into action. He dressed in Benny's sailor suit. Then, using Benny's sailor's protection papers, Frederick boarded the train and bought a ticket. If the conductor had examined the papers closer, he would have realized that the person it described looked nothing like Frederick.
The train sped through Maryland, then crossed into Delaware, which was still a slave state. Frederick had to be very careful. He kept telling himself to stay calm and not look worried or frightened. In Wilmington, Delaware, Frederick took a steamship up the Delaware River to Philadelphia. Again, the borrowed papers were not closely inspected! From Philadelphia, Frederick took another train and arrived in New York on Tuesday, September 4, 1838. Freedom!
The first thing Frederick did was send an important message to Anna Murray. Just as she had promised, she rushed to New York, where she and Frederick were married immediately.
Frederick Douglass could have lived a quiet, peaceful life in freedom, but instead he chose to take a stand against slavery. Pro-slavery supporters accused Douglass of being a fraud because he was "too literate," and "too articulate." To prove that he had been a slave, Douglass wrote his autobiography, The Life and Times of Frederick Douglass, giving names, dates, and places. He also started an abolitionist newspaper, The North Star, which was a symbol for all runaways. Frederick Douglass died in 1895 after spending a lifetime fighting for the complete abolition of slavery, equal rights for women, and justice for all.
Thursday, February 8
Traditional and Magnet
1. WOD
2. MUGSHOT
3. lab - traditional will do CRCT practice
Magnet will research for their Maya Angleou
project due Friday, February 6
1. WOD
2. MUGSHOT
3. Poetic Devices - use the handout below to
learn about poetic devices that need to be
analyzed in a Maya Angelou poem for
the Maya Angelou project and for a Valentine
that is due Valentines Day - The directions
for the Valentine on at the bottom of the
handout
Poetic Devices and Valentines
Simile – A simile is a comparison using “as” or “like.”
Love is like an ocean rolling over me.
Metaphor - A metaphor is a comparison that does not use “as” or “like.”
Love is a tree with many branches.
Personification – Personification is giving to inanimate objects the characteristics of life.
Love whispers in your ear
The sweetest sounds that one can hear
Alliteration – Alliteration is the repetition of initial consonant sounds.
Love lightly leaps.
Hyperbole – Hyperbole is exaggeration for dramatic effect.
Love makes you ten feet tall.
Onomatopoeia – Onomatopoeia is the use of words to imitate sounds.
Love is an explosions of joy – pop, pow, bam, wham
Symbols- Symbols are words that have meaning in themselves but suggest other meanings as well.
The cold wind of her stare blew out his fire
Meter- The rhythm of a poem is the meter or the pattern of the beat or stresses.
It's all I have to bring to-day
by Emily Dickinson
It's all I have to bring to-day,
This, and my heart beside,
This, and my heart, and all the fields,
And all the meadows wide.
Be sure you count, should I forget, --
Someone the sum could tell, --
This, and my heart, and all the bees
Which in the clover dwell
Imagery - To make an imaginary world seem real, an author often makes use of words and phrases that appeal to the senses. These words and phrases, called images help a reader mentally experience what the author wants the reader to experience.
Love smells like a newly opened flower on the first day of spring
Rhyme – Rhyme is the repetition of sound.
Love sure can stink
When the one you love is a fink!
Rhyme Scheme - Rhyme is the repetition of vowel sounds. End rhymes are rhymes are at the end of lines. The pattern of end rhymes is called a rhyme scheme.
I never dreamed of
A man who can’t dance
I never dreamed of
A man without romance
I never dreamed of
The man I love
Internal Rhyme – Internal rhyme are rhymes within lines.
He’s my love sent from above
You must use the poetic devices to create some Valentine poetry.
1. Create a line or more that has a metaphor.
2. Create a line or more that has a simile.
3. Create a line or more that has personification.
4. Create a line or more that has alliteration.
5. Create a line or more that has hyperbole.
6. Create a line or more that has onomatopoeia
7. Create a line or more that has imagery.
8. Create a line or more that has a symbol.
9. Now create a valentine poem that uses three poetic devices. Create a card or valentine, decorate it and place your poem on it. Underline and label your three poetic devices. On the back, explain your poem.
4. Listening Test
Traditional
Week of January 29
Monday, January 29
Traditional
Monday, January 29 - February 2
Objective - CRCT Reading
1. WOD
2. MUGSHOT
3. Work on individual assignments
in Passing the Georgia CRCT
Thursday, will be a computer
lab day. We will go every Thursday
until the CRCT working on our CRCT
skills.
Monday, January 29
Objective - Inferring
1. WOD
2. MUGSHOT
3. compare/contrast 3 poems
Sympathy by Paul Dunbar
I KNOW what the caged bird feels, alas!
When the sun is bright on the upland slopes;
When the wind stirs soft through the springing grass,
And the river flows like a stream of glass;
When the first bird sings and the first bud opes,
And the faint perfume from its chalice steals —
I know what the caged bird feels!
I know why the caged bird beats his wing
Till its blood is red on the cruel bars;
For he must fly back to his perch and cling
When he fain would be on the bough a-swing;
And a pain still throbs in the old, old scars
And they pulse again with a keener sting —
I know why he beats his wing!
I know why the caged bird sings, ah me,
When his wing is bruised and his bosom sore,—
When he beats his bars and he would be free;
It is not a carol of joy or glee,
But a prayer that he sends from his heart's deep core,
But a plea, that upward to Heaven he flings —
I know why the caged bird sings!
Caged Bird by Maya Angelou
A free bird leaps on the back of the wind
and floats downstream till the current ends
and dips his wing in the orange suns rays and dares to claim the sky.
But a bird that stalks down his narrow cage
can seldom see through his bars of rage
his wings are clipped and his feet are tied so he opens his throat to sing.
The caged bird sings with a fearful trill
of things unknown but longed for still
and his tune is heard on the distant hill
for the caged bird sings of freedom.
The free bird thinks of another breeze
and the trade winds soft through the sighing trees
and the fat worms waiting on a dawn-bright lawn and he names the sky his own.
But a caged bird stands on the grave of dreams
his shadow shouts on a nightmare scream
his wings are clipped and his feet are tied so he opens his throat to sing.
The caged bird sings with a fearful trill
of things unknown but longed for still
and his tune is heard on the distant hill
for the caged bird sings of freedom.
Caged Bird Alicia Keyes
Mmmmmm Mmmmm
right now i feel like a bird
caged without a key
everyone comes to stare at me
with so much joy and revelry
they don't know how i feel inside
through my smile i cry
they don't know what they're doin to me
keeping me from flying
that's why i say that i know why the caged bird sings
only joy comes from song
she's so rare and beautiful to others
why not just set her free
so she can fly, fly, fly
spreading her wings and her song
let her fly, fly, fly
for the whole world to see
Mmmmm Mmmmm
she's like a caged bird
fly, fly
Ooh, just let her fly, just let her fly, just let her fly
spread her wings, spread her beauty
Read Dunbar’s “Sympathy, Angelou’s “Caged Bird” and Keyes “Caged Bird”
Use the questions and create a chart
to compare and contrast the three poems.
Describe how the bird is caged in each poem
Plot the rhyme scheme in each poem
Which poem or poems have a regular rhyme scheme?
Examples of slang in each poem
Explain the major metaphor in each poem
What makes this poem different from the other two?
Read Dunbar’s “Sympathy, Angelou’s “Caged Bird” and Keyes “Caged Bird”
Use the chart to compare and contrast the three poems.
Mon
Week of January 22
Monday-Tuesday, January 22-23
Magnet
Objective - Inferring
1. WOD
2. MUGSHOTS
3. Finish "Mrs. FLowers"
4. Read in class "The Dentist"
5. Answer questions on the dentist
Traditonal
Reading CRCT
1. WOD
2. MUGSHOT
3. CRCT Pretest and self check
Wednesday, January 24 - Friday, January 26
Traditional
Objective - CRCT Reading
1. WOD
2. MUGSHOT
3. Teacher/student conferences about skills,
scores, goals
4. CRCT Passing the CRCT Magnet
Objective - Inferring
1. WOD
2. MUGSHOT
3. Spelling Bee written test
4. Read "Graduation" and answer questions
Week of January 15
Monday, January 15 is a school holiday for MLK
Tuesday, January 16
1. WOD
2. MUGSHOT
3. Create a test booklet for Clueless
Clueless has no clue about how to succeed on
the Georgia Middle Grades Writing Assessment
In groups of Four Create a Writing Test Booklet
for Clueless.
Using the paper provided students will cover the
topics of
1. Prepare yourself to write ( include the night and
morning before the test)
2. Make your paper meaningful
3. Make your paper interesting to read
4. Make your paper easy to read
4. Read Skills
Wednesday, January 17
Today is the big day!! It's time
for the State Writing Test.
Students will take the 100 minute
test with their first period class.
We will miss first and second period
class today due to the test.
1. WOD
2. MUGSHOT
3. Read Skills Book
Thursday-Friday January 18 -19
Objective - Reading Comprehension
1. WOD
2. MUGSHOT
3. Read "Mrs. Flowers " in Elements of Literature" textbook
4. Answer questions 2-6
5. Discusss story
Week of January 8
Monday, January 8
1. Go over the Expository paper due
Tuesday/ Discuss introductions/revising
and look at an example introduction and
first paragraph
“Pick up that penny,” ordered the white haired woman with the gnarled fingers.”
I gazed down at the rusty object stuck to the red tile of the burger joint and sighed, “Grandma, it’s dirty. Let’s leave it. It’s not worth anything anyway.”
“Deborah Lynne Patterson, I said pick it up,” growled my grandmother. So I picked it up and placed in her outstretched fingers. “You young people don’t know the meaning of a penny, or a nickel, or a dime or anything else when it comes to money.” And I had to agree I don’t understand or share any adult’s thoughts on the subject.
My grandmother’s insistence on my picking up a dirt encrusted penny at our local McDonald’s was typical of her concept of money. According to Grandma money must be saved and used sparingly. She insisted that her value of money came from living through hard times that I knew nothing about. Lecture after lecture after lecture about suffering the times of the Great Depression and the war had grown tiresome over the years. Look, I’m sorry she had to endure the hardships of that time, but that doesn’t have anything to do with me. My parents and she are living a pretty comfortable life right now so why should I worry about picking up a nasty penny. I get an allowance. I am going to college. I am going to be making plenty of money. I deal in dollars not pennies. And if I ever do need a penney there’s always one there at the cash register in a little bowl that says, “Need a penney, take a penney.”
Content and Organization -
1 2 3 4 x 9 = ____________
Style
1 2 3 4 x 6 = ____________
Sentence Formation
1 2 3 4 x 3 = ____________
Usage
1 2 3 4 x 3 = ____________
Mechanics
1 2 3 4 x 3 = ____________
3. Begin the mock writing test
Week of January 1
Holiday - Monday - Tuesday, January 1-2
Wednesday, January 3
Objective - Analyzing character
1. Read in class "The Treasure of Lemon Brown" in
the Elements of Literature book
2. Answer questions 1-9 and complete for homework
Thursday, January 4
Objective - Comparing/Contrasting
1. Check and discuss "The Treasure of Lemon Brown"
2. Begin compare/contrast exposition
Expository Writing Topic
Writing Situation
In the story “The Treasure of Lemon Brown” you read about what an old man treasured in life. You also participated in a class discussion using a Venn Diagram to compare and contrast the values of adults and young people. Your mother checked on schoonotes.com and saw this assignment and asked you more about it. She questioned you about one or two of the items on the Venn Diagram
Directions for Writing
Write an essay for your mother comparing and contrasting what young people value and what adults value. Include specific details so that your mother can understand how adult values and young people’s values relate.
1. Go back and use your own Venn Diagram to analyze this topic.
2. Determine whether you want to narrow your focus to one value that they share or don’t share or whether you want to focus on more than one value.
a. If you choose to focus on one value, you must come up with enough specific details to create at least three full body paragraphs. You could do another Venn Diagram to analyze this value.
b. If you choose to focus on three values, you must come up with a body paragraph for each value that compares/and/or contrasts each group’s attitude about this value. Again another Venn Diagram would help you analyze what to put in the paragraphs.
3. Establish your controlling idea. What is going to be the topic sentence for your introductory paragraph? How are you going to tie it all together? This sentence is your thesis statement which is the topic sentence for the entire paper.
4. Think about how to hook your reader in. Consider the following strategies: anecdotes, facts, statistics, quotes, vivid verbs/word choice, real-life connections, descriptions, and narrations/dialogue. This is your first paragraph. It includes your hook, your thesis statement (topic sentence for your whole paper), and possibly more main supporting ideas/details.
5. Now write the body of your paper. Typically it should be three paragraphs. Each paragraph should cover in detail one of your ideas that supports your thesis statement.
a. Don’t forget to transition from one idea to another with transition words ( for instance, never before, only after much thought…)
b. Don’t forget to make your paper interesting to read.
i. Use vivid words that are precise and descriptive
1. Adults like to slice, dice, and chop their days into little pieces that they can keep organized. Teenagers, on the other hand, like to let their days slowly marinate and while they wait to see what flavor the day will develop.
2. Vary the type, structure, and length of your sentences.
a. Don’t write: Teens like sleeping late. Adults like getting up early. Teens like watching television. Adults like working in the house or yard. Write: Sleeping until the sun is high in the sky, cruising the cable, and/or surfing the net is how teens like to start their day while waiting for something to happen. On the other hand adults don’t wait for something to happen. They make it happen as they go through their day laboring at work and at home.
.
6. Make sure that you are using correct usage, grammar, and mechanics.
a. Spell correctly
b. Write complete and correct sentences
c. Punctuate correctly
d. Make sure your subjects and verbs agree
e. Indent your paragraphs
7. Finally, write the conclusion. You may restate your thesis statement in a different way and add any last thoughts or your own personal opinion.
Tuesday, January 9
Objective _ Expository Writing
1. Turn in comparison/contrast paper
2. Work on Mock Writing Test
Wednesday, January 10
Objective - Expository Writing
1. Finish Mock Writing Test
2. Read Skills book
Thursday, January 11
Objective - Writing Test
1. WOD
2. MUGSHOT
3. Peer Evaluation of writing
4. Read skills
Friday, January 5
Objective - Comparing/Contrasting
1. Work on Compare/contrast composition
due Tuesday
Week of December 11
Monday, December 11
Monday, December 11
The Magnet students are going on
a field trip to Atlanta. The
traditional students will rotate
on a different schedule than
usual. They will read the
short story "The Greatest Gift"
upon which the movie It's
a Wonderful Life is based.
Tuesday, December 12
Objective - Expository Writing
1. Read Sample Expository
Papers and go over
Expository Rules
2. Read Skills
Week of December 4
Monday, December 4
Objective- Persuasive Writing
1. WOD
2. MUGSHOT
3. Bookfair
4. Complete writing assignment to turn
in Tuesday.
See last week's assignments for more
specifics on the writing assignment.
On Tuesday, I need the following three assignments.
1. Letter to a network president that has
been revised using the Change It/ Revise It
handout.
2. Revised letter with the Self Assessment Sheet completed
Further revise using Self Assessment Sheet
3. 2 pages or less final draft in ink on the
fronts of the paper with the rubric attached
Grade 8 Writing Assessment Rubric
Name______________________________ Total x 4= ____________________
Ideas
• Controlling ideas/focus
• Supporting ideas
• Relevance of ideas
• Depth of development
• Sense of completeness
• Awareness of genre
1 2 3 4 5 x 2=_________
--------------------------------------------------------
Organization
• Overall Plan
• Introduction/Body/Conclusion
• Sequence of Ideas
• Grouping of Ideas within Paragraphs
• Genre-Specific Strategies
• Transitions
1 2 3 4 5 x 1=_________
----------------------------------------------------------
Style
• Word Choice
• Audience Awareness
• Voice
• Sentence Variety
• Strategies Appropriate to Genre
1 2 3 4 5 x 1=_________
---------------------------------------------------------
Components
• Correct sentences
• Clear sentences
• Complex sentences
• Subject/verb agreement
• Standard word forms
• Possessives
• Contractions
• Punctuation
• Spelling
• Paragraphs
• Capitalization
1 2 3 4 5 x 1=_________
--------------------------------------------------------
Tuesday, December 5
Objective - MAP Reading/Language Arts Tests
1. WOD
2. MUGSHOT
3. Turn in assignments
4. Take MAP Reading/Language Arts Tests
Wednesday, December 6
1. Go over Expository
Writing directions and
sample student papers
in preparation for the
writing test
2. 3 tests Friday
Friday, December 8
Objective - Wrapup Tests
1. WOD Spelling Test
2. WOD Vocabulary Test
3. WOD Organization Test
Week of November 27
Monday/Tuesday, November 27/28
Objective- Persuasive Writing
1. WOD
2. MUGSHOT
3. Return Steven Spielberg letter
4. Review persuasive writing process and writing
test rules using Writing Assessment Handbook
5. Write a letter asking a network
president not to cancel your favorite show
Fourth and Seventh do not have to have theirs
finished until the end of the period Wednesday. I
will probably wind up giving first and second
a little more time to work on theirs also on Wednesday
Wednesday, November 29
Objective - Persuasive Writing
1. WOD
2. MUGSHOT
3. Complete persuasive letters to
the Network president
4. Use the class copy of
Change it! Revise it! to improve papers
Great writers make revisions to improve
their writing! Follow the steps
below to develop a process for
improving your paper:
1. Circle the first word of all of
your sentences.
What do you notice about the first words?
Do most of your sentences begin with "the," "so," and "then"?
If they do, make some changes to your beginnings.
Do you notice that your sentences all begin with nouns?
Think about revising some of your sentences to begin with
a phrase.
2. Draw a triangle around all of or your "be" verbs: am, is,
are, was, were, be, being, been. Also put a triangle around
have, has, and had. Count the number of verbs in your paper.
Divide the number by two. Replace that number of "be" and
"have" verbs with concrete action verbs. For example, if you have
eight "be" or "have" verbs, change four. If you have nine, round
the nine up to ten and change five.
Example
Change:
Kevin was walking past the sleeping poodle.
To:
Kevin tiptoed quietly past the sleeping poodle.
3. Take two highlighters, colored pencils, or crayons. Using
one color, underline the first sentence of your paper. Now, pick
up the second color and underline your second sentence of your paper.
Keep alternating until every sentence in your paper has been
underlined.
What do you notice about your underlining?
Do you have one color, one sentence that is almost a page
long? Is that sentence a runon? Do you have one sentence that is very short,
perhaps half a line? Is that sentence a fragment?
Do all of your lines touch the left margin of the paper? Look
at your paragraph formatting. You may need to indent and create
paragraphs.
ThursdayFriday, November 30
Objective - Persuasive Writing
1. WOD
2. MUGSHOT
3. Share papers with peers and get
feedback
4. Work on revising paper using
feedback and the Self Assesment
Guide for Writing Assignments
Seat number___________________
Name______________________
Period_________________________
Date__________________________
Self Assessment Guide for Writing Assignments
Complete a response to each of the following:
1. The area(s) that I have improved is/are:
2. I am really proud of:
3. Next time, I will work on:
4. This is an example of my strong, clear controlling idea (situation, idea, point of view) Below is the question to be answered for each genre.
Expository: What am I describing or explaining?
Persuasive: What am I convincing others to think or do?
5. I have a beginning, a middle, and an end to my paper _________.
6. This is an example of how I have engaged the reader and/or developed the reader’s interest:
7. This is the type of organizational structure I used : logical order; chronological order; comparison/contrast; spatial order; order of importance of ideas; problem/solution; cause/effect; definition/description (Circle your answer)
8. The body of my paper has _________ paragraphs.
• Paragraph one has ________ sentences and _____ details that support the topic sentence of that paragraph.
• Paragraph two has ____________ sentences and _____ details that support the topic sentence of that paragraph.
• Paragraph three has ______________ sentences and _____ details that support the topic sentence of that paragraph.
• Paragraph four has _________________ sentences and _____ details that support the topic sentence of that paragraph.
• Paragraph five has _________________ sentences and _____ details that support the topic sentence of that paragraph.
9. Five of my transition words are:
1.
2.
3.
4.
5.
10. Five examples of my variety of words and details (descriptive, sensory, and concrete) are:
1.
2.
3.
4.
5.
11. I have correct punctuation_________.
12. I have correct spelling __________.
13. I used Standard English _________.
14. I used correct subject/verb agreement_____.
15. I used usage right word _______.
16. I indented paragraphs and used margins. ______>
Week of November 20
I will continue to be out Monday and Tuesday. The rest of the week school will be out for the Thanksgiving Holiday.
Monday, Nov. 20- Tuesday, Nov. 21
Objective – Compare/Contrast
1. WOD
2. MUGSHOT
3. Turn in 15 questions
4. Watch Freak the Mighty video
5. Write 10 differences between the movie and novel and turn in at the end of the period on Tuesday
Week of November 13
I will be out all this weekb and should return on Monday, November 20.
All classes have been given explicit directions about
what will be done this week. The students will be reading a book
Freak the Mighty by Rodman Phibrick. This is an excellent book
two handicapped boys who make a difference in each other's lives. The
students will be reading it in class along with a tape recording. They
are responsible for answering questions about the book and turning
them in on Monday, November 20. Rewards will be given to
classes who have good behavior throughout the week.
Monday, November 13 - Friday, November 17
Objective - Elements of Literature
1. WOD
2. MUGSHOT
3. Read Freak the Mighty
4. Answer questions and have
ready to turn in Monday, November 20
Freak the Mighty
by Rodman Philbrick
Answer the following in complete sentences so that the reader knows the question by reading the answer. Have these ready to turn in on Monday, November 20. Each class that has a good report for each day of my absence will receive the two most damaging grades dropped at the end of the nine weeks. Each class that has everyone turn in this assignment completed correctly will receive one homework pass. Completed correctly means that you answer the question so that the reader knows the question by reading your answer.
Example: What is the exposition of The Tell-Tale Heart?
Answer: The exposition of The Tell-Tale Heart is that a servant is bothered by his master’s “evil” eye and plans to kill his master in order to destroy the eye.
1. What is the exposition of Freak the Mighty?
2. What is the setting of Freak the Mighty?
3. What is the major conflict in Freak the Mighty?
4. What is a complication in Freak the Mighty?
5. What is the climax of Freak the Mighty?
6. What is the resolution of Freak the Mighty?
7. What is the tone of Freak the Mighty?
8. What is the theme of Freak the Mighty?
9. Why is Max convinced that he does not have a brain? Is his assessment of himself as a “butthead” correct? Do our opinions of ourselves affect what others think of us? Do others’ opinions of us affect how we feel about ourselves?
10. Why is Freak’s Christmas gift of the pyramid -shaped box and handwritten dictionary so important to Max?
11. How does the location of Max’s room “down under” relate to how he feels about himself?
12. How does Freak get Max out of his room? What is “magic” about their quests?
13. Does Freak really believe that he will be “the first bionically improved human” by having a body transplant? What does Freak mean when he says “you can remember anything, whether it happened or not”?
14. Why does Max agree with his father, who says, “I, Kenneth David Kane, do swear by all that’s Holy that I did not murder this boy’s mother”? What does the story Kenny tells about the “injustice” that was done him, tell about him.
15. How are Kevin and Kenny similar in how they deal with the world? How are they different?
Week of November 6
There will be Testing the first two periods on Monday and Wednesday.
Some classes will be changed.
Monday, November 6- Wednesday, November 8
Objective - Persuasive Writing
1. Introduce Writing Test that will be January 17
2. Write a letter to Steven Spielberg convincing
him to choose one of the short stories
that we have recently read to make into a
movie Include arguments based on the
analysis (elements of a short story) and why that
element would appeal to movie audiences. The letter should
contain the elements of persuasive writing (clear
position, details supporting arguments, anticipating and addressing concerns
with counterarguments, etc.) You should also consider your
audience (Mr. Spielberg) and adjust the tone and content
to appeal to his professional and/or personal interests, values,
or needs. due Thursday in ink or typed
The following rubric will be used.
Grade 8 Writing Assessment Rubric
Name______________________________ Total x 4= ____________________
Ideas
• Controlling ideas/focus
• Supporting ideas
• Relevance of ideas
• Depth of development
• Sense of completeness
• Awareness of genre
1 2 3 4 5 x 2=_________
--------------------------------------------------------
Organization
• Overall Plan
• Introduction/Body/Conclusion
• Sequence of Ideas
• Grouping of Ideas within Paragraphs
• Genre-Specific Strategies
• Transitions
1 2 3 4 5 x 1=_________
----------------------------------------------------------
Style
• Word Choice
• Audience Awareness
• Voice
• Sentence Variety
• Strategies Appropriate to Genre
• Correct sentences
• Clear sentences
• Complex sentences
• Subject/verb agreement
• Standard word forms
• Possessives
• Contractions
• Punctuation
• Spelling
• Paragraphs
• Capitalization
1 2 3 4 5 x 1=_________
--------------------------------------------------------
Thursday, November 9
Objective - Reading Comprehension
1. WOD
2. MUGSHOT
3. Read Skills book
4. Turn in letter to Spielberg
Week of October 30
Monday, October 30
Objective - Elements of a Short Story
1. Read "Murders in the Rue Morgue" and do
plot diagram We will class copies only for this. -
Those with excused absences can omit this if they
are absent.
2. Review Elements
3. WOD Vocabulary Test, WOD Spelling Test, and Organization Test Tuesday
Tuesday, October 31
Objective - Vocabulary/Spelling/Organization
1. WOD Spelling Test
2. WOD Vocabulary Test
3. Organization Test
Wednesday, November 1
Objective - Elements of a Short Story and Poe Review
1. Review for test covering
Elements of a Short Story
terms and application to
Poe's works; Poe's life;
Poe's work
2. Test Thursday
Thursday, November 2
Objective - Poe Test
1. WOD
2. MUGSHOT
3. Poe Test
Friday, Movembef 3
Objective - Wrapup
1. Read Skills books
2. Return papers
Week of October 23
Monday, October 23
Objective - The Elements of a Short Story
1. WOD
2. MUGSHOT
3. All classes complete the plot diagram for "the Tell-Tale"
This involves the elements of a short story
terms that the student received on a handout
and completing the plot diagram using the
Powerpoint handout - The answers follow
1. The exposition in “The Tell-Tale Heart” is that a servant is obsessed with his master’s evil eye and decides to kill him in order to get rid of the eye.
2. An external conflict in the story is the servant vs. the old man’s eye. An internal conflict is the servant vs. himself when he debates the killing of the old man.
3. Two complications in the “Tell Tale Heart’ is that the old man’s eye is closed preventing the man from killing him and the neighbors hearing the cry and calling the police.
4. The climax of the “Tell-Tale Heart” is when the servant falls apart and admits that he killed the old man!
5. The resolution of the “Tell-Tale Heart” is we realize at the end that the narrator is talking to us from his jail cell and that the narrator has been charged with murder.
. The setting of the “Tale-Tell Heart” is an old man’s house in the 1800’s.
7. The point of view of “The Tell-Tale Heart” is first person.
8. The theme of “The Tell-Tale Heart” is that obsession and fear can lead to destruction of oneself and/or others.
9. The characters in the “Tell-Tale Heart” are the servant, the old man, the neighbors, and the police.
10. The tone of the “Tell-Tale Heart” is fear and derision.
4. Read Poe life and death handouts
Tuesday, October 24
Objective - Poe's Death
1. WOD
2. MUGSHOT
3. Turn in page 209
4. It Will Be the Death of Me - http://knowingpoe.thinkport.org/person/death.asp The class will go through this interactive
site to look further into the various death theories of Poe in preparation for a paper on the life
and death of Poe
Wednesday, October 25 - Thursday, October 26
Objective Poe's life and death
1. WOD
2. MUGSHOT
3. Use handouts in class notebook to write
a 1-2 page paper about the life and death of
Poe - This will be due at the beginning of the period
on Friday. It will be a major grade and should
be in ink or typed. The first paragraph should
introduce Poe and give the basic facts of his
life. The last sentence of the first paragraph
should provide a transition to the body of the
paper which should focus on his death. The students
may chose any of the possiblilities for Poe's death.
These are featured in the Poe site http://knowingpoe.thinkport.org/person/death.asp
and in the handouts in the notebook that each child has in the classroom. The
final paragraph should be about Poe's burial.
Further research can be done at home, but the students are being
given more than enough information and sources in class. If time is
used wisely, the information can all be gotten in class and the
rough draft can also be done in class. The final product should
be in final draft form. It is to be neat, in ink or typed. It
will be grading according to the following guidelines:
Life and Death of E. A. Poe
Neat and in Ink or Typed - 10
Introductory Paragraph with basic biographical information 5 10 15 20
Body with death theory stated and defended 5 10 15 20
Concluding paragraph with Poe burial details 5 10 15 20
Correct Spelling 5 10 15
Correct Usage and Mechanics 5 10 15
Friday, October 27
Objective - "Elements of a Short Story"
1. WOD
2. MUGSHOT
3. Students will use a powerpoint
presentation to review The Elements of
a Short Story and their application
to "The Tell-Tale Heart" (this information
can be found on Monday's lesson plan)
4. Watch the "Tell-Tale Heart"
5. Next week there will be the following tests:
Word of the Day Vocabulary Test
Word of the Day Spelling Test
Organization Test (based on the students
using their notebooks with their Agenda's,
Word of the Day words, and MUGSHOTS
Monday-Friday October 16-20
Week of October 16
We have ITBS Tests Monday - Friday this week and will only see two academic classes a day.
We will change the schedule in each day in order to see as much of each class
as possible. This week's plans are below:
Objective - Elements of a Short Story
1. WOD
2. MUGSHOT
3. Read "The Tell-Tale Heart" in Elements of Literature book
4. Answer 2-7 on page 209
5. Go over Elements of a Story handout of terms
Elements of a Short Story
1. Basic Situation or Exposition: The part of a story. Usually at the beginning, that gives the background information.
2. Conflict: The problem or the struggle between opposing forces.
3. Complications: The obstacles a character faces while struggling to resolve the conflict.
4. Climax: The highest point of interest in the action of the story, usually immediately before the resolution.
5. Resolution: The wrap-up. IT occurs when the conflict ends and the outcome of the story is clear.
6. Point of View: The vantage point from which a story is told.
7. Tone: The word choices and descriptive details that reveal the author’s feelings about and attitude toward the topic or situation.
8. Character: A person, or an animal in a story.
9. Theme: A main idea in a work of literature. A theme is not the same as a subject. A subject can usually be expressed in a word or two: love, childhood, death,. A theme is an idea or mesage the writer wishes to convey about that subject. A work’s themes ( there may be more than one) are usually not stated directly. Most often the reader has to think about all the elements of the work and use them to make an inference., or educated guess about what the themes are. One of the themes of “Little Red Riding Hood” might be that things are not always what they may appear to be on the surface.
10. Get application of these terms from the Elements of a Short Story Powerpoint
for "The Tell-Tale" Heart
Week of October 9
We have the COGAT Tests Tuesday - Thursday this week and will change
the schedule on those days in order to see as much of each class
as possible this week. The plan below is a list of the activities
for the week.
Monday, October - Friday, October 13
Objective- Poe
1. WOD
2. MUGSHOT
3. Turn in questions -
"The Landlady" for traditional and "The Monkey's Paw"
4. Watch The Life of Poe Video and answer these questions
Answer the following questions as you watch the video A&E Biography: Edgar Allan Poe. Be sure to answer in complete sentences.
1. Why did Edgar Allan Poe think women were special?
2. What are two poems that Poe wrote in reaction to the death of Virginia Clemm’s illness and death?
3. What unusual thing did Poe do in a cemetery?
4. How much money did Poe make for his most famous poem, “The Raven?”
5. Name one theory of the cause of Poe’s death.
6. Read "Beloved," a play about Poe aloud in class.
7. Read skills books
Week of October 2
Monday, October 2
Magnet
Objective - Read and Interpret
1. WOD
2. MUGSHOT
3. Read "The Landlady" page 171
4. Answer questions - 1,2, 3, 4, 5, a, b, c, d
Traditional
Objective - Sequence
1. WOD
2. MUGSHOT
3. Complete "There Will Come Soft Rains"
4. Complete pages 77-79
Tuesday, October 3
Magnet -
Objective - Read and Interpret
1. WOD
2. MUGSHOT
3. check "Landlady Questions" and go over
4. Read Skills book
5. Issue Holt Handbook Traditional
Objective - Sequence
1. WOD
2. MUGSHOT
3. check "There Will Come Soft Rains" questions
4. Read Skills Book
5. Issue Holt Handbook
Wednesday, October 4
Magnet
Objective - Analyze and Predict
1. WOD
2. MUGSHOT
3. Read the play "The Monkey's Paw" page 187
in Elements of Literature
4. Answer 2-7 and a-e page 198
Traditional
Objective - Read and Interpret
1. WOD
2. MUGSHOT
3. Read "The Landlady" page 171
in Elements of Literature
4. Answer questions - 1,2, 3, 4, 5, a, b, c, d
Thursday, October 5
Magnet
Objective - Inference
1. WOD
2. MUGSHOT
3. Watch "Monkey's Paw" video
4. Finish questions
Traditional
1. WOD
2. MUGSHOT
3. Finish "The Landlady" questions
4. Read Skills book
Friday, October 6
Magnet
Objective - Reading Comprehension
1. WOD
2. MUGSHOT
3. Read skills book
Traditional
Objective - Inferences
1. WOD
2. MUGSHOT
3. "Monkey's Paw" video
4. Read Skills Book
Week Of September 25
Monday, September 25
objective - CRCT Terms
1. WOD
2. MUGSHOT
3. Check and go over CRCT 1-28
Tuesday, September
objective - CRCT Terms
1. WOD
2. MUGSHOT
3. CRCT Terms 1-28-2
The following items are ones that you may need to understand for the Reading CRCT Test.
Match them to either an example below.
Folktale
Myth
Fable
Tall tale
Drama
Essay
Biography
Autobiography
Fiction
Nonfiction
Conflict
Climax
Resolution
Point of view
Tone
Character
Subplot
Parallel episodes
Theme
Simile
Metaphor
Personification
Alliteration
Hyperbole
Onomatopoeia
Symbols
Meter
Imagery
1. Sheep are even-toed, hoofed animals. They are cud-chewing animals with the upper incisor teeth missing and with a four-compartmented stomach. They have paired, hollow, unbranched horns that are not shed. The horns of the adult male, or ram, are massive and spirally curved. The horns of the adult female, or ewe, are short and only slightly curved.
2. Green Eggs and Ham, Where the Red Fern Grows, The Simpsons
3. Elements of Literature, Grammar Usage and Mechanics, Holt Handbook
4. Arnold vs. Double Churches
5. My brother had, in 1720 or 1721, begun to print a newspaper. It was the second that appeared in America, and was called the New England Courant. The only one before it was the Boston News-Letter. I remember his being dissuaded by some of his friends from the undertaking, as not likely to succeed, one newspaper being, in their judgment, enough for America. At this time (1771) there are not less than five-and-twenty. He went on, however, with the undertaking, and after having worked in composing the types and printing off the sheets, I was employed to carry the papers thro' the streets to the customers.
6. Athena was the Olympian goddess of crafts and the domestic arts and also those of war; patron goddess of Athens. Athena was born from Zeus's head and was originally the Great Goddess in the form of a bird. She aided the heroes Perseus, Jason, Cadmus and Heracles in their quests.
7. When Mrs. Ledford told her side of the story to Dr. Massa, it was evident that she thought George needed to be suspended.
8. Plop, plop/fizz, fizz/ Oh what a relief it is
9. You are a monster
10. The hare was once boasting of his speed before the other animals. "I have never yet been beaten," said he, "when I put forth my full speed. I challenge anyone here to race with me."
The tortoise said quietly, "I accept your challenge."
"That is a good joke," said the hare. "I could dance around you all the way."
"Keep your boasting until you've beaten," answered the tortoise. "Shall we race?"
So a course was fixed and a start was made. The hare darted almost out of sight at once, but soon stopped and, to show his contempt for the tortoise, lay down to have a nap. The tortoise plodded on and plodded on, and when the hare awoke from his nap, he saw the tortoise nearing the finish line, and he could not catch up in time to save the race.
Plodding wins the race.
11. Charles’s mother finds out that there is not a boy named Charles in the class.
12. Many years ago, there was an Emperor, who was so excessively fond of new clothes, that he spent all his money in dress. He did not trouble himself in the least about his soldiers; nor did he care to go either to the theatre or the chase, except for the opportunities then afforded him for displaying his new clothes. He had a different suit for each hour of the day; and as of any other king or emperor, one is accustomed to say, "he is sitting in council," it was always said of him, "The Emperor is sitting in his wardrobe."
13. In Snow White and the Seven Dwarves the apple represents evil.
14. My mom is better than your mom.
The oatmeal she makes is so good for me I could bench press 100 pounds when I was five.
15. Betty Botter bought a beaver.
But the beastly beaver bit her.
So she bought a biting badger.
And the badger bit the beaver.
Since the badger bit the beaver,
now the beaver will not bite her.
So 'twas better Betty Botter
bought a beaver-biting badger.
16. And they lived happily ever after.
17. I’ll try to tell you my story, but you probably won’t understand my words. No one understands because no one is as smart as I. You all have such little brains that have so little in them. How you manage to get through a day, I don’t know. You are all so stupid.
18. Cinderella, Big Bird, Alice, the Big Bad Wolf, Pinocchio
19. Cinderella’s stepsisters plot with their evil mother to make Cinderella's life miserable
20. The scene shows a policeman investigating the scene of a murder looking at his watch that says 12:00 a.m and the shifts to a new scene where the murderer is in his basement plotting his next murder.
21. Now Davy Crockett was headed home after a successful night hunting when the dawn froze up so solid. Being a smart man, he knew he had to do something quick or the earth was a goner. He had a freshly killed bear on his back, so he whipped it off, climbed right up on those rays of sunlight and began beating the hot bear carcass against the ice blocks which were squashing the sun. Soon a gush of hot oil burst out of the bear and it melted the ice. Davy gave the sun a good hard kick to get it started, and the sun's heat unfroze the earth and started it spinning again. So Davy lit his pipe on the sun, shouldered the bear, slid himself down the sun rays before they melted and took a bit of sunrise home in his pocket.
22. JULIET
O Romeo, Romeo! wherefore art thou Romeo?
Deny thy father and refuse thy name;
Or, if thou wilt not, be but sworn my love,
And I'll no longer be a Capulet.
ROMEO
[Aside] Shall I hear more, or shall I speak at this?
23. Playing chess with Ashley is like trying to outsmart a computer.
24. it’s the beat
25. She heard her heart beating in her ears as the hot, dry wind ruffled her faded blue dress.
26. The tires screamed as the driver skid across the raceway.
27. Little Red Riding hood discovers that her grandmother is really a wolf in her grandmother’s clothes.
28. Basketball player, born in New York City, USA. He played with the Chicago Bulls from 1984, and was named as the National Basketball Association's Most Valuable Player in 1988, 1991, 1992, 1996, and 1997. A member of the USA Olympic gold medal-winning team in 1984 and 1992, he holds the record for most points in an NBA play-off game (63), against Boston in 1986, and scored over 50 points in a game on 34 occasions
4. Magnet - Test 1-28 - Wednesday
5. Traditional Test 1-14 - Wednesday
6. Flashcards - bonus - make flashcards for the words and get bonus points
on the test. Flashcards have word on one side and complete definition
on the other side.
Wednesday, September 27
Objective - CRCT Reading Terms
1. WOD
2. MUGSHOT
3. CRCT Terms Test - check flashcards for bonus
4. Issue textbooks
5. Read Skills books
6. Traditional CRCT Terms Test 15-28 Thursday
Thursday, September 28
Traditional - Objective - CRCT Terms
1. WOD
2. MUGSHOT
3. Test CRCT Terms 15-28
4. Read Skills book
Magnet - Objective - Identifying literary elements
1. WOD
2. MUGSHOT
3. Return Tests
4. Read "There Will Come Soft Rains"
214-225 in Elements of Literature
5. Complete all questions on page 223 - finish for
homework!
Friday, September 29
Traditional - Personification
1. WOD
2. MUGSHOT
3. Read "There Will Come Soft Rains" in the Holt Interactive
Reader
4. complete all activities and questions - complete
for homework
Magnet - Identifying Literary Terms
1. WOD
2. MUGSHOT
3. Homework check
4. Discuss "There Will Come Soft Rains"
Holt Interactive Reader and
Week of September 18
Monday, September 18
Objective - MAP
1. GO over MAP
Tuesday, September 19
Objective - MAP
1. Go over MAP Tests
2. Copy CRCT Terms -The following terms will be some of the terms
that students will need to know and understand for the CRCT Reading
Test. This test will be given in April. All eighth grade
students in the state of Georgia must pass the Reading CRCT Test
in order to be promoted to the 9th grade. We will continue to
add to this list throughout the year. Students will need to know
not only the terms but their applications as well.All students
are expected to have a handwritten copy of these terms in their
langauge arts notebooks for the remainder of the
year.
CRCT Reading Terms - 1-28
1. Folktale – A story that has no known author and was originally passed on from one generation to another by word of mouth. Unlike mythology which is about gods and heroes, folk tales are usually about ordinary people or animals. Brer Rabbit
2. Myth – A story that explains something about the world and typically involves gods or other supernatural forces. Myths reflect the traditions and beliefs of the culture that create them. Stories about Zeus, Athena, and other gods and goddesses from all cultures.
3. Fable- A brief story told in prose or poetry that contains a moral or a practical lesson about how to get along in life. The characters of most fables are animals that speak and behave like people. The Goose Who Laid the Golden Eggs
4. Tall Tale - An exaggerated, far-fetched story that is obviously untrue but is told as though it should be believed. Paul Bunyan
5. Legend – literature that exaggerates the acts or life of a real person in history. The structure of the stories is set up as though the tale was true and attaches fame to the main character. Robin Hood
6. Fairy Tale- traditional literature filled with magical settings, events, and/or transformations. They have “happily ever after” endings where good is rewarded and evil is punished. Cinderalla
7. Drama – A work of literature that is meant to be performed for an audience by actors.
8. Essay - A short piece of nonfiction prose that examines a single subject.
9. Biography – An account of a person’s life or a part of it written or told by another person
10. Autobiography – A person’s account of his or her own life.
11. Fiction – A prose story that is made up. Fiction usually refers to novels and short stories. A story that is not true.
12. Nonfiction – Prose writing that deals with real people, things, events, and places. A true story.
13. Conflict - The problem or the struggle between opposing forces.
14. Climax - The highest point of interest in the action of the story, usually immediately before the resolution.
15. Resolution - The wrap-up. It occurs when the conflict ends and the outcome of the story is clear.
16. Point of View - The vantage point from which a story is told.
17. Tone - The word choices and descriptive details that reveal the author’s feelings about and attitude toward the topic or situation.
18. Character - a person or an animal in a story.
19. Subplot – A second less important story within a story. In Cinderella there is the subplot of the evil stepmother and stepsisters and their efforts to win the prince’s favor.
20. Parallel episodes – Plots happening at the same time. In the famous Greek story The Odyssey of Odysseus goes on adventures around the world while his wife remains at home with her own storyline. These would be parallel episodes.
21. Theme - A main idea in a work of literature. A theme is not the same as a subject. A subject can usually be expressed in a word or two: love, childhood, death,. A theme is an idea or message the writer wishes to convey about that subject. A work’s themes (there may be more than one) are usually not stated directly. Most often the reader has to think about all the elements of the work and use them to make an inference, or educated guess about what the themes are. One of the themes of “Little Red Riding Hood” might be that things are not always what they may appear to be on the surface.
22. Simile – A simile is a comparison using “as” or “like.”
Love is like an ocean rolling over me.
23. Metaphor - A metaphor is a comparison that does not use “as” or “like.”
Love is a tree with many branches.
24. Personification – Personification is giving to inanimate objects the characteristics of life.
Love whispers in your ear
The sweetest so`
CRCT Online Test Scroll to the bottom of this page and choose Muscogee from the dropdown list. This will take you to the online test practice. Your login is grade8. Your password is grade8. You can also login in under grade7 and grade 6.
Test Taking Tips A good site that goes over the things to do to help you do your best on tests!
Education Gateways makes no warranty for SchoolNotes.com.
Information on this site is generated by the users. The views
expressed are not necessarily those of Education Gateways or its members, and
Education Gateways is not responsible for user's conduct on SchoolNotes.com.
