The holidays are quickly approaching, so in the spirit of having an actual break, you do not have to worry about completing Compass Odyssey or reading journals over the holidays. The next Odyssey (besides this Friday) will be the first Friday after we come back in January and the next reading journal (also besides this Friday) will be the second Friday after we come back. However, if your grade is a C or below, I recommend that you complete the extra credit assignment below...
Extra Credit:
Over the break, compose an essay persuading me to give you 50 extra credit points, to be used to make up for any zeros in the grade book. For example, this could count of one reading journal check THAT IS ALREADY A ZERO or one full Compass Odyssey check plus 2/3 of another THAT ARE ALREADY ZEROS. I emphasize the part about already being zeros, because this is not something you can do to make up for upcoming assignments. This is due the Monday (A) and Tuesday (B) when we get back. If you forget it on one of those days, I'll still give you 40 points if it is turned in on that Wednesday/Thursday or 30 points if it is turned in on Friday/Monday, etc. Also keep in mind that a paragraph will not count as an essay, but 5 complete, solid paragraphs, with a clear thesis, reasons, support, transitions, and a counterargument will. Take an hour out of your two week break to do this and you will start the new year (and end the second quarter) on a slightly sturdier foot.
Have a wonderful break!
Wednesday, December 15, 2010
Monday, November 1, 2010
DON'T FORGET COMPASS ODYSSEY!!!
While inputing grades for Compass Odyssey this past week, I noticed that I seemed to have fewer students in my classes. "Oh wait," I exclaimed, "It isn't that I have fewer students, it's that fewer students are completing the 30 minute Compass Odyssey assignment that is required each week!"
Weird considering that this is a 30 point assignment for EACH week. 30 points go quite a long way when they are consistently missing from the gradebook. Additionally, I don't allow make-up work for Odyssey since I enter in the dates of the week and cannot time travel, as much as I would sometimes like to.
Hopefully, this is an anomaly that will not continue for the remainder of the year!
(In case you missed it, this means that you need to do Compass Odyssey each week. If it doesn't work at home, try at the library or at school in the mornings or afternoons. We are also open to allow team time, with notes from parents!)
Weird considering that this is a 30 point assignment for EACH week. 30 points go quite a long way when they are consistently missing from the gradebook. Additionally, I don't allow make-up work for Odyssey since I enter in the dates of the week and cannot time travel, as much as I would sometimes like to.
Hopefully, this is an anomaly that will not continue for the remainder of the year!
(In case you missed it, this means that you need to do Compass Odyssey each week. If it doesn't work at home, try at the library or at school in the mornings or afternoons. We are also open to allow team time, with notes from parents!)
Friday, October 22, 2010
Extra Credit for Hall Passes
Hey everyone! Thanks for a successful first nine weeks! Just letting you know that the hall pass credit (the extra points up receive based on hall pass usage - up to four points) will be added to your final exam grade. In other words, if you had a 38/50, you now have a 42/50, assuming you didn't use any hall passes. This might bring your grade up a couple of percentage points, so keep that in mind for next semester!
Have a wonderful 3 day weekend and make sure to bring your books to class next week!
Have a wonderful 3 day weekend and make sure to bring your books to class next week!
Thursday, October 21, 2010
Hey everyone! Just a reminder that reading journals are due tomorrow, Friday! The reading journals do impact your grade negatively if you don't turn them in. These journals will go on the second 9 week's report card. Compass Odyssey for the week is also due. It seems that the problems are slowly being fixed, so keep trying to log on. I counted the past three weeks together, so if you did 30 minutes at any point in the last three weeks, it was counted for each week. This was the fairest way of counting the assignment since there have been difficulties with it. If all else fails, you may always go to the library or stay at school after hours (or come before school to the computer lab). You are growing up, don't forget that! This Compass Odyssey will also be counted on the next nine weeks.
If there is any missing recent work, please turn that in to me ASAP (think Bellringers!). Grades are due Monday.
If there is any missing recent work, please turn that in to me ASAP (think Bellringers!). Grades are due Monday.
Tuesday, October 19, 2010
Reading Journal Questions...in case you lost yours!
Reading Journals
Throughout the school year, you will be required to complete a reading journal while striving to meet the 25 book goal. Using notebook paper, you will write down your responses to the given questions and place them in your notebooks. When you place your papers in the notebooks, cross off the questions used and write down the title of your book on the title page. These notebooks will be specific to the reading journals and will stay in class. Every fifth day (every fifth A-day and every fifth B-day), Mrs. Fifield will check the journals to make sure they are being updated and will check you off. At this time, there should be at least 2 new entries (these entries may be from the same book).
For each entry, you are to choose one question from the following list and answer in at least one page. For each question, create a brief graphic organizer to help you answer the question (this does not count as part of your 1 page!). You may not use a question more than once, unless otherwise stated. Some questions may be specific to certain kinds of books, so choose carefully. Not all of the questions will be answered during the year (more than likely), but challenge yourself to get to as many as possible. The more you read, the better you become!
1. What kind of person is ___________________________? How do you know? Support your answer with facts from your book.
2. In real life, events and people can change a character. Trace how an important event or person changed the character by the end of the book.
3. Who is the narrator of this story? Support why do you think the author chose this narrator.
4. Finish this sentence: I like the way the author _____. Be sure to use support for something you like about the way the author wrote the story.
5. Have you read any other books by this author? How does this one compare?
6. Write a brief interview with the main character of your book. (An interview means the questions and the answers.)
7. Critique the setting. How does the setting make the story more interesting?
8. Predict what do you think will happen next in this story? What evidence from what you have already read helps you prove your prediction?
9. Write a letter to a friend advising him/her to read your book. Explain why he/she should read it.
10. Explain why your book should be included in the class’s list of TOP TEN BOOKS.
11. Write a letter to a friend advising him/her to read your book. Explain why he/she should read it.
12. What did the author have to know about to write this book? What kinds of research did he/she have to do? Use evidence from the book to explain what the author researched.
13. Predict what will happen to one of the characters after this book ends. What will the rest of his/her life be like? What evidence from the book makes you think this will happen?
14. Assume the role of an interesting character in your book and write a monologue in that character’s voice.
15. Choose a quotation from your book. Discuss what it means and why it is memorable. (Be sure to list the page number where it can be found.)
16. If you have read another book with a similar theme or subject, compare the two.
17. Choose actors/actresses to portray the main characters in a movie version of your book and support your choices.
18. Make up five interview questions (with answers) for a minor character in your book.
19. Explain where and how you think the main character will die. What evidence from the book makes you think so?
20. Explain what the main character wants more than anything. What evidence from the book makes you think so?
21. Explain where the main character would most want to travel. What evidence from the book makes you think so?
22. Compare and contrast where you live with the neighborhood or town in the book. (You may want to use a Venn diagram.)
23. Draw the setting of your book and explain it.
24. Interpret the title of the book. Is it appropriate? Why or why not? If not suggest a better one and defend it.
25. Explain what you think happened before the story began. What evidence from the book makes you think so?
26. Draw a portrait of your main character and describe it.
27. Create a poster for your book. Include 1) a reference to the plot. 2). a quote from the book. 3). a review or statement about its quality.
28. Make a drawing of an object from your book that you think would symbolize one of the characters. Tell why you chose this object and what it says about the character.
29. Design an award for the main character. Tell why the character is to receive it and who will present it to him/her.
30. You are a psychologist offering advice to the main character in your book. Identify the problem the character faces and explain the advice you would give.
31. If your main character is a student, write a progress report or note from his/her teacher. What evidence from the book makes you think a teacher would evaluate him/her this way?
32. Describe an experience you’ve had that was like an experience of your main character.
33. Create and interpret a bookmark featuring your book.
34. Make a TV script for one scene from your book. Include stage and camera directions.
35. Write a poem about a character in your book. Be sure to use literary techniques in your poem.
36. Quote at least two passages of good description or good dialogue from your book and interpret them. Be sure to list the pages where these can be found.
37. Find and write down 20 similes and/or metaphors from your book. List the page numbers. This takes time so plan to do this over the reading of the whole book. Don’t save this until last or you will have trouble doing it.
38. Describe a field trip you would like to take because of your book. Discuss how it relates to the book.
39. Finish this sentence: “I wonder why…” Analyze an event or events from the story to show why you wonder.
40. What did a character do to surprise you? Explain why that action surprised you.
41. What part of the book made you stop and think? Explain why.
42. If this book has a movie version and you have seen it, compare and contrast the two.
43. If you were to make a movie of this book, argue which scenes you would be sure to include and scenes you would leave out.
44. If you have finished your book, interpret what you think the author’s message (theme) is.
45. What parts of the book seem most believable? What parts seem most unbelievable? Explain why.
46. Evaluate the author’s vocabulary. Does your book contain several big words? Foreign words? Technical language? Slang? Old-fashioned words? Why do you think the author made this choice of vocabulary? Use evidence from your book to show why.
47. Critique your book. What are the best parts of this book? What are the worst parts? Explain why.
48. What characters would you like to be in this novel? Explain why. What personality traits of this character would you like to have? Explain why.
49. Support what you consider to be the most important decision made in this book? How does it affect the character? How does it affect the outcome of the book?
50. Do any of the characters remind you of friends, family members, classmates, teachers, etc? Demonstrate how they are similar (be nice!).
51. Compare and contrast yourself and any of the characters in your book. Support how your personality is the same or different.
52. Do you like the end of your book? Explain why or why not. If you don’t like it, explain how would you end it?
53. Make a timeline of at least eight events in the life of the main character in your book.
54. Pretend you are your favorite character in your book. Write a diary entry about something in the story.
55. Make a dictionary (ABC order) of at least twenty-five words for the subject of your book. This takes time so be sure to do this while you read the book. It will make your work easier.
56. Find a quotation (not from your book) and argue why a character in your book would like it. Why would he/she think this quote is meaningful? Tell where the quote is from.
57. Explain 3 to 5 facts, theories, or incidents that you found particularly interesting. Be sure to define why you think they are interesting.
58. Write a newspaper article about something in the story. Be sure to follow the characteristics of a newspaper article.
59. Design an ad for a product that is in the story or would be useful to a character in the story. In a paragraph, demonstrate why the character would buy/use this product. (You may use the computer to produce your ad.)
60. Write an editorial about an issue important to your main character. Be sure to follow the characteristics of an editorial.
61. Write a letter to your senator about an issue your main character would find important.
62. Create a brochure about a topic from your book. You may use a computer to create a brochure.
63. Create a Power Point presentation featuring the highlights of your book. Be sure not to give away the ending of your story. Print out the presentation and place in your notebook.
64. Explain a lesson you learned from reading your book. Evaluate why that is an important lesson to you.
65. Identify some new information you learned from this book.
66. When does this story take place? Was it long ago, in the future, or the present? What did you learn about this time period?
67. Analyze a conflict between two characteristics. How was it resolved? What did you learn about these characteristics?
68. Were there problems characters could not solve? Identify one or two and explain why you think they were not resolved.
69. What is the genre of your book? Demonstrate places that support your decision using your book.
70. What literary techniques did you find? Flashback? Foreshowing? Figurative language? Find and describe examples of two of these techniques.
71. Did the author create different moods? Critique passages in the text that reveal two different moods, and share. Point out the words, phrases, and actions that helped create the mood.
72. Discuss some points that the author is making about family, friends, feelings, nature, life experiences, or an historical period. Use details from the story that back up a point you are making.
73. Discuss what the author might have been saying about family relationships and offer support from the story to back up your position.
The following questions are specific for biography, autobiography, and memoir:
74. Discuss three to four personality traits that helped make this person achieve his/her goal.
75. Analyze two problems this person had to overcome.
76. Interpret what you feel enabled this person to realize personal hopes and dreams.
77. Were there people and/or events that helped this person realize his/her dream? Select two and identify how each influenced the person.
78. What do you admire or dislike about this person? Explain your position.
79. Discuss how you and this person are alike or different. Give specific examples in your discussions.
80. Explain how this person affected the lives of other people during his/her time or during our time.
The following questions are specific for historical fiction:
81. Identify clues you used to determine the time and place of the book.
82. Demonstrate what this book teaches you about the role of men and women during these times.
83. Would you enjoy living during the time of this book? Explain why or why not.
84. Analyze how people coped with economic problems such as scarcity of food, money, and jobs.
85. Evaluate how minorities are portrayed. Are they stereotyped? Identify examples.
The following questions are specific for fantasy:
86. What are the settings? Explain the elements of fantasy that you see in the setting.
87. How does the author enable you, the reader, to enter the fantasy world? Are they realistic elements? Discuss some of these and how they affect the story.
88. Describe special powers the hero possesses. For what purpose does he/she use these powers?
89. Is there a struggle between forces of light and dark? Who wins? Offer support for the victory.
90. Does the story deal with values and themes about death? Support your opinion with events from the story.
91. Demonstrate how this book changes your thinking.
The following questions are specific for science fiction:
92. Identify scientific advances you see in the society. How do these advances in technology affect the characters’ decisions and actions?
93. Are problems characters face in the story similar to or different from those people face today? Explain with two examples.
94. Does the author deal with present-day issues such as population, food supplies, ecology, and/or technological advances?
95. Does the story offer hope for humanity or is it a warning? Explain your conclusion.
96. How do people fit into this futuristic society? Are they subordinate to machines? Has democracy vanished? See if you can identify the changes and offer some reasons for each one.
97. Would you like to live in this society? Are there advantages and disadvantages? Argue reasons from the text to support your decisions.
The following questions are specific for mystery:
98. Trace how the author builds suspense and excitement. Find three passages and discuss how the author accomplishes this. Was it through description, characters’ thoughts, and characters’ actions?
99. Identify the mystery that must be solved. Discuss how the setting affects the mystery.
100. Trace the clues that the author includes to lead you away from solving the mystery.
101. Define the traits the main character possesses that enable him/her to solve the mystery.
102. Explain why the main character became involved in the mystery.
103. Interpret how danger affects the decisions and actions of the main character/detective.
104. At what point in the book were you able to solve the mystery? Support why you could do so.
105. Discuss the part you consider most suspenseful. Explain why you feel this way.
The following questions are specific for nonfiction:
106. Explain why you selected this nonfiction book.
107. Identify and discuss what you learned from two of the following: photographs, charts, diagrams, or illustrations.
108. Explain whether or not this book changed your thinking on this topic. If so, how? If not, why not?
109. Demonstrate how the author wove opinions into facts. Find examples of each.
The following questions are specific for folk and fairy tales:
110. Can you classify your fairy/folktale and explain why you selected the category? Was it a cumulative, circular, realistic, wonder, beast, numskull, giant, or quest tale? Support your answer with facts from the story.
111. Does the tale revolve around magic numbers? If so, critique the role of these magic numbers in the story and how they affected the adventures and characters.
112. Support why heroic tasks or deeds must be accomplished.
113. Trace how the adventures, the magic, and other characters change the life of the hero or heroine.
114. Demonstrate any human characteristics animals, flowers, and toys have. Explain how their qualities are similar to yours.
115. What is the clash or struggle between good and evil? Who wins? Offer support for your opinion on the victory.
116. Who is the hero? The heroine? Evaluate the qualities that make him/her heroic.
These next questions you can use more than once but no more than three times per school year.
117. Reading this piece made me think about …
118. The most important idea in the piece for me was ____________ because …
119. I was surprised by ____________ because ...
120. This piece helped me understand …
121. One thing that made me stop and think was …
122. Here are some questions the piece raised in my mind …
123. Here are some questions I would like to ask the authors of this piece …
124. One “ah-ha” I had when I read was …
125. I learned something new when I read this piece. This is what I learned…
126. I agree (do not agree) with ____________ because…
127. I would like to discuss ______ with my peers because …
128. I want to know more about __________ because …
Adapted from N. Atwell, Mrs. Debbie Parsons, Nelson County High School and Judy Hopkins, Bernheim Middle School
Throughout the school year, you will be required to complete a reading journal while striving to meet the 25 book goal. Using notebook paper, you will write down your responses to the given questions and place them in your notebooks. When you place your papers in the notebooks, cross off the questions used and write down the title of your book on the title page. These notebooks will be specific to the reading journals and will stay in class. Every fifth day (every fifth A-day and every fifth B-day), Mrs. Fifield will check the journals to make sure they are being updated and will check you off. At this time, there should be at least 2 new entries (these entries may be from the same book).
For each entry, you are to choose one question from the following list and answer in at least one page. For each question, create a brief graphic organizer to help you answer the question (this does not count as part of your 1 page!). You may not use a question more than once, unless otherwise stated. Some questions may be specific to certain kinds of books, so choose carefully. Not all of the questions will be answered during the year (more than likely), but challenge yourself to get to as many as possible. The more you read, the better you become!
1. What kind of person is ___________________________? How do you know? Support your answer with facts from your book.
2. In real life, events and people can change a character. Trace how an important event or person changed the character by the end of the book.
3. Who is the narrator of this story? Support why do you think the author chose this narrator.
4. Finish this sentence: I like the way the author _____. Be sure to use support for something you like about the way the author wrote the story.
5. Have you read any other books by this author? How does this one compare?
6. Write a brief interview with the main character of your book. (An interview means the questions and the answers.)
7. Critique the setting. How does the setting make the story more interesting?
8. Predict what do you think will happen next in this story? What evidence from what you have already read helps you prove your prediction?
9. Write a letter to a friend advising him/her to read your book. Explain why he/she should read it.
10. Explain why your book should be included in the class’s list of TOP TEN BOOKS.
11. Write a letter to a friend advising him/her to read your book. Explain why he/she should read it.
12. What did the author have to know about to write this book? What kinds of research did he/she have to do? Use evidence from the book to explain what the author researched.
13. Predict what will happen to one of the characters after this book ends. What will the rest of his/her life be like? What evidence from the book makes you think this will happen?
14. Assume the role of an interesting character in your book and write a monologue in that character’s voice.
15. Choose a quotation from your book. Discuss what it means and why it is memorable. (Be sure to list the page number where it can be found.)
16. If you have read another book with a similar theme or subject, compare the two.
17. Choose actors/actresses to portray the main characters in a movie version of your book and support your choices.
18. Make up five interview questions (with answers) for a minor character in your book.
19. Explain where and how you think the main character will die. What evidence from the book makes you think so?
20. Explain what the main character wants more than anything. What evidence from the book makes you think so?
21. Explain where the main character would most want to travel. What evidence from the book makes you think so?
22. Compare and contrast where you live with the neighborhood or town in the book. (You may want to use a Venn diagram.)
23. Draw the setting of your book and explain it.
24. Interpret the title of the book. Is it appropriate? Why or why not? If not suggest a better one and defend it.
25. Explain what you think happened before the story began. What evidence from the book makes you think so?
26. Draw a portrait of your main character and describe it.
27. Create a poster for your book. Include 1) a reference to the plot. 2). a quote from the book. 3). a review or statement about its quality.
28. Make a drawing of an object from your book that you think would symbolize one of the characters. Tell why you chose this object and what it says about the character.
29. Design an award for the main character. Tell why the character is to receive it and who will present it to him/her.
30. You are a psychologist offering advice to the main character in your book. Identify the problem the character faces and explain the advice you would give.
31. If your main character is a student, write a progress report or note from his/her teacher. What evidence from the book makes you think a teacher would evaluate him/her this way?
32. Describe an experience you’ve had that was like an experience of your main character.
33. Create and interpret a bookmark featuring your book.
34. Make a TV script for one scene from your book. Include stage and camera directions.
35. Write a poem about a character in your book. Be sure to use literary techniques in your poem.
36. Quote at least two passages of good description or good dialogue from your book and interpret them. Be sure to list the pages where these can be found.
37. Find and write down 20 similes and/or metaphors from your book. List the page numbers. This takes time so plan to do this over the reading of the whole book. Don’t save this until last or you will have trouble doing it.
38. Describe a field trip you would like to take because of your book. Discuss how it relates to the book.
39. Finish this sentence: “I wonder why…” Analyze an event or events from the story to show why you wonder.
40. What did a character do to surprise you? Explain why that action surprised you.
41. What part of the book made you stop and think? Explain why.
42. If this book has a movie version and you have seen it, compare and contrast the two.
43. If you were to make a movie of this book, argue which scenes you would be sure to include and scenes you would leave out.
44. If you have finished your book, interpret what you think the author’s message (theme) is.
45. What parts of the book seem most believable? What parts seem most unbelievable? Explain why.
46. Evaluate the author’s vocabulary. Does your book contain several big words? Foreign words? Technical language? Slang? Old-fashioned words? Why do you think the author made this choice of vocabulary? Use evidence from your book to show why.
47. Critique your book. What are the best parts of this book? What are the worst parts? Explain why.
48. What characters would you like to be in this novel? Explain why. What personality traits of this character would you like to have? Explain why.
49. Support what you consider to be the most important decision made in this book? How does it affect the character? How does it affect the outcome of the book?
50. Do any of the characters remind you of friends, family members, classmates, teachers, etc? Demonstrate how they are similar (be nice!).
51. Compare and contrast yourself and any of the characters in your book. Support how your personality is the same or different.
52. Do you like the end of your book? Explain why or why not. If you don’t like it, explain how would you end it?
53. Make a timeline of at least eight events in the life of the main character in your book.
54. Pretend you are your favorite character in your book. Write a diary entry about something in the story.
55. Make a dictionary (ABC order) of at least twenty-five words for the subject of your book. This takes time so be sure to do this while you read the book. It will make your work easier.
56. Find a quotation (not from your book) and argue why a character in your book would like it. Why would he/she think this quote is meaningful? Tell where the quote is from.
57. Explain 3 to 5 facts, theories, or incidents that you found particularly interesting. Be sure to define why you think they are interesting.
58. Write a newspaper article about something in the story. Be sure to follow the characteristics of a newspaper article.
59. Design an ad for a product that is in the story or would be useful to a character in the story. In a paragraph, demonstrate why the character would buy/use this product. (You may use the computer to produce your ad.)
60. Write an editorial about an issue important to your main character. Be sure to follow the characteristics of an editorial.
61. Write a letter to your senator about an issue your main character would find important.
62. Create a brochure about a topic from your book. You may use a computer to create a brochure.
63. Create a Power Point presentation featuring the highlights of your book. Be sure not to give away the ending of your story. Print out the presentation and place in your notebook.
64. Explain a lesson you learned from reading your book. Evaluate why that is an important lesson to you.
65. Identify some new information you learned from this book.
66. When does this story take place? Was it long ago, in the future, or the present? What did you learn about this time period?
67. Analyze a conflict between two characteristics. How was it resolved? What did you learn about these characteristics?
68. Were there problems characters could not solve? Identify one or two and explain why you think they were not resolved.
69. What is the genre of your book? Demonstrate places that support your decision using your book.
70. What literary techniques did you find? Flashback? Foreshowing? Figurative language? Find and describe examples of two of these techniques.
71. Did the author create different moods? Critique passages in the text that reveal two different moods, and share. Point out the words, phrases, and actions that helped create the mood.
72. Discuss some points that the author is making about family, friends, feelings, nature, life experiences, or an historical period. Use details from the story that back up a point you are making.
73. Discuss what the author might have been saying about family relationships and offer support from the story to back up your position.
The following questions are specific for biography, autobiography, and memoir:
74. Discuss three to four personality traits that helped make this person achieve his/her goal.
75. Analyze two problems this person had to overcome.
76. Interpret what you feel enabled this person to realize personal hopes and dreams.
77. Were there people and/or events that helped this person realize his/her dream? Select two and identify how each influenced the person.
78. What do you admire or dislike about this person? Explain your position.
79. Discuss how you and this person are alike or different. Give specific examples in your discussions.
80. Explain how this person affected the lives of other people during his/her time or during our time.
The following questions are specific for historical fiction:
81. Identify clues you used to determine the time and place of the book.
82. Demonstrate what this book teaches you about the role of men and women during these times.
83. Would you enjoy living during the time of this book? Explain why or why not.
84. Analyze how people coped with economic problems such as scarcity of food, money, and jobs.
85. Evaluate how minorities are portrayed. Are they stereotyped? Identify examples.
The following questions are specific for fantasy:
86. What are the settings? Explain the elements of fantasy that you see in the setting.
87. How does the author enable you, the reader, to enter the fantasy world? Are they realistic elements? Discuss some of these and how they affect the story.
88. Describe special powers the hero possesses. For what purpose does he/she use these powers?
89. Is there a struggle between forces of light and dark? Who wins? Offer support for the victory.
90. Does the story deal with values and themes about death? Support your opinion with events from the story.
91. Demonstrate how this book changes your thinking.
The following questions are specific for science fiction:
92. Identify scientific advances you see in the society. How do these advances in technology affect the characters’ decisions and actions?
93. Are problems characters face in the story similar to or different from those people face today? Explain with two examples.
94. Does the author deal with present-day issues such as population, food supplies, ecology, and/or technological advances?
95. Does the story offer hope for humanity or is it a warning? Explain your conclusion.
96. How do people fit into this futuristic society? Are they subordinate to machines? Has democracy vanished? See if you can identify the changes and offer some reasons for each one.
97. Would you like to live in this society? Are there advantages and disadvantages? Argue reasons from the text to support your decisions.
The following questions are specific for mystery:
98. Trace how the author builds suspense and excitement. Find three passages and discuss how the author accomplishes this. Was it through description, characters’ thoughts, and characters’ actions?
99. Identify the mystery that must be solved. Discuss how the setting affects the mystery.
100. Trace the clues that the author includes to lead you away from solving the mystery.
101. Define the traits the main character possesses that enable him/her to solve the mystery.
102. Explain why the main character became involved in the mystery.
103. Interpret how danger affects the decisions and actions of the main character/detective.
104. At what point in the book were you able to solve the mystery? Support why you could do so.
105. Discuss the part you consider most suspenseful. Explain why you feel this way.
The following questions are specific for nonfiction:
106. Explain why you selected this nonfiction book.
107. Identify and discuss what you learned from two of the following: photographs, charts, diagrams, or illustrations.
108. Explain whether or not this book changed your thinking on this topic. If so, how? If not, why not?
109. Demonstrate how the author wove opinions into facts. Find examples of each.
The following questions are specific for folk and fairy tales:
110. Can you classify your fairy/folktale and explain why you selected the category? Was it a cumulative, circular, realistic, wonder, beast, numskull, giant, or quest tale? Support your answer with facts from the story.
111. Does the tale revolve around magic numbers? If so, critique the role of these magic numbers in the story and how they affected the adventures and characters.
112. Support why heroic tasks or deeds must be accomplished.
113. Trace how the adventures, the magic, and other characters change the life of the hero or heroine.
114. Demonstrate any human characteristics animals, flowers, and toys have. Explain how their qualities are similar to yours.
115. What is the clash or struggle between good and evil? Who wins? Offer support for your opinion on the victory.
116. Who is the hero? The heroine? Evaluate the qualities that make him/her heroic.
These next questions you can use more than once but no more than three times per school year.
117. Reading this piece made me think about …
118. The most important idea in the piece for me was ____________ because …
119. I was surprised by ____________ because ...
120. This piece helped me understand …
121. One thing that made me stop and think was …
122. Here are some questions the piece raised in my mind …
123. Here are some questions I would like to ask the authors of this piece …
124. One “ah-ha” I had when I read was …
125. I learned something new when I read this piece. This is what I learned…
126. I agree (do not agree) with ____________ because…
127. I would like to discuss ______ with my peers because …
128. I want to know more about __________ because …
Adapted from N. Atwell, Mrs. Debbie Parsons, Nelson County High School and Judy Hopkins, Bernheim Middle School
Wednesday, October 13, 2010
Compass Odyssey Issues
For those that are still having trouble logging into Odyssey, here is a solution that should solve the problem. I will count this week's Odyssey for the past two weeks (10/1 and 10/8) due to these problems. In other words, this weekend I will enter in the dates of 9/25-10/15 and if you have completed your 1/2 hour at some point during those weeks, it will count for all three weeks. This seems to be the fairest way of doing it since the issues were no fault of your own.
Session timeouts on initial login and during their sessions.
Compass Odyssey Session Timeouts
Symptoms:
When connect to Odyssey Login page the rocket ship number should not change when reloading/refreshing the page.
Upon a refresh/reload the rocket ship number changes meaning that the session cookie is corrupt or not being created locally.
Resolution:
Logged in as the user with the problem
Open Internet Explorer
Delete the cookies on the local machine.
Internet Explorer
Tools
Internet Options
General Tab
Under Browsing history
Delete
Delete Cookies
Close
OK
Close all IE Windows and restart Internet Explorer. Once connected to Odyssey the number should not change upon refresh
Session timeouts on initial login and during their sessions.
Compass Odyssey Session Timeouts
Symptoms:
When connect to Odyssey Login page the rocket ship number should not change when reloading/refreshing the page.
Upon a refresh/reload the rocket ship number changes meaning that the session cookie is corrupt or not being created locally.
Resolution:
Logged in as the user with the problem
Open Internet Explorer
Delete the cookies on the local machine.
Internet Explorer
Tools
Internet Options
General Tab
Under Browsing history
Delete
Delete Cookies
Close
OK
Close all IE Windows and restart Internet Explorer. Once connected to Odyssey the number should not change upon refresh
Monday, October 11, 2010
So, needless to say, I'm really bad about keeping up with the blog! I vow to do better...
Make sure you bring your books to class every day. It is very important that you have your own personal book so that you are not distracted by others around you.
If you have not completed the letter, the prompt was as follows:
There are consequences for every decision you make. Suppose a character from one of these selections wrote a letter asking for assistance in dealing with a consequence from a decision he or she made in the story. Write the character's letter using tone to convey the message. Choose another character from one of the other selections and have him or her respond using the appropriate tone of that character.
Please remember to complete reading journals. These seem to be the most neglected assignment and are contributing to severe drops in grades.
Please study the following items for the quarter exam on Tuesday, 10/19 or Wednesday, 10/20:
Verbal, Situational, and Dramatic Irony
The FOSC rubric
The 4 square
TAPing out the prompt
Foreshadowing
Make sure you bring your books to class every day. It is very important that you have your own personal book so that you are not distracted by others around you.
If you have not completed the letter, the prompt was as follows:
There are consequences for every decision you make. Suppose a character from one of these selections wrote a letter asking for assistance in dealing with a consequence from a decision he or she made in the story. Write the character's letter using tone to convey the message. Choose another character from one of the other selections and have him or her respond using the appropriate tone of that character.
Please remember to complete reading journals. These seem to be the most neglected assignment and are contributing to severe drops in grades.
Please study the following items for the quarter exam on Tuesday, 10/19 or Wednesday, 10/20:
Verbal, Situational, and Dramatic Irony
The FOSC rubric
The 4 square
TAPing out the prompt
Foreshadowing
Thursday, September 16, 2010
Compass Odyssey and Class Chatter Live
For those of you that were not here on Wednesday or Thursday, please log on to Compass Odyssey and complete the test that will determine your learning path. This will count towards your 30 minutes a week. Click on "Language Arts" and then "FCAT prep - Reading 8th grade." Take your time on the test! The more accurate you are, the less work you will have to do later.
Also, we set up out ClassChatterLive accounts.
Go to www.classchatterlive.com/2Aday (if you are in my 2nd period class)
/3Aday (3rd period)
/4Bday (4th period)
/5Bday (5th period)
/6Bday (6th period).
This will take you to the student log-in page. For class log-in, enter either 2a, 3a, 4b, 5b, or 6b, depending on which class you are in. Your student password is unique to you and,if you were absent, I will email them to your parent or to you, if you have already sent me an email. I have locked your ability to change your passwords, so please write down your password - along with the log-in information - so that you don't forget. Your first assignment is posted. Click on "Assignments" and then "Uncategorized Assignments." To complete, click on "Assignment not started."
I told A day that this would be due Friday, but I'll change that and let you have through the weekend. This will give everyone a chance to familiarize yourselves to the program.
Don't forget to do your reading journals (the next check is next Friday) and complete any missing work!!!
Also, we set up out ClassChatterLive accounts.
Go to www.classchatterlive.com/2Aday (if you are in my 2nd period class)
/3Aday (3rd period)
/4Bday (4th period)
/5Bday (5th period)
/6Bday (6th period).
This will take you to the student log-in page. For class log-in, enter either 2a, 3a, 4b, 5b, or 6b, depending on which class you are in. Your student password is unique to you and,if you were absent, I will email them to your parent or to you, if you have already sent me an email. I have locked your ability to change your passwords, so please write down your password - along with the log-in information - so that you don't forget. Your first assignment is posted. Click on "Assignments" and then "Uncategorized Assignments." To complete, click on "Assignment not started."
I told A day that this would be due Friday, but I'll change that and let you have through the weekend. This will give everyone a chance to familiarize yourselves to the program.
Don't forget to do your reading journals (the next check is next Friday) and complete any missing work!!!
Tuesday, September 7, 2010
This week's schedule is pretty crazy, so please be extra mindful of everything that is due. Summer reading should be turned in to me this week (no exceptions). The first reading journal check is Friday. Judging by the amount of journals currently in the classroom, I'm worried that quite a few of you will not be ready for the check. Compass Odyssey will be checked every Friday. I'm VERY proud of everyone for completing it this past week. All but three people had well over 30 minutes. I'm thinking about starting a contest to see who can get the most minutes. We'll see : ) Also, don't forget your homework! Many of you did not have it for me today (B day will turn it in tomorrow and Friday). Don't forget that a day late equals a lower grade.
Sunday, August 29, 2010
We've made it through the first week of the new school year (hooray!) and I am finally updating my blog for the first time since last year. My apologies for the lack of information!
Parents, if you have not done so already, please send your contact information (names, phone numbers, and email addresses) with your child so that we may more easily stay connected with everyone. Hopefully, we can put together a newsletter and an email list so that everyone can stay updated on awesome team 8A. Also, we thank you for the supplies that have so far been donated! We still could use some more copy paper (colors are fine), hand sanitizer, tissues, and art supplies (colored pencils and markers, especially).
Students, don't forget to be working on your 30 minutes of Compass Odyssey and reading journals each week. The first day I check Odyssey will be Friday, September 3rd, and reading journals will be checked on September 9th and 10th. The absolute last day to turn in summer reading will be September 7th.
Finally, make sure you bring your literature books to class EVERY DAY, unless otherwise stated. It wastes valuable class time when I have to place students with the more responsible students that did bring their books. Be warned...there may be days when I count having books as a grade!
Here's hoping for a wonderful Week 2!
Parents, if you have not done so already, please send your contact information (names, phone numbers, and email addresses) with your child so that we may more easily stay connected with everyone. Hopefully, we can put together a newsletter and an email list so that everyone can stay updated on awesome team 8A. Also, we thank you for the supplies that have so far been donated! We still could use some more copy paper (colors are fine), hand sanitizer, tissues, and art supplies (colored pencils and markers, especially).
Students, don't forget to be working on your 30 minutes of Compass Odyssey and reading journals each week. The first day I check Odyssey will be Friday, September 3rd, and reading journals will be checked on September 9th and 10th. The absolute last day to turn in summer reading will be September 7th.
Finally, make sure you bring your literature books to class EVERY DAY, unless otherwise stated. It wastes valuable class time when I have to place students with the more responsible students that did bring their books. Be warned...there may be days when I count having books as a grade!
Here's hoping for a wonderful Week 2!
Wednesday, May 12, 2010
Ok, so it doesn't entirely relate (thus the reason why I won't show it in class), but it is a classic and hilarious. It incorporates math and history into something we are studying in Language Arts.
Monty Python's version of Arthur:
http://www.youtube.com/watch?v=H4_9kDO3q0w&feature=related
Monty Python's version of Arthur:
http://www.youtube.com/watch?v=H4_9kDO3q0w&feature=related
Saturday, May 8, 2010
Your advertisements are due Tuesday and Wednesday. Don't forget them at home, please! Also, please check OnCourse to see what you are missing. There are still a few things that I haven't graded yet, but be mindful of what you still have to turn in. There are only a few weeks to go, and I don't want everyone rushing at the end to catch up.
Tuesday, May 4, 2010
If anyone was absent when we did the foldable, the directions are as follows:
1. Fold a piece of paper in half lengthwise.
2. Fold again to form a "hamburger."
3. Fold again so that you have eight squares.
4. Cut the foldable along the horizontal lines HALFWAY so that your paper now has flaps.
5. On the front, label each square either "myths," "legends," "fables," or "tall tales."
6. On the inside, use the chart on page 626 to take notes, making sure you leave room for later additions.
1st, 3rd, 4th, and 5th periods...
Using one of the following Greek Gods or Goddesses, develop a product or company that they might be a part of. Then develop an advertisement showcasing that product.
THE OLYMPIAN GODS
Aphrodite
Apollo
Ares
Artemis
Athena
Demeter
Dionysus
Hades
Hephaestus
Hera
Hermes
Hestia
Poseidon
Zeus
Before developing your advertisement, research your God or Goddess online (avoid Wikipedia). Make a list of at least ten aspects of your mythical being and then create a sketch of your advertisement/product. Remember – advertisements have loaded language, catch phrases, and colorful illustrations.
Your final product should be on about one half of a piece of poster board and you will present your idea to the class. On the back (or on an attached piece of paper) explain why your product embodies the characteristics of the God or Goddess.Due Tuesday, May 11 (A) or Wednesday, May 12 (B)
6th period...Don't forget to complete your Greek God and Goddess worksheet at home! If you lost the worksheet, the names are posted above (write three characteristics and draw an illustration).
*Parents - Please Note* Progress Reports will go home in the next couple of days. The grades are a representation of your child's grade for one moment in time. There are many items that are not in the gradebook yet. Please don't panic if you are not satisfied with your child's grade right now. More than likely, it will change.
1. Fold a piece of paper in half lengthwise.
2. Fold again to form a "hamburger."
3. Fold again so that you have eight squares.
4. Cut the foldable along the horizontal lines HALFWAY so that your paper now has flaps.
5. On the front, label each square either "myths," "legends," "fables," or "tall tales."
6. On the inside, use the chart on page 626 to take notes, making sure you leave room for later additions.
1st, 3rd, 4th, and 5th periods...
Using one of the following Greek Gods or Goddesses, develop a product or company that they might be a part of. Then develop an advertisement showcasing that product.
THE OLYMPIAN GODS
Aphrodite
Apollo
Ares
Artemis
Athena
Demeter
Dionysus
Hades
Hephaestus
Hera
Hermes
Hestia
Poseidon
Zeus
Before developing your advertisement, research your God or Goddess online (avoid Wikipedia). Make a list of at least ten aspects of your mythical being and then create a sketch of your advertisement/product. Remember – advertisements have loaded language, catch phrases, and colorful illustrations.
Your final product should be on about one half of a piece of poster board and you will present your idea to the class. On the back (or on an attached piece of paper) explain why your product embodies the characteristics of the God or Goddess.Due Tuesday, May 11 (A) or Wednesday, May 12 (B)
6th period...Don't forget to complete your Greek God and Goddess worksheet at home! If you lost the worksheet, the names are posted above (write three characteristics and draw an illustration).
*Parents - Please Note* Progress Reports will go home in the next couple of days. The grades are a representation of your child's grade for one moment in time. There are many items that are not in the gradebook yet. Please don't panic if you are not satisfied with your child's grade right now. More than likely, it will change.
Wednesday, March 17, 2010
Sunday, March 7, 2010
RAFT Activity
For this assignment, you will take on the role of one of the characters in “The Last Dog.” Since there aren’t many characters in this story, you may choose to write as someone who is probably part of Brock’s world. Once you choose your character, you will then choose the audience to whom the character is writing or whom the character is writing about, as well as the format. Your topic is Brock’s departure from the “world of the dome.” You will address the circumstances surrounding his departure and what his departure means to him, the people inside, Brog, the world outside, etc.
Role - Brock, Scientist, Citizen of the dome, or Someone outside the dome
Audience - Brock, Scientist, Citizen of the dome, or Someone outside the dome
Format - letter, diary entry, a speech, a song, an article, other...
Topic - Brock's departure from the "world" of the dome
For this assignment, you will take on the role of one of the characters in “The Last Dog.” Since there aren’t many characters in this story, you may choose to write as someone who is probably part of Brock’s world. Once you choose your character, you will then choose the audience to whom the character is writing or whom the character is writing about, as well as the format. Your topic is Brock’s departure from the “world of the dome.” You will address the circumstances surrounding his departure and what his departure means to him, the people inside, Brog, the world outside, etc.
Role - Brock, Scientist, Citizen of the dome, or Someone outside the dome
Audience - Brock, Scientist, Citizen of the dome, or Someone outside the dome
Format - letter, diary entry, a speech, a song, an article, other...
Topic - Brock's departure from the "world" of the dome
Tuesday, March 2, 2010
Don't forget to bring in your comic strip homework on Wednesday (A day) and Thursday (B day). Remember: You need at least 8 frames for your causes and effects, with pictures and captions. It will be easier to start with an effect ("I had a bad dream") and then make the following frames a cause ("...because I had a bad dream...," "...because I watched a scary movie...," "...because Redbox was out of comedies...," and so on). Make it pretty!
Also, let this be a reminder about the new discipline policy for team 7A. We will be handing out pink slips ("D" slips) to any student that doesn't follow proper procedures and misbehaves in class. One pink slip is a warning, two pink slips denote a phone call home, three mean a detention, four - and any others after that - warrant a referral. We count the pink slips over all the classes (for example, a pink slip from my class and Ms. England's class means that you have two pink slips. The effect of that is a phone call home).
Also, let this be a reminder about the new discipline policy for team 7A. We will be handing out pink slips ("D" slips) to any student that doesn't follow proper procedures and misbehaves in class. One pink slip is a warning, two pink slips denote a phone call home, three mean a detention, four - and any others after that - warrant a referral. We count the pink slips over all the classes (for example, a pink slip from my class and Ms. England's class means that you have two pink slips. The effect of that is a phone call home).
Thursday, February 25, 2010
Today (and tomorrow if you're B-day) we focused on parsing out why an author writes what they do, otherwise known as author's purpose. For your homework, you are to find an article that interests you from a newspaper, a magazine, or an online news source and bring it to class, along with an extended response (7-10 sentences) that explains what the author's purpose of the text is. You are to explain your thoughts using details from the text. This is due next class!
Have a wonderful weekend!
Friday, February 12, 2010
Hey everyone! Sorry for the long absence from the blog...
Here is where everyone should be as of Friday (A)/Tuesday (B):
1A, 3A - You should have read "A Day's Wait," answered the questions at the end of the story, completed the quickwrite, completed the worksheet that accompanied the story, and added on to that worksheet with the style chart. Please also complete the extended response question as follows:
Why does Schatz wait so long to share his fear of dying with his father? Using details and information from the story, explain what this choice reveals about Schatz’s personality. Use specific details from the text to support your answer.
4B, 5B - You should be to the same point as 1A and 3A once you have me for class on Tuesday. You will receive the extended response prompt then, so don't worry about it over the weekend.
6B - You should have finished "Dark They Were, and Golden-Eyed," turned in your notes while reading, and completed the purple mood worksheet. If you did not already turn those in, please bring them to class on Tuesday. We will go over them to make sure we are all on the same page and move on with the next item on the schedule.
For the most part, the subs reported pretty good behavior from everyone, so I'm very grateful for that. There are a few students that I know were spoken to or sent out of the class, so I will be speaking with those students individually.
*A note to the parents* If there are any parents that would be willing to donate boxes of tissues, it would be greatly appreciated as we all get through the winter weather and enter allergy season!
Here is where everyone should be as of Friday (A)/Tuesday (B):
1A, 3A - You should have read "A Day's Wait," answered the questions at the end of the story, completed the quickwrite, completed the worksheet that accompanied the story, and added on to that worksheet with the style chart. Please also complete the extended response question as follows:
Why does Schatz wait so long to share his fear of dying with his father? Using details and information from the story, explain what this choice reveals about Schatz’s personality. Use specific details from the text to support your answer.
4B, 5B - You should be to the same point as 1A and 3A once you have me for class on Tuesday. You will receive the extended response prompt then, so don't worry about it over the weekend.
6B - You should have finished "Dark They Were, and Golden-Eyed," turned in your notes while reading, and completed the purple mood worksheet. If you did not already turn those in, please bring them to class on Tuesday. We will go over them to make sure we are all on the same page and move on with the next item on the schedule.
For the most part, the subs reported pretty good behavior from everyone, so I'm very grateful for that. There are a few students that I know were spoken to or sent out of the class, so I will be speaking with those students individually.
*A note to the parents* If there are any parents that would be willing to donate boxes of tissues, it would be greatly appreciated as we all get through the winter weather and enter allergy season!
Monday, January 25, 2010
Some Important Announcements...
As we begin a new quarter, I would like to start off on a fresh page with a couple of announcements:
**First, from now on assignments are to be completed using only blue or black ink pens. No pencils or other colored pens will be allowed. Please keep a pencil handy in case we have a scantron test, but only use a pencil in such a case. Pens are much easier to read and are more professional, so everyone needs to get used to writing with them. If you are uncomfortable having neatly drawn scratches on your paper when you make a mistake, I suggest using eraseable pens or white out.
**Second, you will now be limited to 5 hall passes per nine weeks for my class. Any unused hall passes will count as extra credit at the end of the semester, so use them wisely. Hall passes I will be counting will be for things such as going to the bathroom, getting water, or going to your lockers, not times when you are called to the main office, for example.
**Third, everyone needs to remain proactive when completing assignments to avoid scrambling to make the grade at the end of the quarter. If an assignment is given, just do it!
Wednesday, January 13, 2010
Here are the questions from "What Do Fish Have to Do With Anything?":
1. What kind of man might Willie’s father be? How do you know?
2. How do the lives of Mrs. Markham and Willie change after Mr. Markham leaves?
3. What do you think Willie, his mom, and the homeless man need more of in order to be happy?
4. Compare and contrast how Mrs. Markham and the homeless man react to Willie’s questions.
5. Is it likely Mrs. Markham will change? Explain why or why not.
For those classes that have not yet finished the story, these questions will be given to you when we do. Make sure you bring your inference charts to class next time.
If you have not turned in your persuasive essay packets, I need them ASAP. I can't stress enough how much better partial credit is than a zero.
If you are choosing to revise your District Writings #3, they are due to me in the class following the one in which I gave them back to you. If you are satisfied with your grade, make sure you bring the essays back so that we can put them in your portfolios.
1. What kind of man might Willie’s father be? How do you know?
2. How do the lives of Mrs. Markham and Willie change after Mr. Markham leaves?
3. What do you think Willie, his mom, and the homeless man need more of in order to be happy?
4. Compare and contrast how Mrs. Markham and the homeless man react to Willie’s questions.
5. Is it likely Mrs. Markham will change? Explain why or why not.
For those classes that have not yet finished the story, these questions will be given to you when we do. Make sure you bring your inference charts to class next time.
If you have not turned in your persuasive essay packets, I need them ASAP. I can't stress enough how much better partial credit is than a zero.
If you are choosing to revise your District Writings #3, they are due to me in the class following the one in which I gave them back to you. If you are satisfied with your grade, make sure you bring the essays back so that we can put them in your portfolios.
Friday, January 8, 2010
Don't forget to look at the January 2nd post for information on how to access the online version of the textbook. This way, you won't necessarily have to bring your book home.
On Monday and Tuesday, we will work on the inference charts (except 6B, who will begin them, due to the spelling bee delay). Don't forget to bring them. Also, if you still have not turned in your persuasive essays, I expect them first thing next week. Points will be taken off, yes, but fewer points is much better than a big, fat ZERO!
Have a wonderful weekend! Let's hope we get some snow flurries!!!
Congratulations!!!
Congratulations go out to Justice Cordova, winner of the school-wide spelling bee!
Saturday, January 2, 2010
Happy New Year!!!
Time is ticking until we return. Your persuasive essays - no exceptions - will be completely due Tuesday, January 5th (A) or Wednesday, January 6th (B). This includes everything we have done with the essays (the steps, the model, the persuasion map, the rough draft, peer editing, final copy).
I'm excited for the new year with the amazing Team 7A and can't wait to see all of the improvements yet to come. Make a resolution to be proactive and become a wonderful student, if not already!
By the way, here is the much anticipated online activation code for our textbook. This way, you won't necessarily have to bring your textbook home . . .
I'm excited for the new year with the amazing Team 7A and can't wait to see all of the improvements yet to come. Make a resolution to be proactive and become a wonderful student, if not already!
By the way, here is the much anticipated online activation code for our textbook. This way, you won't necessarily have to bring your textbook home . . .
ACTIVATION CODE: 3767769-30
Product Name: McDougal Littell Literature Grade 7 - eEdition - FL
- Go to http://www.classzone.comClick Language Arts, Middle School, Florida, and GO
- Choose your book cover for given grade level.
- All of the resources above the red line are open and do not require a Username or Password. All students may access. To sign up for an account, click Online Book.
- Choose New Visitors, then Create Student Account.
- Type in the Activation Code from the top of this page for your given grade level text.
- Students are to type in their birthday. The birth date is never used again - it just verifies the ages of the students registering for an online account.
- Fill in all the information, check the agreement box, and click Create Account.
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