Tuesday, December 14, 2010
JACK Blog
Sunday, December 12, 2010
Homework for Week of 12/13
Monday, December 6, 2010
MLK Speech Draft 1 Info -- Due Thursday, 12/16
What Should be a Part of Your MLK Speech?
- A strong introduction discussing your topic and its connections to Civil Rights/MLK and/or a connection to your particular location
- 2-3 body paragraphs, addressing the focus of your speech, including statistical information as well as specific anecdotes/stories that connect to your topic
- Connections between your topic and MLK’s struggle for equality
Format & Style Tips
- Incorporate quotes and powerful examples
- Use strong language, particularly active and descriptive verbs
- Focus on the musicality of your sentences—you will be reading this speech out loud, so focus on the sound of your sentences in addition to content
- Think especially about an opening the draws the listener in and a striking ending
MLK Speech Draft 1 Info -- Due Tuesday 12/14
What Should be a Part of Your MLK Speech?
- A strong introduction discussing your topic and its connections to Civil Rights/MLK and/or a connection to your particular location
- 2-3 body paragraphs, addressing the focus of your speech, including statistical information as well as specific anecdotes/stories that connect to your topic
- Connections between your topic and MLK’s struggle for equality
Format & Style Tips
- Incorporate quotes and powerful examples
- Use strong language, particularly active and descriptive verbs
- Focus on the musicality of your sentences—you will be reading this speech out loud, so focus on the sound of your sentences in addition to content
- Think especially about an opening the draws the listener in and a striking ending
Friday, December 3, 2010
Homework for Week of 12/6
Monday, November 29, 2010
8th Grade -- MLK Speech Proposal
MLK Speech Proposals
As we begin work on this year’s MLK March, I’d like you to submit a proposal for your speech. Your proposal should be 2-3 paragraphs long and must include the following:
- The focus of your speech (within the larger topic, what you plan to focus on)
- Research about a particular aspect of your topic (statistics, what and who you want to focus on)
- Research and statistical information that connects to the location and/or the focus of your topic
Monday, November 22, 2010
Independent Reading Overview
Independent Reading Overview
This year, in addition to the books, plays and stories we’ll be reading as a class, you will be required to read at least 5 books independently. These will be books of your choosing, each a minimum of 150 pages in length. These books can be either fiction or nonfiction. Of these five books, you must read one of each of the following:
- A classic novel
- A nonfiction book
Please check with me before you begin reading your classic and nonfiction books so I know what you’ve chosen. Students can also choose a maximum of one graphic novel as part of the independent reading options.
For each book you will hand in a 1 page, typed review. Each successfully completed review will be put into our Independent Reading Binder, used as a resource to help other students to choose books that might be a good fit for them. The review must include the following:
- Title & Format: Include he book’s title and the author’s name (Last name, First name) in the left hand corner and the genre in the right hand corner (Fiction, Nonfiction, Science Fiction, Historical Fiction, Graphic Novel, etc). Write your name underneath the book title and author.
- Context: The first step is to give the reader of your review background information. In one paragraph, include the basic background information. What kind of book is it? Does it take place in a particular time in history? Is it part of a series? Think of any information the reader of your review needs to know in order to understand it. (4-5 sentences)
- Overview: In this paragraph present an overview of the book, giving the reader a taste of what the book is about without revealing too many significant plot points. (8-10 sentences)
- Review: Include a detailed paragraph giving your review. What were the most interesting aspects of the book? What moments stood out to you? What struggles did you face in reading the book? (8-10 sentences)
- Recommendation: A shorter paragraph explaining who might like this book. Think particularly about other books that are in some way similar. If you liked ___________, you might love __________. (5-6 sentences)
Important Dates
January 10: 1st book review submitted
February 18: 2nd book review submitted
March 24: 3rd book review submitted
April 22: 4th book review submitted
June 1: 5th book review submitted
**Any reviews beyond 5 successfully completed and turned in will count as bonus points toward your effort mark**
Homework for Week of 11/29
"Jack" Overview
Jack Discussion Leaders Information and Schedule
For our unit on Jack by A.M. Homes, each of you will co-lead one class discussion. This means that you and your other discussion leader(s) need to communicate ahead of time to come up with between six and ten questions that will serve as the foundation for that day’s discussion. Each of you must come up with a minimum of three solid discussion questions and check in with your co-leader(s) to make sure their questions don’t address the same topic or theme. Each group of discussion leaders needs to be a mixed 7th and 8th grade pairing.
What Makes a Strong Discussion Question?
Discussion questions are meant to provoke discussion. So the question should encourage the respondents to analyze, infer and make connections. Questions about basic plot information or those that can be answered in a few words should be avoided. Thoughtful discussion questions include those that:
- Focus on the question of why
- Focus on theme, symbol or a character’s development and/or motivation
- Address specific moments in the text
- Ask respondents to support their thinking with textual evidence
- Make connections between earlier events in the novel
- Connect to social and political history as well as personal experience
- Do not have one “right” answer but instead provoke spirited debate
How to Prepare for Your Role as Co-Discussion Leader
· Read your section with special care, reviewing important passages, taking notes and marking key moments with post-it notes
· Check in with you co-leader(s) a few days before and discuss how you plan to organize your discussion
· Email your questions to your co-leader(s) and ask for feedback/look for gaps or repetitions
· Email your final list of questions to Julia and Tom at least 24 hours before your scheduled class
· In the case of an unexpected absence (sickness, not a high school visit), contact Tom, Julia and your co-leader(s) to make sure your questions and input is still a vital part of the class discussion
How to Follow Up After Your Discussion is completed
Within 24 hours of your discussion, please email both Julia and Tom, answering the following questions with thoughtful detail:
- What went well during your discussion?
- Which aspect of your work as a co-leader were you especially proud of?
- What was challenging for you?
- If you were to lead this discussion again, what would you do differently?
How You’ll be Graded for This Project
Your grade as discussion leader will be based on the following criteria:
- Thought and detail in your questions
- Communication with teachers and discussion partners
- Attention to deadlines and procedure
- Organization and leadership in your discussion
- Creativity
Schedule
Tuesday, 11/30 pp 1-35
| Triplet 1 | Triplet 2 | Triplet 3 |
| 1. Jamie 2. Kyle B. | 1. Vaughn 2. Altana | 1. Ari 2. Emma |
Thursday, 12/2 pp 35-63
| Triplet 1 | Triplet 2 | Triplet 3 |
| 1. Bradley 2. Nicholas | 1. Isaiah 2. Summer-Grace | 1. Stefan 2. Anja |
Monday, 12/6 pp 63-103
| Triplet 1 | Triplet 2 | Triplet 3 |
| 1. Isaac 2. William | 1. Helena 2. Quitze 3.Khalil | 1. Mayo 2. Cara |
Tuesday, 12/7 pp 103-136
| Triplet 1 | Triplet 2 | Triplet 3 |
| 1.Brianna 2.Camrin | 1.Kai W. 2.Claudia | 1.Kyle R. 2.Kira |
Thursday, 12/9 pp 137-169
| Triplet 1 | Triplet 2 | Triplet 3 |
| 1. Louisa 2. Oni | 1. Ana 2. Rebecca | 1. Ian 2. Becca |
Monday, 12/13 pp 169-195
| Triplet 1 | Triplet 2 | Triplet 3 |
| 1. Rehana 2. Brittney | 1. Mikah 2. Jack | 1. Sophie 2. Kai M. |
Tuesday, 12/14 pp 195-220
| Triplet 1 | Triplet 2 | Triplet 3 |
| 1. Julia 2. Tom | 1. Julia 2. Tom | 1. Julia 2. Tom |
Tuesday, November 16, 2010
"Mockingbird" Essay Test Questions
Option A
In her book Tomboys: A Literary and Cultural History, Michelle Ann Abate writes: “Scout may waver in her attitudes about femininity, but—in keeping with the rigid postwar attitudes about gender—she also realizes, “There is no doubt about it, I must soon enter this world” (Lee 233).” What is the “world” she must enter? How does the notion that she must enter this “world” connect to the ideas of gender and feminism? Is Scout ultimately a feminist character? Why or why not?
Option B
Throughout the novel To Kill a Mockingbird, Atticus emphasizes the idea of responsibility to his children and to the community at large. In Atticus’ thinking, what is the connection between responsibility and race? What are the most significant lessons his children learned from him in terms of white identity?
Monday, November 15, 2010
"Mockingbird" Final Blog
Wednesday, November 10, 2010
8th Grade -- MLK Brainstorm List & Paragraph Assignment
MLK March Brainstorm
· Gentrification (Supporting Local Businesses)
· Animal Rights
· Homeless Youth
· Immigration (Laws, Education, Deportation)
· LGBTQ Issues (Don’t Ask, Don’t Tell, LGBTQ Youth, Adoption Issues?)
· Civil Rights Since 9/11 (Relationship with Middle East)
· Education (Waiting for Superman, Charter Schools, Minorities in Schools)
· Bullying in Schools
· Health Care (Cancer Awareness, Obesity, AIDS Internationally)
· The Environment (Sustainability)
· Women’s Rights (National and International, Sex Trafficking, Abortion, Sexual Harrassment)
· Children’s Rights (Child Labor)
· Human Trafficking
· Hate Crimes
· Politics and Media –Freedom of the Press, Media Bias
· Drugs and Alcohol
For Friday, please submit 2 proposal paragraphs.
Paragraph 1 should explain the topic you think would work best as this year's theme.
Paragraph 2 should focus on a particular location in the city (historic site, community center, church, etc) that connects to the topic you've chosen. Be sure to clearly explain how and why it connects.
Friday, November 5, 2010
Homework for Weeks of 11/9 and 11/15
"Mockingbird" Post #5
Friday, October 29, 2010
Outsider Essay Assignment
In our discussions of To Kill a Mockingbird, we’ve focused a great deal on the idea of outsiders versus insiders in the world of the novel. Some characters straddle the line between outsider and insider. Others in Maycomb, however, are largely members of one group or the other. One of the clearest examples of an outsider in the book comes in the character of Boo Radley.
For your first analytical essay, you will explore the concept of being an outsider or insider in To Kill a Mockingbird. Choosing one major character in the book, a character straddling the insider/outsider line, you must argue that this character is either an insider or an outsider. Characters you can choose for this assignment include Atticus, Scout, Jem, Miss Maudie and Calpurnia.
Some questions to consider in preparing to write this essay:
- What does it means to be an outsider and an insider in Maycomb?
- How does the character you’ve chosen fit into the insider model? The outsider model?
- What examples from the novel best show your chosen character as either an insider or outsider?
- What makes your character either primarily an outsider or an insider?
Your work on this essay will be broken down into a number of steps. They are as follows:
Step 1
Choose your character. Brainstorm to decide whether your chosen character is predominantly an insider or an outsider. Look through the novel for specific examples that support your argument.
Step 2
Create your paper proposal. Your paper proposal must include the following:
- Your thesis statement, in the form of an argument, written in one sentence. So for example, if you were writing about Boo Radley you might say: “Boo Radley is a clear outsider in the community because, by staying inside and never addressing the many rumors the town spreads about him, he actively turns himself into a ghost.”
- Include 3 direct quotes from the novel that support your thesis along with a 1-2 sentence explanation as to why you’ve chosen each quote.
- Paper Proposal Due Wednesday, 11/3
Step 3
Complete the First Draft. Your first draft should include:
- A strong introduction that gives basic information about the book and the character you’ve chosen, with a clearly articulated and identifiable thesis statement.
- 3-4 body paragraphs. These paragraphs will each present a particular piece of information connected to your thesis. Each body paragraph should include a direct quote, clearly set up and written in MLA format as well as analysis linking this example to your thesis.
- A conclusion that restates your thesis as well as the main supporting points you included in your argument.
- First drafts should be 3 pages long.
- First Draft Due Friday, 11/12
- Final Draft Due Tuesday, 11/30
Tips for Writing
Remember that formal essays require a particular kind of language. Your first draft and revision should include the following:
- Strong, specific language. Focus on using a wide vocabulary. Avoid informal language, slang or vague words like stuff, thing and random.
- A variety of sentence structures. Include simple, compound and complex sentences on your essay. Vary your sentence starters and the length of your sentences. Incorporate transitional words and phrases.
- Provide significant background information. While I have, of course, read the book, formal essays are written as if the reader hasn’t. Include necessary plot points and character names in your essay.
- Avoid personal pronouns. I and me in particular should be avoided as this essay is about analysis rather than your personal opinion.
- Analysis. For each quote you include, accompany it with 2-4 sentences of your own analysis. How does the quote connect to your thesis? How does each example deepen your argument?
- More is More. The more detail and analysis you incorporate in your first draft, the more you have to work with as you revise.
Bring this handout, along with all other handouts related to this assignment, to every class until the final draft is handed in! Let me know if you’ve got questions.
Homework for Weeks of 11/1 and 11/9
"Mockingbird" Post #4
Sunday, October 24, 2010
Homework for Weeks of 10/25 and 11/1
"Mockingbird" Post #3
Sunday, October 17, 2010
Homework for Weeks of 10/18 and 10/25
Thursday, October 14, 2010
Mockingbird Blog #2 -- Chapter 6
Tuesday, October 12, 2010
Homework for Weeks of 10/12 & 18
Friday, October 8, 2010
A Note on 7th Grade Poem Revisions
Wednesday, October 6, 2010
Farm Activity Personal Essay
Farm Activity Personal Essay
Now that you’ve completed your freewrite about a particular activity at the farm that holds significance for you, think next about how to turn it into an essay. Your assignment is this: Focus on an activity at the farm that is meaningful to you. Describe that activity specifically and analyze what you’ve learned from taking part in this activity and what it says about you.
In terms of structure, think about the following pieces:
· A vivid introduction with an anecdote that catches the reader’s attention
· Description of a specific moment related to this activity. So for example, if you write about milking a cow, perhaps describe the first experience in depth.
· Analysis of the activity’s significance. What larger lessons has it taught you? What side of you does this activity bring out? What larger connections can you make?
First Draft Due Monday, 10/18
"Mockingbird" Post #1
Preparing for the Greek and Latin Prefixes and Roots Quiz
Preparing for the Greek and Latin Prefixes and Roots Quiz
On Monday, 10/5, the 8th grade will have a quiz on the Greek and Latin Roots you were to study at the farm. The quiz will consist of three parts.
I. Identification and Word Building
a. In this section you will be asked to define a number of the roots. You don’t need to know the origin (whether it is Greek or Latin) but you do need to know what each means. You’ll also be asked to come up with a word using the prefix/root
II. Definitions
a. In this section you will be given several word containing one or more of the prefixes and roots. Come up with a basic definition for these words.
III. Matching
a. For this final section, you will be given a list of words containing one of the prefixes or roots as well as a list of definitions. You will need to match each word to the proper definition.
Tip: The best way to study for this quiz is to know the meanings of each root and prefix well!
Monday, October 4, 2010
8th Grade—“This I Believe” Essay Revision Tips
As you get ready to revise your “This I Believe” essays, here are some guidelines and tips to help you in this process.
- Expand, Expand, Expand! Many of you included a examples that were great sketches but could benefit from specific detail. Think about key moments and analysis. What examples in detail best support your particular belief? Remember that the revision needs to be at least two pages long.
- Variety and Movement. In many of the examples we read, the authors’ used surprising and diverse examples and subtopics to build on the initial belief they presented and to keep the reader’s attention. How can you include surprising examples that keep a reader engaged.
- Connect the Dots. Review the specific examples you’ve chosen. Which ones connect directly to your belief? Which ones need explanation to make that connection clear? Which ones move too far away from the topic of your essay?
- Give it Polish! As you are completing your final draft, think about the style and clarity in your writing. Are you using a variety of sentence structures (simple, compound, complex)? Do you employ language that is both descriptive and clearly used? Are there any proofreading and editing mistakes that you can correct?