Welcome to a new trimester! I'm a bit late getting started with my blog for this tri--I hope you'll forgive me.
Things we have already discussed:
Glossary
During reading time on Mondays, Wednesdays and Fridays, you will be required to enter a word you your glossary. A glossary is a collection of vocabulary words and definitions found in the back of technical books. Your glossary will be a collection of words and definitions you find from the books you will read during reading time. I would like you to keep a glossary in the back few pages on your journal. Your glossary should be a chart with these headings: date, word, book page #, definition. As you read, look for words that may be unfamiliar, interesting, fun to say, or just plain curious. When you find a word you'd like to add to your glossary list, record the date, the word, the book and page number where you found your word, and a definition of the word in your own words.
This is not a dictionary activity. I repeat, this is not a dictionary activity. That means, don't use a dictionary to find your definitions. You will find your definitions right there in the book you are reading. Look for context clues (clues in the text of your book), first in the sentence the word is part of, then in the sentences before and after that sentence. Sometimes the context clues come through an entire chapter. I promise there are clues in every book you read to help you understand the words in the book.
Here is an example from Breaking Dawn, by Stephenie Meyer. On page 77 it says, "Finally the curiosity I'd suppressed so long got the best of me." The word suppressed might be an unfamiliar or interesting word to you. So let's look at the sentence to see if we can figure out what it means based on how it is used. Clue #1: curiosity. We know what curiosity is. It means an inquisitive state of being. She wants to know something, and she wants to know it bad. Clue #2: got the best of me. We know that means it won the contest, took over, or overcame. Clue #3: finally. We understand that to mean that it was a long time before the curiosity took over. That means she was able to hold back her curiosity for some time. So now we're ready to guess based on our clues. What does suppressed mean? It must mean to hold back. So for your definition, you would write "hold back" or some similar phrase.
It's just that easy.
This is a skill that you will use again and again. If you are able to use context clues properly, it will help you to be a life-long learner. Plus it makes school a whole lot easier.
You will turn your glossary in at mid-term and at final. I expect at least one word for every reading period we have. That means by the time the trimester is over, you should have about 36 words in your glossary. Each entry is worth 3 points. Make sure to keep up with your glossary every time we read so you won't have to make it up at the end.
On Friday, we read "Thanksgiving: A Meal Without Forks and Other Feast Facts" on page 137 in the literature textbook. After reading the essay, we made a Venn Diagram comparing and contrasting the first Thanksgiving with our modern-day Thanksgiving traditions. This was a pre-writing activity to prepare us for a compare/contrast essay we will be writing today, tomorrow and Wednesday.
Today we started with reading/glossaries. You should have two words in your glossaries after today.
Next we continued with our prewriting activities--this time we wrote an outline. An outline is a like a map that shows us where to go (and what to write) in our drafts. This is what we covered today:
Structure of a five paragraph compare/contrast essay
Introduction (3-5 sentences)
• Hook: Grab the reader’s attention with a quote, scenario, question, vivid description, etc. Must be related to your topic. 1-2 sentences
• Thesis statement: Simply and clearly state the main idea of your essay.1 sentence
• Three sub-topics. Choose three points of similarities and differences you will write about. Briefly state these ideas here. 1-3 sentences
Paragraph 2 (5-8 sentences)
• Go back to paragraph one
• Find your first sub-topic
• Write a paragraph including specific details and examples from the text and your own experience
• Write a transition sentence.
Paragraph 3 (5-8 sentences)
• Go back to paragraph one
• Find your second sub-topic
• Write a paragraph including specific details and examples from the text and your own experience
• Write a transition sentence.
Paragraph 4 (5-8 sentences)
• Go back to paragraph one
• Find your third sub-topic
• Write a paragraph including specific details and examples from the text and your own experience
• Write a transition sentence.
Conclusion (3-5 sentences)
• Summarize—restate your thesis statement and three sub-topics in different words
• Make a closing statement. Tie your closing statement back to your opening hook.
Do not use phrase like:
• I’m writing my essay about . . .
• This assignment is . . .
• My first (second, third) sub-topic is . . .
• My thesis statement is . . .
Outline, Compare/contrast Essay
Directions: Use the outline form below to organize your compare/contrast essay. Choose your topic and three sub-topics to show similarities and differences. Section I is for your introduction. Section II is for the body (one paragraph for each sub-topic). Section III is for your conclusion.
Topic_____________________________________________________
I. Introduction
a. Hook___________________________________________________
b. Thesis statement____________________________________________
c. Sub-topic #1_________________________________________________
d. Sub-topic #2_________________________________________________
e. Sub-topic #3_________________________________________________
II. Body
a. Sub-topic #1_________________________________________________
i. Example #1____________________________________________
ii. Example #2____________________________________________
iii. Example #3____________________________________________
iv. Transition_____________________________________________
b. Sub-topic #2_________________________________________________
i. Example #1____________________________________________
ii. Example #2____________________________________________
iii. Example #3____________________________________________
iv. Transition_____________________________________________
c. Sub-topic #3_________________________________________________
i. Example #1____________________________________________
ii. Example #2____________________________________________
iii. Example #3____________________________________________
iv. Transition_____________________________________________
III. Conclusion
a. Restate thesis (different words)__________________________________
b. Restate sub-topics (different words)_______________________________
c. Clincher (tie it all together)______________________________________
The outline is due tomorrow!
It turns out we DID do something while you were gone ;)
Email Mrs. Cheney
shannon.cheney@besd.net
If you send me an email to my district address, please put your name in the subject bar. Emails from unrecognized sources are filtered to a spam folder in my school district's system. I look through my spam folder every day, and if your name is in the subject bar, it is easier for me to retrieve your email. Thanks.
Hope to hear from you soon!
If you send me an email to my district address, please put your name in the subject bar. Emails from unrecognized sources are filtered to a spam folder in my school district's system. I look through my spam folder every day, and if your name is in the subject bar, it is easier for me to retrieve your email. Thanks.
Hope to hear from you soon!
When is this due?
January 21
Journal--12 entries
Glossary--16 words
Book report
Journal--12 entries
Glossary--16 words
Book report
Spelling/Vocabulary list, 8th
- omen
- banishment
- elder
- smirk
- feigned
- cowering
- depositions
- skiff
- sparse
- shrouded
- moseyed
- brandished
- moron
- sullenly
- corny
- smoldering
- barrage
- spewing
- defiant
- inferno
Links
8th grade disclosure document
I am looking forward to spending this trimester with your student in 8th grade language arts. We will be enjoying our time together through reading, writing, and learning to use the English language effectively.
Reading
We will be reading one novel and one play as a class this trimester. I also encourage students to discover the joy of reading good books on their own. We will go to the library once every two weeks to check out books, and I will give class time (15 minutes) every Monday, Wednesday and Friday for reading. Each student is expected to bring a book to class on these days. The students will earn a reading grade based on their participation and behavior during reading time.
Writing
We will be following the writing process to complete several writing assignments this trimester. The writing process requires students to complete multiple steps before they turn in a finished project. I will generally require students to have an adult read and evaluate their drafts based on criteria I provide. Your feedback will help your student see how they can improve their writing.
Plagiarism will not be tolerated. If a student plagiarizes any work, he/she will earn a zero on the assignment and a referral to the office. Plagiarism means “the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work.” (http://www.dictionary.com/) Close imitations most often happen when a student cuts and pastes from an internet source and then changes a word or two here and there while claiming it as his/her own work. When students are assigned to write, they must write their own sentences and paragraphs; they must form their own ideas. If I suspect a paper is cut and pasted, it is easy for me to search the internet to find evidence. Please do not allow your student to plagiarize.
Language
I teach the correct use of written and oral language in my class. Students will be expected to use correct grammar in their writing as well as during oral presentations. Students will be required to give at least one oral presentation during the trimester.
Materials
Students are to come to class prepared. Students should have a spiral notebook for a daily journal/glossary. We will write every day, and it is best if students have a spiral notebook used ONLY for their journal/glossary. Students are also to bring a pencil or pen to class as well as the book they are currently reading. Students who come unprepared will receive a reduction in their citizenship grades.
Makeup/Late Work
You will be given two late-work vouchers to use during the trimester. I will only accept late work if it is accompanied by a voucher. If you use them all up the first two weeks of the trimester, you will not receive additional vouchers. Use them wisely. You may turn unused vouchers in at the end of the trimester for extra credit.
For your convenience, I am now on the internet: http://mrscheney.blogspot.com/. I do my very best to post every day. I post assignments, resources, notes, helpful hints, and upcoming due dates on my webpage. There is also a link to the SIS student login page, so students can easily check their grades. I encourage all students and parents to check my blog when there is an absence, as there will be far more detailed descriptions of what you missed there than I can provide in the minute or so before or after class.
Grading Scale
I will grade on the following scale:
93-100% = A 90-93% = A- 87-89%= B+
84-86% = B 80-83% = B- 77-79% = C+
74-76% = C 70-73% = C- 67-69% =D+
64-66% =D 60-63% = D- 0 –59% = F
Class Rules
My class rules are posted in my room. We have gone over the rules in class. If you have any questions about the rules or any of my policies, please contact me. I do my best to answer all emails within 24 hours. You are welcome to visit my classroom at any time.
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