All students are reading The Pearl in their classrooms. They are to
complete a packet that addresses all six chapters of the book. Due dates
are as follows:
12/13 - The Pearl "Tile" project
12/14 - The Pearl packet
12/14 - Final on The Pearl
12/17 - 3rd AR book must be finished.
All late work must be in my hands by 12/17.
Thursday, December 2, 2010
Friday, November 5, 2010
Harriet Tubman: Guide to Freedom
Pages are taken from students' Prentice Hall Companion Book
and Prentice Hall Skills Book. Packet (one to each student) was
assembled in class on 10/25 for use during week of 11/01. Packets were
passed out to students on Monday, 11/1. It is their responsibility to
complete and submit the packet. (There are no extras on this one.)
PHCB pgs:35-44
PHSB pgs:46-50
Story will be read and HW will be done in class. Due at end of
story on Friday Nov. 5th.
and Prentice Hall Skills Book. Packet (one to each student) was
assembled in class on 10/25 for use during week of 11/01. Packets were
passed out to students on Monday, 11/1. It is their responsibility to
complete and submit the packet. (There are no extras on this one.)
PHCB pgs:35-44
PHSB pgs:46-50
Story will be read and HW will be done in class. Due at end of
story on Friday Nov. 5th.
Halloween Friday
In class activities are:
o "Rest of the Story" -- students are to complete a story
that entails going into a spooky house with friends
o Halloween anagram (65 scrambled words to unscramble).
o Halloween word-across - words that are circled and found
in the word-across puzzle
All of these activities are for fun. No grade is required.
o "Rest of the Story" -- students are to complete a story
that entails going into a spooky house with friends
o Halloween anagram (65 scrambled words to unscramble).
o Halloween word-across - words that are circled and found
in the word-across puzzle
All of these activities are for fun. No grade is required.
Wordly Wise - Packet 7 - due 10/28/10
Weekly Wordly Wise Packet. Students are to complete items
A,B,C,D,E. and hand in finished work on Thursday, Oct. 28.
(Friday the 29th is Halloween Costume Day ... WW7 is
early so that the date can be cleared.)
Spelling quiz will be on Thursday the 28th.
Spelling words are: claustrophobia, colleague, condescend,
contingent, daunt, dub, fanfare, inane, mettle, replica
A,B,C,D,E. and hand in finished work on Thursday, Oct. 28.
(Friday the 29th is Halloween Costume Day ... WW7 is
early so that the date can be cleared.)
Spelling quiz will be on Thursday the 28th.
Spelling words are: claustrophobia, colleague, condescend,
contingent, daunt, dub, fanfare, inane, mettle, replica
Monday, October 18, 2010
Wordly Wise - Packet 6 - due 10/22/10
Weekly Wordly Wise Packet. Students are to complete items
A,B,C,D,E. and hand in finished work on Friday, Oct. 22.
Spelling and Vocab quiz will be on Friday the 22nd.
Spelling words are: apprehend, arraign, bizarre, conspire,
dissension, elapse, interrogate, meticulous, shackle, swelter.
A,B,C,D,E. and hand in finished work on Friday, Oct. 22.
Spelling and Vocab quiz will be on Friday the 22nd.
Spelling words are: apprehend, arraign, bizarre, conspire,
dissension, elapse, interrogate, meticulous, shackle, swelter.
Wednesday, October 13, 2010
3 Poems - Repetition & Internal Consistency (HW due 10/14)
Prentice Hall Lit Book, Silver Edition.
Today my students listened to the following 3 poems:
1. "Ring Out, Wild Bells" p. 78, Alfred Lord Tennyson
2. "Winter Moon" p. 79, Langston Hughes
3. "Poets to Come" p. 80, Walt Whitman
All poems address repetition and internal consistency
in poetry. HW for tonight is PHLB pg 81, questions 1-6
Today my students listened to the following 3 poems:
1. "Ring Out, Wild Bells" p. 78, Alfred Lord Tennyson
2. "Winter Moon" p. 79, Langston Hughes
3. "Poets to Come" p. 80, Walt Whitman
All poems address repetition and internal consistency
in poetry. HW for tonight is PHLB pg 81, questions 1-6
Book Jacket Book Report - due 10/27/10
Students received a handout today that outlines
how to create a book jacket book report for one
of the books they've read thus far. They are
still to take an AR quiz by the 27th of October,
but this is an add-on and creative assignment to
challenge them to think through directions and
demonstrate their knowledge of the book.
NOTE: They have the copy of the directions.
BOOK JACKET BOOK REPORT Due: 10/27/10
MATERIALS:
1. 2 sheets of 8 1/2" x 11" paper (lay them end to end to assemble)
2. Scotch tape - to tape paper together at the spine area. (The jacket becomes an 8 1/2" x 22" work surface.
3. black/blue ink, or it can be typed
4. colored pencils, pens, markers, collage pieces, drawing, magazines, glue, etc. Use whatever you
can to make your book jacket appealing and professional!
JACKET ASSEMBLY:
1. tape the two sheets of paper together on the 8 1/2" edge. (Don't overlap them - the tape should run
the full length of the short side of the paper.)
2. fold the left edge inward for a total of 4 1/2 inches - creates flap
3. fold the right inward for a total of 4/1 inches - creates flap
Voila! You have your basic book jacket! The rest is up to you and is only limited by your imagination. Let your creativity reign and let the excellence of your writing come shining through. You must be thorough, eliminate grammatical and spelling errors, and you are expected to give this your very best effort. (Think Academic Expedition)
WRITING SPECIFICS (panel 1, panel 2, panel 3, panel 4):
Panel 1:
Summary contined from front flap
Picture/Drawing of book's author
Author's biography or summary of accomplishments
Panel 2:
Decorative illustration or your favorite scene from the book.
Make sure you include a commentary a out the scene.
NOTE: The illustration should fill this page and the commentary
should be superimposed over the lower part of the graphic.
CMS Heading goes in lower right corner of this panel.
Panel 3:
Catchy Intro to your book goes here.
Title of Book
Full Page Illustrtion of your book is in the background
Author's name shoud be towards bottom and superimposed over
illustration.
Panel 4:
Full summary of book fills up this entire flap.
Include character and scene
descriptions.
(If you need more room, remember that you
can continue it on the first (back flap)
Inner, Blank Side of the Book Jacket
Here is where you write your reaction/evaluation of the novel. Write a 5 paragraph essay that talks about your likes or dislikes of this novel. This is an expository writing assignment that challenges you to express your opinion. You don't have to fill up the whole page, you simply have to articulate your opinion of the book.
how to create a book jacket book report for one
of the books they've read thus far. They are
still to take an AR quiz by the 27th of October,
but this is an add-on and creative assignment to
challenge them to think through directions and
demonstrate their knowledge of the book.
NOTE: They have the copy of the directions.
BOOK JACKET BOOK REPORT Due: 10/27/10
MATERIALS:
1. 2 sheets of 8 1/2" x 11" paper (lay them end to end to assemble)
2. Scotch tape - to tape paper together at the spine area. (The jacket becomes an 8 1/2" x 22" work surface.
3. black/blue ink, or it can be typed
4. colored pencils, pens, markers, collage pieces, drawing, magazines, glue, etc. Use whatever you
can to make your book jacket appealing and professional!
JACKET ASSEMBLY:
1. tape the two sheets of paper together on the 8 1/2" edge. (Don't overlap them - the tape should run
the full length of the short side of the paper.)
2. fold the left edge inward for a total of 4 1/2 inches - creates flap
3. fold the right inward for a total of 4/1 inches - creates flap
Voila! You have your basic book jacket! The rest is up to you and is only limited by your imagination. Let your creativity reign and let the excellence of your writing come shining through. You must be thorough, eliminate grammatical and spelling errors, and you are expected to give this your very best effort. (Think Academic Expedition)
WRITING SPECIFICS (panel 1, panel 2, panel 3, panel 4):
Panel 1:
Summary contined from front flap
Picture/Drawing of book's author
Author's biography or summary of accomplishments
Panel 2:
Decorative illustration or your favorite scene from the book.
Make sure you include a commentary a out the scene.
NOTE: The illustration should fill this page and the commentary
should be superimposed over the lower part of the graphic.
CMS Heading goes in lower right corner of this panel.
Panel 3:
Catchy Intro to your book goes here.
Title of Book
Full Page Illustrtion of your book is in the background
Author's name shoud be towards bottom and superimposed over
illustration.
Panel 4:
Full summary of book fills up this entire flap.
Include character and scene
descriptions.
(If you need more room, remember that you
can continue it on the first (back flap)
Inner, Blank Side of the Book Jacket
Here is where you write your reaction/evaluation of the novel. Write a 5 paragraph essay that talks about your likes or dislikes of this novel. This is an expository writing assignment that challenges you to express your opinion. You don't have to fill up the whole page, you simply have to articulate your opinion of the book.
Wordly Wise - Packet 5 due 10/15/10
Weekly vocabulary and spelling packet handed out 10/11/10.
Students are to complete items A,B,C,D,E.
Vocab/Spelling quiz scheduled for Friday, 10/15. Students are
to know the meaning of each word, a synonym & antonym for
each word, and the correct spelling of each word.
Spelling Words: conscientious, depict, embark, inkling,
lackadaisical, mutiny, pilfer, prudent, rebuke, serene.
Students are to complete items A,B,C,D,E.
Vocab/Spelling quiz scheduled for Friday, 10/15. Students are
to know the meaning of each word, a synonym & antonym for
each word, and the correct spelling of each word.
Spelling Words: conscientious, depict, embark, inkling,
lackadaisical, mutiny, pilfer, prudent, rebuke, serene.
Friday, October 1, 2010
Article Interview - draft due 10/11/10
Students are to conduct an interview and then write it as an article.
The rough draft is due on 10/11/10 and the final will be due on 10/12/10.
ASSIGNMENT GIVEN 9/28/10:
Interview:
• Select a person to interview
• Conduct the interview and write a summary of your interview. 50 Points
Interview Summary:
• Introduction
• Who did you select to interview
• Why did you select this person?
• How/where was the interview carried out?
• Description
• Who did you select?
• How would you describe this person (age/ gender, career)?
• What were you most interested in finding out?
• First Topic of interest
• What is it?
• What interesting facts did you learn about?
• Why is this interesting
• Second Topic of interest
• What is it?
• What other interesting fact did you learn about?
• Why is this interesting?
• Conclusion
• Why was this a valuable experience?
• What did you learn from this interview?
• What insights about this person did you gain?
Sample Questions
You may also wish to rephrase questions or ask follow up questions.
1. When and where were you born?
2. How many brothers/sisters do you have? What are their ages?
3. In what other places have you lived besides here?
4. What are your favorite activities/hobbies/sports? Why? (Feel free to name several.)
5. What is the best place you've ever lived in or visited? Please explain.
6. What is the accomplishment that you are proudest of in your life? Why are you proud of it? Please explain.
7. What is a weakness or flaw that you would like to eliminate? (Some examples are sleeping in too often, sloppiness, forgetting homework, eating too much junk food, etc.)
8. Please choose three words that describe you best:
9. What is something that you would like people to know about you?
10. What is something that people might be surprised to know about you?
11. What is something that you would like to get around to doing some day? Why?
12. Name three things you could do without:
13. What is your favorite movie?
14. What is your favorite book?
15. What is your favorite CD?
16. What is the name of your favorite music group or singer?
17. What TV show do you try not to miss?
18. What are your favorite foods?
19. What is/are your favorite restaurant(s)?
20. What is one of your favorite memories?
21. What is the best learning experience that you ever had? Please explain.
22. What kinds of books do you like to read?
23. Have you ever reread a book? If so, can you name it/them here?
24. If someone were to write a newspaper or magazine article about you, what would you like the writer to use as a focus (central idea)?
THE INTERVIEW
• Try to develop one good lead question to open things up.
• Include background info that must be collected.
• Develop listening curiosity.
ATTITUDE
• Be friendly--"I am glad to be spending this time with you."
• By agreeing to do interview, person gives you the right to ask questions. However, he/she retains right to decline to answer.
• Be quiet--listen rather than trying to impress the subject with your knowledge.
• Get info in their words. Pause after answers to give subject chance to elaborate. Sometimes the best follow-up question is no question.
• Be responsive, make eye contact, nod, smile--show that you are awake and listening!
• Be polite. If the subject starts to ramble, listen. When they pause, then you can change the subject. Focus on answers, not questions:
• Let answer lead naturally to the next question rather than worrying about what else you want to ask. (Example--conversations).
• You can refer to your list of questions at a break or pause to get conversation going again.
• At end, take a minute to briefly review your questions to ensure you got needed background info, or remembered to ask crucial questions.
• Take notes on observations as well as information.
NOTES
• Don't focus so hard on taking notes that you miss answers, cues. Notes are to jog your memory later. This is not an essay test!
• Use abbreviations, shorthand, and quick phrases rather than full sentences.
QUOTES—
• Anything you might want to quote, take more careful notes (You can leave out obvious words like "the"). Put them in "marks" so you remember that it is a quote.
• If you are having trouble getting it down accurately, ask him/her to hold up for a minute, and read back the words. No one wants to be misquoted.
WRITING
• Soon after the interview, review notes to ensure you can read them!
• Rewrite, add, and clarify while the interview is fresh in your mind.
• Put notes away. Let sense of the interview stew around in the back of your mind until it gels.
FIND A FOCUS:
• Use "tell a friend" method. Explain the story in one sentence. •
• Write a headline.
• Find your lead. Find the lead by asking yourself, “What was the most interesting?”
• With a focus and a good lead, the rest will flow naturally.
• Write the first draft without referring to notes! Then, look over notes to see what ideas, info, etc., are missing that you might want to include.
• You do not have to use everything!
• Write "fix later" or mark with an asterisk parts that need work--don't get hung up on making it perfect the first time through, or you will get laryngitis (lose the voice, or flow)!
• If you have info from another source, identify it.
• Read finished draft out loud--you will hear the rough parts that hide when you read it.
• Check accuracy of facts before rewriting. You can do a follow up interview if needed.
• Envision your article as a story with a plot: beginning, middle, end. Your subject is a character in that story. Make your reader see, hear, and care about that subject/character.
RUBRIC:
Name_____________________________________
INTERVIEW ARTICLE SCORING KEY
Focus
4 Article has a clear purpose and focus area.
3 Multiple foci. There seems to be more than one emphasis.
2 Fuzzy focus. The article is confusing in parts.
1 The article is confusing throughout.
0 Unacceptable work. _________________________________________________
Organization
4 Paragraph divisions are obvious and paragraph order is logical. Introduction and conclusion are strong.
3 Weak paragraph organization OR problems in the introduction/conclusion
2 Weak organization AND problems in the introduction/conclusion.
1 Few or no paragraph divisions.
0 Unacceptable work. _________________________________________________
Content
7 – 8 Article contains several complete, interesting details about the subject. Details are clearly related to the focus and purpose of the article. Article reads like a story with beginning, middle, and end. The reader understands and is interested.
5 – 6 Article is interesting and reads like a story, but some minor details are missing. The reader is left with minor questions.
3 – 4 Article is incomplete; major ideas are introduced but not explained in detail.
1 – 2 Article is short, sketchy, superficial.
0 Unacceptable work. _________________________________________________
Style
4 Precise word choice, paragraph transitions and varied sentence structure result in an interesting article.
2 Word choice, transitions and sentence variety are acceptable.
0 Unacceptable work. _________________________________________________
Conventions
4 Grammar, usage, and spelling are perfect.
3 One spelling error or major grammar/usage error OR a few minor errors.
2 Several minor errors OR two major errors.
1 More than two major errors.
0 Unacceptable work. __________________________________________________
The rough draft is due on 10/11/10 and the final will be due on 10/12/10.
ASSIGNMENT GIVEN 9/28/10:
Interview:
• Select a person to interview
• Conduct the interview and write a summary of your interview. 50 Points
Interview Summary:
• Introduction
• Who did you select to interview
• Why did you select this person?
• How/where was the interview carried out?
• Description
• Who did you select?
• How would you describe this person (age/ gender, career)?
• What were you most interested in finding out?
• First Topic of interest
• What is it?
• What interesting facts did you learn about?
• Why is this interesting
• Second Topic of interest
• What is it?
• What other interesting fact did you learn about?
• Why is this interesting?
• Conclusion
• Why was this a valuable experience?
• What did you learn from this interview?
• What insights about this person did you gain?
Sample Questions
You may also wish to rephrase questions or ask follow up questions.
1. When and where were you born?
2. How many brothers/sisters do you have? What are their ages?
3. In what other places have you lived besides here?
4. What are your favorite activities/hobbies/sports? Why? (Feel free to name several.)
5. What is the best place you've ever lived in or visited? Please explain.
6. What is the accomplishment that you are proudest of in your life? Why are you proud of it? Please explain.
7. What is a weakness or flaw that you would like to eliminate? (Some examples are sleeping in too often, sloppiness, forgetting homework, eating too much junk food, etc.)
8. Please choose three words that describe you best:
9. What is something that you would like people to know about you?
10. What is something that people might be surprised to know about you?
11. What is something that you would like to get around to doing some day? Why?
12. Name three things you could do without:
13. What is your favorite movie?
14. What is your favorite book?
15. What is your favorite CD?
16. What is the name of your favorite music group or singer?
17. What TV show do you try not to miss?
18. What are your favorite foods?
19. What is/are your favorite restaurant(s)?
20. What is one of your favorite memories?
21. What is the best learning experience that you ever had? Please explain.
22. What kinds of books do you like to read?
23. Have you ever reread a book? If so, can you name it/them here?
24. If someone were to write a newspaper or magazine article about you, what would you like the writer to use as a focus (central idea)?
THE INTERVIEW
• Try to develop one good lead question to open things up.
• Include background info that must be collected.
• Develop listening curiosity.
ATTITUDE
• Be friendly--"I am glad to be spending this time with you."
• By agreeing to do interview, person gives you the right to ask questions. However, he/she retains right to decline to answer.
• Be quiet--listen rather than trying to impress the subject with your knowledge.
• Get info in their words. Pause after answers to give subject chance to elaborate. Sometimes the best follow-up question is no question.
• Be responsive, make eye contact, nod, smile--show that you are awake and listening!
• Be polite. If the subject starts to ramble, listen. When they pause, then you can change the subject. Focus on answers, not questions:
• Let answer lead naturally to the next question rather than worrying about what else you want to ask. (Example--conversations).
• You can refer to your list of questions at a break or pause to get conversation going again.
• At end, take a minute to briefly review your questions to ensure you got needed background info, or remembered to ask crucial questions.
• Take notes on observations as well as information.
NOTES
• Don't focus so hard on taking notes that you miss answers, cues. Notes are to jog your memory later. This is not an essay test!
• Use abbreviations, shorthand, and quick phrases rather than full sentences.
QUOTES—
• Anything you might want to quote, take more careful notes (You can leave out obvious words like "the"). Put them in "marks" so you remember that it is a quote.
• If you are having trouble getting it down accurately, ask him/her to hold up for a minute, and read back the words. No one wants to be misquoted.
WRITING
• Soon after the interview, review notes to ensure you can read them!
• Rewrite, add, and clarify while the interview is fresh in your mind.
• Put notes away. Let sense of the interview stew around in the back of your mind until it gels.
FIND A FOCUS:
• Use "tell a friend" method. Explain the story in one sentence. •
• Write a headline.
• Find your lead. Find the lead by asking yourself, “What was the most interesting?”
• With a focus and a good lead, the rest will flow naturally.
• Write the first draft without referring to notes! Then, look over notes to see what ideas, info, etc., are missing that you might want to include.
• You do not have to use everything!
• Write "fix later" or mark with an asterisk parts that need work--don't get hung up on making it perfect the first time through, or you will get laryngitis (lose the voice, or flow)!
• If you have info from another source, identify it.
• Read finished draft out loud--you will hear the rough parts that hide when you read it.
• Check accuracy of facts before rewriting. You can do a follow up interview if needed.
• Envision your article as a story with a plot: beginning, middle, end. Your subject is a character in that story. Make your reader see, hear, and care about that subject/character.
RUBRIC:
Name_____________________________________
INTERVIEW ARTICLE SCORING KEY
Focus
4 Article has a clear purpose and focus area.
3 Multiple foci. There seems to be more than one emphasis.
2 Fuzzy focus. The article is confusing in parts.
1 The article is confusing throughout.
0 Unacceptable work. _________________________________________________
Organization
4 Paragraph divisions are obvious and paragraph order is logical. Introduction and conclusion are strong.
3 Weak paragraph organization OR problems in the introduction/conclusion
2 Weak organization AND problems in the introduction/conclusion.
1 Few or no paragraph divisions.
0 Unacceptable work. _________________________________________________
Content
7 – 8 Article contains several complete, interesting details about the subject. Details are clearly related to the focus and purpose of the article. Article reads like a story with beginning, middle, and end. The reader understands and is interested.
5 – 6 Article is interesting and reads like a story, but some minor details are missing. The reader is left with minor questions.
3 – 4 Article is incomplete; major ideas are introduced but not explained in detail.
1 – 2 Article is short, sketchy, superficial.
0 Unacceptable work. _________________________________________________
Style
4 Precise word choice, paragraph transitions and varied sentence structure result in an interesting article.
2 Word choice, transitions and sentence variety are acceptable.
0 Unacceptable work. _________________________________________________
Conventions
4 Grammar, usage, and spelling are perfect.
3 One spelling error or major grammar/usage error OR a few minor errors.
2 Several minor errors OR two major errors.
1 More than two major errors.
0 Unacceptable work. __________________________________________________
Wordly Wise - Packet 4 due 10/1 (assigned 9/27)
Students must know the multiple meanings of all words in this packet. They are
also expected to know synonyms and antonyms for the words.
There will be a 31 point vocabulary test on Friday the 1st of October. (This is a
bubble test .... they choose the correct answer.)
The words for lesson 4 are: abhor, affable, amiss, despondent, entreat, haunt, impel, interminable, irascible, profound, recluse, reverberate, sage, tirade, tremulous.
Packet Components (all must be completed)
A = Finding Meanings - correct phrases circled and sentence rewritten on line.
B = Just the Right Word
C = Applying Meanings
D = Word Relationships - synonyms and antonyms
E = Narrative Story - 15 questions that must be answered and are related to story.
also expected to know synonyms and antonyms for the words.
There will be a 31 point vocabulary test on Friday the 1st of October. (This is a
bubble test .... they choose the correct answer.)
The words for lesson 4 are: abhor, affable, amiss, despondent, entreat, haunt, impel, interminable, irascible, profound, recluse, reverberate, sage, tirade, tremulous.
Packet Components (all must be completed)
A = Finding Meanings - correct phrases circled and sentence rewritten on line.
B = Just the Right Word
C = Applying Meanings
D = Word Relationships - synonyms and antonyms
E = Narrative Story - 15 questions that must be answered and are related to story.
Sunday, September 26, 2010
Wordly Wise Spelling, Vocab and Standards+ Capitalization Quiz
Friday, 9/24, students were tested on the following:
Spelling Words: anonymous, modify, recur, imperative, generation,
spontaneous, encompass, anthology, extricate, pivot (10pts)
Vocab Words: instill, guile, disposition, prevalent, conjecture (Students had to
use correct word complete the sentence definition.) (5pts)
Standards+ - Capitalization Assessment (4pts) (Practiced daily in class.)
Spelling Words: anonymous, modify, recur, imperative, generation,
spontaneous, encompass, anthology, extricate, pivot (10pts)
Vocab Words: instill, guile, disposition, prevalent, conjecture (Students had to
use correct word complete the sentence definition.) (5pts)
Standards+ - Capitalization Assessment (4pts) (Practiced daily in class.)
Monday, September 20, 2010
Wordly Wise - Packet 3 due 9/24
Wordly Wise Packet 3 assigned today and due on Friday, 9/24.
Packet Components (all must be completed)
A = Finding Meanings - correct phrases circled and sentence rewritten on line.
B = Just the Right Word
C = Applying Meanings
D = Word Relationships - synonyms and antonyms
E = Narrative Story - 15 questions that must be answered and are related to story.
Spelling & Vocab - Quiz on Friday, 9/24:
anonymous
anthology (ology = study of something)
encompass
extricate
generation (gen = birth)
imperative
modify
pivot
recur (re = do again)
spontaneous
Packet Components (all must be completed)
A = Finding Meanings - correct phrases circled and sentence rewritten on line.
B = Just the Right Word
C = Applying Meanings
D = Word Relationships - synonyms and antonyms
E = Narrative Story - 15 questions that must be answered and are related to story.
Spelling & Vocab - Quiz on Friday, 9/24:
anonymous
anthology (ology = study of something)
encompass
extricate
generation (gen = birth)
imperative
modify
pivot
recur (re = do again)
spontaneous
Friday, September 17, 2010
Road Not Taken, All But Blind, The Choice - HW due 9/22
We began reading these 3 poems in class on 9/16. The HW is due on
9/22. All reading is taken from the text, Prentice Hall Lit Book - Silver Level.
Road Not Taken (Robert Frost) pg 45:1-5
All But Blind (Walter de la Mare) pg 47:1-4
The Choice (Dorothy Parker ) pg 48:1-5
All poems deal with choices made throughout life. Students are looking
for tone, speaker, etc.
Stanzas of poetry were defined.
Lines of poetry were defined.
Rhyme schemes were defined.
9/22. All reading is taken from the text, Prentice Hall Lit Book - Silver Level.
Road Not Taken (Robert Frost) pg 45:1-5
All But Blind (Walter de la Mare) pg 47:1-4
The Choice (Dorothy Parker ) pg 48:1-5
All poems deal with choices made throughout life. Students are looking
for tone, speaker, etc.
Stanzas of poetry were defined.
Lines of poetry were defined.
Rhyme schemes were defined.
WW2 Spelling and Vocab Quiz
Spelling and Vocab test for Wordly Wise, Packet 2. (15 points)
Words = abrasion, clad, corroborate, cursory, dehydrate, derive, gingerly, grimace, gruesome, simulate.
Fill in blanks:
a skinned knee is an __________ (abrasion)
a horrendous car crash might be a __________ sight. (gruesome)
Doris was ______ in a tiny bikini. (clad)
to get a raisin,, you must ________ a grape. (dehydrate)
she walked _______ when she broke her foot. (gingerly)
Words = abrasion, clad, corroborate, cursory, dehydrate, derive, gingerly, grimace, gruesome, simulate.
Fill in blanks:
a skinned knee is an __________ (abrasion)
a horrendous car crash might be a __________ sight. (gruesome)
Doris was ______ in a tiny bikini. (clad)
to get a raisin,, you must ________ a grape. (dehydrate)
she walked _______ when she broke her foot. (gingerly)
Wednesday, September 15, 2010
"I Know Why the Caged Bird Sings" packet
"I Know Why the Caged Bird Sings" - memoir by Maya Angelou.
Prentice Hall Companion Book pages 16-22 &
Prentice Hall Skills Book pages 11-14.
Story was read in class. All blue areas are to be answered and all skills pages are to
be finished and submitted by 9/17.
Standard studied: reading 1.1 -- idioms, metaphors, similes, personification.
Prentice Hall Companion Book pages 16-22 &
Prentice Hall Skills Book pages 11-14.
Story was read in class. All blue areas are to be answered and all skills pages are to
be finished and submitted by 9/17.
Standard studied: reading 1.1 -- idioms, metaphors, similes, personification.
Wordly Wise - Packet 2
Vocab packet due Friday, Sept. 17th. All parts, A-E to be completed.
10 spelling words: abrasion, clad, corroborate, cursory, dehydrate, derive, gingerly,
grimace, gruesome, simulate.
Also ... know the meaning of all vocab words in packet.
Spelling and vocab quiz on Friday, 9/17.
10 spelling words: abrasion, clad, corroborate, cursory, dehydrate, derive, gingerly,
grimace, gruesome, simulate.
Also ... know the meaning of all vocab words in packet.
Spelling and vocab quiz on Friday, 9/17.
Tuesday, September 7, 2010
"Charles" - PHLB
The charming story of "Charles" was read in class today
Prentice Hall Lit Book pages 20-276.
Questions on page 26, Review and Assess questions
1-6 are due at the beginning of the period tomorrow
(9/8).
Prentice Hall Lit Book pages 20-276.
Questions on page 26, Review and Assess questions
1-6 are due at the beginning of the period tomorrow
(9/8).
Wordly Wise - Packet 1
Wordly Wise, Packet 1 due 9/10/10
15 vocabulary words and worksheets with exercises 1A, 1B, 1C, 1D and 1E.
All parts of the assignment are due on Friday, 9/10 and there will be
a spelling test on 10 of the words (students were asked to circle them.)
Spelling words for the week are: avid, brusque, despicable, evoke, inaugurate, proprietor, rebuff, pseudonym, turbulent, demean.
15 vocabulary words and worksheets with exercises 1A, 1B, 1C, 1D and 1E.
All parts of the assignment are due on Friday, 9/10 and there will be
a spelling test on 10 of the words (students were asked to circle them.)
Spelling words for the week are: avid, brusque, despicable, evoke, inaugurate, proprietor, rebuff, pseudonym, turbulent, demean.
Saturday, September 4, 2010
LETTER FROM SOLDIER (JOBY) due 9/10.
PREPARTION FOR WRITING:
Prentice Hall Literature Book, page 15.
Create a wheel or list of brainstorming activities in preparation for
writing the "Joby" letter.
Due 9/7 - rough draft and brainstorming sheets (for observation of completion).
ASSIGNMENT:
Write a rough draft based on the writing assignment found on page 15 of the Prentice Hall Lit Book. You are to write a letter home AND you are to fill out a sensory wheel/list that brainstorms what Joby thought and felt the night before the battle. After you have completed your draft, you are going to adjust your writing to address details that you considered while rewriting a final letter. The final is due Friday, September 10th.
Write a thorough letter to Joby’s mother or father. This is a creative assignment, but it must be a 5 paragraph (minimum) letter that includes the following parameters:
Letter Date (remember it’s 1862)
Salutation to Mom or Dad,
:
Paragraph #1:
Describe your surroundings and tell your parents where you are. Give descriptions and feelings about the place you are located. Create a mental picture so that they (the parents) have an idea of where your are and what surrounds you. (What is the season, what do you smell and hear?)
Paragraph #2:
Write about your reasons for leaving home and why you feel it is important to be fighting for your cause. Tell them what your duties will be on the battlefield and tell them how you feel about the other soldiers who are around you. Make sure that your parents understand you are frightened.
Paragraph #3:
Write about your encounter with the general. Tell your parents what the circumstances of the encounter entailed and how the general tried to make you perceive your role. Don’t be afraid to mention your fear to your parents. Don’t be afraid to tell them your pride in what you are about to do. This could be your last letter to them ... make it count.
Paragraph #4:
Begin wrapping up your letter. Let your parents know how much you love and miss them. Let them know how hopeful you are that you will see them again. Talk about how important it is to get back to normal. You might even apologize to them for running away (if that’s what you did).
Paragraph #5:
Conclusion - Talk about your hopes for the future and how you hope to be back soon. Tell them how much you miss and love them. Ask for their good thoughts and blessings.
Closing statement,
Sign your name in Cursive
Each paragraph must be well structured, well developed and contain at least five sentences that show variety in structure. (Think NTSSWTSW - No Two Sentences Start With The Same Word). Remember to indent the first 5 spaces of a new paragraph.
Castillero Heading - Can be on the back of the letter. Must contain the following 3 lines:
---Full Name
---Period, Date
---Joby Letter
Note: Make your letter look old and authentic for the time period. Must be in black or blue ink. It may be typed or handwritten, but it must be neat and thoughtful. Be appropriate for time period.
Prentice Hall Literature Book, page 15.
Create a wheel or list of brainstorming activities in preparation for
writing the "Joby" letter.
Due 9/7 - rough draft and brainstorming sheets (for observation of completion).
ASSIGNMENT:
Write a rough draft based on the writing assignment found on page 15 of the Prentice Hall Lit Book. You are to write a letter home AND you are to fill out a sensory wheel/list that brainstorms what Joby thought and felt the night before the battle. After you have completed your draft, you are going to adjust your writing to address details that you considered while rewriting a final letter. The final is due Friday, September 10th.
Write a thorough letter to Joby’s mother or father. This is a creative assignment, but it must be a 5 paragraph (minimum) letter that includes the following parameters:
Letter Date (remember it’s 1862)
Salutation to Mom or Dad,
:
Paragraph #1:
Describe your surroundings and tell your parents where you are. Give descriptions and feelings about the place you are located. Create a mental picture so that they (the parents) have an idea of where your are and what surrounds you. (What is the season, what do you smell and hear?)
Paragraph #2:
Write about your reasons for leaving home and why you feel it is important to be fighting for your cause. Tell them what your duties will be on the battlefield and tell them how you feel about the other soldiers who are around you. Make sure that your parents understand you are frightened.
Paragraph #3:
Write about your encounter with the general. Tell your parents what the circumstances of the encounter entailed and how the general tried to make you perceive your role. Don’t be afraid to mention your fear to your parents. Don’t be afraid to tell them your pride in what you are about to do. This could be your last letter to them ... make it count.
Paragraph #4:
Begin wrapping up your letter. Let your parents know how much you love and miss them. Let them know how hopeful you are that you will see them again. Talk about how important it is to get back to normal. You might even apologize to them for running away (if that’s what you did).
Paragraph #5:
Conclusion - Talk about your hopes for the future and how you hope to be back soon. Tell them how much you miss and love them. Ask for their good thoughts and blessings.
Closing statement,
Sign your name in Cursive
Each paragraph must be well structured, well developed and contain at least five sentences that show variety in structure. (Think NTSSWTSW - No Two Sentences Start With The Same Word). Remember to indent the first 5 spaces of a new paragraph.
Castillero Heading - Can be on the back of the letter. Must contain the following 3 lines:
---Full Name
---Period, Date
---Joby Letter
Note: Make your letter look old and authentic for the time period. Must be in black or blue ink. It may be typed or handwritten, but it must be neat and thoughtful. Be appropriate for time period.
WHO AM I? - Project & Essay due 8/27
WHO AM I? - COLLAGE PROJECT - Due Friday, August 27, 2010
You are to create a collage about you. A collage is a presentation that covers the entire surface of a poster board with "stuff" that represents your life. (For example: I love to garden and cook so I'd probably cover the surface with roses, dahlias, flowers, recipes, food, etc.)
Specifics:
1. You are to make a horizontal presentation on a piece of poster
board that is 11" x 17". Poster board can be purchased at
Office Max, Office Depot, Target, most drug stores, etc. You may
have to cut it to the correct size, but you are only allowed an 11" x
17" working space.
2. No foam board. Automatic deduction of 10 points.
3. Your collage must be clearly labeled with your first name as part of
the surface. It must be bold and overlaid on your collage
somewhere in the center of your poster.
4. You may use the following to create your collage: photos, gift wrap,
wall paper, magazines, pictures, fabric strips, paintings, drawings,
cartoons, computer graphics, ribbons, glitter, glue, sparkles, etc.
(make sure they are dry before submitting work).
5. NOTHING OBJECTIONABLE like sexual, drug, gang, symbols,
violence or weapon related objects. Use your GOOD judgment.
CMS HEADING:
1. Must be in the lower right corner (i.e., use a small label), on the
FRONT of your collage.
2. Must state the following 3 lines:
o Your full name
o Period___ Date_______
o “Collage"
Please have fun with this and let your creativity shine! Your collage should tell about YOU and your life and interests. Don't be afraid to brag about yourself .... this is a project that is a snapshot of the real you (in 8th grade) and you'll probably want to keep it for years.
... over ...
WHO AM I? - PERSONAL ESSAY - Due Friday, August 27, 2010
Write a personal essay about yourself! It must be a 5 paragraph (minimum) essay that includes the following:
1. Your statistics (i.e., full name, birthday, where born, where you
currently live, which elementary school you attended, etc.).
2. Your family information (i.e., siblings, parents, occupations, pets,
family activities, vacations, etc.).
3. What makes you special? What are your hidden talents, your likes,
your interests, your passions, your present goals, hobbies?
4. What makes you happy about being in 8th grade? What are you
looking forward to doing this year? What activities are you involved
with (i.e., Show stoppers, Dance Infinia, Band, Bel Canto, Drama,
Art.).
5. Conclusion - What do you want to do in the future-- (i.e., What high
school or college do you want to attend? What do you imagine
yourself doing for the rest of your life? What are your long range
goals?).
Each paragraph must be well structured, well developed and contain at least five sentences that show variety in structure. (Think NTSSWTSW - No Two Sentences Start With The Same Word.).
Castillero Heading - must be in the upper right corner of paper and contain the following 3 lines:
o Full Name
o Period ___Date_____
o Who Am I? - Personal Essay
Your essay is due at the same time as the poster/collage. It must
be in black or blue ink, or typed. Do not paste it to the back of your poster because it is a separate grade. You will be expected to present your poster in class next week.
Grading (200) points. Poster/collage is worth 100 (project grade) and the Personal Essay is worth 100 (essay grade). You will be graded entirely on how well you follow all instructions. Good luck and have fun!
You are to create a collage about you. A collage is a presentation that covers the entire surface of a poster board with "stuff" that represents your life. (For example: I love to garden and cook so I'd probably cover the surface with roses, dahlias, flowers, recipes, food, etc.)
Specifics:
1. You are to make a horizontal presentation on a piece of poster
board that is 11" x 17". Poster board can be purchased at
Office Max, Office Depot, Target, most drug stores, etc. You may
have to cut it to the correct size, but you are only allowed an 11" x
17" working space.
2. No foam board. Automatic deduction of 10 points.
3. Your collage must be clearly labeled with your first name as part of
the surface. It must be bold and overlaid on your collage
somewhere in the center of your poster.
4. You may use the following to create your collage: photos, gift wrap,
wall paper, magazines, pictures, fabric strips, paintings, drawings,
cartoons, computer graphics, ribbons, glitter, glue, sparkles, etc.
(make sure they are dry before submitting work).
5. NOTHING OBJECTIONABLE like sexual, drug, gang, symbols,
violence or weapon related objects. Use your GOOD judgment.
CMS HEADING:
1. Must be in the lower right corner (i.e., use a small label), on the
FRONT of your collage.
2. Must state the following 3 lines:
o Your full name
o Period___ Date_______
o “Collage"
Please have fun with this and let your creativity shine! Your collage should tell about YOU and your life and interests. Don't be afraid to brag about yourself .... this is a project that is a snapshot of the real you (in 8th grade) and you'll probably want to keep it for years.
... over ...
WHO AM I? - PERSONAL ESSAY - Due Friday, August 27, 2010
Write a personal essay about yourself! It must be a 5 paragraph (minimum) essay that includes the following:
1. Your statistics (i.e., full name, birthday, where born, where you
currently live, which elementary school you attended, etc.).
2. Your family information (i.e., siblings, parents, occupations, pets,
family activities, vacations, etc.).
3. What makes you special? What are your hidden talents, your likes,
your interests, your passions, your present goals, hobbies?
4. What makes you happy about being in 8th grade? What are you
looking forward to doing this year? What activities are you involved
with (i.e., Show stoppers, Dance Infinia, Band, Bel Canto, Drama,
Art.).
5. Conclusion - What do you want to do in the future-- (i.e., What high
school or college do you want to attend? What do you imagine
yourself doing for the rest of your life? What are your long range
goals?).
Each paragraph must be well structured, well developed and contain at least five sentences that show variety in structure. (Think NTSSWTSW - No Two Sentences Start With The Same Word.).
Castillero Heading - must be in the upper right corner of paper and contain the following 3 lines:
o Full Name
o Period ___Date_____
o Who Am I? - Personal Essay
Your essay is due at the same time as the poster/collage. It must
be in black or blue ink, or typed. Do not paste it to the back of your poster because it is a separate grade. You will be expected to present your poster in class next week.
Grading (200) points. Poster/collage is worth 100 (project grade) and the Personal Essay is worth 100 (essay grade). You will be graded entirely on how well you follow all instructions. Good luck and have fun!
PHLB HW, pg 12: 1-6
Prentice Hall Literature Book (PHLB).
Assigned 2nd week of school, due 8/27/10
Drummer Boy of Shiloh.
Page 12, questions 1-6 (all parts).
Assigned 2nd week of school, due 8/27/10
Drummer Boy of Shiloh.
Page 12, questions 1-6 (all parts).
AR READING LIST - 2010
AR READING LIST - 2010-2011 M. Tietgens
ALPHABETICAL LIST BY TITLE & AR LEVEL.
A Day No Pigs Would Die, 5.1
Adventures of Tom Sawyer, 8.3
April Morning, 6.5
Are You in the House Alone?, 5.2
Bless Me, Ultima, 5.4
Cage (The), 4.7
Chernowitz, 4.7;
Death Be Not Proud, 8.0
Devil's Arithmetic (The), 4.
Endless Steppe (The), 6.0
Education of Little Tree (The), 5.5
Farewell to Manzanar, 7.0
Flowers for Algernon, 7.8
Frankenstein, 12.4
Friedrich, 4.5
Habibi, 5.2
Hiroshima , 8.4
Homecoming (The) , 5.1
Jacob Have I Loved, 8.3
Johnny Tremain, 8.1
Journey to the Center of the Earth, 9.9
Kim, 6.0
Little Prince (The), 8.2
My Brother Sam is Dead, 6.2
Night, 8.7
Old Yeller, 5.0
On My Honor, 5.3
Outsiders (The), 6.7
Park's Quest, 6.2
Parrot in the Oven, 6.1
Rifles for Watie, 6.1
Scorpions, 5.0
Send No Blessings, 7.1
Shabanu, 5.9
Sing Down the Moon, 6.3
Slave Dancer (The), 6.6
Someone Dies, Someone Lives, 5.0
Sparrow Hawk Red, 5.0
Summer of My German Soldier (The), 6.1
That Was Then, This is Now, 4.6
Thousand Pieces of Gold, 5.6
To Be a Slave, 6.9
Treasure Island, 8.0
Tuck Everlasting, 6.3
Uncle Tom’s Cabin, 9.6
Under the Blood Red Sun, 6.1
Upstairs Room (The), 5.4
Watsons Go to Birmingham (The), 5.0
Wave (The), 5.2
Why Me? The Courage to Live, 4.4
Witch of Blackbird Pond (The), 5.7
Yearling (The), 5.0.
Watership Down, 7.6.
ALPHABETICAL LIST BY TITLE & AR LEVEL.
A Day No Pigs Would Die, 5.1
Adventures of Tom Sawyer, 8.3
April Morning, 6.5
Are You in the House Alone?, 5.2
Bless Me, Ultima, 5.4
Cage (The), 4.7
Chernowitz, 4.7;
Death Be Not Proud, 8.0
Devil's Arithmetic (The), 4.
Endless Steppe (The), 6.0
Education of Little Tree (The), 5.5
Farewell to Manzanar, 7.0
Flowers for Algernon, 7.8
Frankenstein, 12.4
Friedrich, 4.5
Habibi, 5.2
Hiroshima , 8.4
Homecoming (The) , 5.1
Jacob Have I Loved, 8.3
Johnny Tremain, 8.1
Journey to the Center of the Earth, 9.9
Kim, 6.0
Little Prince (The), 8.2
My Brother Sam is Dead, 6.2
Night, 8.7
Old Yeller, 5.0
On My Honor, 5.3
Outsiders (The), 6.7
Park's Quest, 6.2
Parrot in the Oven, 6.1
Rifles for Watie, 6.1
Scorpions, 5.0
Send No Blessings, 7.1
Shabanu, 5.9
Sing Down the Moon, 6.3
Slave Dancer (The), 6.6
Someone Dies, Someone Lives, 5.0
Sparrow Hawk Red, 5.0
Summer of My German Soldier (The), 6.1
That Was Then, This is Now, 4.6
Thousand Pieces of Gold, 5.6
To Be a Slave, 6.9
Treasure Island, 8.0
Tuck Everlasting, 6.3
Uncle Tom’s Cabin, 9.6
Under the Blood Red Sun, 6.1
Upstairs Room (The), 5.4
Watsons Go to Birmingham (The), 5.0
Wave (The), 5.2
Why Me? The Courage to Live, 4.4
Witch of Blackbird Pond (The), 5.7
Yearling (The), 5.0.
Watership Down, 7.6.
AR READING REQUIREMENTS - 2010
AR/READING REQUIREMENTS - 2010-2011
M.A. Tietgens
This handout is to be used with current AR/READING LIST.
During the course of each semester, you are required to read three complete novels. Prior to the end of a 6-week grading period, a book report or AR quiz must be completed to satisfy that reading grade. This averages to one book every six weeks. Ten+ minutes are given at the beginning of each class period to satisfy this task, and all books are directly related to the course of study you will be following this year (i.e., American Revolution, Civil War, Westward Movement, Social Issues, World War 2, Pearl Harbor, etc.). When a book is finished, you are expected to choose another novel and keep reading. This eliminates the dreaded "log sheet/parental signature" requirement of lower grade levels. You are expected to read, on a daily basis, in the classroom and demonstrate that you understand what you've read. Grading period dates are: 9/17, 10/29, 12/17 (end of 1st semester), 2/11, 4/8, & 5/13. (The 2nd semester ends on 6/2, but 8th graders wrap it up at least 2 weeks earlier.) Reading must be completed a few days before the end date to allow time to take a quiz or submit a book report.
There are eight tables in my classroom and each table will have a basket that contains an array of AR books. Since all of my classes will be using the same materials, NONE of the basket books may be taken home. (Occasionally, I'll have an extra book from my personal library that I can lend you. If you check it out and you lose it, I expect you to replace it.) Note: I gladly welcome any copies that parents want to purchase or donate to the classroom. It doesn't take long for these paperbacks to wear out, so please treat them gently.
At the beginning of the period, someone retrieves your basket/personal journals from the back bookshelf. At the end of the allotted reading time, the box needs to be put back on the shelf. Take turns. (Note: I have journals that can be purchased for 50 cents.)
You and your tablemates will be chosing novels to read during a 6-week grading period. Keep in mind that some of the books may be lower or higher than your reading level and you are going to browse the selections to get a feel for them before you select. (The reading level doesn't matter because the quality of the material and its relationship to your course of study this year is what is important.) No matter which book you finally choose, make certain that you budget your time to accomplish the reading within the time frame. If you tend to read slowly, see me and I may have a copy for you to take home. (If you borrow one of my books, make sure that you return it to me directly --- NOT TO THE CRATE. Again, you are responsible for that book and, if you lose it, you should replace it.)
NOTE: If you've already read any of the books in the basket, don't choose them again. Your AR records carry over throughout your years in San Jose Unified SD. If you've taken an AR test in the past, the system will not allow you to retake it. You must select new material to read and pass this class requirement. If you fail a quiz with a score less than 60%, see me ... you are able to bring up the grade by doing a book report.
M.A. Tietgens
This handout is to be used with current AR/READING LIST.
During the course of each semester, you are required to read three complete novels. Prior to the end of a 6-week grading period, a book report or AR quiz must be completed to satisfy that reading grade. This averages to one book every six weeks. Ten+ minutes are given at the beginning of each class period to satisfy this task, and all books are directly related to the course of study you will be following this year (i.e., American Revolution, Civil War, Westward Movement, Social Issues, World War 2, Pearl Harbor, etc.). When a book is finished, you are expected to choose another novel and keep reading. This eliminates the dreaded "log sheet/parental signature" requirement of lower grade levels. You are expected to read, on a daily basis, in the classroom and demonstrate that you understand what you've read. Grading period dates are: 9/17, 10/29, 12/17 (end of 1st semester), 2/11, 4/8, & 5/13. (The 2nd semester ends on 6/2, but 8th graders wrap it up at least 2 weeks earlier.) Reading must be completed a few days before the end date to allow time to take a quiz or submit a book report.
There are eight tables in my classroom and each table will have a basket that contains an array of AR books. Since all of my classes will be using the same materials, NONE of the basket books may be taken home. (Occasionally, I'll have an extra book from my personal library that I can lend you. If you check it out and you lose it, I expect you to replace it.) Note: I gladly welcome any copies that parents want to purchase or donate to the classroom. It doesn't take long for these paperbacks to wear out, so please treat them gently.
At the beginning of the period, someone retrieves your basket/personal journals from the back bookshelf. At the end of the allotted reading time, the box needs to be put back on the shelf. Take turns. (Note: I have journals that can be purchased for 50 cents.)
You and your tablemates will be chosing novels to read during a 6-week grading period. Keep in mind that some of the books may be lower or higher than your reading level and you are going to browse the selections to get a feel for them before you select. (The reading level doesn't matter because the quality of the material and its relationship to your course of study this year is what is important.) No matter which book you finally choose, make certain that you budget your time to accomplish the reading within the time frame. If you tend to read slowly, see me and I may have a copy for you to take home. (If you borrow one of my books, make sure that you return it to me directly --- NOT TO THE CRATE. Again, you are responsible for that book and, if you lose it, you should replace it.)
NOTE: If you've already read any of the books in the basket, don't choose them again. Your AR records carry over throughout your years in San Jose Unified SD. If you've taken an AR test in the past, the system will not allow you to retake it. You must select new material to read and pass this class requirement. If you fail a quiz with a score less than 60%, see me ... you are able to bring up the grade by doing a book report.
SUPPLY LIST - 2010
Student and class Items needed by Friday, August 20th
1. 3-ring binder, 1.5" spine and letter sized, ruled binder paper.
2. Tab dividers (10+) labeled as follows -
----- AR/Book Reports
----- CORE Novels
----- Essay Genres
----- Miscellaneous
----- Poetry
----- Projects
----- Roots, Spelling
----- Standards Plus
----- SJUSD Handbook
3. A Mead-type Composition Book. Dimensions = 9 3/4 x 7 1/2". (Note: I have these in the classroom for 50 cents.) Do not buy a comp book with a spiral binding; it isn't appropriate for this assignment.
4. black/blue pens (colors not allowed)
5. #2 pencils (sharpen prior to class period).
6. glue stick, highlighter, eraser - whatever you need.
WISH LIST - ITEMS NEED THROUGHOUT THE YEAR:
1. Kleenex & Handiwipes (Lots of tissue, please!)
2. Crayola Washable Markers (classic colors)
3. Glue Sticks - the BIG ones.
4. Stanley JT21 Staples (1/4" size) at OSH. (These are for my staple gun.)
5. Paperback Books - any of the listed AR novels that we're reading in class.
---- they get "trashed" regularly and fall apart through constant use.
1. 3-ring binder, 1.5" spine and letter sized, ruled binder paper.
2. Tab dividers (10+) labeled as follows -
----- AR/Book Reports
----- CORE Novels
----- Essay Genres
----- Miscellaneous
----- Poetry
----- Projects
----- Roots, Spelling
----- Standards Plus
----- SJUSD Handbook
3. A Mead-type Composition Book. Dimensions = 9 3/4 x 7 1/2". (Note: I have these in the classroom for 50 cents.) Do not buy a comp book with a spiral binding; it isn't appropriate for this assignment.
4. black/blue pens (colors not allowed)
5. #2 pencils (sharpen prior to class period).
6. glue stick, highlighter, eraser - whatever you need.
WISH LIST - ITEMS NEED THROUGHOUT THE YEAR:
1. Kleenex & Handiwipes (Lots of tissue, please!)
2. Crayola Washable Markers (classic colors)
3. Glue Sticks - the BIG ones.
4. Stanley JT21 Staples (1/4" size) at OSH. (These are for my staple gun.)
5. Paperback Books - any of the listed AR novels that we're reading in class.
---- they get "trashed" regularly and fall apart through constant use.
LA8 SYLLABUS - 2010
8th GRADE LANGUAGE ARTS -
SYLLABUS/GREEN SHEET -
Marilyn A. Tietgens - Rm A-2
August, 2010 - June, 2011
--- Grammar, spelling, vocabulary, writing, memorization, speaking & listening skills will be taught through literature studies, selected readings, & classical roots.
--- All of the California Standards being addressed for a particular subject area
can be found on pages CA4 through CA19 of the Prentice Hall Literature Book (Silver Level).
--- Accelerated Reader quizzes or book reports may be required on in-class
novels.
--- All major writing domains & poetry will be taught using the Silver Level
(California edition) of the District-adopted, Prentice Hall Literature Book
series.
DISTRICT PROVIDED MATERIALS -
(replacement values in parenthesis)
Your student will receive:
1-Prentice Hall Literature Book ($75)
1-Prentice Hall Grammar Book ($35)
1-Prentice Hall Companion Reader ($10)
1-Prentice Hall Selection Support Skills Workbook ($10)
GOALS/OBJECTIVES-
--- to integrate listening, reading, writing and speaking skills into our
writing-based program.
--- to increase students' critical thinking skills
--- to help students learn time management
--- to help students accept responsibility of required tasks
GRADING-
--- Grading is based on an equally weighted category system.
--- Essays, Projects, Homework, AR, Book Reports, Vocab/Spelling, etc., are
factored into 6-wk progress reports & the final grade.
--- A=90-100; B=80-89; C=70-79; D=60-69; F=0-59.
--- Per semester, late work is accepted for a max grade of 50%. (If not submitted
for partial credit, the “Z” grade registers as a zero.)
--- I do not allow "extra credit." I expect your student to do the assigned work.
--- State standards are tested on an ongoing basis with each unit of study.
HOMEWORK -
--- student usually has a printed handout of assignments. Check with your child
regularly to see what is due. E-mail me directly if you have questions.
--- student is responsible for handling instruction sheets for the duration of an
assignment. (If lost, the student should check with a classmate to obtain the
information.)
--- check student's binder reminder for extra information
PINNACLE INTERNET VIEWER-
--- http://piv.sjusd.org -- check it regularly.
--- check regularly for posted grades (my goal is bi-weekly input.)
--- obtain your student's ID and PASSWORD from Castillero's Registrar (front
office). If you don't have access to the internet, utilize services offered at the
Public Library. Contact me directly, if all else fails.
--- Grade Cues: “Z” student hasn't submitted assignment; can still be turned in.
--- dash/blank=assignment received, upcoming due date, not yet graded
--- 0 (zero) = credit disallowed.
AR Reading requirements.
--- 40+ curriculum-related AR book titles are available to read in class.
--- 10+ minutes are given at the beginning of each period to read one of these
books. Student must read 1 class book every 6 weeks, (3 per semester).
--- AR quiz must be taken upon completion and a 60% is passing
--- Book Reports are sometimes required, in addition to the AR quiz
--- Core novels that will be read in addition to these books are The Pearl and
Anne Frank: The Diary of a Young Woman. There will be significant projects
associated with each of these novels.
ABSENCES & MAKE-UP WORK
--- Full credit = 1 day per excused absence
--- If absent only the day of a major project or test, project must be in my mailbox
by the end of that day.
--- Make-up tests are expected to be taken on the day of the student's return.
--- Projects or HW submitted later than 3 days (unexcused) can earn no more
than 50%.
--- Suspensions = generally, assignments will be considered late.
--- Plagiarism or cheating = 0 (zero), credit disallowed and infraction copied to
CUM folder.
CLASS RULES:
--- posted in classroom
--- eating or drinking of liquids is not allowed
--- gum is not allowed at any time
--- cell phones must be off during the day, otherwise they will be taken away
and given to an administrator. Parent must arrange to retrieve the device.
--- students must be respectful to adults and peers. Negative behavior will be
addressed on an individual basis and parents will be notified.
CONTACTING TEACHER
--- establish an e-mail account with the District.
--- visit San Jose Unifed's web site
--- follow "Parent e-mail registration" to set up communication.
Send an e-mail to marilyn_tietgens@sjusd.org to establish test message. We
can then have direct contact, as needed. (Please don’t expect instantaneous
responses.)
--- ALWAYS use your student's first name AND last name in the communiqué. I
can’t respond if I don't know who the e-mail is about.
SYLLABUS/GREEN SHEET -
Marilyn A. Tietgens - Rm A-2
August, 2010 - June, 2011
--- Grammar, spelling, vocabulary, writing, memorization, speaking & listening skills will be taught through literature studies, selected readings, & classical roots.
--- All of the California Standards being addressed for a particular subject area
can be found on pages CA4 through CA19 of the Prentice Hall Literature Book (Silver Level).
--- Accelerated Reader quizzes or book reports may be required on in-class
novels.
--- All major writing domains & poetry will be taught using the Silver Level
(California edition) of the District-adopted, Prentice Hall Literature Book
series.
DISTRICT PROVIDED MATERIALS -
(replacement values in parenthesis)
Your student will receive:
1-Prentice Hall Literature Book ($75)
1-Prentice Hall Grammar Book ($35)
1-Prentice Hall Companion Reader ($10)
1-Prentice Hall Selection Support Skills Workbook ($10)
GOALS/OBJECTIVES-
--- to integrate listening, reading, writing and speaking skills into our
writing-based program.
--- to increase students' critical thinking skills
--- to help students learn time management
--- to help students accept responsibility of required tasks
GRADING-
--- Grading is based on an equally weighted category system.
--- Essays, Projects, Homework, AR, Book Reports, Vocab/Spelling, etc., are
factored into 6-wk progress reports & the final grade.
--- A=90-100; B=80-89; C=70-79; D=60-69; F=0-59.
--- Per semester, late work is accepted for a max grade of 50%. (If not submitted
for partial credit, the “Z” grade registers as a zero.)
--- I do not allow "extra credit." I expect your student to do the assigned work.
--- State standards are tested on an ongoing basis with each unit of study.
HOMEWORK -
--- student usually has a printed handout of assignments. Check with your child
regularly to see what is due. E-mail me directly if you have questions.
--- student is responsible for handling instruction sheets for the duration of an
assignment. (If lost, the student should check with a classmate to obtain the
information.)
--- check student's binder reminder for extra information
PINNACLE INTERNET VIEWER-
--- http://piv.sjusd.org -- check it regularly.
--- check regularly for posted grades (my goal is bi-weekly input.)
--- obtain your student's ID and PASSWORD from Castillero's Registrar (front
office). If you don't have access to the internet, utilize services offered at the
Public Library. Contact me directly, if all else fails.
--- Grade Cues: “Z” student hasn't submitted assignment; can still be turned in.
--- dash/blank=assignment received, upcoming due date, not yet graded
--- 0 (zero) = credit disallowed.
AR Reading requirements.
--- 40+ curriculum-related AR book titles are available to read in class.
--- 10+ minutes are given at the beginning of each period to read one of these
books. Student must read 1 class book every 6 weeks, (3 per semester).
--- AR quiz must be taken upon completion and a 60% is passing
--- Book Reports are sometimes required, in addition to the AR quiz
--- Core novels that will be read in addition to these books are The Pearl and
Anne Frank: The Diary of a Young Woman. There will be significant projects
associated with each of these novels.
ABSENCES & MAKE-UP WORK
--- Full credit = 1 day per excused absence
--- If absent only the day of a major project or test, project must be in my mailbox
by the end of that day.
--- Make-up tests are expected to be taken on the day of the student's return.
--- Projects or HW submitted later than 3 days (unexcused) can earn no more
than 50%.
--- Suspensions = generally, assignments will be considered late.
--- Plagiarism or cheating = 0 (zero), credit disallowed and infraction copied to
CUM folder.
CLASS RULES:
--- posted in classroom
--- eating or drinking of liquids is not allowed
--- gum is not allowed at any time
--- cell phones must be off during the day, otherwise they will be taken away
and given to an administrator. Parent must arrange to retrieve the device.
--- students must be respectful to adults and peers. Negative behavior will be
addressed on an individual basis and parents will be notified.
CONTACTING TEACHER
--- establish an e-mail account with the District.
--- visit San Jose Unifed's web site
--- follow "Parent e-mail registration" to set up communication.
Send an e-mail to marilyn_tietgens@sjusd.org to establish test message. We
can then have direct contact, as needed. (Please don’t expect instantaneous
responses.)
--- ALWAYS use your student's first name AND last name in the communiqué. I
can’t respond if I don't know who the e-mail is about.
PARENT LETTER - Aug. 2010
August 16, 2010
Dear Parents,
Welcome to eighth grade Language Arts! This year will be filled with activities and major choices (i.e., which high school? What classes? How do I juggle my busy schedule? ). In this class, it is a year for teenagers to master the skills and lessons that will enable them to succeed or function at the next level.
Over the course of the year, we will be practicing the following writing genres: narrative, persuasive, response to literature, and summary. Using the District's adopted Prentice Hall Literature book, your child will also study the following reading genres: short stories, fiction, poetry, tall tales, social issues, biographies, technical reading, informational reading, etc.
Your student will receive two textbooks to take home for the year. They are the Prentice Hall Literature Book ($75) and The Prentice Hall Grammar Book ($35). These books are to be left at home and returned in May, just prior to Promotion. They will also receive a Reader's Companion Workbook and a Grammar Skills Workbook (both are valued at $10 to replace) and both are consumables that will be housed here in the classroom.
Spelling and classical roots are woven into the daily curriculum and, in conjunction with these activities, my classes will read at least six (6) core-related novels. Your student will be expected and required to read on a daily basis in the classroom environment. (I allot 10+ minutes at the beginning of each period to satisfy this part of their grade.) Upon completion of a novel, an AR test is taken to document their efforts. (Occasionally, I will assign a book report in lieu/addition to the quiz. Book reports are an option for any student.)
Of major importance will be learning time management. Students must learn to balance their outside activities and their school work. All students receive a Binder Reminder from Castillero and it is an excellent resource to use and keep track of a busy schedule.
At this point, I would direct you to read the syllabus (green sheet) that is among your student’s handouts. It outlines classroom expectations, behavior issues, grading policy and avenues for communication. If you or your child do not have internet access, please let me know by Friday so that I can annotate a need for other arrangements.
You have three "TO-DO's" that I'd love to have you accomplish by Monday, 8/23:
1. Parental set up of e-mail account through San Jose Unified. (Go to the San Jose Unified's web site, click on "Parent e-mail registration," follow directions, register your e-mail account, send me a test message.) Voila! We can talk.
2. Parents’ Letter(s) to me. I have found that knowing my students well enables me to help them succeed. I ask that each of you write a short letter describing the wonderful things that you know about your child. You might consider including your child's interests, hobbies, skills, talents, fears, challenges, etc. Please include your child's full name in the subject area for any correspondence with me. (You could write this as an e-mail OR as a separate missive.)
3. Parent AND Student use the same PIV account. Obtain your student's ID and PASSWORD from the Registrar in the main office. You probably already have these codes from previous years at Castillero...they remain the same from year to year. Log onto the Castillero "Grades P.I.V." link at ANY time to view student's progress. (Note: I enter grades on a regular basis and my grade signals are posted in the syllabus. Also, not all teachers use the same codes.)
I look forward to knowing your child and to meeting you at Back-to-School Night, which is scheduled for Wednesday, Sept. 22nd. (Please check Castillero's web site to ensure that there are no changes regarding date and time.)
Sincerely,
Marilyn A. Tietgens
8th Grade Language Arts
Dear Parents,
Welcome to eighth grade Language Arts! This year will be filled with activities and major choices (i.e., which high school? What classes? How do I juggle my busy schedule? ). In this class, it is a year for teenagers to master the skills and lessons that will enable them to succeed or function at the next level.
Over the course of the year, we will be practicing the following writing genres: narrative, persuasive, response to literature, and summary. Using the District's adopted Prentice Hall Literature book, your child will also study the following reading genres: short stories, fiction, poetry, tall tales, social issues, biographies, technical reading, informational reading, etc.
Your student will receive two textbooks to take home for the year. They are the Prentice Hall Literature Book ($75) and The Prentice Hall Grammar Book ($35). These books are to be left at home and returned in May, just prior to Promotion. They will also receive a Reader's Companion Workbook and a Grammar Skills Workbook (both are valued at $10 to replace) and both are consumables that will be housed here in the classroom.
Spelling and classical roots are woven into the daily curriculum and, in conjunction with these activities, my classes will read at least six (6) core-related novels. Your student will be expected and required to read on a daily basis in the classroom environment. (I allot 10+ minutes at the beginning of each period to satisfy this part of their grade.) Upon completion of a novel, an AR test is taken to document their efforts. (Occasionally, I will assign a book report in lieu/addition to the quiz. Book reports are an option for any student.)
Of major importance will be learning time management. Students must learn to balance their outside activities and their school work. All students receive a Binder Reminder from Castillero and it is an excellent resource to use and keep track of a busy schedule.
At this point, I would direct you to read the syllabus (green sheet) that is among your student’s handouts. It outlines classroom expectations, behavior issues, grading policy and avenues for communication. If you or your child do not have internet access, please let me know by Friday so that I can annotate a need for other arrangements.
You have three "TO-DO's" that I'd love to have you accomplish by Monday, 8/23:
1. Parental set up of e-mail account through San Jose Unified. (Go to the San Jose Unified's web site, click on "Parent e-mail registration," follow directions, register your e-mail account, send me a test message.) Voila! We can talk.
2. Parents’ Letter(s) to me. I have found that knowing my students well enables me to help them succeed. I ask that each of you write a short letter describing the wonderful things that you know about your child. You might consider including your child's interests, hobbies, skills, talents, fears, challenges, etc. Please include your child's full name in the subject area for any correspondence with me. (You could write this as an e-mail OR as a separate missive.)
3. Parent AND Student use the same PIV account. Obtain your student's ID and PASSWORD from the Registrar in the main office. You probably already have these codes from previous years at Castillero...they remain the same from year to year. Log onto the Castillero "Grades P.I.V." link at ANY time to view student's progress. (Note: I enter grades on a regular basis and my grade signals are posted in the syllabus. Also, not all teachers use the same codes.)
I look forward to knowing your child and to meeting you at Back-to-School Night, which is scheduled for Wednesday, Sept. 22nd. (Please check Castillero's web site to ensure that there are no changes regarding date and time.)
Sincerely,
Marilyn A. Tietgens
8th Grade Language Arts
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