Homework: October 14-17

Tuesday, October 14

Take Vocabulary Test #6

RL #2 (Due Monday, October 20)

Wednesday, October 15

RL #2 (Due Monday, October 20)

Work on notecards for Vocabulary Test #7 and study them (Due Monday, 10/27).  If you have made a perfect score on Vocabulary Tests #5 and #6, you are not required to make notecards for test #7.  However, if you chose to do so, you may earn bonus points.

Thursday, October 16

Work on notecards for Vocabulary Test #7 and study them (Due Monday, 10/20).  If you have made a perfect score on Vocabulary Tests #5 and #6, you are not required to make notecards for test #7.  However, if you chose to do so, you may earn bonus points.

Friday, October 17

Work on notecards for Vocabulary Test #7 and study them (Due Monday, 10/27).  If you have made a perfect score on Vocabulary Tests #5 and #6, you are not required to make notecards for test #7.  However, if you chose to do so, you may earn bonus points.

RL #2 (Due Monday, October 20)

Notebook Table of Contents

Below is what you should have in your notebook at the end of quarter 1 in GRC.  You may throw away all other assignments if you would like.  I have also attached the PDF version of this list.  Notebook Quarter 1

KEEP: TOOLBOX
8/27 Sentence Variation Models Handout
8/27 Phrase Toolbox Handout
8/27 Sentence Variety Worksheet
9/24 Weekly Article Annotations Handout
9/25 Question Mark Handout
9/27 Paradox Packet
No Date, Yet Vivid Verbs
 KEEP: WRITING
8/16-8/20 Refugee Escape Type 3
9/11 Refugee Escape Type 4
 KEEP: READING
9/8 Ransom of Red Chief Graphic Organizer
9/17 Harrison Bergeron Graphic Organizer
9/25 Harrison Bergeron Literary Element  Chart
9/25 Harrison Bergeron Quote Handout
10/3 Jumping Frog Packet
10/6 Reading Log #2
 KEEP: VOCABULARY
8/18 List #1
8/28 List #2
9/8 List #3
9/18 List #4
9/29 List #5
10/6 List #6

 

Turn in the following assignments by placing them in your file folder in my classroom.

  1. Love Type 3/Type 4 Writing Assignment
  2. Deepening Comprehension through 2nd Draft Reading
  3. Race Paragraph
  4. Chick-Fil-A (Annotated Article)
  5. RQI Questions (Questions you created with your partner about the Chick-Fil-A Article)
  6. Chick-Fil-A Answers to Discussion Questions
  7. Multiple Intelligences Inventory

Homework September 8-12

Monday

Finish Ransom of Red Chief” RACE paragraphs (story is on this blog under the “Short Story PDF’s link)

Finish “Ransom of Red Chief” graphic organizer

Refugee Escape Type 4 (due Wednesday, 9/10) (typed = 5 bonus points)

Type 4 Requirements:

Your must show edits/revisions in accordance with the Sentence Variety Worksheet

FCA: 10 Vivid Verbs

FCA: Add specifically researched details to the items “you” brought with
“you”

FCA:  Add a symbolic memory: an image, smell, sound/words/quote, feeling, taste, etc.                that creates great impact/nostalgia for the refugee

How They Croaked Project (due Monday, 9/15)

Tuesday

Grammar Workbook pages 9-12 (due Friday, 9/12)

Refugee Escape Type 4 (due Wednesday, 9/10) (typed = 5 bonus points)

Type 4 Requirements:

Your must show edits/revisions in accordance with the Sentence Variety Worksheet

FCA: 10 Vivid Verbs

FCA: Add specifically researched details to the items “you” brought with 
              “you”

FCA:  Add a symbolic memory: an image, smell, sound/words/quote, feeling, taste, etc.                that creates great impact/nostalgia for the refugee

How They Croaked Project (due Monday, 9/15)

Wednesday

Grammar Workbook pages 9-12 (due Friday, 9/12)

How They Croaked Project (due Monday, 9/15)

Thursday

Finish preparing for the Ransom of Red Chief Mock Trial (Guidelines are in the link “Ransom of Red Chief” on this blog)

Grammar Workbook pages 9-12 (due Friday, 9/12)

How They Croaked Project (due Monday, 9/15)

Friday

How They Croaked Project (due Monday, 9/15)

Homework September 2-5

Tuesday

Wednesday

Vocabulary Notecards for List #2 are due Thursday (Test on lists 1 and 2 = Thursday)

Copy and paste the URL below into your browser to play the Vocabutoons Jeopardy Review Game for Lists #1 and #2

https://jeopardylabs.com/play/vocabutoons-lists-1-and-2

Thursday

Complete “Love” writing assignment, Type 4

Friday

Work on How They Croaked Project (due 9/15/14)

August 11, 2014 – August 15,2014

Monday

(1st and 2nd period only) Have parent complete “In a Million Words or Fewer” Parent Homework by Friday, August 15 (because I didn’t hand this out to 1/2 period until Monday)

Bring in Summer Reading Books on Tuesday

Bring devices to class Tuesday (if allowed by parents, not required)

Tuesday

Finish Who I Am (Not) Project by Thursday

Wednesday

Thursday

Friday

Note:  Summer Reading Test will be Friday, August 22

 

Documentary Guidelines

To create your documentary, you can go choose between one of two approaches.

 

You can either choose to create a documentary in which you (and anyone else with whom you work) are the character(s) from the realistic fiction novel.  The characters should be interviewed and discuss main ideas, events, and themes from the novel.  The characters should speak as if they are describing their own thoughts and experiences.

 

A second option is to create a documentary in which you (and anyone else with whom you work) are discussing the characters in the novel, their experiences, and the themes of the novel in an analytical format.  You will analyze the effectiveness of the writing, the effectiveness of the characterization, and the author’s portrayal of themes.

 

Characters

Setting

Theme

Voice Over

Character/Analyst Speaking to the Topic/Theme/Thesis of your novel.

Your documentary should be a mix between images that represent the novel, information provided through the speakers in the interview and information/thoughts provided by the narrator’s voice on the documentary that guide the flow of the documentary.

The documentary should be at least five minutes per student involved.  That means that if there is one student reporting on this book, then it should be at least five minutes.  If there are three students working on the book, the documentary should be at least fifteen minutes. 

The documentary should demonstrate a thematic idea that the creator (the student) is attempting to demonstrate to the viewers.

A strong knowledge of the plot, characters, setting and theme of the realistic fiction novel should be evident.

A depth and complexity of understanding of the novel’s message and theme(s) should be demonstrated throughout the documentary.

Clarity and fluidity should be evident throughout the documentary.

Quality and thoughtfulness should be exhibited in the finished piece.

Some suggestions for creating a documentary and examples of documentaries may be found at the following websites.

http://pov.imv.au.dk/Issue_22/section_1/artc1A.html

http://topdocumentaryfilms.com/the-boy-with-the-incredible-brain/