TKAM: Chapter 1-3 Focus

Things to discuss:

 Describe the Cunninghams
 What impression do we get of school: narrow minded, humiliating.

• Scout rebels against this because she is too innocent to recognize that you have to play the system.  She is the mockingbird teaching the others to sing?

 How Scout is portrayed as a child

• “I’d go off and drown myself ….then they’d be sorry."

 Why does Walter pour syrup on everything and why does Atticus get angry at
Scout for noticing?

• Walter does not get enough nourishment at home.

 Describe the Ewells
 What sort of man is Atticus?

• Fiercely non-racist and a true democrat – law is the king, civil liberties must always be respected.

TKAM: quotes, paraphrasing and summarizing

Chapter 1:  Who is Boo Radley?

• Sketch Boo Radley in your EAL notebook
• What does he look like?  
• Under your sketch-- write a caption that includes where you are getting your information or how that picture of Boo Radley was formed in your mind.
• Bullet point the following...
• What are some of Boo Radley's physical characteristics?
• Why do we have this image of him?
• What are some of his personal characteristics?
• How does the text influence our understanding of Boo Radley?
• Quote/Statement chart about Boo Radley
• Vocabulary to learn:
• Assuage, apothecary, chattel, unusually, detention, tyrannical, morbid, profane, compel, scrawl

 Helpful link:
Quoting, Paraphrasing and Summarizing

The Monkey's Paw Continued

November 27:  Idioms and Foreshadowing

Foreshadowing is the use of hints or clues to suggest what will happen later in literature.

• Try to identify some more examples of foreshadowing from the parts we have already read.  Add the examples in your notebook. 

An idiom is a phrase where the words together have a meaning that is different from the dictionary definitions of the individual words.

• Are there any idioms in this part of the story?  If so, what are they?  What do they mean?

• Continue watching the video-- stop it when you reach the end of part III.  
• Add 2 events to your plot-line (for the rising action).

http://youtu.be/ugjegclLNhM

The Monkey's Paw

Please read the assigned section of "The Monkey's Paw".  Then watch the video until minute 7:30.  After reading and watching the video (up until 7:30), write any questions that you have regarding the reading and the scene you watched.  Also add to your plot worksheet--- Complication and 1 event for Rising Action.

http://youtu.be/ugjegclLNhM

Black Bears

One of the SRA stories was about Lynn Rogers and his research/findings about black bears. Find out more about black bears and other wildlife by clicking on the link below.

Bear Study 

MYP- Survival

The link below will take you to a story written by Jack London. Follow the directions below as you listen to the story.

To Build a Fire by Jack London

Part 1: Listen to part 1 and then make a prediction in your journal as to what you think will happen next in the short story.

Part 2: Write 2 questions that you have after hearing the first two parts of the story. What are you wondering or thinking? Place the sticky notes in your journal for now.

Part 3: Visualize-- draw what you see in your mind, using the details that the author has given you.

Part 4: The author used personification in this section. Tell me what was personified (something that is non-human was given human qualities). Why did the author do this or use this for of literary device? As a result of the events in this part, what do you think will happen to the man?

Part 5: What are your thoughts about the man? What kind of character is he? What do you think he looks like? Draw a picture of the man (in your journal).

Part 6: At this point, you have been given a lot of details about the setting of this story. Describe the setting. Where is this story taking place? What are some things that you would see, hear, touch, taste, smell in this place?

Part 7: What was your reaction to this part? How did you feel as you listened to it? What are some questions/wonderings you have?

Part 8: What is your new prediction? The man is obviously desperate, so what do you think he will do to survive? Will he survive?

Part 9: What is type of conflict is presented in this story?

Part 10: Who was the major character? Who was the minor character? What are your thoughts about the endings of this story? Did the ending fit with the title? Did anyone learn a lesson in this story? Was there a moral??

Assignment: Create a plot line for this story. Be specific and detailed. Use your responses the the parts above to help you.

MYP- Nouns; singular, plural, irregular

Read through the rules for plural nouns and then complete the first exercise for practice.

A. Rules
** Practice #1
** Practice #2

B. More Rules
** Practice #1
** Practice #2

MYP- 6

Use the following links to practice and review for part 1 of your upcoming test in EAL.  Each section has a quiz that you should take and then either print or show Ms. Clancy your results. 

Practice--
Subject and Predicate
Match the sentences
Combining Sentences


Quiz

Homophones are words that sound the same, but have DIFFERENT spellings and DIFFERENT meanings.

Homophone Game
Homophone Practice
Homophone Practice #2
Homophone Quizzes -- Ms. Clancy will tell you which level you will need to complete.

Antonyms are words that have opposite meanings.

Antonym Matching Activity
Antonym Game
Antonym Practice Quiz
Antonym Quizzes -- Ms. Clancy will need to pick your level before you start.

Synonyms are words that have the SAME or SIMILAR meanings.

Synonym Game
Synonym Quiz #1
Synonym Quiz #2

Verb Tenses -- PAST, PRESENT, FUTURE

Verb Tense Game -- Helping Verbs
Verb Tense Practice
Verb Tense -- Partner Practice
Verb Quiz #1
Verb Quiz #2
Verb Quiz #3 -- Challenging

Plural Nouns

A. Rules
** Practice #1
** Practice #2

B. More Rules
** Practice #1
** Practice #2

Grade 8 and 9- TIME

Students in Grades 8 and 9 are analyzing the song- TIME- by Pink Floyd.  They are using their knowledge poetic devices to identify and explain the devices used in the song.  Students are also sharing and discussing their thoughts about the song-- what does it mean to them??

Grade 8--Assignments

Grade 8 students should have been working on their English anthology-- making sure that they have been creatively designing an original book of poems that demonstrate their knowledge of the devices taught in both EAL and English.

Students in Grade 8 are also beginning a novel (that will be read aloud in EAL)-- there are activities that need to be completed for SUNDAY, MARCH 6th. 

Grade 6- Poetic Devices

Students in Grade 6 are reviewing the poetic devices learned (in EAL and English) by identifying and analyzing them in context.  They are also in the process of creating an anthology that demonstrates their understanding of each of the poetic devices that have been introduced.

Homework due:
-Thursday, March 3--  Find the assigned devices in the given poems
-Sunday, March 6-- Bring novel being read to English Class
-Sunday, March 6-- Science task sheet-- be sure you are working on the questions!
-Monday, March 7-- Among the Hidden  chapter questions are due!

Grade 9- Highway Man

 

Analyzing the Highway Man-- picking out the poetic devices and explaining the reasoning behind Alfred Noyes' choice of words.

Watching the video, found below, helped with comprehension and made it easier to create images to better understand the poem.

Grade 8 and 9- Reflections for Story Starters (Impromptu Day)

The story starters that were created and shared last week were inspired by the few phrases that were provided, and the students did quite well with expressing some creative ideas.  On Tuesday, the students had an opportunity to view pictures that accompanied the titles and brief statements that they wrote about last week.  They were then asked to write a reflection related to the differences and similarities between their story starters and the pictures provided-- would they have written something different if the illustration was provided before they were asked to write? 

Grade 6-- Reading with Grade 1

During one of our class sessions, the Grade 6 students were each able to read to a small group of Grade 1 students. The Grade 6 students were really nervous about doing this, and didn't quite know what to expect. It was very entertaining to observe how the Grade 6 students interacted with the Grade 1's. The little ones were definitely more critical and vocal then the Grade 6 students thought they would be-- but I think that everyone learned something. It was a good experience for both groups of students, and I hope that it will happen again very soon.

Grade 6-- Among the Hidden

Chapters 1-3 -- In these chapters Luke and his family life have been introduced. What are your thoughts about the main character so far?

1. How would you feel if you were Luke?
2. What would you do to make your situation better?

Grade 9-- The Boy in the Striped Pyjamas

Grade 9 students have just been introduced to their next novel. Predictions have been made, discussions started, and background knowledge is being built. Students will receive their books this week and should begin reading nightly.

Grade 6: Subject and Predicate

Grades 9 and 10: Smart Mouth!

Grade 9 students have also had a number of tasks and projects due recently.  Writing, editing, and deciphering has been the focus in EAL lately.  However, we took a break from the sharing, reading, and writing, so we could have a few competitive laughs.

SMART MOUTH has become the newest fascination with grade 9 students--- one that challenges them to create, say, and spell English words (within certain parameters).  We have now banned 3 letter words and proper nouns... what other restrictions will be imposed??  :)

Some students are still reading The Giver, while others are finishing up the short story, The Monkey's Paw.  All of the students are responsible for teaching one another about what they have been reading and asking questions to clarify any misconceptions or misunderstandings.  The snippet below is one student sharing what she has learned, as a way of introducing the book to another student.

Grade 8: Writing, writing, writing....

Grade 8 students have been asked to work diligently on English, Science, and Humanities writing assignments.  They should have been drafting, editing, typing, rereading, proofreading, and practicing speeches.  Life for the grade 8 students has definitely been busy-- and a bit stressful for those that have been procrastinating (waiting til the very last second to get started on all of the above mentioned assignments) or not completing the work for the assigned date. 

I have to congratulate SIWON for producing a fantastic speech for English!  She worked extremely hard on writing, editing, and practicing it in class.  The nerves kept her from sharing one day, but she didn't give up!  The entire English class applauded her efforts and the content she presented.  Great job Siwon!!

Grade 6: Among the Hidden

Grade 6 students are beginning two units-- grammar extensions and Among the Hidden.

Books have been passed out, predictions have been made, and vocabulary has been introduced.... now we just have to get to the reading portion!  It would be helpful if students read each night, even if it is rereading what we have already read together in class. 

The grammar extensions will focus on writing complete and properly structured compound and complex sentences.  Students will be learning to diagram their sentences and diagnosis sentence problems.



Assignment #1:
-Complete grammar exercise in grammar book-- subject/predicate
-Read pg. 4-11 in Among the Hidden-- finding highlighted vocabulary from packet