Monday, November 30, 2015

November 30 First Day 2nd Timester

Introduction to Class: Disclosures All Classes

Language Art 1st and 6th Hours:
Language Arts
Ms. Ewell
2015-2016

Course description: Students will learn different strategies to help them become proficient in Language Arts.  The content which will be covered includes reading and comprehension skills; narrative, argumentative, and informative writing; grammar

Classroom expectation:
·                     Punctuality - be on time
·                     Preparation – have all needed for class
·                     Courtesy – positive interaction, respectful
·                     Performance -- be a self –starter getting work done.
·                     Honesty –complete own work, proud of who you are

Attendance and tardies:
It is important that your student is in class so they can be a part of class discussions and group work.  Students who are in their seats with all the necessary materials needed for the class, when the bell begins to ring will be considered “On Time”.

Grading Scale: Scores are weighted as: test, 75%; assignments and formative assessments 25%.
A             100% – 93 %                          C+           79% --77%                              D-            62% – 60%
A-            92% – 90 %                            C             76% – 73 %                            F              59% and below
B+           89% – 87 %                            C-            70% -- 72%                             Weights of Classwork         
B             86% -- 83%                             D+           69% -- 67%                             Assessments     75%
B-            82% -- 80%                             D             66% -- 63%                             Practice             25%
                                                                                               
Absent/Late Work: If a student is absent it is the responsibility to find out what they missed the day they return.  Make-up work and Late Work needs to be turned in before the next unit test.  Late work will affect your citizenship. 

Bear Time: Students will be required to come to intervention when they have missed tests, and to catch up on missing work.  The primary day for Language Art is Thursdays and second Mondays. 

Teacher contact information:  My email is merlene.ewell@besd.net, you may contact me at BRMS (435) 257-2540.  I am also available before and after school.  Your student’s grades can be checked through the schools internet site.  You may also find out assignments on my blog’s address is msewellsblog.blogspot.com. or find it on the school website.

Accommodations: Box Elder School District teaching staff will make the changes in curriculum, instruction and/or assessment that are necessary in order to provide access for a student with a disability. Please notify me if your student has any special needs not already outlined through IEP or 504 plans.

Materials List: Student will be responsible for having the following materials with them every day;
·                     1 binder with 5 dividers/ or a spiral notebook/ at least 50 sheets of college ruled notebook paper
·                     1 3-prong folder
·                     pencils with erasers, black/blue/red pens, dry erase marker, and sticky notes
·                     Reading Book


Please go to my blog and read through the disclosure as outlined.  Please sign and return.
Student Name __________________________ Student Signature ____________________________
                             Please print
Parent e-mail___________________________________ Parent Phone # ______________________

Parent Name _____________________________ Parent Signature ___________________________
                            Please print

Objective: Students will demonstrate comprehension of text. RI 8.1-4
Directions: Students in groups will read the essay given them then fill out the form.  Students will then share their understanding of the essays to the class.  This is an introduction to The adventures of Tom Sawyer. 
Starter: DGP we gave the dog its food before we took it for a walk

Audio Video: The Big Read the Adventures of Tom Sawyer (30 minutes)

Art 1 2nd hour


Art Foundation I/ 8th grade Art
Ms. Ewell
2015-2016


Course description: Students will learn the Elements of art and Principles of design. Students will implement the elements and principles of art into works of art.  While using a variety of different mediums such as paint, paper, pencil, ink, and others will be incorporated throughout the trimester. 


Class rules and/ or expectation:
·                     Punctuality – be on time
·                     Preparation – have all needed for class
·                     Courtesy –positive interaction, respectful
·                     Performance – be a self-starter getting work done
·                     Self –control – be aware! No texting or phones.
·                      Honesty –complete own work proud of who you are
Notes regarding expectations and guidelines for attendance and tardies: In order to be considered “on time,” each student is expected to be sitting in an assigned seat, during dell and while attendance is being taken. Excessive absences or tardies may affect a student’s citizenship or grade.

Grading Scale: Weights of Classwork: Assessments 75%; Practice 25%:
A             93 -100,                                 B-            80 – 82                  D+           67 - 69
A-            90 - 92,                                  C+           77 – 79                  D             63 - 66
B+           87 - 89,                                  C             73 – 76                  D-            60 - 62
B             83 – 86                                  C-            70-72,                    F              59 & Below

Absent/ Late Work: If a student is absent it is the responsibility to find out what they missed the day they return.   Make-up work and late work needs to be turned in within two to five days of return.  Late work will affect your citizenship.

BEAR Time: Students will be required to come to intervention when they have missed due dates or to catch up.  The primary day for Non-Core is Friday and second Tuesday.

Teacher contact information:  You may contact me at BRMS (435)-257-2540. My email is merlene.ewell@besd.net. I am also available before and after school.  Your student’s grades can be checked through the school website.  You may also find out assignments on my blog.  The address is msewellsblog.blogspot.com or find it on the school web under faculty.

Accommodations: Box Elder School District teaching staff will make the changes in curriculum, instruction and/or assessment that are necessary in order to provide access for a student with a disability. Please notify me if your student has special needs not already outlined through IEP or 504 plans.

Material List: items needed in class;
·                     Pencils and erasers
·                     You may want to have own paint brushes, glue sticks, references (these are not necessary)


Please go to my blog and read through the disclosure as outlined.  Please sign and return.



Student Name ___________________________ Student Signature ___________________________
                             Please print

Parent e-mail____________________________________ Parent Phone # ____________________


Parent Name ____________________________ Parent Signature ____________________________
                            Please print


Students will be starting the Color Wheel with Tints 

Foundation Art 2 3rd and 4th hours:

Art Foundation II
Ms. Ewell
2015-2016

Course Description: Students will learn the Elements of Art and the Principles of Design.  This content will be covered by starting out with the basic steps in drawing and will expand out into more difficult works of art.  Students will be using pencil giving a range of values and will eventually move onto color. 

Class rules and/ or Expectation:
·                     Punctuality – be on time and in seat.
·                     Preparation – have all needed for class
·                     Courtesy –positive interaction respectful
·                     Performance – be a self-starter getting work done
·                     Honesty –complete own work proud of who you are

Attendance and tardies:
It is important that your student is in class so they can be a part of class discussions and complete assignments.  Students who are in their seats with all the necessary materials needed for the class, when the bell begins to ring will be considered “On Time”.

 Grading Scale: Scores are weighted as: Assessments 75%; Practice 25%:
A             93 -100,                                   B-            80 – 82                    D+           67 - 69
A-            90 - 92,                                    C+           77 – 79                    D             63 - 66
B+           87 - 89,                                    C             73 – 76                    D-            60 - 62
B             83 – 86                                    C-            70-72,                      F              59 & Below
Absent/ Lake Work: If a student is absent it is the responsibility to find out what they missed the day they return.  Make-up work and Late Work needs to be turned in within two to five days of return.   Late work will affect your citizenship.

BEAR Time: Students will be required to come to intervention when they have missed due dates or tests to catch up.  The primary day
              for Non-Core is Friday and second Tuesday.
             
Teacher contact Information:  My email is merlene.ewell@besd.net, you may contact me at BRMS (435)-257-2540. I am also available before and after school.  Your student’s grades can be checked through the schools web site. You may also find out assignments on my blog.  My address is msewellsblog.blogspot.com or find in on the school web under faculty.

Accommodations: Box Elder School District teaching staff will make the changes in curriculum, instruction and/or assessment that are necessary in order to provide access for a student with a disability. Please notify me if your student has any special needs not already outlined through IEP or 504 plans.

Material List: Your student will need the following items in class:
·                     Pencils and eraser (lots a must)
·                     You may want to have your own colored pencils,
·                     references, sketch book, (these last items are not necessary)



Please go to my blog and read through the disclosure as outlined.  Please sign and return.



Student Name ___________________________ Student Signature ___________________________
                             Please print

Parent e-mail_____________________________________ Parent Phone # ____________________


Parent Name ____________________________ Parent Signature ____________________________

                            Please print
Students will be starting the Step by Step, learn the importance of Elements of Art, Scale and Proportions and Upside down person.

Monday, November 23, 2015

May Learning Guide Key


Wednesday War - May Checked Tuesday November 24th. 


Learning Objective:  Students will demonstrate chapter comprehension of the novel Wednesday Wars.  Included are reviews on figurative language and literary elements (RL 8.1-4).

Teaching Objective:  Students will listen to the audio of Wednesday Wars and complete the written learning guide in a variety of ways (individually, as a class, in small groups).  Students will learn the importance of completing the work - to be used on the summative test.

Starter:  Journal Entry
Starter Paragraph:  When Holling wants Mrs. Baker to drive faster she tells him, "I tend not to want to see how far I can break the law before I'm caught."  Do people who break the law generally do so believing they won't get caught?  Explain in a paragraph and remember correct punctuation

Score: Wednesday Wars May Learning Guide (complete – 20 pts., ¾ complete – 15 pts., ½ complete – 10 pts., ¼ complete – 5 pts., missing or nothing completed – 0).  If a student is not proficient on the upcoming chapter test, this will need to be completed before the student is allowed to re-take the test.

KEY – Wednesday Wars – May

A.  Vocabulary
*incinerated / destroy by burning                                    *synagogue / place of Jewish worship
 *renovate / restore                                                             *melancholy / sadness
*combustion / process of burning something               *meandered / wander endlessly
*abolitionist /  one who wants to end slavery                *arsonist / one who intentionally starts fires
*Bar mitzvah / Jewish coming to age celebration      *immigrate / come to live permanently in foreign country

B.  Figurative Language
1.  We stayed under our desks for eighteen minutes, until the wind would have
whisked away the first waves of airborne radioactive particles…personificationwhisked – onomatopoeia
2.  Hollings felt that part of Hamlet, Prince of Denmark’s problem, may have been that he had a name that made him sound like a breakfast special at Sunnyside Morning Restaurant.   simile, allusion
3.  I figured if I tried to pass them, they would probably leave my bloody body on the side of the road.
4.  “You will be going to Columbia University when lima beans fly.”  idiom
5.  He watched over it like his Reputation.  simile
6.  Mrs. Baker explained to Mrs. Sidman why our classroom smelled like a brewery.  simile
7.  On a bright blue day when there wasn’t an atomic bomb on any horizon, when the high clouds were painted onto blue canvas…   metaphor – sky is blue canvas
8.  …when tulips were standing at attention… personification
9.  “We can’t do that either,” she said, and her voice was as sad and lost as lonliness.  simile
10.  The rush, the roar, the squeak, the whoosh- they all stopped.  Really.  Like Lenoid Brezhnev had sent over an atomic bomb and wiped it all out.  alliteration - rush, roaronomatopoeia – whoosh, simile – sounds stopped like Lenoid Brezhnev had sent over an atomic bomb, allusion – Lenoid Brezhnev
11.  Around us every shade of green you could ever hope to imagine, broken up here and there with a flowering tree blushing to a light pink.  Personification

C.  Literary Element – Setting - In complete sentences, write something Holling learned about each architectural setting (location), Mrs. Baker and Holling visit (pgs. 221-223).  Answers Vary – must be in complete sentences.

*Quaker Meeting House:  built 1676, built when people were alive when Shakespeare was alive, had been a station on the Under-ground Railroad where escaped slaves hid.

*First Long Island Jail:  2 cells - one for men one for women, first male occupant stole horse, first female refused to pay tax to a church she was not a member

*Hick’s Park:  where settlers grazed cows and sheep

Saint Paul’s Episcopal School: housed British soldiers American Revolution,

*Temple Emmnauel:  had four temples built on site, first burned by lightening, second burned by British soldiers, third from arson, ark holding Torah was never damaged

*first abolitionist school:  where Negro children were taught

*Saint Adelbert’s Chatholic Chuch: built a century ago with pennies of Italian immigrants
D.  Literary Element – Plot – write the ultimate result of the conflict, for each piece of rising action listed                                                                                                                                  
*Mrs. Baker receives telegram – husband has been found
                                                                                *Holling and sister spend the day together – find each other
                                                                *sister calls – Holling sends money and goes to meet her
                                                *Mrs. Baker not a fan of drills – breaks cider to go on field trip
                                *Danny nervous over bar mitzvah – friends help him practice               
                *Holling’s sister and father fight over her attending Columbia University – sister runs away
*Mr. Hoodhood learns Kowalski and Associates will renovate Yankee Stadium – Mr. Hoodhood buys a Mustang 

E.  Understanding What You Have Read

1.  What does every May bring to Camillo Jr. High for the school to do (p. 208)?  bomb drills
2.  Why is Camillo Junior High a likely target for an attack (p. 208)?  Very close to New York City
3.  List three discomforts Holling expresses during the eighteen minute bomb drill (p. 209)? bent spine, leg spasm, wanting to throw up from gum under desks
4.  What new job does Kowalski and Associates have (p. 211)?  When is the previous chapter was there foreshadowing (hint or clue) of this (also p. 224)?   What effect does this have on the family moving (p. 215)?  Renovation of Yankee Stadium - Mrs. Baker talked with the players at Yankee Staidum about it -  Kowalski’s will not be moving
5.  What is the cause of Holling’s sister throwing lima beans at her father (p. 212)?  Heather’s father tells her she can go to college at Columbia “when lima beans fly.”
6.  Cite evidence that Holling likes the new car his father purchased (p. 212, 213,)?  “It was, all in all, the most beautiful, perfect car that God has ever allowed to be made on earth.”  “I dreamed of driving that car.”
7.  Summarize what effect Heather’s note initially has on her family (pgs. 213-214).  Father swore he wouldn’t help her if she called, father went driving in car alone, Holling does dishes alone, house grew quiet and still.  Father stopped watering azalea bushes, no music from upstairs, no lima beans for dinner, nobody talked about anything.
 8.  Holling finds The Tragedy of Hamlet, Prince of Denmark boring reading.  Write dialogue that expresses Holling’s solution to reading boring stuff with what Meryl Lee and Mrs. Baker think about his solution.  Be sure and use rules for writing dialogue.  Answers will vary.  Should reflect that Holling skipped a lot of the reading and Meryl Lee and Mrs. Baker told him that wasn’t ok.
_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________
    
9.  Danny is nervous about making a mistake in front of all his relatives at his bar mitzvah.  His friends try to help him during lunch recess, but at the end of every recess, where does Danny still want to run away to (p. 218)?  California

10.  Holling asks Mrs. Baker if she would mind not calling him Mr. Hoohhood.  He says it sounds like she is talking to his father.   Mrs. Baker says, “But you have similarities.”  What evidence is there that Mrs. Baker thinks Holling, like his father, would be a good architect (p. 219)?   What thoughts and feelings does this provoke (p. 220)?  Mrs. Baker saw the architectural drawings Holling had given to Meryl Lee.  She tells Holling they were wonderful and he has “the soul of an architect.”  Holling says he wants to decide for himself, meaning he doesn’t want to be forced into the family business. 

11.  During the Wednesday afternoon bomb drill, how does Mrs. Baker get permission for herself and Holling to go on a field trip (p. 220)?  (Intentionally) knocks Mrs. Kabaloff’s pilgrim cider of the shelf, which makes the room smell like a brewery. 

12.  What is Mrs. Baker’s response when Holling asks her if she was the one who talked with the boss about Kowalski and Associates renovating Yankee Stadium (p. 224)?  It is not something he needs to know.
13.  Mrs. Baker thinks the bomb drills are pointless because if an attack happened it really wouldn’t matter.  Why then does she tell Holling they have the drills (p. 225)?  What advice does she give Holling about learning (p225)
Mrs. Baker tell Holling that we have drills because it gives people comfort to think they are prepared, then nothing bad can really happen.  She also tells Holling to learn everything he can, then use all he has learned to grow up to be a wise and good man. 

14.  Holling realizes how much he loves and misses his sister when he gets home to an empty house and realizes the “biggest part of the empty in the house” is her not being there (p. 226).  How does Holling come up with the money for his sister a ticket home (p. 228)?  When he finds out there are two Western Union stations closest to the Minneapolis bus station, how does he decide which one to send the money to (p. 229)?  Holling cashes in his Salisbury Park savings bond.  He sends the money to Heather Avenue because Heather is his sister’s name.

15.  Cite evidence showing ways the conflict in the Hoodhood home escalates when Holling is trying to get his sister home (pgs. 230-231).  How is Holling able to meet his sister (p. 232)?   Holling’s dad refuses to go get Heather.  He says she created the problem herself.  Holling stands up to his father for the first time.  He tells his father his sister needs help.  Mr. Hoodhood tells Holling to go get her himself.  Holling gets the keys to the Mustang.  His mother tells him he doesn’t know how to drive.  Holling asks her to go with him.  She says she can’t do that.  Holling ends up riding with Meryl’s father, who is going to Yankee Stadium.  Holling’s mother gives him money for train tickets and lunch. 

16.  What is Holling’s response when Mr. Hoodhood asks Heather if she found herself (p. 234)?  What deeper meaning is there for those words?   Holling says, “She found me.”  Deeper meaning relates back to page 226 when Holling comes home to the empty house – “Maybe the first time that you now you really care about something is when you think about it not being there.”  Heather has learned what her brother is willing to do for her.   

17.  What are Holling’s final thought on Hamlet and what it means to be human (p. 234)?  “He didn’t need to find himself – he just needed to let himself be found.”

18.  What is Holling referring to when he says “Shakespeare couldn’t write any better than that (p. 236)?  Mrs. Baker receives a telegram from her husband.  The telegram to Mrs. Baker from Mr. Baker saying he is ok and coming home…“Sweet eyes – out of jungle – ok – home in time for strawberries – love Ty.

Thursday, November 19, 2015

April Key Learning Guide


Learning Guide will be check off Friday November 20th.  

Context clues RI 8.6 the summation will be Friday as well.  


KEY – Wednesday Wars April Learning Guide
Learning Objective:  Students will demonstrate chapter comprehension of the novel Wednesday Wars.  Included are introductions and reviews on figurative language and literary elements (RL 8.1-4), grammar and punctuation,
(L 8.1-6).
Teaching Objective:  Students will listen to the audio of Wednesday Wars and complete the written learning guide in a variety of ways (individually, as a class, in small groups).  Students will learn the importance of completing the work - to be used on the summative test.

A.  Vocabulary
*allusion / indirectly call something to mind                                                *levitate / rise, hover in air
*humane / show compassion                                                                           *berserk / wild, frenzied
*scaffolding / temporary structure used when building or cleaning       *skittered / move lightly and quickly

B.  Grammar – Write two novel content based sentences that are examples of each tense.  Answers will vary.
Present:  _____________________________________________________________________________________.
               _____________________________________________________________________________________.
Past:       _____________________________________________________________________________________.
               _____________________________________________________________________________________.
Future:   _____________________________________________________________________________________.
               _____________________________________________________________________________________.

C.  Punctuate and capitalize the following sentences correctly.
1.  You will be nice to Mrs. Baker,” ordered Mr. Hoodhood.
2.  Take the erasers outside,” said Mrs. Baker, and clean them thoroughly.”
3.  Where did I put those books, Heather?” asked Holling.
4.  I think,” said Danny, “that you should buy cream puffs for everyone.”
5.  You are wrong,” replied Holling. “I have read some of Shakespeare’s plays.”
6.  Oh no!” yelled Holling. “I can’t wear those tights!”
7.  Have they found him?” asked Mrs. Baker as Mrs. Bigio sobbed.
8.  Heather responded angrily, “I will go to college! You won’t stop me.”
9.  Holling,” smiled Heather, “I don’t know what I’d have done without you.”
     OR - Holling smiled, “Heather, I don’t know what I’d have done without you.”
10. Did you find yourself?” Mr. Hoodhood asked Heather.  Heather replied, “I am still looking, but I will,” as she smiled at her father.

D.  Conversation / Dialogue Writing – Write a conversation that might take place between two or three characters as they discuss an event from the novel.  Remember – for each change in dialogue (each time a new character speaks), you begin a new paragraph.  Answers will vary.

E.  Figurative Language – answer the questions
1. In what way is “Operation Pegasus” a classical allusion (p. 185, fifth paragraph)?  Refers to Pegasus (the winged horse) from Greek Mythology
2.  What is the analogy between Mrs. Sidman and Presidents Johnson’s jobs (p. 186, paragraph 4)?  Opposites - Mrs. Sidman is starting a new job; President Johnson is leaving the Presidency.
3.  In what way are the cream puffs being personified on page 188 bottom of third paragraphCream puffs are sending their scent
4. What analogy does Holling make to how many miles a day the cross country team runs (p. 188)?  More miles than most commuters drive
5.  Whose face is being compared in a simile to that of President Johnson (p. 190, middle of page)?  Mr. Hoodhood’s
6.  Which two type of figurative language are being used in the line “…you figure you can’t hang on until the end of June, because the warm breezes are coming in the window like quiet happiness.”Simile breezes are like happiness, personification – breezes are happiness

F.  Literary Elements – answer the questions
1.  What new location setting does this chapter take us to?  Yankee Stadium for the Yankee game and Salisbury Park for the track meet
2.  Explain the exposition (back ground information) regarding Mrs. Baker in this chapter.  Mrs. Baker almost made up five places in the Melbourne Olympic Games in just one hundred meters
3.  What might be a climax of this chapter?  Explain your answer.  ANSWERS WILL VARY – When Holling passes the eighth grade boys in the race because it built up to everybody wondering why he was holding back.

G.  Remembering What You Have Read
 1.  What might a reader infer is the reason Mrs. Sidman has replaced Mr. Guareschi as the Camillo Jr. High principal (Ideas vary throughout the chapters)?  Mrs. Sidman has gone from meek to strong – example, the way she handled the rats.  The school board may have felt Mr. Guareschi was not handling issues well – rats living in the walls, keeping kids in school with no electricity, bus accident etc…

2.   Cite evidence to show Mr. Hoodhood and his daughter’s conflicting views on why President Johnson is not going to run for re-election (p. 186).    Daughter – can’t win against Bobby Kennedy, doesn’t want to lose and be humiliated, Mr. Hoodhood – can’t win against Richard Nixon, has the whole war on his back.

3.  What evidence does Mr. Hoodhood provide that could explain why might Meryl Lee might be moving to Kingston (p. 187)?  Kowalski and Associates is finished/washed up/kaput.  “We’ll (Hoodhood and Associates) will be the only architectural firm in town that matters.”

4.  Initially (at first), Holling is careful not to run faster and overtake any of the eighth grade students on the cross- country team.  Cite evidence to show why (p. 188).  They pull your shorts down to your ankles midstream

5.  Holling’s father says, “We are coming apart?  What has happened and to whom is he referring to as “coming apart (p. 190)?”   Martin Luther King Jr. is shot and killed - rioting everywhere – the country (USA) is coming apart 

6.  Cite evidence foreshadowing (providing hints) that Holling’s father is not going to show up to take him to the Yankee Stadium (p. 191).  Holling’s father isn’t genuinely invested/interested.  He says, “Isn’t there enough happening in the world that you shouldn’t have to go into the city for a baseball game?”  When Holling says that it is opening day his father shakes his head and never writes the note.  Holling writes it and then gets his dad to sign it in the morning.  When Holling reminds him to be there at 2:00 his dad just says, “Sure, sure.”    When Holling calls his dad’s office the secretary tells him Mr. Hoodhood has a meeting at 4:30.  He wouldn’t miss the meeting to go to a baseball game.  Holling knows that she is right.

7.  Cite one line of evidence showing how devastated Holling is that his father isn’t there to take him to the Yankee game (p. 193).  ANSWERS VARY – “I suppose there must have been a more miserable hour sometime in my life, but I couldn’t think of what it might have been.” / “I sat down at my desk, humiliated as President Johnson would have been if he had lost to Bobby Kennedy.” / “My heart beat against my chest.  I was surprised that no one else could hear it.” / “Mrs. Baker said, “Mr. Hoodhood I think I could get you there for some of the game – The sweetest words e’er spoken.   I almost cried.” 
8.  Summarize what you infer Mrs. Baker is trying to teach Holling when she says, “I tend not to want to see how far I can break the law before I’m caught (p. 194).  Breaking the law shouldn’t be about not getting caught – it should be about not breaking the law.
9.  Summarize the Yankee game experience (pgs. 195-198).  Answers Vary – Game was everything it was supposed to be…Horace Clarke and Joe Pepitone call boys down to field…they get three balls during game…Mrs. Baker is recognized from Olympic Games…the players take them on ballpark tour…they get to run the bases…
10.  What kind of coach do you think Mr. Quatrini is?  Cite evidence that supports your answer (Information found throughout chapters – some on pgs. 191, 198, 200).    Answers Vary – most will agree he is very hard on kids, unreasonable expectations, grumpy, sarcastic…Coach Quatrini scrunched the paper in a ball and threw it at me.  “I won’t go easy on you at the next practice,” he said. / “Coach didn’t ask for an autograph.  He kept his promise, and the next cross-country practice was about as hard as two practices put together.”  / “It’s this Saturday, so you’re all going to have to get up early and miss your cartoon,” he said.  “I feel really badly about that.  So badly, I could cry.  Boo-hoo.”  / “Winner gets a hundred-dollar savings bond.  Not that I expect any of you ladies to win.”    

11.  Re-read the dialogue between Mr. Hoodhood and his daughter regarding work and her continued education (p. 201).     Re-write the dialogue how the same conversation would more than likely sound between parents and kids today.   Be sure to use appropriate punctuation and paragraphing.  Answers vary – Mr. Hoodhood wants his daughter to stay working.  He says she has a good job and she’s not going anywhere, and “no place is crazier than college.  You’ll stay at your job and be safe.”  His daughter says she is going to Columbia University – stay “safe from what?  Thinking?”  Today’s conversation would, in most cases, be parents telling kids they need to go to college / will go to college. 

12.  Describe the setting for the Saturday morning Cross-country meet (p. 202).  Salisbury Park - cold, foggy, wet,

13.  Danny has the lead for much of the race.  What can we infer happened in the woods, causing him to finish close to last?  Provide evidence to support your answer (pgs. 203-205).  We can infer from his bloody knees, and that he is about to cry, and the message to Holling to “beat the pied ninnies” that some eighth grade boys beat him up because he was winning.  

14.  What is the key moment when Holling decides to outrun the eighth graders?   Cite evidence to support your answer (p. 207).    Mrs. Baker says, “Pass those boys.”  “And that was all it took.”

15.  While everyone is sprinting on a cross-country trail in Salisbury Park, what does Holling allude to (p. 207)?  Playing ball at Yankee Stadium
 16.  Which characters are not mentioned as being at Holling’s race?  Cite evidence that states where they were (p. 202)  his family – “They were all asleep when I left for the cross-country meet on Saturday morning.” 



Chart S will need to get from me but should be finished by Friday. 

Wednesday, November 11, 2015

Learning Guide March Key


Starter write out the sentence and identify clauses, sentence type, and sentence purpose.

Wednesday sentence starter: when ansleys brother beck was little his favorite movie was the jungle book


KEY – Wednesday Wars – March

Learning Objective:  Students will demonstrate chapter comprehension of the novel Wednesday Wars.  Included are introductions and reviews on figurative language and literary elements (RL 8.1-4), grammar and punctuation,
(L 8.1-6).
Teaching Objective:  Students will listen to the audio of Wednesday Wars and complete the written learning guide in a variety of ways (individually, as a class, in small groups).  Students will learn the importance of completing the work - to be used on the summative test.


A. Vocabulary:  Become familiar with the words.
*discrimination / treat someone differently         *vanquished / conquer                 *demean / degrade
*unalloyed / pure                                                            *plummeted / plunge
*unscathed / without harm                                        *diction / word pronounciation

B.  Write whether each clause is independent or dependent.  If it is dependent, rewrite it to make it independent.  Additions on dependent clauses will vary.

1.  Unless he raised the money…………                                                                                                                        dependent
2.  Holling enjoyed reading the plays.                                                                                                           independent
3.  Mrs. Baker was a strict teacher.                                                                                                                independent
4.  Whenever he thought about the rats………..                                                                                                       dependent
5.  Mr. Goldman had a great solution.                                                                                                          independent
6.  Because she had won a medal……….                                                                                                                       dependent
7.  While the photos of Holling wearing yellow tights………..                                                                dependent
8.  Mr. Hoodhood and Heather argued constantly.                                                                                independent

C. Figurative Language
1.  In your own words, explain what the metaphor is about in the last paragraph of page 157 through the top of page 158.  Mrs. Baker is the spring and the students are her garden.  She is starting to see them blossom and bloom with all she has taught them.  They are thriving in learning.
2.  On page 158, paragraph three, what looks “like sails in a full breeze”?  What figurative language is this an example of?  Bulging tiles – simile
3.  Holling says, “If a word can get worn out and die, this one died like Julius Caesar.  What word is the death of Julius Caesar being compared to in the simile  (p. 163, last paragraph)?  faster
4.  What analogy is used (bottom of pg. 164), to show Holling does not want to be at home listening to his father scream at him?  Holling would rather be running with his lungs screaming for air than in his house listening to his father scream.

5.  Holling learns that to prepare for cross country try outs, they will run five miles on the Ides of March.  “Ides” is the midpoint on the Roman calendar.  March 15 was the assassination date of Julius Caesar.  Explain the simile on page 167 when Holling says, “You know what happened to Julius Caesar on the Ides of March?  Cross-country tryouts will make that look like opening day at Yankee Stadium.”   Preparing for try-outs is apt to kill him, and the actual try-outs will be fun in comparison.
6.  Re-read the bottom of page 170 through the first paragraph of page 171.  Write and explain how figurative language is used to describe the setting and mood.   green and brown sky the color of water in a dying pond/analogy – the day is ugly, bleak, green and brown clouds would roll up and rumble a bit/personification – looking like it is going to storm, and then settle back down like a layer of unhappiness over everything/simile, personification, analogy – bad feeling over all  

7.  Draw a cartoon to illustrate the simile comparing Mrs. Sidman holding up Sycorax and Caliban to that of Shakespeare’s Macduff holding Macbeth’s head (page 176, paragraph 4).   Cartoon drawing will vary.  Should show Mrs. Sidman holding the rats by the back of their necks and Macduff holding Macbeth’s head.  Simile reads, “She stood and held them up, like Macduff holding Macbeth’s head.”

8.  On page 178, second paragraph, what feeling does the figurative language give you, when the cloud vapor is compared to “running through the jungles of Vietnam”?    Cite specific evidence.  feeling like dying/drowning – evidence – “breathing more water than air. 
9.  From the figurative language on page 179, bottom of the first paragraph, what does Holling imagine sinking into his heels “like the assassins’ daggers sinking into Caesar?”  What figurative language is this comparison an example of?   the rats’ teeth - simile

D.  Understanding What You Have Read
1.  Cite explicit evidence (pgs. 156-157), that the Vietnam War is not going well for the United States.  Five thousand marines trapped/cut off from ground supplies, helicopters taking fire trying to fly supplies in, marines dug into bunkers to protect from mortar shells, explosives buried beneath marines, marines using stethoscopes and divining rods to try and find buried explosives,
2.  Despite their differences of opinion, in front of the television, what reaction did all of the Hoodhood family share every night after supper?  Who did Holling look for (p. 157)?     The Hoodhood’s watched the news with Walter Cronkite together every night.  Holling watches for any sign of Mrs. Baker’s husband, Lieutenant Tybalt Baker. 
3.  Describe the effect (result) when Mr. Vendleri  tries to replace the bulging asbestos tiles in the ceiling (p. 159-160).  Holling is told to hold the trash can under the tiles.  Everything comes pouring out of the ceiling:  homework announcements, PTA letters home, blue dittos, bazokka bubblegum wrappers, chewed up pencils, read and green and blue and yellow construction paper, cafeteria napkins, part of a sneaker, knawed picture of Holling in yellow tights, scraps of Meryl Lee’s Mississippi River and You project, 

4.  What do you infer is the cause of Mrs. Baker’s red eyes, although she told them she had a terrible cold (p. 161)Mrs. Baker’s cries a lot about her missing husband.

5.  Cite evidence that compare and contrasts Holling’s sister’s feeling about Bobby Kennedy with those of her father (p. 165-166).  Father:  “Bobby Kennedy is a rich kid from Cape Cod who’s never done anything on his own his whole life…”  “You may as well go work for that Martin Luther King”…He’s a Communist…”  Holling’s sister:   is working for Bobby Kennedy’s campaign headquarters in the back of Mr. Goldman’s bakery.  “Bobby Kennedy will end the war, end the discrimination that’s splitting our country in two, and end the control of the government by a handful of fat old men.”  He (Martin Luther King) and bobby Kennedy are the only ones who care that this country is about to explode.”

6.  The term ”ides” was used by the Romans when they referred to the 15th day.  The Ides of March – the first ides of the year – was feast day celebrating Mars, Roman god of war.  Cite evidence to show in what ways “the ides of March is significant to the story  (throughout the chapter)?   In the play, the ides of March is the day Julius Caesar was killed.  It is also the day Mrs. Baker’s class is observed by the school board and the day of cross-country tryouts.  Holling is convinced that something awful will happen on this day as it does in Julius Caesar. 

7.  Cite evidence to show that Mrs. Baker is a credible running coach (pages 168-169).  “You run straight up…and tight…looks as if you’re digging your fingernails into your palms.”  Mrs. Baker puts on her running shoes…By the end of the afternoon Mrs. Baker said Holling looked like Jesse Owens, “who won four gold medals at the 1936 Olympics running like that.”

8.  In return for her coaching him to be a better runner, what pieces of advice does Holling give Mrs. Baker on being a better teacher for the school board visit (p. 169)?  No teacher jokes, no folding your arms across your chest, no rolling your eyes, use a code word to praise when someone does something good and another word when they do something really good.    


9.  Mrs. Baker is upset that Holling only seems to care about the murders that occur in Shakespeare’s plays.   Find evidence to summarize what Mrs. Baker wants Holling to learn what Shakespear is really about (p. 171-172)Power of goodness, honesty, faithfulness…abundance of love - weakness of armies and battles and guns – endurance of love.    
10.  How does Holling impress the school board?  Tells them he reads Shakespeare and likes it.  Recites Shakespeare for them. 
11.  When Mrs. Baker quietly says the word “azalea,” to Holling, what does the word symbolize (pgs . 170 and 174)?  Code word for doing something good / the power of goodness, and honesty and faithfulness
12.  Irony is a surprise or twist – the unexpected.  What is ironic about the line Mrs. Baker puts on the board to be diagrammed when the school board is there?  What purpose besides grammar might Mrs. Baker have had for choosing that quote (pgs. 173 and 174)?   Holling wanted to recite those words to Mr. Guareschi and the school board but thought better of it, then Mrs. Baker puts the words up to be diagrammed.  She was letting her feelings be known that the visitors didn’t have a clue what was going on in her classroom or with her students, but were there to evaluate her. 
 
13.  What unexpected event interrupts the inspection of Mrs. Baker’s room and what is everyone’s reaction (pgs. 175-176)?  An asbestos tile falls and Sycorax and Caliban plumet onto Mrs. Sidman’s lap.
14.  Why is it surprising to everyone that Mrs. Sidman is the one who takes control of the appearance of Sycorax and Caliban (goes back to an incident with Mrs. Sidman and Doug Swieteck’s brother earlier in the story - p. 26)?  Doug Swieteck’s brother scared her when she thought she was alone in the school but he was there running up and down the halls with his hair white and chalk sticking out of his mouth like fangs. 
15.  Why might it not be surprising to anyone that other than Mrs. Sidman, Mai Thi is the only other person not standing on her desk to get away from the rats?  (hint:  consider Mai Thi’s background).  Mai Thi is a Vietamese refugee.  She probably saw horrible things in her country before coming to the United States.  The refuge where she stays has been attacked.  Rats probably don’t scare her as much as other things she has experienced.
16.  According to Coach Quatrini, what does “The Big M” symbolize? Explain what he means by it (p. 177)   Motivation  - You won’t run fast unless you really want to run fast, and really wanting to run fast is what gives you motivation. 
17.  What “motivates” Holling to set the three-mile run, making the varsity team (pgs. 179-180)?  Sycorax and Caliban have escaped from the cages again and are chasing him.
19.  What caused the discrimination against Mai Thi to escalate with the finding of the classroom pets (p. 181)?  When Mrs. Bigio serves Mai Thi her lunch An eighth grader asks Mrs. Bigio if she has any rat surprise for Mai Thi to eat, and tells Mai Thi  to go back home where she can find some.  Mai Thi starts to cry, which she has never done before.  


20. What evidence is there that the discrimination against Mai Thi is lessening (pgs. 182-183)?  Danny Hupfer stands up for her, dumping food on a kid and breaking his nose.  Although Danny is suspended for four days, people are proud of him.  Mrs. Bigio and Mrs. Baker make a recipe from Vietnam for the class – they try to say things in Mai Thi’s language - Mrs. Bigio apologizes to her and they hold each other tightly.